[
  {
    "Title": "Fashion as Design",
    "Description": "About this course: Among all objects of design, our clothes are the most universal and intimate. Like other kinds of design, fashion thrives on productive tensions between form and function, automation and craftsmanship, standardization and customization, universality and self-expression, and pragmatism and utopian vision. It exists in the service of others, and it can have profound consequences—social, political, cultural, economic, and environmental.\n\nFashion as Design focuses on a selection of more than 70 garments and accessories from around the world, ranging from kente cloth to jeans to 3D-printed dresses. Through these garments, we’re going to look closely at what we wear, why we wear it, how it’s made, and what it means. You’ll hear directly from a range of designers, makers, historians, and others working with clothing every day—and, in some cases, reinventing it for the future. Studio visits, interviews, and other resources introduce the history and development of each garment and their changing uses, meanings, and impact over time. \n\nCourse Learning Objectives:\n\nDevelop critical tools to appreciate and contextualize fashion design—from everyday clothing to couture garments—through many different perspectives. \n\nTrace the history, development, and impact of garments over time, and explore how they may be reinvented.\n\nInvestigate garments through multiple lenses including politics, identity, and economics. \n\nUnderstand more about the lifecycle of clothing, from its design and production to its marketing, distribution, and consumption. \n\nBetter comprehend the choices you make about fashion with respect to the visual language of dress, individual and collective identities, and issues such as labor practices, sustainability, and body politics.WEEK 1Introduction1 video, 3 readingsexpandReading: Welcome to Fashion as DesignVideo: Why do we wear what we wear?Reading: Who's Afraid of Fashion? by Paola AntonelliDiscussion Prompt: Introduce YourselfDiscussion Prompt: Create Your Own List of ItemsReading: Additional Readings \u0026 ResourcesWEEK 2HeroesWearing certain garments can inspire heroic transformations, while heroes can elevate everyday clothing to iconic status. In this module, you will discover the relationship between aspiration, achievement, adulation, and attire through a wide range of heroes—and even imagine yourself as a space hero in the future. 8 videos, 8 readingsexpandVideo: How do clothes make heroes?Video: On Site in Los Angeles: Recreating Bruce Lee's TracksuitReading: A Close Look at the Items: Sports HeroesVideo: Curator Stephanie Kramer on Sports JerseysReading: A Close Look at the Item: Subcultural HeroesVideo: Guy Baldwin, International Mr. Leather 1989, on Leather PantsReading: A Close Look at the Items: Military and Political HeroesVideo: Designer Richard Malone on the JumpsuitVideo: Designer Kerby Jean-Raymond on the HoodieVideo: Designer Kerby Jean-Raymond, Abecedarium Presentation on the HoodieReading: A Close Look at the Items: Celebrity and Pop HeroesReading: Bandana Tewari, Vogue India, on the SariReading: Malika V. Kashyap, Border\u0026Fall, on the SariReading: A Close Look at the MarsBoot PrototypeVideo: On Site in London: Designing a MarsBoot with Liz CiokajloDiscussion Prompt: Propose an ItemDiscussion Prompt: What Do Your Heroes Wear? Reading: Additional Readings \u0026 ResourcesGraded: HeroesWEEK 3SilhouettesWhen we put on clothes, we change the shape and outline of our bodies—sometimes profoundly. The silhouettes we adopt are determined by everything from shifting trends in fashion to what looks and feels good. This week, we explore how clothes shape the body and how cultural constructions of the body shape clothes. 7 videos, 7 readingsexpandVideo: How do clothes shape the body?Video: On Site at MoMA: Designing Mannequins with Tae SmithReading: A Close Look at the Items: ShapeVideo: Curator Valerie Steele, Abecedarium Presentation on the Little Black DressVideo: Fashion Historian Francesca Granata on Body Meets Dress, Dress Meets Body—and Become OneReading: A Close Look at the Items: ConformVideo: Linda Loppa on the Tabi BootVideo: Designer Janie Bryant on the Pencil SkirtReading: A Close Look at the Items: AugmentReading: Designer Norma Kamali on the Sleeping Bag CoatReading: A Close Look at the Items: FreeVideo: Mickey Boardman, PAPER magazine, Abecedarium Presentation on the Muumuu and CaftanReading: Fashion Historian Lauren Downing Peters and Co-founder of Universal Standard Alexandra Waldman on Non-Sample Size ClothingDiscussion Prompt: Propose an ItemDiscussion Prompt: Innovating SilhouettesReading: Additional Readings \u0026 ResourcesGraded: SilhouettesWEEK 4CouturesThe French word couture means \"dressmaking\" or \"sewing,” and often refers to one-of-a-kind, primarily handmade garments intended for a specific individual. This module approaches couture from a broader perspective, exploring the complex processes—from traditional handcrafting to the use of new technologies—that go into the making of high-end and everyday garments. 6 videos, 6 readingsexpandVideo: What goes into making what we wear?Video: On Site in London: Making a Bespoke Savile Row Suit with Anderson \u0026 Sheppard, Part IVideo: On Site in London: Making a Bespoke Savile Row Suit with Anderson \u0026 Sheppard, Part IIReading: A Close Look at the Items: CraftingVideo: Designer Carlo Brandelli on the SuitReading: A Close Look at the Items: ProducingReading: Jason Schott, Schott NYC, on the Biker JacketReading: A Close Look at the Items: GrowingVideo: Designers Jessica Rosenkrantz and Jesse Louis-Rosenberg on the Kinematics DressReading: A Close Look at Design Collective threeASFOURVideo: On Site in New Jersey: Designing 3D-Printed Dresses with threeASFOURDiscussion Prompt: Propose an ItemDiscussion Prompt: What Goes Into Making What You Wear?Reading: Additional Readings \u0026 ResourcesGraded: CouturesWEEK 5LifecycleThis module examines the lifecycle of garments, an often overlooked aspect of fashion that many individuals and companies are addressing with growing urgency. How do garments begin, how do they end, and how does the cycle of production, consumption, and disposal impact the world?  9 videos, 7 readingsexpandVideo: What is the lifecycle of our clothes?Video: On Site in San Francisco: Levi's Wellthread Design Team MeetingVideo: On Site in San Francisco: Historical Jeans in the Levi's Archive with Tracey PanekVideo: On Site in San Francisco: The Future of Denim Case Study with Paul DillingerReading: A Close Look at the Items: Jeans and White T-ShirtVideo: Curator Emma McClendon, Abecedarium Presentation on JeansVideo: Designers Carmen Artigas and Mary Ping, Abecedarium Presentation on Rana PlazaReading: A Close Look at the Items: AnewReading: Cheng Kang, Woolrich, on the Plaid Flannel ShirtVideo: Curator Michelle Millar Fisher and Historian Francesca Granata on PremamanReading: Designer Wei Hung Chen on Modular Dress for Pregnant Women PrototypeReading: A Close Look at the Items: ForeverVideo: Maxine Bédat, Zady, Abecedarium Presentation on E-CommerceReading: A Close Look at the Little Black Death Dress PrototypeVideo: Conversation with Designer Pia Interlandi on the Little Black Death DressDiscussion Prompt: Propose an ItemDiscussion Prompt: Garments that EndureDiscussion Prompt: Practicing SustainabilityReading: Additional Readings \u0026 ResourcesGraded: LifecycleWEEK 6ModestyModesty has many varied expressions that can be informed by social, religious, or political identifications, as well as by personal choice. But whether covered up or exposed, our bodies are often battlegrounds for continually shifting societal claims around morality, agency, and etiquette.4 videos, 8 readingsexpandVideo: How do we use clothes to cover and reveal?Video: Designer Hana Tajima on the Turtleneck and HijabReading: A Close Look at the Items: Head and NeckVideo: Grace Ali, OF NOTE Magazine, Abecedarium Presentation on the VeilVideo: Historian Leila Ahmed on the HijabReading: Rabbis Jodie Siff, Charles Savenor, and Melissa Buyer on the KippahReading: A Close Look at the Items: SwimwearReading: Curator Glynis Jones on SpeedoReading: A Close Look at the Items: LegsReading: Designer Miguel Mesa Posada on the Harem Pants PrototypeReading: Designer Zhijun Wang on the Sneaker MaskDiscussion Prompt: Propose an ItemDiscussion Prompt: What Informs Modesty?Reading: Additional Readings \u0026 ResourcesGraded: ModestyWEEK 7ExpressionWhat we wear and how we wear it can communicate messages, create group identification, borrow and remake existing styles, or subvert a garment’s traditional associations. While choosing and wearing clothes is an act of personal expression, it is also a response to many of the topics addressed in the preceding weeks of this course. In this final week, we look at the ways in which clothing allows us to feel connected to others and to stand out.8 videos, 10 readingsexpandVideo: What do we say with what we wear?Video: Conversation with Artist Amanda Lopez and Designer Tanya Melendez on Door-Knocker HoopsReading: A Close Look at the Items: AppropriateVideo: Photographer Tom Gould on the Lo-Life CrewReading: A Close Look at the Items: SubvertVideo: Curator Stephanie Kramer on the Slip DressReading: Jessica Barber, CALVIN KLEIN, on the Slip DressVideo: Model Hari Nef, Abecedarium Presentation on Unisex FashionReading: A Close Look at the Items: MessageReading: Designer Peter Saville on the Graphic T-ShirtReading: A Close Look at the Items: IdentifyVideo: Photographer David Godlis, Abecedarium Presentation on Dr. MartensReading: Valarie Benning on New Breed's Dashiki FashionsVideo: Historian Christopher Richards on Kente ClothReading: A Close Look at the Biker Jacket PrototypeVideo: On Site in New York: Designing a 21st-Century Biker Jacket with Asher LevineDiscussion Prompt: Propose an ItemReading: Additional Readings \u0026 ResourcesReading: Funding \u0026 CreditsGraded: ExpressionGraded: Reflect on Your Own WardrobeReading: Welcome to Fashion as DesignVideo: Why do we wear what we wear?Reading: Who's Afraid of Fashion? by Paola AntonelliDiscussion Prompt: Introduce YourselfDiscussion Prompt: Create Your Own List of ItemsReading: Additional Readings \u0026 ResourcesWearing certain garments can inspire heroic transformations, while heroes can elevate everyday clothing to iconic status. In this module, you will discover the relationship between aspiration, achievement, adulation, and attire through a wide range of heroes—and even imagine yourself as a space hero in the future. Video: How do clothes make heroes?Video: On Site in Los Angeles: Recreating Bruce Lee's TracksuitReading: A Close Look at the Items: Sports HeroesVideo: Curator Stephanie Kramer on Sports JerseysReading: A Close Look at the Item: Subcultural HeroesVideo: Guy Baldwin, International Mr. Leather 1989, on Leather PantsReading: A Close Look at the Items: Military and Political HeroesVideo: Designer Richard Malone on the JumpsuitVideo: Designer Kerby Jean-Raymond on the HoodieVideo: Designer Kerby Jean-Raymond, Abecedarium Presentation on the HoodieReading: A Close Look at the Items: Celebrity and Pop HeroesReading: Bandana Tewari, Vogue India, on the SariReading: Malika V. Kashyap, Border\u0026Fall, on the SariReading: A Close Look at the MarsBoot PrototypeVideo: On Site in London: Designing a MarsBoot with Liz CiokajloDiscussion Prompt: Propose an ItemDiscussion Prompt: What Do Your Heroes Wear? Reading: Additional Readings \u0026 ResourcesWhen we put on clothes, we change the shape and outline of our bodies—sometimes profoundly. The silhouettes we adopt are determined by everything from shifting trends in fashion to what looks and feels good. This week, we explore how clothes shape the body and how cultural constructions of the body shape clothes. Video: How do clothes shape the body?Video: On Site at MoMA: Designing Mannequins with Tae SmithReading: A Close Look at the Items: ShapeVideo: Curator Valerie Steele, Abecedarium Presentation on the Little Black DressVideo: Fashion Historian Francesca Granata on Body Meets Dress, Dress Meets Body—and Become OneReading: A Close Look at the Items: ConformVideo: Linda Loppa on the Tabi BootVideo: Designer Janie Bryant on the Pencil SkirtReading: A Close Look at the Items: AugmentReading: Designer Norma Kamali on the Sleeping Bag CoatReading: A Close Look at the Items: FreeVideo: Mickey Boardman, PAPER magazine, Abecedarium Presentation on the Muumuu and CaftanReading: Fashion Historian Lauren Downing Peters and Co-founder of Universal Standard Alexandra Waldman on Non-Sample Size ClothingDiscussion Prompt: Propose an ItemDiscussion Prompt: Innovating SilhouettesReading: Additional Readings \u0026 ResourcesThe French word couture means \"dressmaking\" or \"sewing,” and often refers to one-of-a-kind, primarily handmade garments intended for a specific individual. This module approaches couture from a broader perspective, exploring the complex processes—from traditional handcrafting to the use of new technologies—that go into the making of high-end and everyday garments. Video: What goes into making what we wear?Video: On Site in London: Making a Bespoke Savile Row Suit with Anderson \u0026 Sheppard, Part IVideo: On Site in London: Making a Bespoke Savile Row Suit with Anderson \u0026 Sheppard, Part IIReading: A Close Look at the Items: CraftingVideo: Designer Carlo Brandelli on the SuitReading: A Close Look at the Items: ProducingReading: Jason Schott, Schott NYC, on the Biker JacketReading: A Close Look at the Items: GrowingVideo: Designers Jessica Rosenkrantz and Jesse Louis-Rosenberg on the Kinematics DressReading: A Close Look at Design Collective threeASFOURVideo: On Site in New Jersey: Designing 3D-Printed Dresses with threeASFOURDiscussion Prompt: Propose an ItemDiscussion Prompt: What Goes Into Making What You Wear?Reading: Additional Readings \u0026 ResourcesThis module examines the lifecycle of garments, an often overlooked aspect of fashion that many individuals and companies are addressing with growing urgency. How do garments begin, how do they end, and how does the cycle of production, consumption, and disposal impact the world?  Video: What is the lifecycle of our clothes?Video: On Site in San Francisco: Levi's Wellthread Design Team MeetingVideo: On Site in San Francisco: Historical Jeans in the Levi's Archive with Tracey PanekVideo: On Site in San Francisco: The Future of Denim Case Study with Paul DillingerReading: A Close Look at the Items: Jeans and White T-ShirtVideo: Curator Emma McClendon, Abecedarium Presentation on JeansVideo: Designers Carmen Artigas and Mary Ping, Abecedarium Presentation on Rana PlazaReading: A Close Look at the Items: AnewReading: Cheng Kang, Woolrich, on the Plaid Flannel ShirtVideo: Curator Michelle Millar Fisher and Historian Francesca Granata on PremamanReading: Designer Wei Hung Chen on Modular Dress for Pregnant Women PrototypeReading: A Close Look at the Items: ForeverVideo: Maxine Bédat, Zady, Abecedarium Presentation on E-CommerceReading: A Close Look at the Little Black Death Dress PrototypeVideo: Conversation with Designer Pia Interlandi on the Little Black Death DressDiscussion Prompt: Propose an ItemDiscussion Prompt: Garments that EndureDiscussion Prompt: Practicing SustainabilityReading: Additional Readings \u0026 ResourcesModesty has many varied expressions that can be informed by social, religious, or political identifications, as well as by personal choice. But whether covered up or exposed, our bodies are often battlegrounds for continually shifting societal claims around morality, agency, and etiquette.Video: How do we use clothes to cover and reveal?Video: Designer Hana Tajima on the Turtleneck and HijabReading: A Close Look at the Items: Head and NeckVideo: Grace Ali, OF NOTE Magazine, Abecedarium Presentation on the VeilVideo: Historian Leila Ahmed on the HijabReading: Rabbis Jodie Siff, Charles Savenor, and Melissa Buyer on the KippahReading: A Close Look at the Items: SwimwearReading: Curator Glynis Jones on SpeedoReading: A Close Look at the Items: LegsReading: Designer Miguel Mesa Posada on the Harem Pants PrototypeReading: Designer Zhijun Wang on the Sneaker MaskDiscussion Prompt: Propose an ItemDiscussion Prompt: What Informs Modesty?Reading: Additional Readings \u0026 ResourcesWhat we wear and how we wear it can communicate messages, create group identification, borrow and remake existing styles, or subvert a garment’s traditional associations. While choosing and wearing clothes is an act of personal expression, it is also a response to many of the topics addressed in the preceding weeks of this course. In this final week, we look at the ways in which clothing allows us to feel connected to others and to stand out.Video: What do we say with what we wear?Video: Conversation with Artist Amanda Lopez and Designer Tanya Melendez on Door-Knocker HoopsReading: A Close Look at the Items: AppropriateVideo: Photographer Tom Gould on the Lo-Life CrewReading: A Close Look at the Items: SubvertVideo: Curator Stephanie Kramer on the Slip DressReading: Jessica Barber, CALVIN KLEIN, on the Slip DressVideo: Model Hari Nef, Abecedarium Presentation on Unisex FashionReading: A Close Look at the Items: MessageReading: Designer Peter Saville on the Graphic T-ShirtReading: A Close Look at the Items: IdentifyVideo: Photographer David Godlis, Abecedarium Presentation on Dr. MartensReading: Valarie Benning on New Breed's Dashiki FashionsVideo: Historian Christopher Richards on Kente ClothReading: A Close Look at the Biker Jacket PrototypeVideo: On Site in New York: Designing a 21st-Century Biker Jacket with Asher LevineDiscussion Prompt: Propose an ItemReading: Additional Readings \u0026 ResourcesReading: Funding \u0026 CreditsCalifornia Institute of the ArtsIntroduction to ImagemakingCalifornia Institute of the ArtsIntroduction to TypographyCalifornia Institute of the ArtsIdeas from the History of Graphic DesignThe Museum of Modern ArtModern Art \u0026 IdeasCalifornia Institute of the ArtsFundamentals of Graphic Design",
    "Creator": "The Museum of Modern Art",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/fashion-design",
    "Language": "English",
    "Commitment": "2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Buddhism and Modern Psychology",
    "Description": "About this course: The Dalai Lama has said that Buddhism and science are deeply compatible and has encouraged Western scholars to critically examine both the meditative practice and Buddhist ideas about the human mind. A number of scientists and philosophers have taken up this challenge. There have been brain scans of meditators and philosophical examinations of Buddhist doctrines. There have even been discussions of Darwin and the Buddha: Do early Buddhist descriptions of the mind, and of the human condition, make particular sense in light of evolutionary psychology? \n\nThis course will examine how Buddhism is faring under this scrutiny. Are neuroscientists starting to understand how meditation “works”? Would such an understanding validate meditation—or might physical explanations of meditation undermine the spiritual significance attributed to it? And how are some of the basic Buddhist claims about the human mind holding up? We’ll pay special attention to some highly counterintuitive doctrines: that the self doesn’t exist, and that much of perceived reality is in some sense illusory. Do these claims, radical as they sound, make a certain kind of sense in light of modern psychology? And what are the implications of all this for how we should live our lives? Can meditation make us not just happier, but better people?WEEK 1The Buddhist Diagnosis5 videos, 4 readingsexpandReading: The BasicsReading: Course OverviewReading: About the InstructorVideo: Introduction: Religious Buddhism and ‘Secular’ BuddhismVideo: Feelings and IllusionsVideo: The First Two Noble TruthsVideo: Evolutionary Psychology and the First Two Noble TruthsVideo: Office Hours 1Reading: Resources for Week 1WEEK 2The Buddhist Prescription5 videos, 1 readingexpandVideo: The Eightfold PathVideo: MeditationVideo: Mindfulness Meditation and the BrainVideo: Can Our Feelings Be Trusted?Video: Office Hours 2Reading: Resources for Week 2WEEK 3Does Your Self Exist?4 videos, 2 readingsexpandVideo: The Buddha’s Discourse on the Not-SelfVideo: What Did The Buddha Mean?Video: Modern Psychology and the SelfVideo: Office Hours 3Reading: Resources for Week 3Reading: Guidelines for Grading AssignmentsGraded: Mid-term AssignmentWEEK 4A New Model of the Mind4 videos, 1 readingexpandVideo: Delusions about OurselvesVideo: What Mental Modules Aren’tVideo: What Mental Modules AreVideo: Office Hours 4Reading: Resources for Week 4WEEK 5Mental Modules and Meditation4 videos, 1 readingexpandVideo: Choosing ‘Selves’ Through MeditationVideo: ‘Self’ ControlVideo: The Experience of Not-selfVideo: Office Hours 5Reading: Resources for Week 5WEEK 6What is Enlightenment?8 videos, 1 readingexpandVideo: Not-Self as InterconnectionVideo: Essentialism and EmptinessVideo: Buddhist and Darwinian EnlightenmentVideo: A Naturalistic Religion?Video: Office Hours 6Video: Extra Office Hours 1Video: Extra Office Hours 2Video: Extra Office Hours 3Reading: Resources for Week 6Graded: Final Exam AssignmentReading: The BasicsReading: Course OverviewReading: About the InstructorVideo: Introduction: Religious Buddhism and ‘Secular’ BuddhismVideo: Feelings and IllusionsVideo: The First Two Noble TruthsVideo: Evolutionary Psychology and the First Two Noble TruthsVideo: Office Hours 1Reading: Resources for Week 1Video: The Eightfold PathVideo: MeditationVideo: Mindfulness Meditation and the BrainVideo: Can Our Feelings Be Trusted?Video: Office Hours 2Reading: Resources for Week 2Video: The Buddha’s Discourse on the Not-SelfVideo: What Did The Buddha Mean?Video: Modern Psychology and the SelfVideo: Office Hours 3Reading: Resources for Week 3Reading: Guidelines for Grading AssignmentsVideo: Delusions about OurselvesVideo: What Mental Modules Aren’tVideo: What Mental Modules AreVideo: Office Hours 4Reading: Resources for Week 4Video: Choosing ‘Selves’ Through MeditationVideo: ‘Self’ ControlVideo: The Experience of Not-selfVideo: Office Hours 5Reading: Resources for Week 5Video: Not-Self as InterconnectionVideo: Essentialism and EmptinessVideo: Buddhist and Darwinian EnlightenmentVideo: A Naturalistic Religion?Video: Office Hours 6Video: Extra Office Hours 1Video: Extra Office Hours 2Video: Extra Office Hours 3Reading: Resources for Week 6The University of North Carolina at Chapel HillPositive Psychology Wesleyan UniversityUnderstanding Memory: Explaining the Psychology of Memory through MoviesUniversiteit LeidenDe-Mystifying MindfulnessJohns Hopkins UniversityPsychological First AidIndian School of BusinessA Life of Happiness and Fulfillment",
    "Creator": "Princeton University",
    "Level": "",
    "URL": "https://coursera.org/learn/science-of-meditation",
    "Language": "English",
    "Commitment": "2-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English Composition I",
    "Description": "About this course: You will gain a foundation for college-level writing valuable for nearly any field. Students will learn how to read carefully, write effective arguments, understand the writing process, engage with others' ideas, cite accurately, and craft powerful prose. \n\nCourse Learning Objectives\n•\tSummarize, analyze, question, and evaluate written and visual texts\n•\tArgue and support a position\n•\tRecognize audience and disciplinary expectations\n•\tIdentify and use the stages of the writing process\n•\tIdentify characteristics of effective prose\n•\tApply proper citation practices\n•\tDiscuss applying your writing knowledge to other writing occasionsWEEK 1The Writing ProcessTo start our course, we will examine your own writing process and what it means to respond to the writing of others. We will also think about what academic writing means.4 videos, 2 readingsexpandVideo: I am a WriterVideo: Responding to Others' WritingReading: I am a Writer Sample FeedbackDiscussion Prompt: I am a Writer (Tell Your Story)Video: What is Academic Writing?Video: Understanding Your Writing ProcessDiscussion Prompt: Share Your Quirks and RitualsReading: A Note About DeadlinesWEEK 2Critical ReadingThis week will concentrate on the skill of reading critically. Additionally, we will learn about the conventions of academic writing, including integrating evidence and schools of citation. Finally, you are encouraged to write your own critical review of \"The Sweet Spot.\" This is an optional writing assignment, but it is a requirement to receive a honor's certificate.5 videos, 4 readingsexpandVideo: Active ReadingReading: Daniel Coyle, \"The Sweet Spot\"Discussion Prompt: Group A:  Main claim and evidenceDiscussion Prompt: Group B:  Aims/PurposesDiscussion Prompt: Group C:  MethodsDiscussion Prompt: Group D:  Occasion/ContextDiscussion Prompt: Group E:  QuestionsVideo: Integrating EvidenceVideo: Moving from Discussion to DraftVideo: Schools of CitationReading: Academic Writing ResourcesReading: Critical Review ExamplesReading: Critical Review: Sample FeedbackVideo: Critical Review Writing WorkshopDiscussion Prompt: Critical Review Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Graded: Critical ReviewWEEK 3Project 1:  Visual AnalysisThis week, the central topic is visual images in academic writing. The goal is to practice interpreting and writing about images convincingly. Plus, Dr. Comer will help you think about what area of inquiry you would like to focus on in this course and what it means to write a draft. Finally, you will write your visual analysis and learn how to give meaningful feedback.9 videos, 4 readingsexpandVideo: Selecting Your Area of ExpertiseVideo: What is a Draft?Video: Reading Visual ImagesDiscussion Prompt: Sample Image:  ArtistDiscussion Prompt: Sample Image:  RuinsDiscussion Prompt: Sample Image:  Earth Discussion Prompt: Sample Image:  ScientistDiscussion Prompt: Sample Image:  WritingDiscussion Prompt: Sample Image: BusinessmanReading: Geoffrey Colvin, \"What It Takes To Be Great\"Video: Using Images in Scholarly WritingVideo: Effective ClaimsDiscussion Prompt: The 5 Cs of Effective ClaimsReading: Sample Essays for Project 1Reading: More Resources for Visual AnalysisVideo: Responding Towards RevisionVideo: Feedback on Visual Analysis DraftReading: Sample Feedback Visual Analysis DraftVideo: Workshopping WritingVideo: Visual Analysis Writing WorkshopDiscussion Prompt: Visual Analysis Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Graded: Visual Analysis DraftWEEK 4 Revision Strategies and Visual Analysis RevisionBased on the feedback of your colleagues improve your visual analysis. After you receive feedback on your final submission, submit a self-reflection quiz about your experience writing this project.4 videos, 1 readingexpandVideo: Incorporating Others' FeedbackVideo: Strategies for RevisionVideo: Crafting Effective TitlesVideo: Editing StrategiesReading: Sample Feedback Visual Analysis FinalGraded: Visual Analysis FinalGraded: Visual Analysis Self-ReflectionWEEK 5Project 2: Case StudyThis week, various aspects of effective research will be discussed, such as creating an annotated bibliography, research strategies, and avoiding plagiarism. You will conduct research for your next project, a case study, contribute to an annotated bibliography, and submit your case study draft.6 videos, 3 readingsexpandVideo: Annotated BibliographyVideo: Spotlight Video_Scholarly and Popular ArticlesVideo: Spotlight Video_Finding ArticlesReading: Research ToolsVideo: Avoiding PlagiarismReading: Annotated Bibliography How-ToDiscussion Prompt: Annotated Bibliography:  HobbiesDiscussion Prompt: Annotated Bibliography:  SportsDiscussion Prompt: Annotated Bibliography:  ScienceDiscussion Prompt: Annotated Bibliography:  EconomicsDiscussion Prompt: Annotated Bibliography:  LifestyleDiscussion Prompt: Annotated Bibliography:  TechnologyDiscussion Prompt: Annotated Bibliography: HumanitiesDiscussion Prompt: Annotated Bibliography:  OtherVideo: Intertextual ConversationReading: Case Studies ResourcesVideo: Case Study Writing WorkshopDiscussion Prompt: Case Study Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Graded: Case Study DraftWEEK 6Writing Cohesively and Case Study RevisionIn preparation for improving your case study, Professor Comer will present strategies of writing more cohesively. After receiving your final feedback, please submit a self-reflection about this project.3 videos, 2 readingsexpandVideo: IntroductionsVideo: ConclusionsVideo: Paragraph UnityReading: Geoffrey Colvin, \"What It Takes To Be Great\"Reading: Case Study Sample FeedbackGraded: Case Study FinalGraded: Case Study Self-ReflectionWEEK 7Project 3: Op-EdThis week, Professor Comer introduces the idea of public scholarship, how academic writing can be transformed for a broader public. Her guest, David Jarmul, will give an overview of how to write an op-ed. You will then have the opportunity to write your own.6 videos, 1 readingexpandVideo: Public ScholarshipVideo: Spotlight on Op-Eds with David Jarmul_part 1Video: Spotlight on Op-Eds with David Jarmul_part 2Video: Active and Passive VoiceVideo: Enhancing Sentence StyleReading: Resources for Writing Op-EdsVideo: Op-Ed Writing WorkshopDiscussion Prompt: Op-Ed Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Graded: Op-Ed DraftWEEK 8Crafting Powerful Prose and Op-Ed RevisionThis week Professor Comer will address the topic of concise writing; how to convey meaning with fewer words. Your task is to rewrite your op-ed.2 videos, 1 readingexpandVideo: Concise Writing_Reducing Redundancy and Making Words MatterVideo: Concise Writing Part 2_Noticing Prepositional PhrasesReading: Op-Ed Sample FeedbackGraded: Op-Ed FinalGraded: Op-Ed Self-ReflectionWEEK 9Transferring Writing Practices, Skills, and Knowledge to New ContextsThis final week is dedicated to how to move forward with your writing and apply the skills learned in this course to new contexts. Your final assignment is a self-reflection about your development as a writer over the last several weeks.2 videosexpandVideo: Writing TransferVideo: Special Topics_Creative Non-fictionGraded: Final Self-ReflectionWEEK 10 Writing in the Humanities, Social Science, and Natural SciencesAdditional videos that highlight differences in academic writing across disciplines.17 videosexpandVideo: Spotlight on the Humanities: Academic WritingVideo: Spotlight on the Humanities: Writing ProcessVideo: Spotlight on the Humanities: MLA CitationsVideo: Spotlight on the Humanities: Use of Visual ImagesVideo: Special Topic in the Humanities: MLA Citation of Media and Internet ResourcesVideo: Spotlight on the Humanities: Public WritingVideo: Spotlight on the Natural Sciences: Academic WritingVideo: Spotlight on the Natural Sciences: Writing ProcessVideo: Spotlight on the Natural Sciences: CSE CitationsVideo: Spotlight on the Natural Sciences: Use of Visual ImagesVideo: Spotlight on the Natural Sciences:  Public WritingVideo: Spotlight on the Social Sciences: Academic WritingVideo: Spotlight on the Social Sciences: Writing ProcessVideo: Spotlight on the Social Sciences:  APA CitationsVideo: Spotlight on the Social Sciences: Use of Visual ImagesVideo: Special Topics in the Social Sciences:  Issues of Language UseVideo: Spotlight on the Social Sciences:  Public WritingVideo: I am a WriterVideo: Responding to Others' WritingReading: I am a Writer Sample FeedbackDiscussion Prompt: I am a Writer (Tell Your Story)Video: What is Academic Writing?Video: Understanding Your Writing ProcessDiscussion Prompt: Share Your Quirks and RitualsReading: A Note About DeadlinesThis week will concentrate on the skill of reading critically. Additionally, we will learn about the conventions of academic writing, including integrating evidence and schools of citation. Finally, you are encouraged to write your own critical review of \"The Sweet Spot.\" This is an optional writing assignment, but it is a requirement to receive a honor's certificate.Video: Active ReadingReading: Daniel Coyle, \"The Sweet Spot\"Discussion Prompt: Group A:  Main claim and evidenceDiscussion Prompt: Group B:  Aims/PurposesDiscussion Prompt: Group C:  MethodsDiscussion Prompt: Group D:  Occasion/ContextDiscussion Prompt: Group E:  QuestionsVideo: Integrating EvidenceVideo: Moving from Discussion to DraftVideo: Schools of CitationReading: Academic Writing ResourcesReading: Critical Review ExamplesReading: Critical Review: Sample FeedbackVideo: Critical Review Writing WorkshopDiscussion Prompt: Critical Review Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?This week, the central topic is visual images in academic writing. The goal is to practice interpreting and writing about images convincingly. Plus, Dr. Comer will help you think about what area of inquiry you would like to focus on in this course and what it means to write a draft. Finally, you will write your visual analysis and learn how to give meaningful feedback.Video: Selecting Your Area of ExpertiseVideo: What is a Draft?Video: Reading Visual ImagesDiscussion Prompt: Sample Image:  ArtistDiscussion Prompt: Sample Image:  RuinsDiscussion Prompt: Sample Image:  Earth Discussion Prompt: Sample Image:  ScientistDiscussion Prompt: Sample Image:  WritingDiscussion Prompt: Sample Image: BusinessmanReading: Geoffrey Colvin, \"What It Takes To Be Great\"Video: Using Images in Scholarly WritingVideo: Effective ClaimsDiscussion Prompt: The 5 Cs of Effective ClaimsReading: Sample Essays for Project 1Reading: More Resources for Visual AnalysisVideo: Responding Towards RevisionVideo: Feedback on Visual Analysis DraftReading: Sample Feedback Visual Analysis DraftVideo: Workshopping WritingVideo: Visual Analysis Writing WorkshopDiscussion Prompt: Visual Analysis Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Video: Incorporating Others' FeedbackVideo: Strategies for RevisionVideo: Crafting Effective TitlesVideo: Editing StrategiesReading: Sample Feedback Visual Analysis FinalThis week, various aspects of effective research will be discussed, such as creating an annotated bibliography, research strategies, and avoiding plagiarism. You will conduct research for your next project, a case study, contribute to an annotated bibliography, and submit your case study draft.Video: Annotated BibliographyVideo: Spotlight Video_Scholarly and Popular ArticlesVideo: Spotlight Video_Finding ArticlesReading: Research ToolsVideo: Avoiding PlagiarismReading: Annotated Bibliography How-ToDiscussion Prompt: Annotated Bibliography:  HobbiesDiscussion Prompt: Annotated Bibliography:  SportsDiscussion Prompt: Annotated Bibliography:  ScienceDiscussion Prompt: Annotated Bibliography:  EconomicsDiscussion Prompt: Annotated Bibliography:  LifestyleDiscussion Prompt: Annotated Bibliography:  TechnologyDiscussion Prompt: Annotated Bibliography: HumanitiesDiscussion Prompt: Annotated Bibliography:  OtherVideo: Intertextual ConversationReading: Case Studies ResourcesVideo: Case Study Writing WorkshopDiscussion Prompt: Case Study Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Video: IntroductionsVideo: ConclusionsVideo: Paragraph UnityReading: Geoffrey Colvin, \"What It Takes To Be Great\"Reading: Case Study Sample FeedbackVideo: Public ScholarshipVideo: Spotlight on Op-Eds with David Jarmul_part 1Video: Spotlight on Op-Eds with David Jarmul_part 2Video: Active and Passive VoiceVideo: Enhancing Sentence StyleReading: Resources for Writing Op-EdsVideo: Op-Ed Writing WorkshopDiscussion Prompt: Op-Ed Questions and FeedbackDiscussion Prompt: Looking For a Writing Workshop?Video: Concise Writing_Reducing Redundancy and Making Words MatterVideo: Concise Writing Part 2_Noticing Prepositional PhrasesReading: Op-Ed Sample FeedbackVideo: Writing TransferVideo: Special Topics_Creative Non-fictionVideo: Spotlight on the Humanities: Academic WritingVideo: Spotlight on the Humanities: Writing ProcessVideo: Spotlight on the Humanities: MLA CitationsVideo: Spotlight on the Humanities: Use of Visual ImagesVideo: Special Topic in the Humanities: MLA Citation of Media and Internet ResourcesVideo: Spotlight on the Humanities: Public WritingVideo: Spotlight on the Natural Sciences: Academic WritingVideo: Spotlight on the Natural Sciences: Writing ProcessVideo: Spotlight on the Natural Sciences: CSE CitationsVideo: Spotlight on the Natural Sciences: Use of Visual ImagesVideo: Spotlight on the Natural Sciences:  Public WritingVideo: Spotlight on the Social Sciences: Academic WritingVideo: Spotlight on the Social Sciences: Writing ProcessVideo: Spotlight on the Social Sciences:  APA CitationsVideo: Spotlight on the Social Sciences: Use of Visual ImagesVideo: Special Topics in the Social Sciences:  Issues of Language UseVideo: Spotlight on the Social Sciences:  Public WritingUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "Duke University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/english-composition",
    "Language": "English, Subtitles: Spanish, French",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Understanding Einstein: The Special Theory of Relativity",
    "Description": "About this course: In this course we will seek to “understand Einstein,” especially focusing on the special theory of relativity that Albert Einstein, as a twenty-six year old patent clerk, introduced in his “miracle year” of 1905. Our goal will be to go behind the myth-making and beyond the popularized presentations of relativity in order to gain a deeper understanding of both Einstein the person and the concepts, predictions, and strange paradoxes of his theory. Some of the questions we will address include: How did Einstein come up with his ideas? What was the nature of his genius? What is the meaning of relativity? What’s “special” about the special theory of relativity? Why did the theory initially seem to be dead on arrival? What does it mean to say that time is the “fourth dimension”? Can time actually run more slowly for one person than another, and the size of things change depending on their velocity? Is time travel possible, and if so, how? Why can’t things travel faster than the speed of light? Is it possible to travel to the center of the galaxy and return in one lifetime? Is there any evidence that definitively confirms the theory, or is it mainly speculation? Why didn’t Einstein win the Nobel Prize for the theory of relativity?\n\nAbout the instructor: Dr. Larry Lagerstrom is the Director of Academic Programs at Stanford University’s Center for Professional Development, which offers graduate certificates in subjects such as artificial intelligence, cyber security, data mining, nanotechnology, innovation, and management science. He holds degrees in physics, mathematics, and the history of science, has published a book and a TED Ed video on \"Young Einstein: From the Doxerl Affair to the Miracle Year,\" and has had over 30,000 students worldwide enroll in his online course on the special theory of relativity (this course!).WEEK 1Introduction to the Course, and Einstein in ContextWeek 1: Introduction to the Course, and Einstein in Context9 videos, 8 readings, 3 practice quizzesexpandVideo: Why take this course?Reading: Course overview (outline)Video: Course overviewReading: How to succeed in the course (outline)Video: How to succeed in the courseReading: Rules of engagement (outline)Video: Rules of engagementReading: Math review (outline)Video: Math reviewReading: Week 1 introduction (outline)Video: Week 1 introductionReading: Physics and Einstein circa 1900 (outline)Video: Physics and Einstein circa 1900Practice Quiz: Physics and Einstein circa 1900Reading: To the miracle year (outline)Video: To the miracle yearPractice Quiz: To the miracle yearReading: The miracle year (outline)Video: The miracle yearPractice Quiz: The miracle yearGraded: Week 1 final quizWEEK 2Events, Clocks, and Reference FramesWeek 2: Events, Clocks, and Reference Frames11 videos, 12 readings, 8 practice quizzesexpandReading: Week 2 introduction (outline)Video: Week 2 introductionReading: Events, clocks, and observers (part 1) (outline)Video: Events, clocks, and observers (part 1)Reading: Events, clocks, and observers (part 2) (outline)Video: Events, clocks, and observers (part 2)Practice Quiz: Events, clocks, and observers (parts 1 and 2)Reading: Spacetime diagrams (part 1) (outline)Video: Spacetime diagrams (part 1)Practice Quiz: Spacetime diagrams (part 1)Reading: Spacetime diagrams (part 2) (outline)Video: Spacetime diagrams (part 2)Practice Quiz: Spacetime diagrams (part 2)Reading: Frames of reference (part 1) (outline)Video: Frames of reference (part 1)Practice Quiz: Frames of reference (part 1)Reading: Frames of reference (part 2) (outline)Video: Frames of reference (part 2)Practice Quiz: Frames of reference (part 2)Reading: Frames of reference (part 3) (outline)Video: Frames of reference (part 3)Practice Quiz: Frames of reference (part 3)Reading: A few more words on world lines (outline)Video: A few more words on world linesPractice Quiz: A few more words on world linesReading: The Galilean transformation (outline)Video: The Galilean transformationPractice Quiz: The Galilean transformationVideo: Week 2 summaryReading: Week 2 problem set (optional)Reading: Week 2 problem set solutionsGraded: Week 2 final quizWEEK 3Ethereal Problems and SolutionsWeek 3: Ethereal Problems and Solutions12 videos, 15 readings, 5 practice quizzesexpandReading: Week 3 introduction (outline)Reading: A note on \"Einstein and God\"Reading: A note on wave-particle duality and the nature of lightVideo: Week 3 introductionReading: Einstein's starting point: the two postulates (outline)Video: Einstein's starting point: the two postulatesPractice Quiz: Einstein's starting point: the two postulatesReading: A few words about waves (part 1) (outline)Video: A few words about waves (part 1)Reading: A few words about waves (part 2) (outline)Video: A few words about waves (part 2)Reading: A few words about waves (part 3) (outline)Video: A few words about waves (part 3)Practice Quiz: A few words about waves (parts 1, 2, and 3)Reading: The Michelson-Morley experiment (part 1) (outline)Video: The Michelson-Morley experiment (part 1)Reading: The Michelson-Morley experiment (part 2) (outline)Video: The Michelson-Morley experiment (part 2)Reading: The Michelson-Morley experiment (part 3) (outline)Video: The Michelson-Morley experiment (part 3)Reading: The Michelson-Morley experiment (part 4) (outline)Video: The Michelson-Morley experiment (part 4)Practice Quiz: The Michelson-Morley experiment (all parts)Reading: Stellar aberration (outline)Video: Stellar aberrationPractice Quiz: Stellar aberrationReading: Ethereal solutions (outline)Video: Ethereal solutionsPractice Quiz: Ethereal solutionsVideo: Week 3 summaryReading: Week 3 problem set (optional)Reading: Week 3 problem set solutionsGraded: Week 3 final quizWEEK 4The Weirdness BeginsWeek 4: The Weirdness Begins14 videos, 15 readings, 8 practice quizzesexpandReading: Week 4 introduction (outline)Video: Week 4 introductionReading: The relativity of simultaneity (diagram 1)Video: The relativity of simultaneity (part 1)Reading: The relativity of simultaneity (diagram 2)Video: The relativity of simultaneity (part 2)Practice Quiz: The relativity of simultaneity (parts 1 and 2)Reading: The relativity of simultaneity (diagram 3)Video: The relativity of simultaneity (part 3)Practice Quiz: The relativity of simultaneity (part 3)Reading: The relativity of simultaneity (leading clocks lag diagram)Video: The relativity of simultaneity (summary)Practice Quiz: The relativity of simultaneity (summary)Reading: The light clock (part 1) (outline)Video: The light clock (part 1)Reading: The light clock (part 2) (outline)Video: The light clock (part 2)Reading: Exploring the Lorentz factor (outline)Video: Exploring the Lorentz factorPractice Quiz: The light clock and exploring the Lorentz factorReading: Time dilation (outline)Video: Time dilationPractice Quiz: Time dilationReading: Measuring length (diagram)Video: Measuring lengthPractice Quiz: Measuring lengthReading: What is not suspect (outline)Video: What is not suspectReading: The invariant interval (outline)Video: The invariant intervalPractice Quiz: What is not suspect, and the invariant intervalReading: A real-life example: the muon (outline)Video: A real-life example: the muonPractice Quiz: The muonVideo: Week 4 summaryReading: Week 4 problem set (optional)Reading: Week 4 problem set solutionsGraded: Week 4 final quizWEEK 5Spacetime SwitchesWeek 5: Spacetime Switches17 videos, 16 readings, 9 practice quizzesexpandReading: Week 5 introduction (outline)Video: Week 5 introductionReading: Units for the speed of light (outline)Video: Units for the speed of lightPractice Quiz: Units for the speed of lightReading: Exploring time dilation and length contraction (part 1) (outline)Video: Exploring time dilation and length contraction (part 1)Practice Quiz: Exploring time dilation and length contraction (part 1)Reading: The Lorentz transformation (part 1) (outline)Video: The Lorentz transformation (part 1)Reading: The Lorentz transformation (part 2) (outline)Video: The Lorentz transformation (part 2)Reading: The Lorentz transformation (part 3) (outline)Video: The Lorentz transformation (part 3)Practice Quiz: The Lorentz transformation (parts 1, 2, and 3)Reading: Exploring the Lorentz transformation (part 1) (outline)Video: Exploring the Lorentz transformation (part 1)Reading: Exploring the Lorentz transformation (part 2) (outline)Video: Exploring the Lorentz transformation (part 2)Reading: Exploring the Lorentz transformation (part 3) (outline)Video: Exploring the Lorentz transformation (part 3)Practice Quiz: Exploring the Lorentz transformation (parts 1, 2, and 3)Reading: Leading clocks lag, revisited (outline)Video: Leading clocks lag, revisited (a quantitative analysis)Video: Leading clocks lag, revisited (alternate shorter version)Practice Quiz: Leading clocks lag, revisitedReading: Exploring time dilation and length contraction (part 2) (outline)Video: Exploring time dilation and length contraction (part 2)Practice Quiz: Exploring time dilation and length contraction (part 2)Reading: Combining velocities (outline)Video: Combining velocitiesVideo: Combining velocities, addendumPractice Quiz: Combining velocitiesReading: The ultimate speed limit (outline)Video: The ultimate speed limitPractice Quiz: The ultimate speed limitReading: What happens with perpendicular velocities? (outline)Video: What happens with perpendicular velocities?Practice Quiz: What happens with perpendicular velocities?Video: Week 5 summaryReading: Week 5 problem set (optional)Reading: Week 5 problem set solutionsGraded: Week 5 final quizWEEK 6Breaking the Spacetime Speed LimitWeek 6: Breaking the Spacetime Speed Limit11 videos, 11 readings, 7 practice quizzesexpandReading: Week 6 introduction (outline)Video: Week 6 introductionReading: Spacetime diagrams revisited (parts 1a and 1b) (outline)Video: Spacetime diagrams revisited (part 1a)Video: Spacetime diagrams revisited (part 1b)Practice Quiz: Spacetime diagrams revisited (parts 1a and 1b)Reading: Spacetime diagrams revisited (part 2) (outline)Video: Spacetime diagrams revisited (part 2)Practice Quiz: Spacetime diagrams revisited (part 2)Reading: Spacetime diagrams revisited (part 3) (outline)Video: Spacetime diagrams revisited (part 3)Reading: Spacetime diagrams revisited (part 4) (outline)Video: Spacetime diagrams revisited (part 4)Practice Quiz: Spacetime diagrams revisited (parts 3 and 4)Reading: Spacetime diagrams revisited (part 5) (outline)Video: Spacetime diagrams revisited (part 5)Practice Quiz: Spacetime diagrams revisited (part 5)Reading: Regions of spacetime (outline)Video: Regions of spacetimePractice Quiz: Regions of spacetimeReading: Faster than light? (outline)Video: Faster than light?Practice Quiz: Faster than light?Reading: Cause and effect, or vice versa? (outline)Video: Cause and effect, or vice versa?Practice Quiz: Cause and effect, or vice versa?Video: Week 6 summaryReading: Week 6 problem set (optional)Reading: Week 6 problem set solutionsGraded: Week 6 final quizWEEK 7Paradoxes to PonderWeek 7: Paradoxes to Ponder11 videos, 12 readings, 4 practice quizzesexpandReading: Week 7 introduction (outline)Video: Week 7 introductionReading: Cause and effect: spacetime diagram (outline)Video: Cause and effect: spacetime diagramPractice Quiz: Cause and effect: spacetime diagramReading: The pole in the barn paradox (outline)Video: The pole in the barn paradoxReading: The pole in the barn: spacetime diagram (outline)Video: The pole in the barn: spacetime diagramPractice Quiz: The pole in the barn paradox and spacetime diagramReading: How objects contract (outline)Video: How objects contractReading: Spaceships on a rope (outline)Video: Spaceships on a ropePractice Quiz: How objects contract, and spaceships on a ropeReading: The twin paradox (part 1) (outline)Video: The twin paradox (part 1)Reading: The twin paradox (part 2) (outline)Video: The twin paradox (part 2)Reading: The twin paradox (part 3) (outline)Video: The twin paradox (part 3)Reading: The twin paradox (part 4) (outline)Video: The twin paradox (part 4)Practice Quiz: The twin paradox (parts 1-4)Video: Week 7 summaryReading: Week 7 problem set (optional)Reading: Week 7 problem set solutionsGraded: Week 7 final quizWEEK 8To the Center of the Galaxy and BackWeek 8: To the Center of the Galaxy and Back9 videos, 10 readings, 6 practice quizzesexpandReading: Week 8 introduction (outline)Video: Week 8 introductionReading: Traveling the galaxy (part 1) (outline)Video: Traveling the galaxy (part 1)Practice Quiz: Traveling the galaxy (part 1)Reading: The famous equation (outline)Video: The famous equationPractice Quiz: The famous equationReading: Traveling the galaxy (part 2) (outline)Video: Traveling the galaxy (part 2)Practice Quiz: Traveling the galaxy (part 2)Reading: The happiest thought (outline)Video: The happiest thoughtPractice Quiz: The happiest thoughtReading: The bending of light (outline)Video: The bending of lightPractice Quiz: The bending of lightReading: Final comments (outline)Video: Final commentsPractice Quiz: Final commentsVideo: Week 8 summaryVideo: Course recapReading: Suggested books for further readingReading: Week 8 problem set (optional)Reading: Week 8 problem set solutionsGraded: Week 8 final quizVideo: Why take this course?Reading: Course overview (outline)Video: Course overviewReading: How to succeed in the course (outline)Video: How to succeed in the courseReading: Rules of engagement (outline)Video: Rules of engagementReading: Math review (outline)Video: Math reviewReading: Week 1 introduction (outline)Video: Week 1 introductionReading: Physics and Einstein circa 1900 (outline)Video: Physics and Einstein circa 1900Practice Quiz: Physics and Einstein circa 1900Reading: To the miracle year (outline)Video: To the miracle yearPractice Quiz: To the miracle yearReading: The miracle year (outline)Video: The miracle yearPractice Quiz: The miracle yearReading: Week 2 introduction (outline)Video: Week 2 introductionReading: Events, clocks, and observers (part 1) (outline)Video: Events, clocks, and observers (part 1)Reading: Events, clocks, and observers (part 2) (outline)Video: Events, clocks, and observers (part 2)Practice Quiz: Events, clocks, and observers (parts 1 and 2)Reading: Spacetime diagrams (part 1) (outline)Video: Spacetime diagrams (part 1)Practice Quiz: Spacetime diagrams (part 1)Reading: Spacetime diagrams (part 2) (outline)Video: Spacetime diagrams (part 2)Practice Quiz: Spacetime diagrams (part 2)Reading: Frames of reference (part 1) (outline)Video: Frames of reference (part 1)Practice Quiz: Frames of reference (part 1)Reading: Frames of reference (part 2) (outline)Video: Frames of reference (part 2)Practice Quiz: Frames of reference (part 2)Reading: Frames of reference (part 3) (outline)Video: Frames of reference (part 3)Practice Quiz: Frames of reference (part 3)Reading: A few more words on world lines (outline)Video: A few more words on world linesPractice Quiz: A few more words on world linesReading: The Galilean transformation (outline)Video: The Galilean transformationPractice Quiz: The Galilean transformationVideo: Week 2 summaryReading: Week 2 problem set (optional)Reading: Week 2 problem set solutionsReading: Week 3 introduction (outline)Reading: A note on \"Einstein and God\"Reading: A note on wave-particle duality and the nature of lightVideo: Week 3 introductionReading: Einstein's starting point: the two postulates (outline)Video: Einstein's starting point: the two postulatesPractice Quiz: Einstein's starting point: the two postulatesReading: A few words about waves (part 1) (outline)Video: A few words about waves (part 1)Reading: A few words about waves (part 2) (outline)Video: A few words about waves (part 2)Reading: A few words about waves (part 3) (outline)Video: A few words about waves (part 3)Practice Quiz: A few words about waves (parts 1, 2, and 3)Reading: The Michelson-Morley experiment (part 1) (outline)Video: The Michelson-Morley experiment (part 1)Reading: The Michelson-Morley experiment (part 2) (outline)Video: The Michelson-Morley experiment (part 2)Reading: The Michelson-Morley experiment (part 3) (outline)Video: The Michelson-Morley experiment (part 3)Reading: The Michelson-Morley experiment (part 4) (outline)Video: The Michelson-Morley experiment (part 4)Practice Quiz: The Michelson-Morley experiment (all parts)Reading: Stellar aberration (outline)Video: Stellar aberrationPractice Quiz: Stellar aberrationReading: Ethereal solutions (outline)Video: Ethereal solutionsPractice Quiz: Ethereal solutionsVideo: Week 3 summaryReading: Week 3 problem set (optional)Reading: Week 3 problem set solutionsReading: Week 4 introduction (outline)Video: Week 4 introductionReading: The relativity of simultaneity (diagram 1)Video: The relativity of simultaneity (part 1)Reading: The relativity of simultaneity (diagram 2)Video: The relativity of simultaneity (part 2)Practice Quiz: The relativity of simultaneity (parts 1 and 2)Reading: The relativity of simultaneity (diagram 3)Video: The relativity of simultaneity (part 3)Practice Quiz: The relativity of simultaneity (part 3)Reading: The relativity of simultaneity (leading clocks lag diagram)Video: The relativity of simultaneity (summary)Practice Quiz: The relativity of simultaneity (summary)Reading: The light clock (part 1) (outline)Video: The light clock (part 1)Reading: The light clock (part 2) (outline)Video: The light clock (part 2)Reading: Exploring the Lorentz factor (outline)Video: Exploring the Lorentz factorPractice Quiz: The light clock and exploring the Lorentz factorReading: Time dilation (outline)Video: Time dilationPractice Quiz: Time dilationReading: Measuring length (diagram)Video: Measuring lengthPractice Quiz: Measuring lengthReading: What is not suspect (outline)Video: What is not suspectReading: The invariant interval (outline)Video: The invariant intervalPractice Quiz: What is not suspect, and the invariant intervalReading: A real-life example: the muon (outline)Video: A real-life example: the muonPractice Quiz: The muonVideo: Week 4 summaryReading: Week 4 problem set (optional)Reading: Week 4 problem set solutionsReading: Week 5 introduction (outline)Video: Week 5 introductionReading: Units for the speed of light (outline)Video: Units for the speed of lightPractice Quiz: Units for the speed of lightReading: Exploring time dilation and length contraction (part 1) (outline)Video: Exploring time dilation and length contraction (part 1)Practice Quiz: Exploring time dilation and length contraction (part 1)Reading: The Lorentz transformation (part 1) (outline)Video: The Lorentz transformation (part 1)Reading: The Lorentz transformation (part 2) (outline)Video: The Lorentz transformation (part 2)Reading: The Lorentz transformation (part 3) (outline)Video: The Lorentz transformation (part 3)Practice Quiz: The Lorentz transformation (parts 1, 2, and 3)Reading: Exploring the Lorentz transformation (part 1) (outline)Video: Exploring the Lorentz transformation (part 1)Reading: Exploring the Lorentz transformation (part 2) (outline)Video: Exploring the Lorentz transformation (part 2)Reading: Exploring the Lorentz transformation (part 3) (outline)Video: Exploring the Lorentz transformation (part 3)Practice Quiz: Exploring the Lorentz transformation (parts 1, 2, and 3)Reading: Leading clocks lag, revisited (outline)Video: Leading clocks lag, revisited (a quantitative analysis)Video: Leading clocks lag, revisited (alternate shorter version)Practice Quiz: Leading clocks lag, revisitedReading: Exploring time dilation and length contraction (part 2) (outline)Video: Exploring time dilation and length contraction (part 2)Practice Quiz: Exploring time dilation and length contraction (part 2)Reading: Combining velocities (outline)Video: Combining velocitiesVideo: Combining velocities, addendumPractice Quiz: Combining velocitiesReading: The ultimate speed limit (outline)Video: The ultimate speed limitPractice Quiz: The ultimate speed limitReading: What happens with perpendicular velocities? (outline)Video: What happens with perpendicular velocities?Practice Quiz: What happens with perpendicular velocities?Video: Week 5 summaryReading: Week 5 problem set (optional)Reading: Week 5 problem set solutionsReading: Week 6 introduction (outline)Video: Week 6 introductionReading: Spacetime diagrams revisited (parts 1a and 1b) (outline)Video: Spacetime diagrams revisited (part 1a)Video: Spacetime diagrams revisited (part 1b)Practice Quiz: Spacetime diagrams revisited (parts 1a and 1b)Reading: Spacetime diagrams revisited (part 2) (outline)Video: Spacetime diagrams revisited (part 2)Practice Quiz: Spacetime diagrams revisited (part 2)Reading: Spacetime diagrams revisited (part 3) (outline)Video: Spacetime diagrams revisited (part 3)Reading: Spacetime diagrams revisited (part 4) (outline)Video: Spacetime diagrams revisited (part 4)Practice Quiz: Spacetime diagrams revisited (parts 3 and 4)Reading: Spacetime diagrams revisited (part 5) (outline)Video: Spacetime diagrams revisited (part 5)Practice Quiz: Spacetime diagrams revisited (part 5)Reading: Regions of spacetime (outline)Video: Regions of spacetimePractice Quiz: Regions of spacetimeReading: Faster than light? (outline)Video: Faster than light?Practice Quiz: Faster than light?Reading: Cause and effect, or vice versa? (outline)Video: Cause and effect, or vice versa?Practice Quiz: Cause and effect, or vice versa?Video: Week 6 summaryReading: Week 6 problem set (optional)Reading: Week 6 problem set solutionsReading: Week 7 introduction (outline)Video: Week 7 introductionReading: Cause and effect: spacetime diagram (outline)Video: Cause and effect: spacetime diagramPractice Quiz: Cause and effect: spacetime diagramReading: The pole in the barn paradox (outline)Video: The pole in the barn paradoxReading: The pole in the barn: spacetime diagram (outline)Video: The pole in the barn: spacetime diagramPractice Quiz: The pole in the barn paradox and spacetime diagramReading: How objects contract (outline)Video: How objects contractReading: Spaceships on a rope (outline)Video: Spaceships on a ropePractice Quiz: How objects contract, and spaceships on a ropeReading: The twin paradox (part 1) (outline)Video: The twin paradox (part 1)Reading: The twin paradox (part 2) (outline)Video: The twin paradox (part 2)Reading: The twin paradox (part 3) (outline)Video: The twin paradox (part 3)Reading: The twin paradox (part 4) (outline)Video: The twin paradox (part 4)Practice Quiz: The twin paradox (parts 1-4)Video: Week 7 summaryReading: Week 7 problem set (optional)Reading: Week 7 problem set solutionsReading: Week 8 introduction (outline)Video: Week 8 introductionReading: Traveling the galaxy (part 1) (outline)Video: Traveling the galaxy (part 1)Practice Quiz: Traveling the galaxy (part 1)Reading: The famous equation (outline)Video: The famous equationPractice Quiz: The famous equationReading: Traveling the galaxy (part 2) (outline)Video: Traveling the galaxy (part 2)Practice Quiz: Traveling the galaxy (part 2)Reading: The happiest thought (outline)Video: The happiest thoughtPractice Quiz: The happiest thoughtReading: The bending of light (outline)Video: The bending of lightPractice Quiz: The bending of lightReading: Final comments (outline)Video: Final commentsPractice Quiz: Final commentsVideo: Week 8 summaryVideo: Course recapReading: Suggested books for further readingReading: Week 8 problem set (optional)Reading: Week 8 problem set solutionsHigher School of EconomicsIntroduction into General Theory of RelativityUniversity of GenevaParticle Physics: an IntroductionCaltechThe Evolving UniverseUniversity of RochesterConfronting The Big Questions: Highlights of Modern AstronomyThe University of TokyoFrom the Big Bang to Dark Energy",
    "Creator": "Stanford University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/einstein-relativity",
    "Language": "English",
    "Commitment": "8 weeks of study, 5-10 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Introduction to Philosophy",
    "Description": "About this course: This course will introduce you to some of the main areas of research in contemporary philosophy. Each module a different philosopher will talk you through some of the most important questions and issues in their area of expertise. We’ll begin by trying to understand what philosophy is – what are its characteristic aims and methods, and how does it differ from other subjects? Then we’ll spend the rest of the course gaining an introductory overview of several different areas of philosophy. \n\nTopics you’ll learn about will include: \n\nEpistemology, where we’ll consider what our knowledge of the world and ourselves consists in, and how we come to have it;\n\nPhilosophy of science, where we’ll investigate foundational conceptual issues in scientific research and practice;\n\nPhilosophy of Mind, where we’ll ask questions about what it means for something to have a mind, and how minds should be understood and explained;\n\nPolitical Philosophy, where we'll investigate whether we have an obligation to obey the law;\n\nMoral Philosophy, where we’ll attempt to understand the nature of our moral judgements and reactions – whether they aim at some objective moral truth, or are mere personal or cultural preferences, and;\n\nMetaphysics, where we’ll think through some fundamental conceptual questions about free will and the nature of reality.\n\nThe development of this MOOC has been led by the University of Edinburgh's Eidyn research centre.\n\nTo accompany 'Introduction to Philosophy', we are pleased to announce a tie-in book from Routledge entitled 'Philosophy for Everyone'. This course companion to the 'Introduction to Philosophy' course was written by the Edinburgh Philosophy team expressly with the needs of MOOC students in mind. 'Philosophy for Everyone' contains clear and user-friendly chapters, chapter summaries, glossary, study questions, suggestions for further reading and guides to online resources. Please click \"Start Here\" and navigate to the \"Optional Reading\" page for more information.WEEK 1What is Philosophy?(Dr. Dave Ward) We’ll start the course by thinking about what Philosophy actually is: what makes it different from other subjects? What are its distinctive aims and methods? We'll also think about why the questions that philosophers attempt to answer are often thought to be both fundamental and important, and have a look at how philosophy is actually practiced. Finally, we'll briefly touch upon two very influential philosophers' answers to the question of how we can know whether, in any given case, there really is a right way of thinking about things.4 videos, 3 readings, 1 practice quizexpandReading: About this CourseReading: Module: What is Philosophy?Video: Introduction: What is Philosophy?Video: Philosophy: Difficult, Important and EverywhereReading: Optional ReadingVideo: Philosophy: How Do We Do It?Video: Is There A 'Right Way' To Think About Things?Practice Quiz: Practice: What is Philosophy?Graded: What is Philosophy?WEEK 2Morality: Objective, Relative or Emotive?(Dr. Matthew Chrisman) We all live with some sense of what is good or bad, some feelings about which ways of conducting ourselves are better or worse. But what is the status of these moral beliefs, senses, or feelings? Should we think of them as reflecting hard, objective facts about our world, of the sort that scientists could uncover and study? Or should we think of moral judgements as mere expressions of personal or cultural preferences? In this module we’ll survey some of the different options that are available when we’re thinking about these issues, and the problems and prospects for each.4 videos, 1 reading, 1 practice quizexpandReading: Module: Morality: Objective, Emotive or Relative?Video: The Status of MoralityVideo: Objectivism, Relativism and EmotivismVideo: Objections to Objectivism, Relativism and EmotivismVideo: Further DiscussionPractice Quiz: Practice: Morality: Objective, Relative or Emotive?What is Knowledge? And Do We Have Any?(Professor Duncan Pritchard) We know a lot of things – or, at least, we think we do. Epistemology is the branch of philosophy that studies knowledge; what it is, and the ways we can come to have it. In this module, we’ll take a tour through some of the issues that arise in this branch of philosophy. In particular, we’ll think about what radical scepticism means for our claims to knowledge. How can we know something is the case if we’re unable to rule out possibilities that are clearly incompatible with it? \n5 videos, 1 reading, 1 practice quizexpandReading: Module: What is Knowledge? And Do We Have Any?Video: The Basic Constituents of KnowledgeVideo: The Classical Account of Knowledge and the Gettier ProblemVideo: Do We Have Any Knowledge?Video: Further Discussion 1Video: Further Discussion 2Practice Quiz: Practice: What is Knowledge? And Do We Have Any?Week 2 reviewGraded: Morality: Objective, Relative or Emotive?WEEK 3Do We Have an Obligation to Obey the Law?(Dr. Guy Fletcher) The laws of a state govern what we can and cannot do within that state. But do we have an obligation to obey those laws? In this module, we'll discuss this question, together with some of the main positions that philosophers have developed in response to it. We'll start off by examining what obeying the law means exactly. Then we'll look at three factors that might form the basis of an obligation to follow the law. Finally, we'll discuss what the consequences might be if the problem can't be solved.7 videos, 1 reading, 1 practice quizexpandReading: Module: Do We Have an Obligation to Obey the Law?Video: Do You Have an Obligation to Obey the Law?Video: The Grounds of Political ObligationVideo: Gratitude and BenefitVideo: ConsentVideo: FairnessVideo: What if the Problem Can't Be Solved?Video: SummaryPractice Quiz: Practice: Do We Have an Obligation to Obey the Law?Should You Believe What You Hear?(Dr. Allan Hazlett) Much of what we think about the world we believe on the basis of what other people say. But is this trust in other people's testimony justified? In this module, we’ll investigate how this question was addressed by two great philosophers of the Scottish Enlightenment, David Hume (1711 - 1776) and Thomas Reid (1710 - 1796). Hume and Reid's dispute about testimony represents a clash between two worldviews that would continue to clash for centuries: a skeptical and often secular worldview, eager to question everything (represented by Hume), and a conservative and often religious worldview, keen to defend common sense (represented by Reid).\n5 videos, 1 reading, 1 practice quizexpandReading: Module: Should You Believe What You Hear?Video: Introduction: Hume on Testimony and MiraclesVideo: Reid's Challenge to HumeVideo: Reid's ArgumentVideo: Kant, the Enlightenment and Intellectual AutonomyVideo: The Value of Intellectual AutonomyPractice Quiz: Practice: Should You Believe What You Hear?Week 3 reviewGraded: Do We Have an Obligation to Obey the Law?WEEK 4Minds, Brains and Computers(Dr. Suilin Lavelle) If you’re reading this, then you’ve got a mind. But what is a mind, and what does it take to have one? Should we understand minds as sets of dispositions to behave in certain ways, as patterns of neural activation, or as akin to programmes that are run on the computational hardware of our brains? In this module, we’ll look at how and why recent philosophy of mind and psychology has embraced each of these options in turn, and think about the problems and prospects for each.\n7 videos, 1 reading, 1 practice quizexpandReading: Module: Mind, Brains and ComputersVideo: Descartes' Substance Dualism Theory of the MindVideo: Physicalism: Identity Theory and FunctionalismVideo: Functionalism and What Mental States DoVideo: Functionalism and Functional ComplexityVideo: Minds vs. Machines: The Turing Test and the Chinese RoomVideo: Minds vs. Machines: Problems for the Computational View of the MindVideo:  Further DiscussionPractice Quiz: Practice: Minds, Brains and ComputersAre Scientific Theories True?(Professor Michela Massimi) In this module we will explore a central and ongoing debate in contemporary philosophy of science: whether or not scientific theories are true. Or better, whether a scientific theory needs to be 'true' to be good at all. The answer to this question comes in two main varieties. Scientific realists believe that theories ought to be true in order to be good. We will analyse their main argument for this claim (which goes under the name of 'no miracles argument'), and some prominent objections to it. Scientific antirealists, on the other hand, defend the view that there is nothing special about 'truth' and that scientific theories and scientific progress can be understood without appeal to it. The aim of this session is to present both views, their main arguments, and prospects.7 videos, 1 reading, 1 practice quizexpandReading: Module: Are Scientific Theories True?Video: The Aim of Science: Saving the Phenomena vs. TruthVideo: Saving the Phenomena?  Ptolemeic AstronomyVideo: Truth?  Galileo and Copernican AstronomyVideo: Scientific Realism and the No Miracles ArgumentVideo: Scientific Anti-Realism: Constructive EmpiricismVideo: Realist Rejoinders: Inference to the Best ExplanationVideo: Concluding SummaryPractice Quiz: Practice: Are Scientific Theories True?Week 4 reviewGraded: Minds, Brains and ComputersWEEK 5Do We Have Free Will and Does It Matter?(Dr. Elinor Mason) We typically feel that the actions that we make are the result of our own free choices. But what if those actions are simply the end result of a long chain of cause and effect? What does this mean for free will? In this module, we'll look at the concept of determinism. In particular, we'll consider the implications that determinism might have for the notion of free will.5 videos, 1 reading, 1 practice quizexpandReading: Module: Do We Have Free Will? Does it Matter?Video: What is Determinism?Video: LibertarianismVideo: CompatibilismVideo: Hard DeterminismVideo: SummaryPractice Quiz: Practice: Do We Have Free Will and Does It Matter?Time Travel and Philosophy (Dr. Alasdair Richmond) In this module we'll think about some issues in metaphysics, a branch of philosophy that investigates the ways that reality could intelligibly be. Our case study will be the possibility, or otherwise, of time-travel. Some have thought that the apparent possibility of creating a machine that we could use to transport a person backwards in time can be ruled out just by thinking about it. But is time-travel really logically impossible? What would the universe have to be like for it to be possible? And can we know whether our universe fits the bill?6 videos, 1 reading, 1 practice quizexpandReading: Module: Time Travel and PhilosophyVideo: What Might Time Travel Be Anyway?Video: Grandfather ParadoxesVideo: Two Senses of ChangeVideo: Causal LoopsVideo: Where Next?Video: Further DiscussionsPractice Quiz: Practice: Time Travel and PhilosophyWeek 5 reviewGraded: Do We Have Free Will and Does It Matter?Peer review1 itemexpandPeer Review: Peer Review(Dr. Dave Ward) We’ll start the course by thinking about what Philosophy actually is: what makes it different from other subjects? What are its distinctive aims and methods? We'll also think about why the questions that philosophers attempt to answer are often thought to be both fundamental and important, and have a look at how philosophy is actually practiced. Finally, we'll briefly touch upon two very influential philosophers' answers to the question of how we can know whether, in any given case, there really is a right way of thinking about things.Reading: About this CourseReading: Module: What is Philosophy?Video: Introduction: What is Philosophy?Video: Philosophy: Difficult, Important and EverywhereReading: Optional ReadingVideo: Philosophy: How Do We Do It?Video: Is There A 'Right Way' To Think About Things?Practice Quiz: Practice: What is Philosophy?(Dr. Matthew Chrisman) We all live with some sense of what is good or bad, some feelings about which ways of conducting ourselves are better or worse. But what is the status of these moral beliefs, senses, or feelings? Should we think of them as reflecting hard, objective facts about our world, of the sort that scientists could uncover and study? Or should we think of moral judgements as mere expressions of personal or cultural preferences? In this module we’ll survey some of the different options that are available when we’re thinking about these issues, and the problems and prospects for each.Reading: Module: Morality: Objective, Emotive or Relative?Video: The Status of MoralityVideo: Objectivism, Relativism and EmotivismVideo: Objections to Objectivism, Relativism and EmotivismVideo: Further DiscussionPractice Quiz: Practice: Morality: Objective, Relative or Emotive?(Professor Duncan Pritchard) We know a lot of things – or, at least, we think we do. Epistemology is the branch of philosophy that studies knowledge; what it is, and the ways we can come to have it. In this module, we’ll take a tour through some of the issues that arise in this branch of philosophy. In particular, we’ll think about what radical scepticism means for our claims to knowledge. How can we know something is the case if we’re unable to rule out possibilities that are clearly incompatible with it? \nReading: Module: What is Knowledge? And Do We Have Any?Video: The Basic Constituents of KnowledgeVideo: The Classical Account of Knowledge and the Gettier ProblemVideo: Do We Have Any Knowledge?Video: Further Discussion 1Video: Further Discussion 2Practice Quiz: Practice: What is Knowledge? And Do We Have Any?(Dr. Guy Fletcher) The laws of a state govern what we can and cannot do within that state. But do we have an obligation to obey those laws? In this module, we'll discuss this question, together with some of the main positions that philosophers have developed in response to it. We'll start off by examining what obeying the law means exactly. Then we'll look at three factors that might form the basis of an obligation to follow the law. Finally, we'll discuss what the consequences might be if the problem can't be solved.Reading: Module: Do We Have an Obligation to Obey the Law?Video: Do You Have an Obligation to Obey the Law?Video: The Grounds of Political ObligationVideo: Gratitude and BenefitVideo: ConsentVideo: FairnessVideo: What if the Problem Can't Be Solved?Video: SummaryPractice Quiz: Practice: Do We Have an Obligation to Obey the Law?(Dr. Allan Hazlett) Much of what we think about the world we believe on the basis of what other people say. But is this trust in other people's testimony justified? In this module, we’ll investigate how this question was addressed by two great philosophers of the Scottish Enlightenment, David Hume (1711 - 1776) and Thomas Reid (1710 - 1796). Hume and Reid's dispute about testimony represents a clash between two worldviews that would continue to clash for centuries: a skeptical and often secular worldview, eager to question everything (represented by Hume), and a conservative and often religious worldview, keen to defend common sense (represented by Reid).\nReading: Module: Should You Believe What You Hear?Video: Introduction: Hume on Testimony and MiraclesVideo: Reid's Challenge to HumeVideo: Reid's ArgumentVideo: Kant, the Enlightenment and Intellectual AutonomyVideo: The Value of Intellectual AutonomyPractice Quiz: Practice: Should You Believe What You Hear?(Dr. Suilin Lavelle) If you’re reading this, then you’ve got a mind. But what is a mind, and what does it take to have one? Should we understand minds as sets of dispositions to behave in certain ways, as patterns of neural activation, or as akin to programmes that are run on the computational hardware of our brains? In this module, we’ll look at how and why recent philosophy of mind and psychology has embraced each of these options in turn, and think about the problems and prospects for each.\nReading: Module: Mind, Brains and ComputersVideo: Descartes' Substance Dualism Theory of the MindVideo: Physicalism: Identity Theory and FunctionalismVideo: Functionalism and What Mental States DoVideo: Functionalism and Functional ComplexityVideo: Minds vs. Machines: The Turing Test and the Chinese RoomVideo: Minds vs. Machines: Problems for the Computational View of the MindVideo:  Further DiscussionPractice Quiz: Practice: Minds, Brains and Computers(Professor Michela Massimi) In this module we will explore a central and ongoing debate in contemporary philosophy of science: whether or not scientific theories are true. Or better, whether a scientific theory needs to be 'true' to be good at all. The answer to this question comes in two main varieties. Scientific realists believe that theories ought to be true in order to be good. We will analyse their main argument for this claim (which goes under the name of 'no miracles argument'), and some prominent objections to it. Scientific antirealists, on the other hand, defend the view that there is nothing special about 'truth' and that scientific theories and scientific progress can be understood without appeal to it. The aim of this session is to present both views, their main arguments, and prospects.Reading: Module: Are Scientific Theories True?Video: The Aim of Science: Saving the Phenomena vs. TruthVideo: Saving the Phenomena?  Ptolemeic AstronomyVideo: Truth?  Galileo and Copernican AstronomyVideo: Scientific Realism and the No Miracles ArgumentVideo: Scientific Anti-Realism: Constructive EmpiricismVideo: Realist Rejoinders: Inference to the Best ExplanationVideo: Concluding SummaryPractice Quiz: Practice: Are Scientific Theories True?(Dr. Elinor Mason) We typically feel that the actions that we make are the result of our own free choices. But what if those actions are simply the end result of a long chain of cause and effect? What does this mean for free will? In this module, we'll look at the concept of determinism. In particular, we'll consider the implications that determinism might have for the notion of free will.Reading: Module: Do We Have Free Will? Does it Matter?Video: What is Determinism?Video: LibertarianismVideo: CompatibilismVideo: Hard DeterminismVideo: SummaryPractice Quiz: Practice: Do We Have Free Will and Does It Matter?(Dr. Alasdair Richmond) In this module we'll think about some issues in metaphysics, a branch of philosophy that investigates the ways that reality could intelligibly be. Our case study will be the possibility, or otherwise, of time-travel. Some have thought that the apparent possibility of creating a machine that we could use to transport a person backwards in time can be ruled out just by thinking about it. But is time-travel really logically impossible? What would the universe have to be like for it to be possible? And can we know whether our universe fits the bill?Reading: Module: Time Travel and PhilosophyVideo: What Might Time Travel Be Anyway?Video: Grandfather ParadoxesVideo: Two Senses of ChangeVideo: Causal LoopsVideo: Where Next?Video: Further DiscussionsPractice Quiz: Practice: Time Travel and PhilosophyPeer Review: Peer ReviewUniversity of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsUniversity of PennsylvaniaAncient Philosophy: Aristotle and His SuccessorsWesleyan UniversityThe Modern and the Postmodern (Part 1)Wesleyan UniversityThe Modern and the Postmodern (Part 2)University of CopenhagenSøren Kierkegaard - Subjectivity, Irony and the Crisis of Modernity",
    "Creator": "The University of Edinburgh",
    "Level": "",
    "URL": "https://coursera.org/learn/philosophy",
    "Language": "English, Subtitles: Chinese (Simplified), Vietnamese, Dutch, Turkish, Hebrew, Spanish, Romanian",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Think Again I: How to Understand Arguments",
    "Description": "About this course: How to Understand Arguments\n\nThink Again: How to Reason and Argue\nReasoning is important. This series of four short courses will teach you how to do it well. You will learn simple but vital rules to follow in thinking about any topic at all and common and tempting mistakes to avoid in reasoning. We will discuss how to identify, analyze, and evaluate arguments by other people (including politicians, used car salesmen, and teachers) and how to construct arguments of your own in order to help you decide what to believe or what to do. These skills will be useful in dealing with whatever matters most to you.\n\nCourses at a Glance:\nAll four courses in this series are offered through sessions which run every four weeks. We suggest sticking to the weekly schedule to the best of your ability. If for whatever reason you fall behind, feel free to re-enroll in the next session.We also suggest that you start each course close to the beginning of a month in order to increase the number of peers in the discussion forums who are working on the same material as you are. While each course can be taken independently, we suggest you take the four courses in order.\n\nCourse 1 - Think Again I: How to Understand Arguments\nCourse 2 - Think Again II: How to Reason Deductively\nCourse 3 - Think Again III: How to Reason Inductively\nCourse 4 - Think Again IV: How to Avoid Fallacies\n\nAbout This Course in the Series:\nWhen is someone giving an argument instead of just yelling? Which parts of what they say contribute to the argument? Why are they arguing instead of fighting? What are arguments made of? What forms do they take? Think Again: How to Understand Arguments will answer these questions a more. \n\nIn this course, you will learn what an argument is. The definition of argument will enable students to identify when speakers are giving arguments and when they are not. Next, we will learn how to break an argument into its essential parts, how to put them in order to reveal their connections, and how to fill in gaps in an argument. By the end of this course, students will be better able to understand and appreciate arguments that they and other people present.\n\nSuggested Readings:\nStudents who want more detailed explanations or additional exercises or who want to explore these topics in more depth should consult Understanding Arguments: An Introduction to Informal Logic, Ninth Edition, Concise, Chapters 1-5, by Walter Sinnott-Armstrong and Robert Fogelin.\n\nCourse Format:\nEach week will be divided into multiple video segments that can be viewed separately or in groups. There will be short ungraded quizzes after each segment (to check comprehension) and a longer graded quiz at the end of the course.WEEK 1Welcome to the CourseWelcome to Think Again: How to Understand Arguments. This course is the first in a series of four courses jointly titled Think Again: How to Reason and Argue. We are excited that you are taking this course, and we hope that you will stick around for all four courses in the series, because there is a great deal of important material to learn. In the series as a whole, you will learn how to analyze and evaluate arguments and how to avoid common mistakes in reasoning. These important skills will be useful to you in deciding what to believe and what to do in all areas of your life. We will also have plenty of fun. The first part of this course introduces the series and the course. It also clarifies some peculiarities you may find with this course. We encourage you to watch the \"Introduction to the Course\" video first as it will help you learn more from the materials that come later.  1 video, 1 readingexpandVideo: Introduction to the CourseReading: Course Logistics (Start Here)How to Spot an Argument CONTENT: In this week's material we will teach you how to identify arguments as opposed to abuse . We will define what an argument is, distinguish various purposes for which arguments are given (including persuasion, justification, and explanation), and discuss the material out of which arguments are made (language). The last three lectures this week are optional, but they are recommended for advanced students.                                                                                                                                                   \n\nLEARNING OUTCOMES: By the end of this week’s material, you will be able to :\u003cul\u003e\t\u003cli\u003edefine what an argument is\u003c/li\u003e\u003cli\u003epull arguments out of larger texts\u003c/li\u003e\u003cli\u003edistinguish various purposes of arguments\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapters 1-2.\u003c/p\u003e 10 videos, 10 practice quizzesexpandVideo: Why Arguments MatterPractice Quiz: Why Arguments MatterDiscussion Prompt: Share Your Thoughts: Reasons for ReasonsVideo: What Is an Argument?Practice Quiz: What Is an Argument?Video: What are Arguments Used For? JustificationPractice Quiz: What are Arguments Used For? JustificationDiscussion Prompt: Share Your Thoughts: PredictionVideo: Strong Arguments Don't Always Persuade EveryonePractice Quiz: Strong Arguments Don't Always Persuade EveryoneVideo: What Else are Arguments Used For? ExplanationPractice Quiz: What Else are Arguments Used For? ExplanationDiscussion Prompt: Share Your Thoughts: Both Justification and Explanation?Discussion Prompt: Share Your Thoughts: Basic ExplanationsVideo: What are Arguments Made Of?  LanguagePractice Quiz: What are Arguments Made Of?  LanguageDiscussion Prompt: Share Your Thoughts: Arguing AnimalsDiscussion Prompt: Share Your Thoughts: Following ConventionsVideo: MeaningPractice Quiz: MeaningDiscussion Prompt: Share Your Thoughts: Meaning as UseDiscussion Prompt: Share Your Thoughts: Reference and DescriptionVideo: Linguistic ActsPractice Quiz: Linguistic ActsDiscussion Prompt: Share Your Thoughts: BuffalosVideo: Speech ActsPractice Quiz: Speech ActsDiscussion Prompt: Share Your Thoughts: MarriageDiscussion Prompt: Share Your Thoughts: When Can We Argue?Video: Conversational ActsPractice Quiz: Conversational ActsDiscussion Prompt: Share Your Thoughts: Metaphor and IronyDiscussion Prompt: Share Your Thoughts: JokesWEEK 2How to Untangle an Argument\u003cp\u003e\u003cb\u003eCONTENT\u003c/b\u003e: This week’s material will focus on the special language in which arguments are formulated. We will investigate the functions of particular words, including premise and conclusion markers plus assuring, guarding, discounting, and evaluative terms. Identifying these words will enable students to separate arguments from the irrelevant verbiage that surrounds it and then to break the argument into parts and to identify what each part of an argument is doing. The lectures end with a detailed example that uses these tools to closely analyze an op-ed from a newspaper. \u003cp\u003e\u003cb\u003eLEARNING OUTCOMES\u003c/b\u003e: By the end of this week’s material, you will be able to:\u003cul\u003e\t\u003cli\u003eunderstand three levels of meaning\u003c/li\u003e\t\u003cli\u003eidentify argument markers\u003c/li\u003e\u003c/ul\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapters 3-4. \u003c/p\u003e10 videos, 9 practice quizzesexpandVideo: Argument MarkersPractice Quiz: Argument MarkersDiscussion Prompt: Share Your Thoughts: Who Gives Reasons?Video: Standard FormPractice Quiz: Standard FormDiscussion Prompt: Share Your Thoughts: Standard FormDiscussion Prompt: Share Your Thoughts: NumberingVideo: A Problem for ArgumentsPractice Quiz: A Problem for ArgumentsDiscussion Prompt: Share Your Thoughts: Solving the Skeptical RegressVideo: AssuringPractice Quiz: AssuringDiscussion Prompt: Share Your Thoughts: Abusive AssurancesVideo: GuardingPractice Quiz: GuardingDiscussion Prompt: Share Your Thoughts: \"I Believe\"Video: DiscountingPractice Quiz: DiscountingDiscussion Prompt: Share Your Thoughts: When to Discount Objections?Video: EvaluationPractice Quiz: EvaluationDiscussion Prompt: Share Your Thoughts: Positive and Negative EvaluationVideo: Close Analysis (Part I)Video: Close Analysis (Part II)Practice Quiz: Close Analysis (Part II)Video: More Close AnalysisPractice Quiz: More Close AnalysisWEEK 3How to Reconstruct an Argument\u003cp\u003e\u003cb\u003eCONTENT\u003c/b\u003e: This week’s material will teach you how to organize the parts of an argument in order to show how they fit into a structure of reasoning. The goal is to make the argument look as good as possible so that you can learn from it. We work through the main steps of reconstruction, including putting the premises and conclusion into a standard form, clarifying the premises and breaking them into parts, arranging the argument into stages or sub-arguments, adding suppressed premises where needed to make the argument valid, and assessing the argument for soundness. The lectures begin by defining the crucial notions of validity, soundness, and standard form. You will also learn to diagram alternative argument structures, including linear, branching, and joint structures. \u003cp\u003e\u003cb\u003eLEARNING OUTCOMES\u003c/b\u003e: By the end of this week’s material, you will be able to:\u003cul\u003e\t\u003cli\u003elabel assuring, guarding, discounting, and evaluative terms\u003c/li\u003e\t\u003cli\u003edetermine whether an argument is valid or sound\u003c/li\u003e\t\u003cli\u003ecomplete arguments by adding suppressed premises\u003c/li\u003e\t\u003cli\u003ereconstruct arguments by and series of arguments\u003c/li\u003e\t\u003cli\u003eclassify argument structures\u003c/li\u003e\u003c/ul\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapter 5. 11 videos, 9 practice quizzesexpandVideo: ValidityPractice Quiz: ValidityDiscussion Prompt: Share Your Thoughts: Determining ValidityVideo: SoundnessPractice Quiz: Soundness (Part I)Practice Quiz: Soundness (Part II)Discussion Prompt: Share Your Thoughts: TruthVideo: Get Down to BasicsPractice Quiz: Get Down to BasicsDiscussion Prompt: Share Your Thoughts: Tangents and RepetitionVideo: Sharpen EdgesPractice Quiz: Sharpen EdgesDiscussion Prompt: Share Your Thoughts: Perfectly ClearVideo: Organize PartsPractice Quiz: Organize PartsDiscussion Prompt: Share Your Thoughts: More Structures?Video: A Student Example: A Debate About Smartphones in ClassVideo: Fill in GapsPractice Quiz: Fill in GapsDiscussion Prompt: Share Your Thoughts: Suppressed PremisesVideo: ConcludePractice Quiz: ConcludeVideo: An Example of Reconstruction  (Part I)Video: An Example of Reconstruction  (Part II)Video: An Example of Reconstruction  (Part III)Practice Quiz: An Example of ReconstructionWEEK 4Catch-Up and Final Quiz\u003cp\u003eThis week gives you time to catch up and review, because we realize that the previous weeks include a great deal of challenging material. It will also be provide enough time to take the final quiz as often as you want, with different questions each time. \u003c/p\u003e\u003cp\u003eWe explain the answers in each exam so that you can learn more and do better when you try the exam again. You may take the quiz as many times as you want in order to learn more and do better, with different questions each time. You will be able to retake the quiz three times every eight hours. You might not need to take more than one version of the exam if you do well enough on your first try. That is up to you. However many versions you take, we hope that all of the exams will provide additional learning experiences. \u003c/p\u003eGraded: Final QuizWelcome to Think Again: How to Understand Arguments. This course is the first in a series of four courses jointly titled Think Again: How to Reason and Argue. We are excited that you are taking this course, and we hope that you will stick around for all four courses in the series, because there is a great deal of important material to learn. In the series as a whole, you will learn how to analyze and evaluate arguments and how to avoid common mistakes in reasoning. These important skills will be useful to you in deciding what to believe and what to do in all areas of your life. We will also have plenty of fun. The first part of this course introduces the series and the course. It also clarifies some peculiarities you may find with this course. We encourage you to watch the \"Introduction to the Course\" video first as it will help you learn more from the materials that come later.  Video: Introduction to the CourseReading: Course Logistics (Start Here)CONTENT: In this week's material we will teach you how to identify arguments as opposed to abuse . We will define what an argument is, distinguish various purposes for which arguments are given (including persuasion, justification, and explanation), and discuss the material out of which arguments are made (language). The last three lectures this week are optional, but they are recommended for advanced students.                                                                                                                                                   \n\nLEARNING OUTCOMES: By the end of this week’s material, you will be able to :\u003cul\u003e\t\u003cli\u003edefine what an argument is\u003c/li\u003e\u003cli\u003epull arguments out of larger texts\u003c/li\u003e\u003cli\u003edistinguish various purposes of arguments\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapters 1-2.\u003c/p\u003e Video: Why Arguments MatterPractice Quiz: Why Arguments MatterDiscussion Prompt: Share Your Thoughts: Reasons for ReasonsVideo: What Is an Argument?Practice Quiz: What Is an Argument?Video: What are Arguments Used For? JustificationPractice Quiz: What are Arguments Used For? JustificationDiscussion Prompt: Share Your Thoughts: PredictionVideo: Strong Arguments Don't Always Persuade EveryonePractice Quiz: Strong Arguments Don't Always Persuade EveryoneVideo: What Else are Arguments Used For? ExplanationPractice Quiz: What Else are Arguments Used For? ExplanationDiscussion Prompt: Share Your Thoughts: Both Justification and Explanation?Discussion Prompt: Share Your Thoughts: Basic ExplanationsVideo: What are Arguments Made Of?  LanguagePractice Quiz: What are Arguments Made Of?  LanguageDiscussion Prompt: Share Your Thoughts: Arguing AnimalsDiscussion Prompt: Share Your Thoughts: Following ConventionsVideo: MeaningPractice Quiz: MeaningDiscussion Prompt: Share Your Thoughts: Meaning as UseDiscussion Prompt: Share Your Thoughts: Reference and DescriptionVideo: Linguistic ActsPractice Quiz: Linguistic ActsDiscussion Prompt: Share Your Thoughts: BuffalosVideo: Speech ActsPractice Quiz: Speech ActsDiscussion Prompt: Share Your Thoughts: MarriageDiscussion Prompt: Share Your Thoughts: When Can We Argue?Video: Conversational ActsPractice Quiz: Conversational ActsDiscussion Prompt: Share Your Thoughts: Metaphor and IronyDiscussion Prompt: Share Your Thoughts: Jokes\u003cp\u003e\u003cb\u003eCONTENT\u003c/b\u003e: This week’s material will focus on the special language in which arguments are formulated. We will investigate the functions of particular words, including premise and conclusion markers plus assuring, guarding, discounting, and evaluative terms. Identifying these words will enable students to separate arguments from the irrelevant verbiage that surrounds it and then to break the argument into parts and to identify what each part of an argument is doing. The lectures end with a detailed example that uses these tools to closely analyze an op-ed from a newspaper. \u003cp\u003e\u003cb\u003eLEARNING OUTCOMES\u003c/b\u003e: By the end of this week’s material, you will be able to:\u003cul\u003e\t\u003cli\u003eunderstand three levels of meaning\u003c/li\u003e\t\u003cli\u003eidentify argument markers\u003c/li\u003e\u003c/ul\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapters 3-4. \u003c/p\u003eVideo: Argument MarkersPractice Quiz: Argument MarkersDiscussion Prompt: Share Your Thoughts: Who Gives Reasons?Video: Standard FormPractice Quiz: Standard FormDiscussion Prompt: Share Your Thoughts: Standard FormDiscussion Prompt: Share Your Thoughts: NumberingVideo: A Problem for ArgumentsPractice Quiz: A Problem for ArgumentsDiscussion Prompt: Share Your Thoughts: Solving the Skeptical RegressVideo: AssuringPractice Quiz: AssuringDiscussion Prompt: Share Your Thoughts: Abusive AssurancesVideo: GuardingPractice Quiz: GuardingDiscussion Prompt: Share Your Thoughts: \"I Believe\"Video: DiscountingPractice Quiz: DiscountingDiscussion Prompt: Share Your Thoughts: When to Discount Objections?Video: EvaluationPractice Quiz: EvaluationDiscussion Prompt: Share Your Thoughts: Positive and Negative EvaluationVideo: Close Analysis (Part I)Video: Close Analysis (Part II)Practice Quiz: Close Analysis (Part II)Video: More Close AnalysisPractice Quiz: More Close Analysis\u003cp\u003e\u003cb\u003eCONTENT\u003c/b\u003e: This week’s material will teach you how to organize the parts of an argument in order to show how they fit into a structure of reasoning. The goal is to make the argument look as good as possible so that you can learn from it. We work through the main steps of reconstruction, including putting the premises and conclusion into a standard form, clarifying the premises and breaking them into parts, arranging the argument into stages or sub-arguments, adding suppressed premises where needed to make the argument valid, and assessing the argument for soundness. The lectures begin by defining the crucial notions of validity, soundness, and standard form. You will also learn to diagram alternative argument structures, including linear, branching, and joint structures. \u003cp\u003e\u003cb\u003eLEARNING OUTCOMES\u003c/b\u003e: By the end of this week’s material, you will be able to:\u003cul\u003e\t\u003cli\u003elabel assuring, guarding, discounting, and evaluative terms\u003c/li\u003e\t\u003cli\u003edetermine whether an argument is valid or sound\u003c/li\u003e\t\u003cli\u003ecomplete arguments by adding suppressed premises\u003c/li\u003e\t\u003cli\u003ereconstruct arguments by and series of arguments\u003c/li\u003e\t\u003cli\u003eclassify argument structures\u003c/li\u003e\u003c/ul\u003e\u003cp\u003e\u003cb\u003eOPTIONAL READING\u003c/b\u003e: If you want more examples or more detailed discussions of these topics, we recommend \u003cem\u003eUnderstanding Arguments, Ninth Edition\u003c/em\u003e, Chapter 5. Video: ValidityPractice Quiz: ValidityDiscussion Prompt: Share Your Thoughts: Determining ValidityVideo: SoundnessPractice Quiz: Soundness (Part I)Practice Quiz: Soundness (Part II)Discussion Prompt: Share Your Thoughts: TruthVideo: Get Down to BasicsPractice Quiz: Get Down to BasicsDiscussion Prompt: Share Your Thoughts: Tangents and RepetitionVideo: Sharpen EdgesPractice Quiz: Sharpen EdgesDiscussion Prompt: Share Your Thoughts: Perfectly ClearVideo: Organize PartsPractice Quiz: Organize PartsDiscussion Prompt: Share Your Thoughts: More Structures?Video: A Student Example: A Debate About Smartphones in ClassVideo: Fill in GapsPractice Quiz: Fill in GapsDiscussion Prompt: Share Your Thoughts: Suppressed PremisesVideo: ConcludePractice Quiz: ConcludeVideo: An Example of Reconstruction  (Part I)Video: An Example of Reconstruction  (Part II)Video: An Example of Reconstruction  (Part III)Practice Quiz: An Example of Reconstruction\u003cp\u003eThis week gives you time to catch up and review, because we realize that the previous weeks include a great deal of challenging material. It will also be provide enough time to take the final quiz as often as you want, with different questions each time. \u003c/p\u003e\u003cp\u003eWe explain the answers in each exam so that you can learn more and do better when you try the exam again. You may take the quiz as many times as you want in order to learn more and do better, with different questions each time. You will be able to retake the quiz three times every eight hours. You might not need to take more than one version of the exam if you do well enough on your first try. That is up to you. However many versions you take, we hope that all of the exams will provide additional learning experiences. \u003c/p\u003eDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyDuke UniversityThink Again IV: How to Avoid FallaciesThe University of North Carolina at Chapel HillReasoning Across the DisciplinesNational University of SingaporeReason and Persuasion: Thinking Through Three Dialogues By Plato",
    "Creator": "Duke University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/understanding-arguments",
    "Language": "English, Subtitles: Chinese (Simplified), Italian, Portuguese (Brazilian), German, Spanish, Romanian",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "De-Mystifying Mindfulness",
    "Description": "About this course: Interest in meditation, mindfulness, and contemplation has grown exponentially in recent years.  Rather than being seen as mystical practices from ancient Buddhism or esoteric philosophy, they are increasingly seen as technologies rooted in evidence from psychology and neuroscience.  Mindfulness has become the basis for numerous therapeutic interventions, both as a treatment in healthcare and as a means of enhancing well-being and happiness.  For millions around the world, mindfulness has become a life-style choice, enhancing and enriching everyday experience. Mindfulness is big business.\n\nBut, what actually is mindfulness?  Is it really good for you?  Can anyone learn it?  How can you recognize charlatans? Would you want to live in a mindful society, and would it smell like sandalwood?  What does it feel like to be mindful?  Are you mindful already, and how would you know?\n\nEvolving from the popular Honours Academy course at Leiden University, this innovative course combines conventional scholarly inquiry from multiple disciplines (ranging from psychology, through philosophy, to politics) with experiential learning (including specially designed ‘meditation labs,’ in which you’ll get chance to practice and analyze mindfulness on yourself).  In the end, the course aims to provide a responsible, comprehensive, and inclusive education about (and in) mindfulness as a contemporary phenomenon.\n\nDuring the production of this course, we have been supported by Willem Kuyken, Director of the University of Oxford Mindfulness Centre, and Stephen Batchelor, co-founder of Bodhi College.  And we gratefully acknowledge the contributions made by Mark Williams, co-developer of Mindfulness-based Cognitive Therapy (MBCT), and Rebecca Crane, Director of the Centre for Mindfulness Research and Practice at the University of Bangor.WEEK 1Welcome to the coursePeople come to the study of Mindfulness for all kinds of reasons; I’m curious to know what brings you here.  Perhaps you’re someone who already has a Mindfulness practice and you’re keen to know more about it?  Perhaps you’re someone who has heard a lot about this mysterious thing called ‘Mindfulness,’ but you’re suspicious or skeptical about it, so you want to see what all the fuss is about?  Is it really something real?  Just a fad or fashion?  Does it really cure all our ills?  Perhaps you’re a student of psychology, or philosophy, or politics, or you’re an entrepreneur or a therapist?  Whoever you are, and whyever you’re here, you’re very welcome.  I look forward to learning about and from you as we embark on this adventure together.1 video, 5 readingsexpandVideo: Course introductionReading: Meet the instructor \u0026 the teamReading: Welcome to Leiden UniversityDiscussion Prompt: Organise personal supportReading: Study tips for studying onlineReading: Being successful in an international virtual learning environmentDiscussion Prompt: Form studygroups with other learnersReading: How to behave in an academic wayDiscussion Prompt: Introduce yourselfGraded: How mindful are you?Introduction to MindfulnessIn this fist module, we’re going to explore the foundational question of what Mindfulness actually is!  This module has been designed to approach this question by considering a series of preconceptions about Mindfulness in contemporary societies.  Hence, here we meet the characters who will help and guide us through the rest of the course: the scientist, the monk, the ninja, the zombie, and the hippie.  I hope you find these to be worthwhile companions on our journey.  In the end, we’ll discover that these preconceptions are not without merit, but that they are only partial pictures of the whole.  We’ll also engage in our first Meditation Labs so that we can begin to weigh these preconceptions against our own experiences.11 videos, 2 readings, 1 practice quizexpandVideo: This thing called 'mindfulness'Discussion Prompt: What is Mindfulness for you?Video: Preconception - enlightenmentVideo: Preconception - martial magicVideo: Preconception - mindlessnessPractice Quiz: Check your knowledgeVideo: SummaryVideo: Meditation lab l part 1Video: Meditation Lab l part 2Reading: Med Lab 1: ExercisesDiscussion Prompt: What did that practice feel like?Video: Kuyken: why mindfulness?Video: Kuyken: representation of mindfulnessVideo: Batchelor: coming to mindfulnessVideo: Batchelor: what draws others to mindfulness?Reading: What is this thing called Mindfulness?Graded: Considering preconceptionsGraded: Journal after Meditation Lab 1WEEK 2Psychology of/\u0026 MindfulnessOne of the most significant developments in the field of Mindfulness in recent years has been the development of ‘construct Mindfulness’ as a therapeutic tool and as a scientific technology.  Both of these rest upon (and produce) bodies of scientific evidence about the effects and correlates of Mindfulness practice, both in terms of therapy and neurophysiology.  In this second module, then, we’re going to explore some of implications and elaborations of these approaches.  We’ll see what happens to the idea of Mindfulness when we make it into something that can be measured, and then we’ll investigate some of the most popular (and effective) Mindfulness-based Interventions, such as MBSR and MBCT.  In the end, we’ll also ask whether this operationalized approach to Mindfulness actually hides deeper philosophical, religious, and existential questions, to which we’ll turn in the next module.  16 videos, 2 readings, 1 practice quizexpandVideo: IntroductionDiscussion Prompt: Have you encountered MBIs?Video: Operationalizing mindfulnessVideo: Measuring mindfulnessVideo: The problem of dis-easeDiscussion Prompt: Do you have ease of being?Video: Mindfulness-based stress reductionVideo: Mindfulness-based cognitive therapyVideo: Common principles in mindfulness interventionsPractice Quiz: How stressed are you?Discussion Prompt: Are you stressed?Video: SummaryVideo: Meditation lab IIReading: Med Lab 2: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Poetic reflectionDiscussion Prompt: Mindful spaceVideo: Kuyken: encountering difficultyVideo: Kuyken: assessing teachingVideo: Kuyken: science and BuddhismVideo: Kuyken: who should teach?Video: Kuyken: 8 weeks later?Video: Batchelor: mindfulness teachersVideo: Batchelor: mindfulness qualificationsReading: Psychology of/\u0026 MindfulnessGraded: Check your knowledgeGraded: Journal after Meditation Lab 2WEEK 3Philosophy of/\u0026 MindfulnessOne of the great debates in the field of Mindfulness revolves around the question of the nature of its relationship with Buddhism.  In this module, we consider some of the ways in which this relationship can be understood, including by paying attention to the fact that Buddhism is a diverse and multivocal tradition.  Going even further, we explore the possibility that traditions of thought other than Buddhism might provide valuable insights into Mindfulness, ranging from Daoism through Stoicism to contemporary American philosophy.16 videos, 2 readingsexpandVideo: Introduction - why philosophy?Discussion Prompt: Real mindfulness?Video: Buddhism and satiVideo: Vipassana and samathaVideo: ZenDiscussion Prompt: Are you a Buddhist?Video: DaoismVideo: StoicismVideo: Modernity and mindfulnessDiscussion Prompt: Philosophical frameworkVideo: SummaryVideo: Meditation lab IIIReading: Med Lab 3: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Poetic reflectionDiscussion Prompt: Mindful walkDiscussion Prompt: Mindful spaceVideo: Kuyken: Buddhism and other traditionsVideo: Batchelor: was Buddha a therapist?Video: Batchelor: secular dharmaVideo: Batchelor: Pali canonVideo: Batchelor: is dharma always Buddhism?Video: Batchelor: dharma needn't be BuddhistVideo: Batchelor: towards modern dharmaReading: Philosophy of/\u0026 MindfulnessGraded: Different traditionsGraded: Journal after Meditation Lab 3WEEK 4Politics of/\u0026 MindfulnessIt is commonly assumed that Mindfulness is a solitary pursuit, and yet there is also often talk of a ‘Mindfulness Revolution,’ as though Mindfulness is also a social movement.  In this module we’ll explore some of the ways in which the practice of Mindfulness might impact on ethical, social, and political issues today.  We’ll ask questions about whether a Mindful society would really be a utopia, or whether it would be a nightmare.  We’ll investigate the significance of Mindfulness in the military and in education, and finally we’ll attempt to engage with the meaning and significance of the commercialization of Mindfulness in capitalist societies.10 videos, 2 readingsexpandVideo: MANIFESTO! - Don't just do something, sit there!Video: Mindful utopias and distopiasDiscussion Prompt: The mindful apocalypseVideo: Martial mindfulnessVideo: Mindfulness in educationVideo: The mindfulness industryDiscussion Prompt: Extreme MindfulnessVideo: SummaryVideo: Meditation lab IVReading: Med Lab 4: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Mindful spaceVideo: Kuyken: mindfulness in societyVideo: Batchelor: mindfulness in societyVideo: Batchelor: commercialism and mindfulnessReading: Politics of/\u0026 MindfulnessGraded: Commercial mindfulnessGraded: Journal after Meditation Lab 4WEEK 5Mindfulness into the FutureIn this last module, we’ll spend some time reflecting on the path we have travelled to get to this point.  We’ll consider some of the main challenges that we might have encountered, and also give some thought to what might come next for those of us who want to keep a Mindfulness practice in their lives.6 videos, 3 readings, 1 practice quizexpandVideo: Should I be mindful all the time?Discussion Prompt: Do you feel mindful?Video: Meditation Lab VReading: Med Lab 5: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: What next?Practice Quiz: How mindful are you now?Video: Dana and Donation BoxReading: DonationboxReading: Meet our contributorsVideo: Dana Box UpdateVideo: Course update 2017Video: Kuyken: parting adviceGraded: Letter to SelfWEEK 6Honours ProjectHaving come to the end of the regular programme, you might already be considering what you can do to continue the process of de-mystifying mindfulness for the world today.  Perhaps you've identified a practice that really challenges you, or an idea that inspires you into action?   Perhaps you're wondering whether your experiences and insights might also be valuable to other people; you're thinking of ways to test them or share them or both?  This 'Honours Module' provides you with the opportunity to build on the knowledge we've accumulated and constructed over the previous weeks by creating original, new projects of your own.  Successful completion of this project will mean that you will earn 'honours' on your certificate - the highest quality stamp available.  More than that, your projects might make genuine and important contributions to our mission: building knowledge for a more mindful world.1 video, 1 readingexpandVideo: Honourable MindfulnessReading: Project samplesDiscussion Prompt: What area of Mindfulness excites you?Discussion Prompt: How will you launch your project?Discussion Prompt: How will you report on your project?Graded: ProjectPeople come to the study of Mindfulness for all kinds of reasons; I’m curious to know what brings you here.  Perhaps you’re someone who already has a Mindfulness practice and you’re keen to know more about it?  Perhaps you’re someone who has heard a lot about this mysterious thing called ‘Mindfulness,’ but you’re suspicious or skeptical about it, so you want to see what all the fuss is about?  Is it really something real?  Just a fad or fashion?  Does it really cure all our ills?  Perhaps you’re a student of psychology, or philosophy, or politics, or you’re an entrepreneur or a therapist?  Whoever you are, and whyever you’re here, you’re very welcome.  I look forward to learning about and from you as we embark on this adventure together.Video: Course introductionReading: Meet the instructor \u0026 the teamReading: Welcome to Leiden UniversityDiscussion Prompt: Organise personal supportReading: Study tips for studying onlineReading: Being successful in an international virtual learning environmentDiscussion Prompt: Form studygroups with other learnersReading: How to behave in an academic wayDiscussion Prompt: Introduce yourselfIn this fist module, we’re going to explore the foundational question of what Mindfulness actually is!  This module has been designed to approach this question by considering a series of preconceptions about Mindfulness in contemporary societies.  Hence, here we meet the characters who will help and guide us through the rest of the course: the scientist, the monk, the ninja, the zombie, and the hippie.  I hope you find these to be worthwhile companions on our journey.  In the end, we’ll discover that these preconceptions are not without merit, but that they are only partial pictures of the whole.  We’ll also engage in our first Meditation Labs so that we can begin to weigh these preconceptions against our own experiences.Video: This thing called 'mindfulness'Discussion Prompt: What is Mindfulness for you?Video: Preconception - enlightenmentVideo: Preconception - martial magicVideo: Preconception - mindlessnessPractice Quiz: Check your knowledgeVideo: SummaryVideo: Meditation lab l part 1Video: Meditation Lab l part 2Reading: Med Lab 1: ExercisesDiscussion Prompt: What did that practice feel like?Video: Kuyken: why mindfulness?Video: Kuyken: representation of mindfulnessVideo: Batchelor: coming to mindfulnessVideo: Batchelor: what draws others to mindfulness?Reading: What is this thing called Mindfulness?One of the most significant developments in the field of Mindfulness in recent years has been the development of ‘construct Mindfulness’ as a therapeutic tool and as a scientific technology.  Both of these rest upon (and produce) bodies of scientific evidence about the effects and correlates of Mindfulness practice, both in terms of therapy and neurophysiology.  In this second module, then, we’re going to explore some of implications and elaborations of these approaches.  We’ll see what happens to the idea of Mindfulness when we make it into something that can be measured, and then we’ll investigate some of the most popular (and effective) Mindfulness-based Interventions, such as MBSR and MBCT.  In the end, we’ll also ask whether this operationalized approach to Mindfulness actually hides deeper philosophical, religious, and existential questions, to which we’ll turn in the next module.  Video: IntroductionDiscussion Prompt: Have you encountered MBIs?Video: Operationalizing mindfulnessVideo: Measuring mindfulnessVideo: The problem of dis-easeDiscussion Prompt: Do you have ease of being?Video: Mindfulness-based stress reductionVideo: Mindfulness-based cognitive therapyVideo: Common principles in mindfulness interventionsPractice Quiz: How stressed are you?Discussion Prompt: Are you stressed?Video: SummaryVideo: Meditation lab IIReading: Med Lab 2: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Poetic reflectionDiscussion Prompt: Mindful spaceVideo: Kuyken: encountering difficultyVideo: Kuyken: assessing teachingVideo: Kuyken: science and BuddhismVideo: Kuyken: who should teach?Video: Kuyken: 8 weeks later?Video: Batchelor: mindfulness teachersVideo: Batchelor: mindfulness qualificationsReading: Psychology of/\u0026 MindfulnessOne of the great debates in the field of Mindfulness revolves around the question of the nature of its relationship with Buddhism.  In this module, we consider some of the ways in which this relationship can be understood, including by paying attention to the fact that Buddhism is a diverse and multivocal tradition.  Going even further, we explore the possibility that traditions of thought other than Buddhism might provide valuable insights into Mindfulness, ranging from Daoism through Stoicism to contemporary American philosophy.Video: Introduction - why philosophy?Discussion Prompt: Real mindfulness?Video: Buddhism and satiVideo: Vipassana and samathaVideo: ZenDiscussion Prompt: Are you a Buddhist?Video: DaoismVideo: StoicismVideo: Modernity and mindfulnessDiscussion Prompt: Philosophical frameworkVideo: SummaryVideo: Meditation lab IIIReading: Med Lab 3: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Poetic reflectionDiscussion Prompt: Mindful walkDiscussion Prompt: Mindful spaceVideo: Kuyken: Buddhism and other traditionsVideo: Batchelor: was Buddha a therapist?Video: Batchelor: secular dharmaVideo: Batchelor: Pali canonVideo: Batchelor: is dharma always Buddhism?Video: Batchelor: dharma needn't be BuddhistVideo: Batchelor: towards modern dharmaReading: Philosophy of/\u0026 MindfulnessIt is commonly assumed that Mindfulness is a solitary pursuit, and yet there is also often talk of a ‘Mindfulness Revolution,’ as though Mindfulness is also a social movement.  In this module we’ll explore some of the ways in which the practice of Mindfulness might impact on ethical, social, and political issues today.  We’ll ask questions about whether a Mindful society would really be a utopia, or whether it would be a nightmare.  We’ll investigate the significance of Mindfulness in the military and in education, and finally we’ll attempt to engage with the meaning and significance of the commercialization of Mindfulness in capitalist societies.Video: MANIFESTO! - Don't just do something, sit there!Video: Mindful utopias and distopiasDiscussion Prompt: The mindful apocalypseVideo: Martial mindfulnessVideo: Mindfulness in educationVideo: The mindfulness industryDiscussion Prompt: Extreme MindfulnessVideo: SummaryVideo: Meditation lab IVReading: Med Lab 4: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: Mindful spaceVideo: Kuyken: mindfulness in societyVideo: Batchelor: mindfulness in societyVideo: Batchelor: commercialism and mindfulnessReading: Politics of/\u0026 MindfulnessIn this last module, we’ll spend some time reflecting on the path we have travelled to get to this point.  We’ll consider some of the main challenges that we might have encountered, and also give some thought to what might come next for those of us who want to keep a Mindfulness practice in their lives.Video: Should I be mindful all the time?Discussion Prompt: Do you feel mindful?Video: Meditation Lab VReading: Med Lab 5: ExercisesDiscussion Prompt: How did that practice feel for you?Discussion Prompt: What next?Practice Quiz: How mindful are you now?Video: Dana and Donation BoxReading: DonationboxReading: Meet our contributorsVideo: Dana Box UpdateVideo: Course update 2017Video: Kuyken: parting adviceHaving come to the end of the regular programme, you might already be considering what you can do to continue the process of de-mystifying mindfulness for the world today.  Perhaps you've identified a practice that really challenges you, or an idea that inspires you into action?   Perhaps you're wondering whether your experiences and insights might also be valuable to other people; you're thinking of ways to test them or share them or both?  This 'Honours Module' provides you with the opportunity to build on the knowledge we've accumulated and constructed over the previous weeks by creating original, new projects of your own.  Successful completion of this project will mean that you will earn 'honours' on your certificate - the highest quality stamp available.  More than that, your projects might make genuine and important contributions to our mission: building knowledge for a more mindful world.Video: Honourable MindfulnessReading: Project samplesDiscussion Prompt: What area of Mindfulness excites you?Discussion Prompt: How will you launch your project?Discussion Prompt: How will you report on your project?The University of North Carolina at Chapel HillPositive Psychology Wesleyan UniversityUnderstanding Memory: Explaining the Psychology of Memory through MoviesJohns Hopkins UniversityPsychological First AidUniversitat Autònoma de BarcelonaEmotions: a Philosophical IntroductionIndian School of BusinessA Life of Happiness and Fulfillment",
    "Creator": "Universiteit Leiden",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/mindfulness",
    "Language": "English",
    "Commitment": "5 Weeks, 7 modules incl Honours project, approx 3 hours per week, suggested 30-45 minutes per day for experiential practices.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Greek and Roman Mythology",
    "Description": "About this course: Myths are traditional stories that have endured over a long time. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they a set of blinders that all of us wear, though we do not realize it? Or are they just entertaining stories that people like to tell over and over? This course will investigate these questions through a variety of topics, including the creation of the universe, the relationship between gods and mortals, human nature, religion, the family, sex, love, madness, and death.\n***********************************************************************************************************\n                                                                           \nCOURSE SCHEDULE\n \n• Week 1: Introduction \nWelcome to Greek and Roman Mythology! This first week we’ll introduce the class, paying attention to how the course itself works. We’ll also begin to think about the topic at hand: myth! How can we begin to define \"myth\"? How does myth work? What have ancient and modern theorists, philosophers, and other thinkers had to say about myth? This week we’ll also begin our foray into Homer’s world, with an eye to how we can best approach epic poetry.\nReadings: No texts this week, but it would be a good idea to get started on next week's reading to get ahead of the game. \nVideo Lectures: 1.1-1.7 \nQuiz: Complete the quiz by the end of the week.\n\n• Week 2: Becoming a Hero \nIn week 2, we begin our intensive study of myth through Homer’s epic poem, the Odyssey. This core text not only gives us an exciting story to appreciate on its own merits but also offers us a kind of laboratory where we can investigate myth using different theoretical approaches. This week we focus on the young Telemachus’ tour as he begins to come of age; we also accompany his father Odysseus as he journeys homeward after the Trojan War. Along the way, we’ll examine questions of heroism, relationships between gods and mortals, family dynamics, and the Homeric values of hospitality and resourcefulness.\nReadings: Homer, Odyssey, books 1-8 \nVideo Lectures: 2.1-2.10 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 3: Adventures Out and Back \nThis week we’ll follow the exciting peregrinations of Odysseus, \"man of twists and turns,\" over sea and land. The hero’s journeys abroad and as he re-enters his homeland are fraught with perils. This portion of the Odyssey features unforgettable monsters and exotic witches; we also follow Odysseus into the Underworld, where he meets shades of comrades and relatives. Here we encounter some of the best-known stories to survive from all of ancient myth.\nReadings: Homer, Odyssey, books 9-16 \nVideo Lectures: 3.1-3.10 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 4: Identity and Signs \nAs he makes his way closer and closer to re-taking his place on Ithaca and with his family, a disguised Odysseus must use all his resources to regain his kingdom. We’ll see many examples of reunion as Odysseus carefully begins to reveal his identity to various members of his household—his servants, his dog, his son, and finally, his wife Penelope—while also scheming against those who have usurped his place.\nReadings: Homer, Odyssey, books 17-24 \nVideo Lectures: 4.1-4.8 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 5: Gods and Humans \nWe will take a close look at the most authoritative story on the origin of the cosmos from Greek antiquity: Hesiod’s Theogony. Hesiod was generally considered the only poet who could rival Homer. The Theogony, or \"birth of the gods,\" tells of an older order of gods, before Zeus, who were driven by powerful passions—and strange appetites! This poem presents the beginning of the world as a time of fierce struggle and violence as the universe begins to take shape, and order, out of chaos.\nReadings: Hesiod, Theogony *(the Works and Days is NOT required for the course)* \nVideo Lectures: 5.1-5.9 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 6: Ritual and Religion \nThis week’s readings give us a chance to look closely at Greek religion in its various guises. Myth, of course, forms one important aspect of religion, but so does ritual. How ancient myths and rituals interact teaches us a lot about both of these powerful cultural forms. We will read two of the greatest hymns to Olympian deities that tell up-close-and-personal stories about the gods while providing intricate descriptions of the rituals they like us humans to perform.\nReadings: Homeric Hymn to Apollo; Homeric Hymn to Demeter (there are two hymns to each that survive, only the LONGER Hymn to Apollo and the LONGER Hymn to Demeter are required for the course) \nVideo Lectures: 6.1-6.7\nQuiz: Complete the quiz by the end of the week.\n \n• Week 7: Justice \nWhat counts as a just action, and what counts as an unjust one? Who gets to decide? These are trickier questions than some will have us think. This unit looks at one of the most famously thorny issues of justice in all of the ancient world. In Aeschylus’ Oresteia—the only surviving example of tragedy in its original trilogy form—we hear the story of Agamemnon’s return home after the Trojan War. Unlike Odysseus’ eventual joyful reunion with his wife and children, this hero is betrayed by those he considered closest to him. This family's cycle of revenge, of which this story is but one episode, carries questions of justice and competing loyalties well beyond Agamemnon’s immediate family, eventually ending up on the Athenian Acropolis itself.\nReadings: Aeschylus, Agamemnon; Aeschylus, Eumenides \nVideo Lectures: 7.1-7.10 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 8: Unstable Selves\nThis week we encounter two famous tragedies, both set at Thebes, that center on questions of guilt and identity: Sophocles’ Oedipus Rex and Eurpides’ Bacchae. Oedipus is confident that he can escape the unthinkable fate that was foretold by the Delphic oracle; we watch as he eventually realizes the horror of what he has done. With Odysseus, we saw how a great hero can re-build his identity after struggles, while Oedipus shows us how our identities can dissolve before our very eyes. The myth of Oedipus is one of transgressions—intentional and unintentional—and about the limits of human knowledge. In Euripides’ Bacchae, the identity of gods and mortals is under scrutiny. Here, Dionysus, the god of wine and of tragedy, and also madness, appears as a character on stage. Through the dissolution of Pentheus, we see the terrible consequences that can occur when a god’s divinity is not properly acknowledged.\nReadings: Sophocles, Oedipus Rex; Euripides, Bacchae \nVideo Lectures: 8.1-8.9\nQuiz: Complete the quiz by the end of the week.\n \n• Week 9: The Roman Hero, Remade \nMoving ahead several centuries, we jump into a different part of the Mediterranean to let the Romans give us their take on myth. Although many poets tried to rewrite Homer for their own times, no one succeeded quite like Vergil. His epic poem, the Aeneid, chronicles a powerful re-building of a culture that both identifies with and defines itself against previously told myths. In contrast to the scarcity of information about Homer, we know a great deal about Vergil’s life and historical context, allowing us insight into myth-making in action.\nReadings: Vergil, Aeneid, books 1-5 \nVideo Lectures: 9.1-9.10 \nQuiz: Complete the quiz by the end of the week.\n \n• Week 10: Roman Myth and Ovid's Metamorphoses \nOur consideration of Vergil’s tale closes with his trip to the underworld in book 6. Next, we turn to a more playful Roman poet, Ovid, whose genius is apparent in nearly every kind of register. Profound, witty, and satiric all at once, Ovid’s powerful re-tellings of many ancient myths became the versions that are most familiar to us today. Finally, through the lens of the Romans and others who \"remythologize,\" we wrap up the course with a retrospective look at myth.\nReadings: Vergil, Aeneid, book 6; Ovid, Metamorphoses, books 3, 12, and 13. \nVideo Lectures: 10.1-10.9.\nQuiz: Complete the quiz by the end of the week.\n \n***********************************************************************************************************\nREADINGS\nThere are no required texts for the course, however, Professor Struck will make reference to the following texts in the lecture:\n• Greek Tragedies, Volume 1, David Grene and Richmond Lattimore, trans. (Chicago)\n• Greek Tragedies, Volume 3, David Grene and Richmond Lattimore , trans. (Chicago)\n• Hesiod, Theogony and Works and Days, M. L. West, trans. (Oxford)\n• Homeric Hymns, Sarah Ruden, trans. (Hackett)\n• Homer, The Odyssey, Robert Fagles, trans. (Penguin) \n• Virgil, The Aeneid, Robert Fitzgerald, trans. (Vintage)\n• Ovid, Metamorphoses, David Raeburn, trans. (Penguin)\n\nThese translations are a pleasure to work with, whereas many of the translations freely available on the internet are not. If you do not want to purchase them, they should also be available at many libraries. Again, these texts are not required, but they are helpful.WEEK 1IntroductionWelcome to Greek and Roman Mythology! This first week we’ll introduce the class, paying attention to how the course itself works. We’ll also begin to think about the topic at hand: myth! How can we begin to define \"myth\"? How does myth work? What have ancient and modern theorists, philosophers, and other thinkers had to say about myth? This week we’ll also begin our foray into Homer’s world, with an eye to how we can best approach epic poetry.  Readings: No texts this week, but it would be a good idea to get started on next week's reading to get ahead of the game.  Video Lectures: 1.1-1.7 Quiz: Complete the quiz by the end of the week. 8 videos, 1 readingexpandVideo: 1.0 Promo VideoVideo: 1.1 What is Myth? Video: 1.2 Course OverviewVideo: 1.3 Ancient Ideas on Myth Video: 1.4 Ideas on Myth from the Modern Era Video: 1.5 The Trojan War \u0026 The World of Homer Video: 1.6 Trojan War Aftermath and The Homer Question Video: 1.7 On Reading Homer Demande de discussion: Discussion Question: Ancient Ideas on MythLecture: Course ReadingsGraded: Quiz 1: Introduction to the CourseWEEK 2Becoming a HeroIn week 2, we begin our intensive study of myth through Homer’s epic poem, the Odyssey. This core text not only gives us an exciting story to appreciate on its own merits but also offers us a kind of laboratory where we can investigate myth using different theoretical approaches. This week we focus on the young Telemachus’ tour as he begins to come of age; we also accompany his father Odysseus as he journeys homeward after the Trojan War. Along the way, we’ll examine questions of heroism, relationships between gods and mortals, family dynamics, and the Homeric values of hospitality and resourcefulness. Readings: Homer, Odyssey, books 1-8. Video Lectures: 2.1-2.10. Quiz: Complete the quiz by the end of the week.10 videos, 1 readingexpandVideo: 2.1 On Reading Homer, Part II Video: 2.2 Telemachus' Troubles Video: 2.3 Telemachus' Tour Video: 2.4 Odysseus on Ogygia Video: 2.5 Odysseus on Scheria Video: 2.6 Alcinous Video: 2.7 Knee-Grabbing Video: 2.8 Functionalism Video: 2.9 Reassembling the Hero Video: 2.10 Poetry and Demodocus Demande de discussion: Discussion Question: Becoming a HeroLecture: Odyssey, books 1-8Graded: Quiz 2: Becoming a HeroWEEK 3Adventures Out and Back This week we’ll follow the exciting peregrinations of Odysseus, \"man of twists and turns,\" over sea and land. The hero’s journeys abroad and as he re-enters his homeland are fraught with perils. This portion of the Odyssey features unforgettable monsters and exotic witches; we also follow Odysseus into the Underworld, where he meets shades of comrades and relatives. Here we encounter some of the best-known stories to survive from all of ancient myth. Readings: Homer, Odyssey, books 9-16. Video Lectures: 3.1-3.10. Quiz: Complete the quiz by the end of the week.10 videos, 1 readingexpandVideo: 3.1 Odysseus and the CyclopsVideo: 3.2 Cycle Two: Circe Video: 3.3 The Underworld Video: 3.4 Cycle 3: The Cattle of the Sun Video: 3.5 Food/Not Food Video: 3.6 Structuralism Video: 3.7 Inner and Outer Worlds Video: 3.8 Extracting Knowledge Video: 3.9 Meanwhile Telemachus... Video: 3.10 Reunion: Father and Sons Demande de discussion: Discussion Question: Adventures Out and BackLecture: Odyssey, books 9-16Graded: Quiz 3: Adventures Out and BackWEEK 4Identity and SignsAs he makes his way closer and closer to re-taking his place on Ithaca and with his family, a disguised Odysseus must use all his resources to regain his kingdom. We’ll see many examples of reunion as Odysseus carefully begins to reveal his identity to various members of his household—his servants, his dog, his son, and finally, his wife Penelope—while also scheming against those who have usurped his place. Readings: Homer, Odyssey, books 17-24. Video Lectures: 4.1-4.8. Quiz: Complete the quiz by the end of the week.8 videos, 1 readingexpandVideo: 4.1 Odysseus Meets the Suitors Video: 4.2 Signs as a Way of Knowing Video: 4.3 What Does Penelope Know? Video: 4.4 The Scar Video: 4.5 Penelope's Dream Video: 4.6 The Bow Video: 4.7 Reunion (Almost) Video: 4.8 Reunion Demande de discussion: Discussion Question: Identity and SignsLecture: Odyssey, books 17-24Graded: Quiz 4: Identity and SignsWEEK 5Gods and HumansWe will take a close look at the most authoritative story on the origin of the cosmos from Greek antiquity: Hesiod’s Theogony. Hesiod was generally considered the only poet who could rival Homer. The Theogony, or \"birth of the gods,\" tells of an older order of gods, before Zeus, who were driven by powerful passions—and strange appetites! This poem presents the beginning of the world as a time of fierce struggle and violence as the universe begins to take shape, and order, out of chaos. Readings: Hesiod, Theogony *(the Works and Days is NOT required for the course)*. Video Lectures: 5.1-5.9. Quiz: Complete the quiz by the end of the week.9 videos, 2 readingsexpandVideo: 5.1 Introducing the Greek Gods Video: 5.2 Hesiod and Ancient Near East Connections Video: 5.3 Intro to Hesiod Video: 5.4 Hesiod's Opening Hymn to the Muses Video: 5.5 Earth and Sky Video: 5.6 Kronos and Rhea Video: 5.7 Humans and Sacrifice Video: 5.8 War, Cosmos, Reproduction Video: 5.9 Freud Demande de discussion: Discussion Question: Gods and HumansLecture: Further Reading: Freud (et al.) on mythLecture: Hesiod's TheogonyGraded: Quiz 5: Gods and HumansWEEK 6Ritual and ReligionThis week’s readings give us a chance to look closely at Greek religion in its various guises. Myth, of course, forms one important aspect of religion, but so does ritual. How ancient myths and rituals interact teaches us a lot about both of these powerful cultural forms. We will read two of the greatest hymns to Olympian deities that tell up-close-and-personal stories about the gods while providing intricate descriptions of the rituals they like us humans to perform. Readings: Homeric Hymn to Apollo; Homeric Hymn to Demeter (there are two hymns to each that survive, only the LONGER Hymn to Apollo and the LONGER Hymn to Demeter are required for the course). Video Lectures: 6.1-6.7. Quiz: Complete the quiz by the end of the week.7 videos, 1 readingexpandVideo: 6.1 Introduction to the Homeric Hymns Video: 6.2 Ritual and Religion Video: 6.3 The Hymn to DemeterVideo: 6.4 Themes in The Hymn to Demeter Video: 6.5 The Hymn to Apollo: Delos Video: 6.6 The Hymn to Apollo: Delphi Video: 6.7 Myth and Ritual Demande de discussion: Discussion Question: Ritual and ReligionLecture: Homeric Hymn to Apollo, Homeric Hymn to DemeterGraded: Quiz 6: The Homeric HymnsWEEK 7JusticeWhat counts as a just action, and what counts as an unjust one? Who gets to decide? These are trickier questions than some will have us think. This unit looks at one of the most famously thorny issues of justice in all of the ancient world. In Aeschylus’ Oresteia—the only surviving example of tragedy in its original trilogy form—we hear the story of Agamemnon’s return home after the Trojan War. Unlike Odysseus’ eventual joyful reunion with his wife and children, this hero is betrayed by those he considered closest to him. This family's cycle of revenge, of which this story is but one episode, carries questions of justice and competing loyalties well beyond Agamemnon’s immediate family, eventually ending up on the Athenian Acropolis itself. Readings: Aeschylus, Agamemnon; Aeschylus, Eumenides. Video Lectures: 7.1-7.10. Quiz: Complete the quiz by the end of the week.10 videos, 1 readingexpandVideo: 7.1 Introduction to Tragedy Video: 7.2 Family Ties, Betrayals Video: 7.3 Introducing Agamemnon Video: 7.4 Agamemnon Themes Video: 7.5 Ideas of Justice Video: 7.6 Libation BearersVideo: 7.7 Intro to the Eumenides Video: 7.8 Measuring Evil Video: 7.9 Historical Background Video: 7.10 Readings of the Oresteia Demande de discussion: Discussion Question: JusticeLecture: Aeschylus, Agamemnon; Aeschylus, EumenidesGraded: Quiz 7: The OresteiaWEEK 8Unstable SelvesThis week we encounter two famous tragedies, both set at Thebes, that center on questions of guilt and identity: Sophocles’ Oedipus Rex and Eurpides’ Bacchae. Oedipus is confident that he can escape the unthinkable fate that was foretold by the Delphic oracle; we watch as he eventually realizes the horror of what he has done. With Odysseus, we saw how a great hero can re-build his identity after struggles, while Oedipus shows us how our identities can dissolve before our very eyes. The myth of Oedipus is one of transgressions—intentional and unintentional—and about the limits of human knowledge. In Euripides’ Bacchae, the identity of gods and mortals is under scrutiny. Here, Dionysus, the god of wine and of tragedy, and also madness, appears as a character on stage. Through the dissolution of Pentheus, we see the terrible consequences that can occur when a god’s divinity is not properly acknowledged. Readings: Sophocles, Oedipus Rex; Euripides, Bacchae. Video Lectures: 8.1-8.9. Quiz: Complete the quiz by the end of the week.9 videos, 1 readingexpandVideo: 8.1 Introduction to Oedipus Video: 8.2 Oedipus and Fate Video: 8.3 Oedipus and Oracles Video: 8.4 The Land and Identity Video: 8.5 Chthonic Identity Video: 8.6 Readings of Oedipus Video: 8.7 Greek and Dionysian RitualVideo: 8.8 Bacchae Themes Video: 8.9 Reading The Bacchae Demande de discussion: Discussion Question: Unstable SelvesLecture: Sophocles, Oedipus Rex; Euripides, BacchaeGraded: Quiz 8: Unstable SelvesWEEK 9The Roman Hero, RemadeMoving ahead several centuries, we jump into a different part of the Mediterranean to let the Romans give us their take on myth. Although many poets tried to rewrite Homer for their own times, no one succeeded quite like Vergil. His epic poem, the Aeneid, chronicles a powerful re-building of a culture that both identifies with and defines itself against previously told myths. In contrast to the scarcity of information about Homer, we know a great deal about Vergil’s life and historical context, allowing us insight into myth-making in action. Readings: Vergil, Aeneid, books 1-5. Video Lectures: 9.1-9.10. Quiz: Complete the quiz by the end of the week.10 videos, 2 readingsexpandVideo: 9.1 Myth and History Video: 9.2 Myth, History, and Virgil Video: 9.3 Aeneid Opening Video: 9.4 On Reading Vergil Video: 9.5 Landing on an Unknown Shore Video: 9.6 Trojan War Again Video: 9.7 Retelling Tales Video: 9.8 Two Themes Video: 9.9 Dido and Marriage Video: 9.10 Funeral Games for Anchises Demande de discussion: Discussion Question: The Roman Hero, RemadeLecture: Aeneid, books 1-5Lecture: Further Readings: Aeneas Before the AeneidGraded: Quiz 9: The Roman Hero, RemadeWEEK 10Roman Myth and Ovid's MetamorphosesOur consideration of Vergil’s tale closes with his trip to the underworld in book 6. Next, we turn to a more playful Roman poet, Ovid, whose genius is apparent in nearly every kind of register. Profound, witty, and satiric all at once, Ovid’s powerful re-tellings of many ancient myths became the versions that are most familiar to us today. Finally, through the lens of the Romans and others who \"remythologize,\" we wrap up the course with a retrospective look at myth. Readings: Vergil, Aeneid, book 6; Ovid, Metamorphoses, books 3, 12, and 13. Video Lectures: 10.1-10.9. Quiz: Complete the quiz by the end of the week.9 videos, 1 readingexpandVideo: 10.1 The Afterlife and the Underworld Video: 10.2 Themes in the Underworld Video: 10.3 Vergil and the Theories of Myth Video: 10.4 Ovid—Background and Themes Video: 10.5 Re-visiting Thebes Video: 10.6 Trojan War Again Video: 10.7 Battle for the Arms of Achilles Video: 10.8 The Fall of Troy and the Founding of Rome Video: 10.9 Conclusion Demande de discussion: Discussion Question: Roman Myth and Ovid's MetamorphosesLecture: Vergil, Aeneid, book 6; Ovid, Metamorphoses, books 3, 12, 13Graded: Quiz 10: Roman Myth and Ovid's MetamorphosesWelcome to Greek and Roman Mythology! This first week we’ll introduce the class, paying attention to how the course itself works. We’ll also begin to think about the topic at hand: myth! How can we begin to define \"myth\"? How does myth work? What have ancient and modern theorists, philosophers, and other thinkers had to say about myth? This week we’ll also begin our foray into Homer’s world, with an eye to how we can best approach epic poetry.  Readings: No texts this week, but it would be a good idea to get started on next week's reading to get ahead of the game.  Video Lectures: 1.1-1.7 Quiz: Complete the quiz by the end of the week. Video: 1.0 Promo VideoVideo: 1.1 What is Myth? Video: 1.2 Course OverviewVideo: 1.3 Ancient Ideas on Myth Video: 1.4 Ideas on Myth from the Modern Era Video: 1.5 The Trojan War \u0026 The World of Homer Video: 1.6 Trojan War Aftermath and The Homer Question Video: 1.7 On Reading Homer Demande de discussion: Discussion Question: Ancient Ideas on MythLecture: Course ReadingsIn week 2, we begin our intensive study of myth through Homer’s epic poem, the Odyssey. This core text not only gives us an exciting story to appreciate on its own merits but also offers us a kind of laboratory where we can investigate myth using different theoretical approaches. This week we focus on the young Telemachus’ tour as he begins to come of age; we also accompany his father Odysseus as he journeys homeward after the Trojan War. Along the way, we’ll examine questions of heroism, relationships between gods and mortals, family dynamics, and the Homeric values of hospitality and resourcefulness. Readings: Homer, Odyssey, books 1-8. Video Lectures: 2.1-2.10. Quiz: Complete the quiz by the end of the week.Video: 2.1 On Reading Homer, Part II Video: 2.2 Telemachus' Troubles Video: 2.3 Telemachus' Tour Video: 2.4 Odysseus on Ogygia Video: 2.5 Odysseus on Scheria Video: 2.6 Alcinous Video: 2.7 Knee-Grabbing Video: 2.8 Functionalism Video: 2.9 Reassembling the Hero Video: 2.10 Poetry and Demodocus Demande de discussion: Discussion Question: Becoming a HeroLecture: Odyssey, books 1-8This week we’ll follow the exciting peregrinations of Odysseus, \"man of twists and turns,\" over sea and land. The hero’s journeys abroad and as he re-enters his homeland are fraught with perils. This portion of the Odyssey features unforgettable monsters and exotic witches; we also follow Odysseus into the Underworld, where he meets shades of comrades and relatives. Here we encounter some of the best-known stories to survive from all of ancient myth. Readings: Homer, Odyssey, books 9-16. Video Lectures: 3.1-3.10. Quiz: Complete the quiz by the end of the week.Video: 3.1 Odysseus and the CyclopsVideo: 3.2 Cycle Two: Circe Video: 3.3 The Underworld Video: 3.4 Cycle 3: The Cattle of the Sun Video: 3.5 Food/Not Food Video: 3.6 Structuralism Video: 3.7 Inner and Outer Worlds Video: 3.8 Extracting Knowledge Video: 3.9 Meanwhile Telemachus... Video: 3.10 Reunion: Father and Sons Demande de discussion: Discussion Question: Adventures Out and BackLecture: Odyssey, books 9-16As he makes his way closer and closer to re-taking his place on Ithaca and with his family, a disguised Odysseus must use all his resources to regain his kingdom. We’ll see many examples of reunion as Odysseus carefully begins to reveal his identity to various members of his household—his servants, his dog, his son, and finally, his wife Penelope—while also scheming against those who have usurped his place. Readings: Homer, Odyssey, books 17-24. Video Lectures: 4.1-4.8. Quiz: Complete the quiz by the end of the week.Video: 4.1 Odysseus Meets the Suitors Video: 4.2 Signs as a Way of Knowing Video: 4.3 What Does Penelope Know? Video: 4.4 The Scar Video: 4.5 Penelope's Dream Video: 4.6 The Bow Video: 4.7 Reunion (Almost) Video: 4.8 Reunion Demande de discussion: Discussion Question: Identity and SignsLecture: Odyssey, books 17-24We will take a close look at the most authoritative story on the origin of the cosmos from Greek antiquity: Hesiod’s Theogony. Hesiod was generally considered the only poet who could rival Homer. The Theogony, or \"birth of the gods,\" tells of an older order of gods, before Zeus, who were driven by powerful passions—and strange appetites! This poem presents the beginning of the world as a time of fierce struggle and violence as the universe begins to take shape, and order, out of chaos. Readings: Hesiod, Theogony *(the Works and Days is NOT required for the course)*. Video Lectures: 5.1-5.9. Quiz: Complete the quiz by the end of the week.Video: 5.1 Introducing the Greek Gods Video: 5.2 Hesiod and Ancient Near East Connections Video: 5.3 Intro to Hesiod Video: 5.4 Hesiod's Opening Hymn to the Muses Video: 5.5 Earth and Sky Video: 5.6 Kronos and Rhea Video: 5.7 Humans and Sacrifice Video: 5.8 War, Cosmos, Reproduction Video: 5.9 Freud Demande de discussion: Discussion Question: Gods and HumansLecture: Further Reading: Freud (et al.) on mythLecture: Hesiod's TheogonyThis week’s readings give us a chance to look closely at Greek religion in its various guises. Myth, of course, forms one important aspect of religion, but so does ritual. How ancient myths and rituals interact teaches us a lot about both of these powerful cultural forms. We will read two of the greatest hymns to Olympian deities that tell up-close-and-personal stories about the gods while providing intricate descriptions of the rituals they like us humans to perform. Readings: Homeric Hymn to Apollo; Homeric Hymn to Demeter (there are two hymns to each that survive, only the LONGER Hymn to Apollo and the LONGER Hymn to Demeter are required for the course). Video Lectures: 6.1-6.7. Quiz: Complete the quiz by the end of the week.Video: 6.1 Introduction to the Homeric Hymns Video: 6.2 Ritual and Religion Video: 6.3 The Hymn to DemeterVideo: 6.4 Themes in The Hymn to Demeter Video: 6.5 The Hymn to Apollo: Delos Video: 6.6 The Hymn to Apollo: Delphi Video: 6.7 Myth and Ritual Demande de discussion: Discussion Question: Ritual and ReligionLecture: Homeric Hymn to Apollo, Homeric Hymn to DemeterWhat counts as a just action, and what counts as an unjust one? Who gets to decide? These are trickier questions than some will have us think. This unit looks at one of the most famously thorny issues of justice in all of the ancient world. In Aeschylus’ Oresteia—the only surviving example of tragedy in its original trilogy form—we hear the story of Agamemnon’s return home after the Trojan War. Unlike Odysseus’ eventual joyful reunion with his wife and children, this hero is betrayed by those he considered closest to him. This family's cycle of revenge, of which this story is but one episode, carries questions of justice and competing loyalties well beyond Agamemnon’s immediate family, eventually ending up on the Athenian Acropolis itself. Readings: Aeschylus, Agamemnon; Aeschylus, Eumenides. Video Lectures: 7.1-7.10. Quiz: Complete the quiz by the end of the week.Video: 7.1 Introduction to Tragedy Video: 7.2 Family Ties, Betrayals Video: 7.3 Introducing Agamemnon Video: 7.4 Agamemnon Themes Video: 7.5 Ideas of Justice Video: 7.6 Libation BearersVideo: 7.7 Intro to the Eumenides Video: 7.8 Measuring Evil Video: 7.9 Historical Background Video: 7.10 Readings of the Oresteia Demande de discussion: Discussion Question: JusticeLecture: Aeschylus, Agamemnon; Aeschylus, EumenidesThis week we encounter two famous tragedies, both set at Thebes, that center on questions of guilt and identity: Sophocles’ Oedipus Rex and Eurpides’ Bacchae. Oedipus is confident that he can escape the unthinkable fate that was foretold by the Delphic oracle; we watch as he eventually realizes the horror of what he has done. With Odysseus, we saw how a great hero can re-build his identity after struggles, while Oedipus shows us how our identities can dissolve before our very eyes. The myth of Oedipus is one of transgressions—intentional and unintentional—and about the limits of human knowledge. In Euripides’ Bacchae, the identity of gods and mortals is under scrutiny. Here, Dionysus, the god of wine and of tragedy, and also madness, appears as a character on stage. Through the dissolution of Pentheus, we see the terrible consequences that can occur when a god’s divinity is not properly acknowledged. Readings: Sophocles, Oedipus Rex; Euripides, Bacchae. Video Lectures: 8.1-8.9. Quiz: Complete the quiz by the end of the week.Video: 8.1 Introduction to Oedipus Video: 8.2 Oedipus and Fate Video: 8.3 Oedipus and Oracles Video: 8.4 The Land and Identity Video: 8.5 Chthonic Identity Video: 8.6 Readings of Oedipus Video: 8.7 Greek and Dionysian RitualVideo: 8.8 Bacchae Themes Video: 8.9 Reading The Bacchae Demande de discussion: Discussion Question: Unstable SelvesLecture: Sophocles, Oedipus Rex; Euripides, BacchaeMoving ahead several centuries, we jump into a different part of the Mediterranean to let the Romans give us their take on myth. Although many poets tried to rewrite Homer for their own times, no one succeeded quite like Vergil. His epic poem, the Aeneid, chronicles a powerful re-building of a culture that both identifies with and defines itself against previously told myths. In contrast to the scarcity of information about Homer, we know a great deal about Vergil’s life and historical context, allowing us insight into myth-making in action. Readings: Vergil, Aeneid, books 1-5. Video Lectures: 9.1-9.10. Quiz: Complete the quiz by the end of the week.Video: 9.1 Myth and History Video: 9.2 Myth, History, and Virgil Video: 9.3 Aeneid Opening Video: 9.4 On Reading Vergil Video: 9.5 Landing on an Unknown Shore Video: 9.6 Trojan War Again Video: 9.7 Retelling Tales Video: 9.8 Two Themes Video: 9.9 Dido and Marriage Video: 9.10 Funeral Games for Anchises Demande de discussion: Discussion Question: The Roman Hero, RemadeLecture: Aeneid, books 1-5Lecture: Further Readings: Aeneas Before the AeneidOur consideration of Vergil’s tale closes with his trip to the underworld in book 6. Next, we turn to a more playful Roman poet, Ovid, whose genius is apparent in nearly every kind of register. Profound, witty, and satiric all at once, Ovid’s powerful re-tellings of many ancient myths became the versions that are most familiar to us today. Finally, through the lens of the Romans and others who \"remythologize,\" we wrap up the course with a retrospective look at myth. Readings: Vergil, Aeneid, book 6; Ovid, Metamorphoses, books 3, 12, and 13. Video Lectures: 10.1-10.9. Quiz: Complete the quiz by the end of the week.Video: 10.1 The Afterlife and the Underworld Video: 10.2 Themes in the Underworld Video: 10.3 Vergil and the Theories of Myth Video: 10.4 Ovid—Background and Themes Video: 10.5 Re-visiting Thebes Video: 10.6 Trojan War Again Video: 10.7 Battle for the Arms of Achilles Video: 10.8 The Fall of Troy and the Founding of Rome Video: 10.9 Conclusion Demande de discussion: Discussion Question: Roman Myth and Ovid's MetamorphosesLecture: Vergil, Aeneid, book 6; Ovid, Metamorphoses, books 3, 12, 13University of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsUniversity of PennsylvaniaAncient Philosophy: Aristotle and His SuccessorsWesleyan UniversityThe Ancient GreeksUniversity of ArizonaRoman Art and ArchaeologyWesleyan UniversityThe Modern and the Postmodern (Part 1)",
    "Creator": "University of Pennsylvania",
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    "URL": "https://coursera.org/learn/mythology",
    "Language": "English, Subtitles: Romanian, Chinese (Simplified)",
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  },
  {
    "Title": "The Modern and the Postmodern (Part 1)",
    "Description": "About this course: This course examines how the idea of \"the modern\" develops at the end of the 18th century in European philosophy and literature, and how being modern (or progressive, or hip) became one of the crucial criteria for understanding and evaluating cultural change. Are we still in modernity, or have we moved beyond the modern to the postmodern?WEEK 1Course Pages “The Modern and the Postmodern Part I” covers the first half of a full semester course on European history, literature and philosophy. We begin with Immanuel Kant and Jean Jacques Rousseau and conclude with Friedrich Nietzsche and Charles Baudelaire and a very quick look at painting at the time they wrote. Although in the final week themes of postmodernism begin to emerge, a discussion of how modernism becomes postmodernism is at the heart of Part II of this course.2 readingsexpandLecture: SyllabusLecture: Course LogisticsPhilosophy, Modernity, and Intellectual HistoryWhy is philosophy relevant to modernity?\n\nThrough reading Jean-Jacques Rousseau and Immanuel Kant, we examine philosophy as a reflection on modernity and progress.2 videos, 1 readingexpandLecture: Philosophy and Modernity -- KantVideo: Philosophy, Modernity, and Intellectual History IVideo: Philosophy, Modernity, and Intellectual History IIWEEK 2What is Enlightenment?Using Rousseau’s Discourse on the Origins of Inequality, we study how the pursuit of knowledge is related to the politics of inequality.4 videos, 1 readingexpandLecture: What is Enlightenment?--RousseauVideo: What is Enlightenment? IVideo: What is Enlightenment? IIVideo: What is Enlightenment? IIIVideo: What is Enlightenment? IVWEEK 3From Enlightenment to RevolutionKarl Marx is our focus here as we move from a consideration of ideas to a confrontation with alienation, class struggle and revolution.5 videos, 1 readingexpandLecture: From Enlightenment to Revolution--MarxVideo: From Enlightenment to Revolution IVideo: From Enlightenment to Revolution IIVideo: From Enlightenment to Revolution IIIVideo: From Enlightenment to Revolution IVVideo: From Enlightenment to Revolution VGraded: First Writing Assignment WEEK 4Modernism and Art for Art's SakeWe read Flaubert’s Madame Bovary as a reflection on convention, stupidity and art in the wake of the failures of mid-19th century revolution.4 videos, 1 readingexpandLecture: Modernism and Art for Art's Sake--FlaubertVideo: Modernism and Art for Art's Sake IVideo: Modernism and Art for Art's Sake IIVideo: Modernism and Art for Art's Sake IIIVideo: Modernism and Art for Art's Sake IVGraded: Second Writing AssignmentWEEK 5Re-imagining the WorldWe situate Charles Darwin’s great achievement in the context of the English Enlightenment traditions and reimaging the world without a goal for change.4 videos, 1 readingexpandLecture: Re-imagining the World--DarwinVideo: Re-imagining the World IVideo: Re-imagining the World IIVideo: Re-imagining the World IIIVideo: Re-imagining the World IVWEEK 6From Struggle to IntensityThrough an examination of Charles Baudelaire and Friedrich Nietzsche, we focus on an aesthetic embrace of intensity instead of search for the “really real.”6 videos, 1 readingexpandLecture: From Struggle to Intensity--Baudelaire and NietzscheVideo: From Struggle to Intensity IVideo: From Struggle to Intensity IIVideo: From Struggle to Intensity IIIVideo: From Struggle to Intensity IVVideo: From Struggle to Intensity VVideo: From Struggle to Intensity VIGraded: Third Writing AssignmentWEEK 7PaintingsA Quick Survey of how advanced painting moved toward a consideration of the surface of the canvas and away from a quest for the most realistic representation of the world.2 videosexpandVideo: Paintings IVideo: Paintings II “The Modern and the Postmodern Part I” covers the first half of a full semester course on European history, literature and philosophy. We begin with Immanuel Kant and Jean Jacques Rousseau and conclude with Friedrich Nietzsche and Charles Baudelaire and a very quick look at painting at the time they wrote. Although in the final week themes of postmodernism begin to emerge, a discussion of how modernism becomes postmodernism is at the heart of Part II of this course.Lecture: SyllabusLecture: Course LogisticsLecture: Philosophy and Modernity -- KantVideo: Philosophy, Modernity, and Intellectual History IVideo: Philosophy, Modernity, and Intellectual History IILecture: What is Enlightenment?--RousseauVideo: What is Enlightenment? IVideo: What is Enlightenment? IIVideo: What is Enlightenment? IIIVideo: What is Enlightenment? IVLecture: From Enlightenment to Revolution--MarxVideo: From Enlightenment to Revolution IVideo: From Enlightenment to Revolution IIVideo: From Enlightenment to Revolution IIIVideo: From Enlightenment to Revolution IVVideo: From Enlightenment to Revolution VLecture: Modernism and Art for Art's Sake--FlaubertVideo: Modernism and Art for Art's Sake IVideo: Modernism and Art for Art's Sake IIVideo: Modernism and Art for Art's Sake IIIVideo: Modernism and Art for Art's Sake IVLecture: Re-imagining the World--DarwinVideo: Re-imagining the World IVideo: Re-imagining the World IIVideo: Re-imagining the World IIIVideo: Re-imagining the World IVLecture: From Struggle to Intensity--Baudelaire and NietzscheVideo: From Struggle to Intensity IVideo: From Struggle to Intensity IIVideo: From Struggle to Intensity IIIVideo: From Struggle to Intensity IVVideo: From Struggle to Intensity VVideo: From Struggle to Intensity VIVideo: Paintings IVideo: Paintings IIWesleyan UniversityThe Modern and the Postmodern (Part 2)The Museum of Modern ArtModern Art \u0026 IdeasUniversity of PennsylvaniaAncient Philosophy: Aristotle and His SuccessorsUniversity of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsUniversity of CopenhagenSøren Kierkegaard - Subjectivity, Irony and the Crisis of Modernity",
    "Creator": "Wesleyan University",
    "Level": "",
    "URL": "https://coursera.org/learn/modern-postmodern-1",
    "Language": "English",
    "Commitment": "3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Assessing Achievement with the ELL in Mind",
    "Description": "About this course: In this course, you will learn how to design assessments around the needs of your ELL students and their language level.  You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments.  You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives.  The course will also briefly cover strategies for supporting ELL students during standardized testing. \n\nUpon completing this course, you will be able to:\n    * Conceptualize theories of authentic assessment as they apply to second language learners\n    * Design formative assessment types incorporating language and content objectives\n    * Design summative assessment types incorporating language and content objectives\n    * Incorporate project and task-based assignments as assessment tools for ELLs\n    * Design rubrics that align to language and content objectives for your ELL(s)\n    * Apply the use of rubrics, both language and content, to the work of your ELL(s). \n    * Support your ELL(s)  as they participate in standardized testingWEEK 1Introduction to Authentic Assessment with the ELL in MindWelcome to week 1 of the course!  The material presented in the lessons this week is key to understanding assessments and its impact on ELLs.  By the end of this module, you will be able to identify the purpose of different types of assessment, identify key concepts in authentic assessment, understand the difficulties associated with assessing ELLs, review language and learning objectives within a lesson or unit plan for assessment purposes, apply techniques for authentic assessment design using specific questions as criteria.  Let's get started!10 videos, 4 readings, 4 practice quizzesexpandVideo: IntroductionVideo: The Purpose of AssessmentТренировочный тест: Purpose of AssessmentМатериал для самостоятельного изучения: Bonus Video: Assessment of English Language LearnersVideo: Challenges of AssessmentVideo: Solutions for AssessmentТренировочный тест: Challenges and Solutions to Assessing ELLs in the Content ClassroomМатериал для самостоятельного изучения: Bonus Reading: Assessing ELLs in the Mainstream ClassroomVideo: Language and Learning ObjectivesVideo: Aligning Learning and Language Objective to AssessmentТренировочный тест: Language \u0026 Learning Objectives and AssessmentVideo: Key Concepts in Authentic AssessmentVideo: Classroom Examples of Authentic AssessmentТренировочный тест: Key Concepts of Authentic AssessmentМатериал для самостоятельного изучения: Bonus Reference: Authentic Assessment ToolboxМатериал для самостоятельного изучения: Bonus Reading: Assessment Portfolios Including English Language LearnersVideo: SummaryVideo: Interview with Elizabeth ReilleyGraded: Module 1 AssessmentWEEK 2Formative and Summative Assessment with the ELL in MindWelcome to week 2 of the course! The lessons this week focus a bit more specifically on the different types of assessment and how they uniquely impact our ELLs.  We hope that you find some helpful strategies in the lessons provided.  By the end of this module, you will be able to: identify purposes of formative and summative assessment types, employ a variety of formative assessments in the content classroom while keeping in mind ELL language acquisition, design plenary activities within the lesson plan as a means of formative assessment design summative assessments in the content classroom while keeping in mind ELL language acquisition, use “can-do” statements as a means of describing assessment criteria for language and content objectives.  Let's get started!10 videos, 6 readings, 3 practice quizzesexpandМатериал для самостоятельного изучения: Greetings!Video: Formative AssessmentVideo: Summative AssessmentТренировочный тест: Formative \u0026 Summative AssessmentVideo: Key Features of Formative AssessmentVideo: Using Formative Language Assessment Every DayТренировочный тест: Formative Assessment in the ClassroomМатериал для самостоятельного изучения: Bonus Reading: Examples of Formative AssessmentVideo: Plenary ActivitiesМатериал для самостоятельного изучения: Lesson Plan TemplatesVideo: Examples of Plenary ActivitiesТренировочный тест: Plenary ActivitiesМатериал для самостоятельного изучения: Bonus Reading: Starters and PlenariesМатериал для самостоятельного изучения: Bonus Reading: Another 50 Ideas for PlenariesVideo: The Relationship Between Formative and Summative AssessmentVideo: Classroom Application: AssessmentМатериал для самостоятельного изучения: Bonus Video: Strategic Goals: Formative + Summative = RigorVideo: SummaryVideo: Interview with Laurie JohnsonGraded: Module 2 AssessmentWEEK 3Alternative Assessments with the ELL  in MindWelcome to week 3 of the course! This module will give you an opportunity to take a look at some of the ways that you can create and modify the assessments you use in your class. By the end of this module, you will be able to: use alternative assessment formats to best assess your ELL, create modified assessments to allow for content assessment of ELLs at any language level, use visual assessments for basic-level ELLs, apply a variety of support strategies for assessment, and assign appropriate grades for modified assessment. Let's get started!10 videos, 6 readings, 3 practice quizzesexpandМатериал для самостоятельного изучения: Greetings!Video: Alternative Assessment: PortfoliosVideo: Alternative Assessment: Informal AssessmentТренировочный тест: Alternative Assessment TypesМатериал для самостоятельного изучения: Bonus Reading: 5 Alternative Ways to Assess English Language LearnersVideo: Using Appropriate ModificationsVideo: Classroom Application: Modified TasksТренировочный тест: Assessment Modifications for ELLsМатериал для самостоятельного изучения: Bonus Reading: Alternative Assessments for English Language Learners in Math \u0026 ScienceМатериал для самостоятельного изучения: Bonus Video: Interactive Math Journal ExampleVideo: Considerations for Assessment CreationVideo: Assessment Modifications: What NOT to doТренировочный тест: Assessment Considerations \u0026 PitfallsМатериал для самостоятельного изучения: Bonus Reading: Checklist for Classroom Modifications for ESL StudentsVideo: Differentiated ScoringVideo: Classroom Application: Rubric Grading ScenariosМатериал для самостоятельного изучения: Bonus Reading:  Differentiated AssessmentVideo: SummaryVideo: Interview with Taylor MillerGraded: Module 3 AssessmentWEEK 4Grading with the ELL in MindWelcome to week 4 of the course!  This module covers the hot topic of grading and the many ways that ELLs are impacted by grading.  By the end of this module, you will be able to use peer-and self-assessment strategies specified for your content classroom, design rubrics for peer-and self-assessment specified for your content classroom and/or lesson, design rubrics appropriate for assessment of content and necessary language objectives for your ELL, identify appropriate use of linguistic error correction in assessment. Let's get started!10 videos, 7 readings, 3 practice quizzesexpandМатериал для самостоятельного изучения: Greetings!Video: Empowering through Peer and Self-AssessmentVideo: Peer and Self-Assessent StrategiesТренировочный тест: Peer and Self AssessmentsМатериал для самостоятельного изучения: Bonus Reading: Setting Clear Objectives and Providing Feedback on (ELLs') Students' OutputМатериал для самостоятельного изучения: Bonus Reading: How to Give Meaningful FeedbackVideo: Rubric Design for Learning and Language ObjectivesVideo: Monitoring ELLs for Learning and Language DevelopmentТренировочный тест: Designing \u0026 Using RubricsМатериал для самостоятельного изучения: Bonus Reading: Exploring the Advantages of RubricsVideo: Error Correction: Implicit and Explicit FeedbackVideo: Effective Feedback for Error Correction in WritingТренировочный тест: Feedback and Error CorrectionМатериал для самостоятельного изучения: Bonus Reading: Error Correction in the Second Language ClassroomМатериал для самостоятельного изучения: Bonus Reading: Giving Immediate Corrections to ESL's Spoken ErrorsМатериал для самостоятельного изучения: Example RubricVideo: Classroom Application: GradingVideo: Classroom Application: Rubric Grading ScenariosVideo: SummaryVideo: Interview with Malissa Chavez-ThibaultGraded: Module 4 AssessmentWEEK 5Project Based Assessment with the ELL in MindWelcome to week 5 of the course!  We are excited to focus on project based assessment in this module and the many benefits it can have when assessing ELLs. By the end of this module, you will be able to: understand the impact of project and task-based learning and assessment, align project and task-based assessment to learning and language outcomes, design project and task-based assessments, use scaffolding strategies for project and task based assessment, use revision in project and task-based projects as a means of encouraging summative assessment grades. Let's get started!10 videos, 8 readings, 4 practice quizzesexpandМатериал для самостоятельного изучения: Greetings!Video: Project Based LearningVideo: Project Based AssessmentТренировочный тест: Project Based Learning \u0026 AssessmentМатериал для самостоятельного изучения: Bonus Reading: What the Heck is Project-Based Learning?Материал для самостоятельного изучения: Bonus Video: Embedding Assessment Throughout the ProjectVideo: Project Based Learning and Learning OutcomesVideo: Project Based Learning and Language ObjectivesТренировочный тест: Aligning Project Based Learning to OutcomesМатериал для самостоятельного изучения: Bonus Reading: How to Design Projects around Common Core StandardsVideo: Tip for Project Based Assessment DesignVideo: Classroom Application: Examples of Project Based AssessmentТренировочный тест: Designing Problem Based AssessmentМатериал для самостоятельного изучения: Bonus Reading: Classroom Guide: Ten Takeaway Tips for Project Based LearningМатериал для самостоятельного изучения: Bonus Reading: My PBL Failure: 4 Tips to Planning Successful PBLVideo: Scaffolding Project Based Assessment Design and DeliveryМатериал для самостоятельного изучения: Example Presentation RubricVideo: Rubric Design and Grading for Project Based AssessmentТренировочный тест: Scaffolding with Problem Based AssessmentМатериал для самостоятельного изучения: Bonus Video: Supporting ELLs Through Project Based LearningVideo: SummaryVideo: Interview with Jenny YoungGraded: Module 5 AssessmentWEEK 6AssessmentWelcome to week 6! Congratulations and well done. It is now time to apply the many strategies for lesson planning with the ELL in mind to your own teaching context. By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!1 video, 2 readingsexpandМатериал для самостоятельного изучения: Greetings!Video: Summary and ReviewМатериал для самостоятельного изучения: Works CitedВзаимная оценка: Assessment Adapted for ELLsGraded: Final AssessmentWelcome to week 1 of the course!  The material presented in the lessons this week is key to understanding assessments and its impact on ELLs.  By the end of this module, you will be able to identify the purpose of different types of assessment, identify key concepts in authentic assessment, understand the difficulties associated with assessing ELLs, review language and learning objectives within a lesson or unit plan for assessment purposes, apply techniques for authentic assessment design using specific questions as criteria.  Let's get started!Video: IntroductionVideo: The Purpose of AssessmentТренировочный тест: Purpose of AssessmentМатериал для самостоятельного изучения: Bonus Video: Assessment of English Language LearnersVideo: Challenges of AssessmentVideo: Solutions for AssessmentТренировочный тест: Challenges and Solutions to Assessing ELLs in the Content ClassroomМатериал для самостоятельного изучения: Bonus Reading: Assessing ELLs in the Mainstream ClassroomVideo: Language and Learning ObjectivesVideo: Aligning Learning and Language Objective to AssessmentТренировочный тест: Language \u0026 Learning Objectives and AssessmentVideo: Key Concepts in Authentic AssessmentVideo: Classroom Examples of Authentic AssessmentТренировочный тест: Key Concepts of Authentic AssessmentМатериал для самостоятельного изучения: Bonus Reference: Authentic Assessment ToolboxМатериал для самостоятельного изучения: Bonus Reading: Assessment Portfolios Including English Language LearnersVideo: SummaryVideo: Interview with Elizabeth ReilleyWelcome to week 2 of the course! The lessons this week focus a bit more specifically on the different types of assessment and how they uniquely impact our ELLs.  We hope that you find some helpful strategies in the lessons provided.  By the end of this module, you will be able to: identify purposes of formative and summative assessment types, employ a variety of formative assessments in the content classroom while keeping in mind ELL language acquisition, design plenary activities within the lesson plan as a means of formative assessment design summative assessments in the content classroom while keeping in mind ELL language acquisition, use “can-do” statements as a means of describing assessment criteria for language and content objectives.  Let's get started!Материал для самостоятельного изучения: Greetings!Video: Formative AssessmentVideo: Summative AssessmentТренировочный тест: Formative \u0026 Summative AssessmentVideo: Key Features of Formative AssessmentVideo: Using Formative Language Assessment Every DayТренировочный тест: Formative Assessment in the ClassroomМатериал для самостоятельного изучения: Bonus Reading: Examples of Formative AssessmentVideo: Plenary ActivitiesМатериал для самостоятельного изучения: Lesson Plan TemplatesVideo: Examples of Plenary ActivitiesТренировочный тест: Plenary ActivitiesМатериал для самостоятельного изучения: Bonus Reading: Starters and PlenariesМатериал для самостоятельного изучения: Bonus Reading: Another 50 Ideas for PlenariesVideo: The Relationship Between Formative and Summative AssessmentVideo: Classroom Application: AssessmentМатериал для самостоятельного изучения: Bonus Video: Strategic Goals: Formative + Summative = RigorVideo: SummaryVideo: Interview with Laurie JohnsonWelcome to week 3 of the course! This module will give you an opportunity to take a look at some of the ways that you can create and modify the assessments you use in your class. By the end of this module, you will be able to: use alternative assessment formats to best assess your ELL, create modified assessments to allow for content assessment of ELLs at any language level, use visual assessments for basic-level ELLs, apply a variety of support strategies for assessment, and assign appropriate grades for modified assessment. Let's get started!Материал для самостоятельного изучения: Greetings!Video: Alternative Assessment: PortfoliosVideo: Alternative Assessment: Informal AssessmentТренировочный тест: Alternative Assessment TypesМатериал для самостоятельного изучения: Bonus Reading: 5 Alternative Ways to Assess English Language LearnersVideo: Using Appropriate ModificationsVideo: Classroom Application: Modified TasksТренировочный тест: Assessment Modifications for ELLsМатериал для самостоятельного изучения: Bonus Reading: Alternative Assessments for English Language Learners in Math \u0026 ScienceМатериал для самостоятельного изучения: Bonus Video: Interactive Math Journal ExampleVideo: Considerations for Assessment CreationVideo: Assessment Modifications: What NOT to doТренировочный тест: Assessment Considerations \u0026 PitfallsМатериал для самостоятельного изучения: Bonus Reading: Checklist for Classroom Modifications for ESL StudentsVideo: Differentiated ScoringVideo: Classroom Application: Rubric Grading ScenariosМатериал для самостоятельного изучения: Bonus Reading:  Differentiated AssessmentVideo: SummaryVideo: Interview with Taylor MillerWelcome to week 4 of the course!  This module covers the hot topic of grading and the many ways that ELLs are impacted by grading.  By the end of this module, you will be able to use peer-and self-assessment strategies specified for your content classroom, design rubrics for peer-and self-assessment specified for your content classroom and/or lesson, design rubrics appropriate for assessment of content and necessary language objectives for your ELL, identify appropriate use of linguistic error correction in assessment. Let's get started!Материал для самостоятельного изучения: Greetings!Video: Empowering through Peer and Self-AssessmentVideo: Peer and Self-Assessent StrategiesТренировочный тест: Peer and Self AssessmentsМатериал для самостоятельного изучения: Bonus Reading: Setting Clear Objectives and Providing Feedback on (ELLs') Students' OutputМатериал для самостоятельного изучения: Bonus Reading: How to Give Meaningful FeedbackVideo: Rubric Design for Learning and Language ObjectivesVideo: Monitoring ELLs for Learning and Language DevelopmentТренировочный тест: Designing \u0026 Using RubricsМатериал для самостоятельного изучения: Bonus Reading: Exploring the Advantages of RubricsVideo: Error Correction: Implicit and Explicit FeedbackVideo: Effective Feedback for Error Correction in WritingТренировочный тест: Feedback and Error CorrectionМатериал для самостоятельного изучения: Bonus Reading: Error Correction in the Second Language ClassroomМатериал для самостоятельного изучения: Bonus Reading: Giving Immediate Corrections to ESL's Spoken ErrorsМатериал для самостоятельного изучения: Example RubricVideo: Classroom Application: GradingVideo: Classroom Application: Rubric Grading ScenariosVideo: SummaryVideo: Interview with Malissa Chavez-ThibaultWelcome to week 5 of the course!  We are excited to focus on project based assessment in this module and the many benefits it can have when assessing ELLs. By the end of this module, you will be able to: understand the impact of project and task-based learning and assessment, align project and task-based assessment to learning and language outcomes, design project and task-based assessments, use scaffolding strategies for project and task based assessment, use revision in project and task-based projects as a means of encouraging summative assessment grades. Let's get started!Материал для самостоятельного изучения: Greetings!Video: Project Based LearningVideo: Project Based AssessmentТренировочный тест: Project Based Learning \u0026 AssessmentМатериал для самостоятельного изучения: Bonus Reading: What the Heck is Project-Based Learning?Материал для самостоятельного изучения: Bonus Video: Embedding Assessment Throughout the ProjectVideo: Project Based Learning and Learning OutcomesVideo: Project Based Learning and Language ObjectivesТренировочный тест: Aligning Project Based Learning to OutcomesМатериал для самостоятельного изучения: Bonus Reading: How to Design Projects around Common Core StandardsVideo: Tip for Project Based Assessment DesignVideo: Classroom Application: Examples of Project Based AssessmentТренировочный тест: Designing Problem Based AssessmentМатериал для самостоятельного изучения: Bonus Reading: Classroom Guide: Ten Takeaway Tips for Project Based LearningМатериал для самостоятельного изучения: Bonus Reading: My PBL Failure: 4 Tips to Planning Successful PBLVideo: Scaffolding Project Based Assessment Design and DeliveryМатериал для самостоятельного изучения: Example Presentation RubricVideo: Rubric Design and Grading for Project Based AssessmentТренировочный тест: Scaffolding with Problem Based AssessmentМатериал для самостоятельного изучения: Bonus Video: Supporting ELLs Through Project Based LearningVideo: SummaryVideo: Interview with Jenny YoungWelcome to week 6! Congratulations and well done. It is now time to apply the many strategies for lesson planning with the ELL in mind to your own teaching context. By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!Материал для самостоятельного изучения: Greetings!Video: Summary and ReviewМатериал для самостоятельного изучения: Works CitedВзаимная оценка: Assessment Adapted for ELLsArizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ell-assessment",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "商务英语课程:市场与营销英语 Marketing \u0026 Sales",
    "Description": "About this course: 如果你在营销、销售或是广告部工作，你已经知道有效率的沟通是必要的。当你要用英文并用说服他人的方式来表达你的想法，这可能会是很困难的。在本课程，你和全球的成功专业人士加入学习行列时，你将学到有效地使用英文。当你随着在营销部工作的真实情境的人物，看着他们努力地提升他们的沟通技巧，同时你也会提高你的能力。从你的成功和失败的经验中学习，反省你自己的沟通方式、优点和需改进的方面。上完本课程后，你将能够:\n\n● 透过有效率的电子邮件、报告和有说服力的简报来表达你的想法\n● 学习有关市场调查研究、品牌建立，直接营销和广告费用等字汇和用语\n● 对于你商务英语沟通能力的效率，立即获得全世界的销售和营销专业人士的回馈\n● 成为提升商务英语沟通能力全球商务专业人士社群的一份子\n\nIf you work in marketing, sales, or advertising, you already know that effective communication is a requirement. This can be even more difficult when expressing your ideas in a persuasive manner in English.  In this course, you will learn to use English more efficiently while joining successful global professionals around the world. Develop your skills along with authentic characters that work in marketing and also work hard to improve their communication skills. Learn from your successes and failures, reflect on your own style, strengths, and improvement areas. After taking this course, you will be able to:\n● Express your ideas through efficient emails, reports and persuasive presentations\n● Learn words and phrases related to market research, branding, direct marketing, advertising costs, etc.\n● Get instant feedback about the efficiency of your business communication skills in English from sales and marketing professionals from around the world\n● Become part of a global community of business professionals who are developing their English communication skillsWEEK 1产品 Product你会从哪里开始营销一个项目或是产品?为什么要透过有效率的脑力激荡会议呢?这周你将会学到在团体中我们所扮演的角色，如何给予你的意见或是尊重地不同意他人的看法，以及激荡出营销用语和技巧，以促进产品推出有成功的表现。在这集的挑战篇中，你将会看到在激荡会议前的准备阶段等案例，如杰克趋前问布姬丽特，还有什么甚至不该做的。 Where do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this episode of The Challenge.6 videos, 7 readings, 4 practice quizzesexpandReading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 开始脑力激荡 The Brainstorming BeginsReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 How Group Dynamics Affect DecisionsPractice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: ProductGraded: 1.19 Week 1 TestWEEK 2产品的看法 Product Perception你曾经做过调查吗?你会看到一案例，如生物牙膏营销团队问及路人有关他们对产品的意见。有效的简报和意见调查的是要有清晰和简单易懂的图像来开始。这一周的课程，我们将探讨曲线图，图表和问题来写强而有力的意见调查报告。在有自信地做简报之前，我们将会学习正确地解读这些图表的重要性。 Have you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.6 videos, 10 readings, 4 practice quizzesexpandReading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 市场调查的影响力 Survey PowerReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: 5 Key Metrics Measuring Brand LoyaltyVideo: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - Customer loyalty: the (changing) reality of loyalty beyond retentionReading: BONUS - Writing Good Survey Questions Tips and AdviceDiscussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product PerceptionGraded: 2.19 Week 2 TestWEEK 3促销 Promotion好的设计是无形的，但我们要怎么做到这一点呢?这周的课程包含图表设计、洞察力 、简明扼要的措辞，以及如何使得我们的市场营销手法有意义，而且难忘。当你在看挑战篇的短剧时，花点时间注意在焦点小组中，好设计的初期阶段。 Good design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy the The Challenge sketch.6 videos, 8 readings, 3 practice quizzesexpandReading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 对生物牙膏的印象 BioDent ImpressionsReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 It's All GoooooooooodVideo: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: PromotionGraded: 3.19 Week 3 TestWEEK 4说服术 Persuasive Techniques在这周结束时，你将会对罗伯特．席尔迪尼，以及他的六大说服通用原则很熟悉。如何让你的顾客顺从别人点头说「是」?当杰克和珊蒂讨论这些原则时，这些问题都将会一一回答。  By the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.6 videos, 8 readings, 3 practice quizzesexpandReading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 社群媒体营销，万岁! Hooray for Social Media MarketingReading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 How to Get People to Do Stuff: Nouns or Verbs?Discussion Prompt: 4.14 Let's Discuss:How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive TechniquesGraded: 4.19 Week 4 TestWEEK 5推销术 Pitch相较于其他的推销情况，为什么我们对某些推销有较好的响应呢?杰克需要协助，因他要对资深管理阶层做简报，所以他请求凯萨琳提供建议。第五周涵盖了简报，推销，即席演讲，销售讲稿和销售简报咨询的秘方，这些将让你充满自信，也让你的用字铿锵有力。 Why do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement.6 videos, 16 readings, 5 practice quizzesexpandReading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 准备、就定位、开始推销 Ready..Set..PitchReading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: The Consultative Sales ApproachDiscussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: Killer PresentationsVideo: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 A Quick Guide to Writing Your Elevator Pitch: With Examples!Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: PitchGraded: 5.28 Week 5 TestWEEK 6回顾 Review这一周，我们将复习和练习本课程的重要概念和语言。观看这些影片，检视你的知识，理解与分析市场与营销英语课程你最喜爱的技巧。In this week, we'll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding and analyze techniques you best loved about this Marketing and Sales class.1 video, 1 readingexpandPeer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesGraded: 6.3 FINAL TEST你会从哪里开始营销一个项目或是产品?为什么要透过有效率的脑力激荡会议呢?这周你将会学到在团体中我们所扮演的角色，如何给予你的意见或是尊重地不同意他人的看法，以及激荡出营销用语和技巧，以促进产品推出有成功的表现。在这集的挑战篇中，你将会看到在激荡会议前的准备阶段等案例，如杰克趋前问布姬丽特，还有什么甚至不该做的。 Where do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this episode of The Challenge.Reading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 开始脑力激荡 The Brainstorming BeginsReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 How Group Dynamics Affect DecisionsPractice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: Product你曾经做过调查吗?你会看到一案例，如生物牙膏营销团队问及路人有关他们对产品的意见。有效的简报和意见调查的是要有清晰和简单易懂的图像来开始。这一周的课程，我们将探讨曲线图，图表和问题来写强而有力的意见调查报告。在有自信地做简报之前，我们将会学习正确地解读这些图表的重要性。 Have you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.Reading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 市场调查的影响力 Survey PowerReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: 5 Key Metrics Measuring Brand LoyaltyVideo: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - Customer loyalty: the (changing) reality of loyalty beyond retentionReading: BONUS - Writing Good Survey Questions Tips and AdviceDiscussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product Perception好的设计是无形的，但我们要怎么做到这一点呢?这周的课程包含图表设计、洞察力 、简明扼要的措辞，以及如何使得我们的市场营销手法有意义，而且难忘。当你在看挑战篇的短剧时，花点时间注意在焦点小组中，好设计的初期阶段。 Good design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy the The Challenge sketch.Reading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 对生物牙膏的印象 BioDent ImpressionsReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 It's All GoooooooooodVideo: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: Promotion在这周结束时，你将会对罗伯特．席尔迪尼，以及他的六大说服通用原则很熟悉。如何让你的顾客顺从别人点头说「是」?当杰克和珊蒂讨论这些原则时，这些问题都将会一一回答。  By the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.Reading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 社群媒体营销，万岁! Hooray for Social Media MarketingReading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 How to Get People to Do Stuff: Nouns or Verbs?Discussion Prompt: 4.14 Let's Discuss:How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive Techniques相较于其他的推销情况，为什么我们对某些推销有较好的响应呢?杰克需要协助，因他要对资深管理阶层做简报，所以他请求凯萨琳提供建议。第五周涵盖了简报，推销，即席演讲，销售讲稿和销售简报咨询的秘方，这些将让你充满自信，也让你的用字铿锵有力。 Why do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement.Reading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 准备、就定位、开始推销 Ready..Set..PitchReading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: The Consultative Sales ApproachDiscussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: Killer PresentationsVideo: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 A Quick Guide to Writing Your Elevator Pitch: With Examples!Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: Pitch这一周，我们将复习和练习本课程的重要概念和语言。观看这些影片，检视你的知识，理解与分析市场与营销英语课程你最喜爱的技巧。In this week, we'll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding and analyze techniques you best loved about this Marketing and Sales class.Peer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of Pennsylvania财务会计概论（中文版）The Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/shichang-yingxiao-yingyu",
    "Language": "Chinese (Simplified), Subtitles: English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Engaging ELLs and Their Families in the School and Community",
    "Description": "About this course: In this course, you will learn how to better and more successfully engage your ELL(s) and their families in the school and community. You will learn how to engage your ELL student in the classroom setting as well as in various aspects of the school including extracurricular activities and the inner workings of the school and education system.  You will also be introduced to strategies for engaging the families of your ELL students in the school community and the wider community of your city and state.  You will interact with a variety of case studies that highlight teachers, schools, and communities in different cities throughout the United States and the ways in which they successfully engage ELLs and their families.  From sharing their experience, you will have the tools necessary to implement strategies and procedures for engaging your ELLs and their families. \n\nUpon completing this course, you will be able to:\n       * Define the culture of ELLs in K-12 classrooms across the U.S.\n       * Recognize cultural impact on learning and formal education \n       * Assess your school’s engagement of ELLs and their families\n       * Incorporate culturally sensitive techniques to engage ELLs in the classroom and school \n       * Implement strategies for engaging ELLs’ families in the school and larger community  \n       * Design a plan for engagement of ELLs and their families in your school  \n       * Create a checklist for school and community resources for engaging ELLs and \n          their familiesWEEK 1Introduction to Key Aspects of Engaging ELLs and their FamiliesWelcome to week 1 of the course!  This is an important module, as it sets the foundation for many of the strategies presented in this course.  We hope that you find the module very informative. By the end of this module, you will be able to define the culture of ELLs in K-12 classrooms across the U.S., recognize cultural impact on learning and formal education, assess your school’s engagement of ELLs and their families, incorporate culturally sensitive techniques to engage ELLs in the classroom and school and implement strategies for engaging ELLs’ families in the school and larger community.  Let's get started! 9 videos, 5 readings, 4 practice quizzesexpandVideo: IntroductionVideo: A look at ELLs in our ClassroomsPractice Quiz: Overview of ELLsReading: Bonus Reading: A-Z List of Countries from the U.S. Department of StateVideo: Engaging the ELL in the Classroom and SchoolVideo: Strategies to Engage ELLs in the ClassroomPractice Quiz: Engaging ELLs in the ClassroomReading: Bonus Reading: In-Class ActivitiesReading: Bonus Reading: Keys to Success For English Language LearnersVideo: The Importance of Family EngagementVideo: Key Strategies for Parent and Family TrainingPractice Quiz: Engaging ELL FamiliesReading: Bonus Reading: 20 Strategies for Engaging ELL FamiliesVideo: Key Strategies for Teacher and Parent PartnershipsVideo: Overcoming Challenges of Teacher/Parent CommunicationPractice Quiz: Engaging ELL Families in the CommunityReading: Bonus Video: Partnering with Latino ParentsVideo: Summary and ReviewDiscussion Prompt: ELLs in our ClassroomsGraded: Module 1 AssessmentWEEK 2Case Study: The American Dream Academy, Phoenix, AZWelcome to week 2 of the course!  We are thrilled to introduce you to a stellar organization, the American Dream Academy, and the many things that they do to engage families.  By the end of this module, you will be able to implement strategies for reaching out to ELL parents, apply concepts of parental training to your own teaching and school contexts, develop a plan for success for parental involvement to implement in your own classroom and school context, apply concepts of teaching training to your own school context, and devise solutions for parent involvement in your own classroom and school context. Let's get started!10 videos, 8 readingsexpandReading: Greetings!Video: Introduction to the American Dream AcademyVideo: The Call CenterReading: Reading: The American Dream Academy's Success LadderVideo: Success Ladder and Academic Success PlanVideo: ADA Session and Parent StoryReading: Reading: School Terms and ConceptsVideo: Learning at HomeVideo: American Dream Academy GraduationReading: Reading: Learning at HomeReading: Bonus Reading: Empowering ELL Parents \u0026 Families at HomeVideo: Teachers Involving ParentsVideo: Teacher ExperienceVideo: Cross Cultural Communication TipsVideo: Administrator ExperienceDiscussion Prompt: Case Study Reflection: The American Dream AcademyReading: Bonus Reading: How to Reach Out to Parents of ELLsReading: Bonus Reference: The Hofstede CentreReading: Student Profile - Mi HuePeer Review: Student Profile 1- Mi HueWEEK 3Case Study: Longfellow Elementary School, Sheboygan, Wisconsin  Welcome to week 3 of the course!  In this module, we showcase another exciting case study in hopes that you can adapt many of the ideas presented.  By the end of this module, you will be able to integrate culture into classroom practices such as building background knowledge, implement TPR strategies in classroom activities to support ELL engagement, understand the importance of setting clear expectations for learning and classroom behavior, set clear expectations that are sensitive to cultural differences, use bilingual and multicultural strategies to foster a welcoming environment. Let's get started!10 videos, 10 readingsexpandReading: Greetings!Video: Introduction to LongfellowVideo: Longfellow ESL ProgramReading: Bonus Reading: Success for ESL StudentsVideo: Building Background KnowledgeReading: Lesson Plan Template and MaterialsVideo: Lesson Plan AnnotationReading: Bonus Reading: Are You Tapping into Prior Knowledge Often Enough in Your Classroom?Reading: Bonus Reading: Four Strategies to HelpVideo: Regular AttendanceVideo: Effective Communication and Discipline TipsVideo: Use of BilingualismVideo: Bilingual Aide ExperienceReading: Bonus Reading: Tips for Successful Parent-Teacher Conferences with Bilingual FamiliesReading: Bonus Reading: School District Faces Challenges of Teaching New English SpeakersVideo: Recognizing  Multiple Cultural IdentitiesVideo: Reading TheaterDiscussion Prompt: Case Study Reflection: Longfellow Elementary SchoolReading: Bonus Reading: Supporting ESL Students: 10 Tips for Mainstream TeachersReading: Bonus Reading: Culture in the ELL ClassroomReading: Student Profile- Carlos MunozPeer Review: Student Profile 2 - Carlos MunozWEEK 4Case Study: Alhambra High School, Phoenix, AZWelcome to week 4 of the course! We are so excited for this module and to introduce you to Alhambra High School.  We hope that you find this module inspirational and that you are able to adopt and adapt many of the ideas presented.  By the end of this module, you will be able to apply strategies for creating a culturally supportive school environment, connect students to the school community through creating clubs and school-wide activities, implement new strategies for bringing diverse cultures to the school, and use sports as additional opportunities for school engagement.  Let's get started!9 videos, 7 readingsexpandReading: Greetings!Video: Introduction to Alhambra High SchoolVideo: Principal's MessageVideo: Breakaway Teacher ExperienceReading: Bonus Reading: The Range of Benefits of Extra-Curricular Activities Towards ELLsVideo: Diversity DayVideo: Student ReflectionReading: Student Reflection on Diversity DayReading: Bonus Reading: Celebrating Your School's Cultural DiversityVideo: Sprint MusicVideo: School CommunicationReading: Bonus Reading: ESL Classroom and Cultural SensitivityVideo: SoccerVideo: FootballDiscussion Prompt: Case Study Reflection: Alhambra High SchoolReading: Bonus Reading: Sports Offer English Language Learners an OutletReading: Student Profile - Matida SaadPeer Review: Student Profile 3 - Matida Saad WEEK 5Community Outreach Welcome to week 5 of the course! In this module, we are going to take you beyond the classroom and look at a variety of ways to engage the family in different aspects of the community.  By the end of this module, you will be able to identify organizations in your community that provide support for families, approach organizations regarding working with your students and their families, and implement online resources and apps in your classroom communication as a method for reaching parents and maintaining parent-teacher partnerships.  Let's get started!8 videos, 6 readingsexpandReading: Greetings!Video: Community Outreach and ResourcesVideo: Librarian ExperienceVideo: Table Talk and Student ExperienceReading: Bonus Reading: How to Save the World at Your LibraryReading: Bonus Reading: The Resources at Your LibraryVideo: Introduction to Refugee OrganizationsVideo: Director InterviewReading: Bonus Reading:  Refugees Given an Opportunity for a \"Second Life\"Video: Online ResourcesVideo: App ResourcesDiscussion Prompt: Community Outreach ReflectionReading: Bonus Website: Casa NotesReading: Bonus Website: QuizletVideo: Summary and ReviewPeer Review: Community Outreach WEEK 6Review and AssessmentWelcome to week 6! Congratulations and well done. It is now time to apply the many strategies for Engaging the ELL and their Families in the School and Community to your own teaching context.  By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!1 video, 3 readingsexpandReading: Greetings!Video: Summary and ReviewReading: Works CitedReading: Special ThanksPeer Review: Professional Development Presentation Graded: Final AssessmentWelcome to week 1 of the course!  This is an important module, as it sets the foundation for many of the strategies presented in this course.  We hope that you find the module very informative. By the end of this module, you will be able to define the culture of ELLs in K-12 classrooms across the U.S., recognize cultural impact on learning and formal education, assess your school’s engagement of ELLs and their families, incorporate culturally sensitive techniques to engage ELLs in the classroom and school and implement strategies for engaging ELLs’ families in the school and larger community.  Let's get started! Video: IntroductionVideo: A look at ELLs in our ClassroomsPractice Quiz: Overview of ELLsReading: Bonus Reading: A-Z List of Countries from the U.S. Department of StateVideo: Engaging the ELL in the Classroom and SchoolVideo: Strategies to Engage ELLs in the ClassroomPractice Quiz: Engaging ELLs in the ClassroomReading: Bonus Reading: In-Class ActivitiesReading: Bonus Reading: Keys to Success For English Language LearnersVideo: The Importance of Family EngagementVideo: Key Strategies for Parent and Family TrainingPractice Quiz: Engaging ELL FamiliesReading: Bonus Reading: 20 Strategies for Engaging ELL FamiliesVideo: Key Strategies for Teacher and Parent PartnershipsVideo: Overcoming Challenges of Teacher/Parent CommunicationPractice Quiz: Engaging ELL Families in the CommunityReading: Bonus Video: Partnering with Latino ParentsVideo: Summary and ReviewDiscussion Prompt: ELLs in our ClassroomsWelcome to week 2 of the course!  We are thrilled to introduce you to a stellar organization, the American Dream Academy, and the many things that they do to engage families.  By the end of this module, you will be able to implement strategies for reaching out to ELL parents, apply concepts of parental training to your own teaching and school contexts, develop a plan for success for parental involvement to implement in your own classroom and school context, apply concepts of teaching training to your own school context, and devise solutions for parent involvement in your own classroom and school context. Let's get started!Reading: Greetings!Video: Introduction to the American Dream AcademyVideo: The Call CenterReading: Reading: The American Dream Academy's Success LadderVideo: Success Ladder and Academic Success PlanVideo: ADA Session and Parent StoryReading: Reading: School Terms and ConceptsVideo: Learning at HomeVideo: American Dream Academy GraduationReading: Reading: Learning at HomeReading: Bonus Reading: Empowering ELL Parents \u0026 Families at HomeVideo: Teachers Involving ParentsVideo: Teacher ExperienceVideo: Cross Cultural Communication TipsVideo: Administrator ExperienceDiscussion Prompt: Case Study Reflection: The American Dream AcademyReading: Bonus Reading: How to Reach Out to Parents of ELLsReading: Bonus Reference: The Hofstede CentreReading: Student Profile - Mi HuePeer Review: Student Profile 1- Mi HueWelcome to week 3 of the course!  In this module, we showcase another exciting case study in hopes that you can adapt many of the ideas presented.  By the end of this module, you will be able to integrate culture into classroom practices such as building background knowledge, implement TPR strategies in classroom activities to support ELL engagement, understand the importance of setting clear expectations for learning and classroom behavior, set clear expectations that are sensitive to cultural differences, use bilingual and multicultural strategies to foster a welcoming environment. Let's get started!Reading: Greetings!Video: Introduction to LongfellowVideo: Longfellow ESL ProgramReading: Bonus Reading: Success for ESL StudentsVideo: Building Background KnowledgeReading: Lesson Plan Template and MaterialsVideo: Lesson Plan AnnotationReading: Bonus Reading: Are You Tapping into Prior Knowledge Often Enough in Your Classroom?Reading: Bonus Reading: Four Strategies to HelpVideo: Regular AttendanceVideo: Effective Communication and Discipline TipsVideo: Use of BilingualismVideo: Bilingual Aide ExperienceReading: Bonus Reading: Tips for Successful Parent-Teacher Conferences with Bilingual FamiliesReading: Bonus Reading: School District Faces Challenges of Teaching New English SpeakersVideo: Recognizing  Multiple Cultural IdentitiesVideo: Reading TheaterDiscussion Prompt: Case Study Reflection: Longfellow Elementary SchoolReading: Bonus Reading: Supporting ESL Students: 10 Tips for Mainstream TeachersReading: Bonus Reading: Culture in the ELL ClassroomReading: Student Profile- Carlos MunozPeer Review: Student Profile 2 - Carlos MunozWelcome to week 4 of the course! We are so excited for this module and to introduce you to Alhambra High School.  We hope that you find this module inspirational and that you are able to adopt and adapt many of the ideas presented.  By the end of this module, you will be able to apply strategies for creating a culturally supportive school environment, connect students to the school community through creating clubs and school-wide activities, implement new strategies for bringing diverse cultures to the school, and use sports as additional opportunities for school engagement.  Let's get started!Reading: Greetings!Video: Introduction to Alhambra High SchoolVideo: Principal's MessageVideo: Breakaway Teacher ExperienceReading: Bonus Reading: The Range of Benefits of Extra-Curricular Activities Towards ELLsVideo: Diversity DayVideo: Student ReflectionReading: Student Reflection on Diversity DayReading: Bonus Reading: Celebrating Your School's Cultural DiversityVideo: Sprint MusicVideo: School CommunicationReading: Bonus Reading: ESL Classroom and Cultural SensitivityVideo: SoccerVideo: FootballDiscussion Prompt: Case Study Reflection: Alhambra High SchoolReading: Bonus Reading: Sports Offer English Language Learners an OutletReading: Student Profile - Matida SaadPeer Review: Student Profile 3 - Matida Saad Welcome to week 5 of the course! In this module, we are going to take you beyond the classroom and look at a variety of ways to engage the family in different aspects of the community.  By the end of this module, you will be able to identify organizations in your community that provide support for families, approach organizations regarding working with your students and their families, and implement online resources and apps in your classroom communication as a method for reaching parents and maintaining parent-teacher partnerships.  Let's get started!Reading: Greetings!Video: Community Outreach and ResourcesVideo: Librarian ExperienceVideo: Table Talk and Student ExperienceReading: Bonus Reading: How to Save the World at Your LibraryReading: Bonus Reading: The Resources at Your LibraryVideo: Introduction to Refugee OrganizationsVideo: Director InterviewReading: Bonus Reading:  Refugees Given an Opportunity for a \"Second Life\"Video: Online ResourcesVideo: App ResourcesDiscussion Prompt: Community Outreach ReflectionReading: Bonus Website: Casa NotesReading: Bonus Website: QuizletVideo: Summary and ReviewPeer Review: Community Outreach Welcome to week 6! Congratulations and well done. It is now time to apply the many strategies for Engaging the ELL and their Families in the School and Community to your own teaching context.  By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!Reading: Greetings!Video: Summary and ReviewReading: Works CitedReading: Special ThanksPeer Review: Professional Development Presentation Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar Arizona State UniversityTeach English Now! Foundational Principles",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ell-families",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Advanced Grammar \u0026 Punctuation Project",
    "Description": "About this course: If you have taken the three courses in this specialization, you have learned a lot of grammar in the past few months. This will be a big help to your studies or your career. This project will help you process what you've learned and help you remember it forever. In this course, you will create a grammar portfolio of the difficult or interesting English grammatical structures that you studied in the previous courses. Your portfolio will include several items that you create, such as two scripts that you will write, in which you showcase proper use of grammar points you've learned. You will then record a video performing each script and using the grammar. You can record these two videos alone or with friends. You can be creative and make funny skits like your teachers did in all of the fun videos you watched in this specialization or use your own creative style. The items you create for your portfolio will help you review the material you've learned and will be a memorable project that you can keep with you long after this course ends.\n\nYou must be able to create and share videos in order to complete this course.WEEK 1IntroductionThis project will help you process and review the grammar and punctuation you've learned and help you remember it forever. To get started, you'll review the grammar and punctuation that you've been learning and create a graphic organizer.4 readingsexpandReading: MessagesPeer Review: IntroductionsReading: Project InstructionsReading: Review Grammar and PunctuationReading: Graphic Organizer TemplatesPeer Review: Submit Your Graphic OrganizerWEEK 2Start the ProjectThis week, you will start planning your videos and thinking about the grammar that you want to use. Then you'll write the first script and submit it for feedback. Get ready to be creative!3 readingsexpandReading: Start BrainstormingReading: Continue BrainstormingPeer Review: Share your PlanReading: Write Your First ScriptGraded: Submit Your First ScriptWEEK 3Keep WritingThis week, you will write your second script and submit it for feedback on it. Try to think of a different plot and use different grammar points. Then spend some time trying out different equipment and software that you could use to create your videos.3 readingsexpandReading: Write Your Second ScriptReading: Plan the Technical StuffReading: How to Create VideosPeer Review: Discuss TechnologyGraded: Submit Your Second ScriptWEEK 4Practice and Start RecordingYou should be finished writing your scripts. Now, you should start recording your first video. Working with technology takes more time than you might expect, so don't get behind. 1 readingexpandReading: Create Your First VideoPeer Review: Report Your ProgressWEEK 5Finish Recording Your VideosThis week, you should be getting close to finishing the project. Keep working on it. You need to finish the second video by next week. As you work this week, reflect on what you have learned in this specialization.1 readingexpandReading: Create Your Second VideoPeer Review: Report Your ProgressWEEK 6Finish Your Videos and Submit Your ProjectGood job making it to the final week! This week, you'll finish your videos and submit them for feedback and grading. Be sure to edit and check them carefully before you submit it.2 readingsexpandReading: Finish the VideosReading: Learn MoreGraded: Submit Your VideosReading: MessagesPeer Review: IntroductionsReading: Project InstructionsReading: Review Grammar and PunctuationReading: Graphic Organizer TemplatesPeer Review: Submit Your Graphic OrganizerReading: Start BrainstormingReading: Continue BrainstormingPeer Review: Share your PlanReading: Write Your First ScriptReading: Write Your Second ScriptReading: Plan the Technical StuffReading: How to Create VideosPeer Review: Discuss TechnologyReading: Create Your First VideoPeer Review: Report Your ProgressReading: Create Your Second VideoPeer Review: Report Your ProgressReading: Finish the VideosReading: Learn More",
    "Creator": "University of California, Irvine",
    "Level": "Advanced",
    "URL": "https://coursera.org/learn/advanced-grammar-project",
    "Language": "English",
    "Commitment": "3-4 hours/week for 6 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Advanced Speaking and Listening Project",
    "Description": "About this course: Learners will present a well-organized academic speech on a topic in an academic field of the learner's choice. The learner will need to recall all of the skills learned in the previous three courses and complete several steps to complete the project. The learner will choose an academic topic and will then need to do some research, interview a couple of experts in the field, create visual elements, and record a video of the presentation. The presenter will use techniques for preparing and practicing a presentation and demonstrate effective verbal and non-verbal skills. Doing this will help prepare you for presentations in school or work.WEEK 1IntroductionIn this capstone, learners will create and present an effective, well-organized speech in a comprehensible manner on a topic in an academic field of the learner's choice. The speech will be presented via asynchronous video. You must be able to record yourself and share your video.5 readingsexpandReading: MessagesPeer Review: IntroductionsReading: The Capstone AssignmentReading: Choose Your TopicReading: Background InformationReading: Resource for TopicsPeer Review: Submit Your TopicWEEK 2The InterviewsThis week, you will do some interviews to help inform you about the topic you are presenting on. You will write some questions and talk to several people in the related field of study. You'll then compile the data from the interviews and use it effectively in your presentation.3 readingsexpandReading: Write Interview QuestionsReading: Interview Some ExpertsReading: Resources for InterviewingWEEK 3The PlanAfter you interview several people, look at your notes and find some details to include in your presentation. These outside perspectives will give weight to your assumptions and show that you are knowledgeable about the topic. Write an outline of your presentation and find some pictures to accompany your words.4 readingsexpandReading: Evaluate the Interview DataReading: Make an OutlineReading: Resources for Planning Your PresentationPeer Review: Share Your OutlineReading: Find or Create ImagesPeer Review: Describe Your ImagesWEEK 4Create a PowerPoint or Other VisualsLast week, you should have gathered some images you want to use in your presentation. This week, you'll put those together into an attractive presentation format. PowerPoint is very common, but you can be creative and come up with something else that you think looks good.2 readingsexpandReading: Create a PowerPoint or Other VisualReading: Resources for Creating VisualsPeer Review: Describe Your VisualsWEEK 5Practice PresentingThis week, you should finish preparing and start practicing your presentation. Practice first without the camera. Get used to the words you want to say. Practice your timing with the visuals you'll be using. Then also practice doing the presentation with the camera. Before you record the whole presentation, do a short part of it and check the quality. Fix any problems this week before you do the final recording.3 readingsexpandReading: Practice Your PresentationReading: Resources for PreparingReading: Making VideosDiscussion Prompt: Discuss Making VideosWEEK 6Submit Your ProjectThis week, you'll finish recording and editing your presentation video and submit it for grading. After you've practiced several times and checked the quality of the recordings, record the final video. Make sure you listen to the whole video before you submit so you can catch and correct any mistakes before it's too late.3 readingsexpandReading: Record the Final PresentationReading: Listening and Note-Taking StrategiesPeer Review: Submit Your Notes from Listening to a PresentationReading: Learn MoreGraded: Submit Your PresentationIn this capstone, learners will create and present an effective, well-organized speech in a comprehensible manner on a topic in an academic field of the learner's choice. The speech will be presented via asynchronous video. You must be able to record yourself and share your video.Reading: MessagesPeer Review: IntroductionsReading: The Capstone AssignmentReading: Choose Your TopicReading: Background InformationReading: Resource for TopicsPeer Review: Submit Your TopicThis week, you will do some interviews to help inform you about the topic you are presenting on. You will write some questions and talk to several people in the related field of study. You'll then compile the data from the interviews and use it effectively in your presentation.Reading: Write Interview QuestionsReading: Interview Some ExpertsReading: Resources for InterviewingAfter you interview several people, look at your notes and find some details to include in your presentation. These outside perspectives will give weight to your assumptions and show that you are knowledgeable about the topic. Write an outline of your presentation and find some pictures to accompany your words.Reading: Evaluate the Interview DataReading: Make an OutlineReading: Resources for Planning Your PresentationPeer Review: Share Your OutlineReading: Find or Create ImagesPeer Review: Describe Your ImagesLast week, you should have gathered some images you want to use in your presentation. This week, you'll put those together into an attractive presentation format. PowerPoint is very common, but you can be creative and come up with something else that you think looks good.Reading: Create a PowerPoint or Other VisualReading: Resources for Creating VisualsPeer Review: Describe Your VisualsThis week, you should finish preparing and start practicing your presentation. Practice first without the camera. Get used to the words you want to say. Practice your timing with the visuals you'll be using. Then also practice doing the presentation with the camera. Before you record the whole presentation, do a short part of it and check the quality. Fix any problems this week before you do the final recording.Reading: Practice Your PresentationReading: Resources for PreparingReading: Making VideosDiscussion Prompt: Discuss Making VideosThis week, you'll finish recording and editing your presentation video and submit it for grading. After you've practiced several times and checked the quality of the recordings, record the final video. Make sure you listen to the whole video before you submit so you can catch and correct any mistakes before it's too late.Reading: Record the Final PresentationReading: Listening and Note-Taking StrategiesPeer Review: Submit Your Notes from Listening to a PresentationReading: Learn More",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/speaking-listening-capstone",
    "Language": "English",
    "Commitment": "3-4 hours/week for 6 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "总计划案 Final Project",
    "Description": "About this course: 对于国际工作环境不熟悉的商务专业人士，普遍需要的能力是能写发表新产品的行动方案。在这工作实务，有一人必须和公司内的各不同的部门沟通，包括财务和营销部。在这总计划案，你将写一份发表新产品的行动方案。这计划将包含:\n● 项目现况报告\n● 营销活动\n● 项目的基本预算分析报告\n● 对管理阶层做项目阶段简报\n \n这项目将提供机会让你应用本课程你所学的英语技能，提升你目前工作所要求的有用文件，或是用一份文件来当作范例，可呈现出你的新能力和技能。\n\nA common necessity among business professionals who are new to an international work environment is the ability to create a plan of action to launch a new product. In this task, one has to communicate with many different departments within a company including finance and marketing. In this capstone project, you will create a plan of action to launch a new product. This plan will include:\n·      A project status report\n·      A copy of the marketing campaign\n·      A basic budget analysis for the project\n·      A short presentation for upper management with details on the project’s status\n \nThis project will give you the opportunity to apply your English skills learned in the courses to develop a useful document for your current job or a document that you could use as an example to demonstrate your new abilities and skills. WEEK 1Week 1 CEO, CFO, and CMO All Executives Produce Same Deliverables in Week 16 videos, 5 readings, 2 practice quizzesexpandVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Graded: Required - Create Your IPWWEEK 2Week 2 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)WEEK 3Week 3 CEO /  CFO /  CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments7 videos, 8 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)WEEK 4Week 4 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)WEEK 5Final Capstone Portfolio and Business PresentationAll Executives Complete the Capstone Portfolio and Presentation.3 videos, 2 readingsexpandReading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!Graded: Capstone PortfolioGraded: 3-Minute Business PresentationVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Reading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/shangwu-yingyu-zong-jihuaan",
    "Language": "Chinese (Simplified), Subtitles: English",
    "Commitment": "5 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Business English: Capstone Project",
    "Description": "About this course: The capstone project will give you opportunities to demonstrate your competence in the learning objectives for this Specialization. For the project, you’ll use formal, written methods and more casual visual and audio methods of communication to demonstrate your ability to use language appropriate for different business contexts. The goal of this course is to demonstrate competence in writing and presenting a plan using skills and language appropriate for business.\n\nCourse Learning Objectives\n•\tUse appropriate vocabulary to write a mini business plan\n•\tCommunicate a business plan orally in an organized and engaging presentationWEEK 1Week 1: Introduction to Capstone ProjectIn Week 1, we will review some of the content from previous Business English courses. We will also introduce what you need to do to finish the Capstone project.2 videos, 4 readings, 1 practice quizexpandVideo: Video: Introduction to Capstone ProjectVideo: Video: Choosing a Product or ServiceLeyendo: Read Me: Capstone ExpectationsLeyendo: Read Me: GradingLeyendo: Three Seattle StartupsCuestionario de práctica: Three Seattle StartupsLeyendo: Websites: Choosing a Product or ServiceCuadro de aviso de la discusión: Discussion: Milestone 1: Introduce Yourself, Your Product or ServiceWEEK 2Week 2: Describing Company and Product or ServiceIn Week 2, you will review how to describe a product or service, how to introduce yourself in networking, and complete a peer review assignment.10 videos, 1 reading, 1 practice quizexpandVideo: Video: Describing a Product or ServiceVideo: Video: Example of Networking IntroductionsCuestionario de práctica: Networking ExamplesLeyendo: Useful LanguageCuadro de aviso de la discusión: Discussion: Milestone 2: Describing your Company, Product, or ServiceVideo: Video: Describing Your Job, Part 1Video: Video: Describing Your Job, Part 2Video: Video: Describing Services, Part 1Video: Video: Edgewater Hotel InterviewVideo: Video: Describing Services, Part 2Video: Video: Comparing Services, Part 1Video: Video: Comparing a Service ScenarioVideo: Video: Comparing Services, Part 2Graded: Your Networking IntroductionWEEK 3Week 3: Business PlansIn Week 3, we will review business plans and then introduce you to the concept of a mini-business plan for your final project.4 videos, 3 readingsexpandVideo: Video: Business PlansVideo: Video: Creating a Set of Presentation Slides for CapstoneLeyendo: Resource: Examples of Mini-Business Plans ILeyendo: Resource: Outline of a Mini-Business PlanLeyendo: Resource: Other Information about Business PlansCuadro de aviso de la discusión: Mini Business Plan Outline IVideo: Video: SlidesVideo: Video: Giving Effective PresentationsGraded: Milestone 3: Presentation SlidesWEEK 4Week 4: Marketing IdeasIn Week 4, you will go over marketing ideas financial vocabulary, and review lectures on making presentations.10 videos, 2 readingsexpandVideo: Video: Marketing IdeasVideo: Video: Financial InformationLeyendo: Resource: Basic Marketing and Financial VocabularyLeyendo: Resource: Outline of a Mini-Business Plan IICuadro de aviso de la discusión: Discussion: Milestone 4 Marketing, Price, and InvestmentVideo: Video: Reporting InformationVideo: Video: Expressing Dollars and CentsVideo: Describing DataVideo: Video: Referring to Data and VisualsVideo: Video: Introduce and Explain Relevance of VisualsVideo: Challenges in Visual DescriptionsVideo: Using Large NumbersVideo: Introduction to TrendsWEEK 5Week 5: Being PersuasiveIn Week 5, we will review lectures on being persuasive and you will complete a rough raft of your mini business plan.10 videos, 1 readingexpandVideo: Video: Being PersuasiveLeyendo: Useful Language for PersuasionVideo: Video: Writing Your First Draft of a Mini Business PlanCuadro de aviso de la discusión: Discussion: Milestone 5: First Draft of Your Mini Business PlanVideo: Video: Organization of Written ProposalsVideo: Video: Language of ProposalsVideo: Video: Improving ProposalsVideo: Video: Describing Services, Part 1Video: Video: Edgewater InterviewVideo: Video: Describing Services, Part 2Video: Video: Negotiation LanguageVideo: Video: Introduction to Persuasive LanguageGraded: Milestone 5: First Draft of Your Mini Business PlanWEEK 6Week 6: Short Pitch and Rough PresentationIn Week 6, you will get an introduction to making short pitches and presentations and then review examples before making your first practice pitch. You will also be given a chance to review past lectures on presentations.8 videos, 2 readingsexpandVideo: Video: Short Pitch and Rough PresentationLeyendo: Examples of Elevator PitchesLeyendo: Useful Language: HooksCuadro de aviso de la discusión: Rough PresentationVideo: Video: A Bad Presentation and a Good PresentationVideo: Video: What Makes a Good Presentation, Part 1Video: Video: What Makes a Good Presentation, Part 2Video: Video: Transitions and ConclusionsVideo: Video: Taking Questions Scenario, Part 1Video: Video: Answering QuestionsVideo: Video: Taking Questions Scenario, Part 2Graded: Rough PresentationWEEK 7Week 7: Final Mini Business Plan and PresentationIn your final week of Capstone, you will polish your final mini business plan and presentation. You will review and be reviewed by your colleagues for your certificate.2 videos, 1 readingexpandVideo: Video: Final Mini Business Plan and PresentationLeyendo: Final Project ChecklistCuadro de aviso de la discusión: Milestone 7 Discussion: Final Project SubmissionVideo: Video: Farewell and CongratulationsGraded: Milestone 7: Final Mini Business Plan and PresentationVideo: Video: Introduction to Capstone ProjectVideo: Video: Choosing a Product or ServiceLeyendo: Read Me: Capstone ExpectationsLeyendo: Read Me: GradingLeyendo: Three Seattle StartupsCuestionario de práctica: Three Seattle StartupsLeyendo: Websites: Choosing a Product or ServiceCuadro de aviso de la discusión: Discussion: Milestone 1: Introduce Yourself, Your Product or ServiceVideo: Video: Describing a Product or ServiceVideo: Video: Example of Networking IntroductionsCuestionario de práctica: Networking ExamplesLeyendo: Useful LanguageCuadro de aviso de la discusión: Discussion: Milestone 2: Describing your Company, Product, or ServiceVideo: Video: Describing Your Job, Part 1Video: Video: Describing Your Job, Part 2Video: Video: Describing Services, Part 1Video: Video: Edgewater Hotel InterviewVideo: Video: Describing Services, Part 2Video: Video: Comparing Services, Part 1Video: Video: Comparing a Service ScenarioVideo: Video: Comparing Services, Part 2Video: Video: Business PlansVideo: Video: Creating a Set of Presentation Slides for CapstoneLeyendo: Resource: Examples of Mini-Business Plans ILeyendo: Resource: Outline of a Mini-Business PlanLeyendo: Resource: Other Information about Business PlansCuadro de aviso de la discusión: Mini Business Plan Outline IVideo: Video: SlidesVideo: Video: Giving Effective PresentationsVideo: Video: Marketing IdeasVideo: Video: Financial InformationLeyendo: Resource: Basic Marketing and Financial VocabularyLeyendo: Resource: Outline of a Mini-Business Plan IICuadro de aviso de la discusión: Discussion: Milestone 4 Marketing, Price, and InvestmentVideo: Video: Reporting InformationVideo: Video: Expressing Dollars and CentsVideo: Describing DataVideo: Video: Referring to Data and VisualsVideo: Video: Introduce and Explain Relevance of VisualsVideo: Challenges in Visual DescriptionsVideo: Using Large NumbersVideo: Introduction to TrendsVideo: Video: Being PersuasiveLeyendo: Useful Language for PersuasionVideo: Video: Writing Your First Draft of a Mini Business PlanCuadro de aviso de la discusión: Discussion: Milestone 5: First Draft of Your Mini Business PlanVideo: Video: Organization of Written ProposalsVideo: Video: Language of ProposalsVideo: Video: Improving ProposalsVideo: Video: Describing Services, Part 1Video: Video: Edgewater InterviewVideo: Video: Describing Services, Part 2Video: Video: Negotiation LanguageVideo: Video: Introduction to Persuasive LanguageVideo: Video: Short Pitch and Rough PresentationLeyendo: Examples of Elevator PitchesLeyendo: Useful Language: HooksCuadro de aviso de la discusión: Rough PresentationVideo: Video: A Bad Presentation and a Good PresentationVideo: Video: What Makes a Good Presentation, Part 1Video: Video: What Makes a Good Presentation, Part 2Video: Video: Transitions and ConclusionsVideo: Video: Taking Questions Scenario, Part 1Video: Video: Answering QuestionsVideo: Video: Taking Questions Scenario, Part 2Video: Video: Final Mini Business Plan and PresentationLeyendo: Final Project ChecklistCuadro de aviso de la discusión: Milestone 7 Discussion: Final Project SubmissionVideo: Video: Farewell and Congratulations",
    "Creator": "University of Washington",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-english-capstone",
    "Language": "English",
    "Commitment": "7 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Project: Writing a Research Paper",
    "Description": "About this course: Welcome to the capstone project for the Academic English: Writing Specialization! This project lets you apply everything you’ve learned and gives you the practice you need for college classes by having you write a research paper.  You'll have several due dates throughout the capstone to help you stay on schedule.\n\nIn this capstone project, you will:\n - conduct research on an academic topic of your choice\n - create an outline to plan out your essay\n - write a short annotated bibliography to help you evaluate your sources\n - write a 7-8 page research paper\n - use source material correctly with MLA formatWEEK 1Getting StartedIn this Capstone project, you will combine all of the skills you've learned in the 4 courses of the Academic English: Writing specialization. This week, you will choose an academic topic to research and formulate an effective research question. By the end of this week, you should know your topic and have a rough outline of your research paper.5 videos, 6 readingsexpandVideo: Capstone Introduction VideoReading: Capstone OverviewReading: Reminder about PlagiarismVideo: Plagiarism Resource video 1Video: Plagiarism Resource video 2Reading: Message about Peer ReviewsReading: The AssignmentReading: RubricReading: Resources for ReviewVideo: Choosing a Topic and Research Question videoVideo: Making an Outline videoPeer Review: Submit Your Topic and Research QuestionsPeer Review: Submit Your OutlineWEEK 2Research and Annotated BibliographyLast week, you learned about the assignment for this Capstone project, chose a topic, and created an outline. This week, you need to start researching and looking for source material. You will then create an annotated bibliography to submit. 1 video, 2 readingsexpandReading: Resources for ReviewVideo: Finding Sources videoReading: Annotated BibliographyPeer Review: Submit Annotated BibliographyWEEK 3First Draft and Introduction ParagraphThis week, you should start your first draft. Try to write several paragraphs including the introduction paragraph, which you should submit for feedback.3 videos, 1 readingexpandReading: Resources for ReviewVideo: Introduction Paragraphs videoVideo: Writing Longer Essays videoVideo: Using Sources videoPeer Review: Submit Introduction ParagraphWEEK 4The Rough DraftThis week, you should continue working on the first draft. Try to have at least four pages written when you submit the rough draft for feedback. Also, include your Works Cited page for feedback.2 videos, 1 readingexpandReading: Resources for ReviewVideo: Works Cited videoVideo: MLA Formatting videoPeer Review: Submit Research Paper Rough DraftWEEK 5Revise and RewriteYou're getting near the end. Keep up the good work! This week, you don't have anything to submit. Just keep revising and get that next draft to at least 7 pages. Then revise and revise again.1 video, 1 readingexpandReading: Resources for ReviewVideo: Academic Tone and Language videoWEEK 6The Final DraftYou're almost finished! In this final week, use the time to revise your research paper and edit it carefully. When you're finished, submit it for grading and review three other learners' papers. Then you'll be done!1 video, 2 readingsexpandReading: Finish WritingVideo: End of Capstone VideoReading: Learn MoreGraded: Submit Research Paper Final DraftIn this Capstone project, you will combine all of the skills you've learned in the 4 courses of the Academic English: Writing specialization. This week, you will choose an academic topic to research and formulate an effective research question. By the end of this week, you should know your topic and have a rough outline of your research paper.Video: Capstone Introduction VideoReading: Capstone OverviewReading: Reminder about PlagiarismVideo: Plagiarism Resource video 1Video: Plagiarism Resource video 2Reading: Message about Peer ReviewsReading: The AssignmentReading: RubricReading: Resources for ReviewVideo: Choosing a Topic and Research Question videoVideo: Making an Outline videoPeer Review: Submit Your Topic and Research QuestionsPeer Review: Submit Your OutlineReading: Resources for ReviewVideo: Finding Sources videoReading: Annotated BibliographyPeer Review: Submit Annotated BibliographyReading: Resources for ReviewVideo: Introduction Paragraphs videoVideo: Writing Longer Essays videoVideo: Using Sources videoPeer Review: Submit Introduction ParagraphReading: Resources for ReviewVideo: Works Cited videoVideo: MLA Formatting videoPeer Review: Submit Research Paper Rough DraftReading: Resources for ReviewVideo: Academic Tone and Language videoReading: Finish WritingVideo: End of Capstone VideoReading: Learn More",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/academic-writing-capstone",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Business English: Final Project",
    "Description": "About this course: A common necessity among business professionals who are new to an international work environment is the ability to create a plan of action to launch a new product. In this task, one has to communicate with many different departments within a company including finance and marketing. In this capstone project, you will create a plan of action to launch a new product. This plan will include:\n·      A project status report\n·      A copy of the marketing campaign\n·      A basic budget analysis for the project\n·      A short presentation for upper management with details on the project’s status\n \nThis project will give you the opportunity to apply your English skills learned in the courses to develop a useful document for your current job or a document that you could use as an example to demonstrate your new abilities and skills.WEEK 1Week 1 CEO, CFO, and CMO All Executives Produce Same Deliverables in Week 16 videos, 5 readings, 2 practice quizzesexpandVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Graded: Required - Create Your IPWWEEK 2Week 2 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)WEEK 3Week 3 CEO /  CFO /  CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments7 videos, 8 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)WEEK 4Week 4 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)WEEK 5Final Capstone Portfolio and Business PresentationAll Executives Complete the Capstone Portfolio and Presentation.3 videos, 2 readingsexpandReading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!Graded: Capstone PortfolioGraded: 3-Minute Business PresentationVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Reading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/english-for-business-project",
    "Language": "English",
    "Commitment": "5 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "Teaching Intermediate Grammar Project",
    "Description": "About this course: This is the final project for the Teach English: Intermediate Grammar specialization. You should have basic knowledge of intermediate grammar and teaching methodology in order to complete this course. In this course, you will create a portfolio including all of the following for one specific intermediate grammar point: a lesson plan for the grammar point, a video of yourself introducing the grammar point, two related practice exercises or activities with handouts, an informal assessment, and a formal assessment with answer key. To do this, you will put into practice all of the skills that you have learned in the previous three courses. Finally, you will share your portfolio with other learners to demonstrate the skills you have learned and receive feedback, and you will get the chance to learn from others as you give them feedback on their portfolios. After you complete this course, you will have the skills you need to effectively create your own lesson plans, practice exercises and assessments needed to teach grammar to intermediate-level students.\n\nLearners in this course must be able to create a video using a webcam, video camera, or smart phone and upload the video files or share the video as a link.WEEK 1IntroductionThis week you'll learn about the project and start reviewing what you've learned in the previous courses so that you can plan for the assignment. In the next six weeks, you'll create a lesson plan, activities, assessments, and a video. 5 readingsexpandReading: Welcome!Peer Review: Introduce YourselfReading: Project Directions and GradingReading: Review Important Techniques from Course 1Reading: Review Important Techniques from Course 2Reading: Review Important Techniques from Course 3Peer Review: Discuss Your IdeasWEEK 2Write Your Lesson PlanThis week, you will write a lesson plan to teach the grammar point you have chosen for the project. It should be specific and follow the specific requirements given.2 readingsexpandReading: Create a Lesson PlanReading: Resources for Creating Lesson PlansPeer Review: Discuss Your ProgressWEEK 3Make a Video of Your TeachingYou should have your lesson plan mostly planned by now and have a good idea of what your lesson will include. This week, create a video of yourself introducing your grammar point to your students. Give yourself a lot of time to do this because working with technology often takes more time than you expect.1 readingexpandReading: Make a VideoPeer Review: Discuss Your ProgressWEEK 4Create Practice ActivitiesNow, you will make the two practice activities for your students to practice the grammar. In addition to the practice activities, you need to create handouts of some type to go with each one.3 readingsexpandReading: Practice Activity 1Reading: Practice Activity 2Reading: Resources for Creating ActivitiesPeer Review: Discuss Your ProgressWEEK 5Create AssessmentsNow, you'll make the assessments for your portfolio. The first one will be an informal assessment. The second one will be a formal assessment and will include an answer key or rubric.2 readingsexpandReading: Informal AssessmentsReading: Formal AssessmentsPeer Review: Discuss Your ProgressWEEK 6Submit the PortfolioThis week, you will finish any work on the portfolio that you haven't finished yet. Then you'll submit all of the pieces of it for feedback from other learners. You'll also give feedback to three others.2 readingsexpandReading: Finish and EditReading: Learn MoreGraded: Submit the PortfolioReading: Welcome!Peer Review: Introduce YourselfReading: Project Directions and GradingReading: Review Important Techniques from Course 1Reading: Review Important Techniques from Course 2Reading: Review Important Techniques from Course 3Peer Review: Discuss Your IdeasReading: Create a Lesson PlanReading: Resources for Creating Lesson PlansPeer Review: Discuss Your ProgressYou should have your lesson plan mostly planned by now and have a good idea of what your lesson will include. This week, create a video of yourself introducing your grammar point to your students. Give yourself a lot of time to do this because working with technology often takes more time than you expect.Reading: Make a VideoPeer Review: Discuss Your ProgressReading: Practice Activity 1Reading: Practice Activity 2Reading: Resources for Creating ActivitiesPeer Review: Discuss Your ProgressReading: Informal AssessmentsReading: Formal AssessmentsPeer Review: Discuss Your ProgressReading: Finish and EditReading: Learn More",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/teaching-english-grammar-project",
    "Language": "English",
    "Commitment": "3-4 hours / week for 6 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Inglés Empresarial: Proyecto Final",
    "Description": "About this course: A common necessity among business professionals who are new to an international work environment is the ability to create a plan of action to launch a new product. In this task, one has to communicate with many different departments within a company including finance and marketing. In this capstone project, you will create a plan of action to launch a new product. This plan will include:\n·      A project status report\n·      A copy of the marketing campaign\n·      A basic budget analysis for the project\n·      A short presentation for upper management with details on the project’s status\n \nThis project will give you the opportunity to apply your English skills learned in the courses to develop a useful document for your current job or a document that you could use as an example to demonstrate your new abilities and skills.\n\n\nUna necesidad común entre los profesionales de negocios quienes son nuevos a un ambiente de trabajo internacional es la habilidad de crear un plan de acción para lanzar un producto nuevo. En esta tarea, uno tiene que comunicarse a través de varios departamentos diferentes dentro de una compañía incluyendo el área de mercadeo y finanzas. En este proyecto final usted creará un plan de acción para lanzar un producto nuevo. Este plan de acción incluirá:\n·       un reporte de avance de/del proyecto\n·       una copia de la campaña de marketing\n·       un análisis de presupuesto básico para el proyecto\n·       una presentación corta para la gerencia general con detalles del estado del proyecto\n \nEste proyecto le dará la oportunidad de aplicar sus habilidades en inglés aprendidas en los cursos para desarrollar un documento útil en su trabajo actual o un documento que puede usar de ejemplo para demostrar sus nuevas habilidades y capacidades.WEEK 1Week 1 CEO, CFO, and CMO All Executives Produce Same Deliverables in Week 16 videos, 5 readings, 2 practice quizzesexpandVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Graded: Required - Create Your IPWWEEK 2Week 2 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)WEEK 3Week 3 CEO /  CFO /  CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments7 videos, 8 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)WEEK 4Week 4 CEO / CFO / CMO DeliverablesCEO Track, CFO Track, CMO Track Lessons and Assignments4 videos, 5 readings, 3 practice quizzesexpandReading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)WEEK 5Final Capstone Portfolio and Business PresentationAll Executives Complete the Capstone Portfolio and Presentation.3 videos, 2 readingsexpandReading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!Graded: Capstone PortfolioGraded: 3-Minute Business PresentationVideo: Welcome WishesReading: Building Toward the Capstone Portfolio and PresentationPractice Quiz: C-Suite CollaborationReading: Descriptions of Deliverables 1-4 (D1-4)Video: Top Tier Success - Advice for LearnersReading: Skills Review ~ Cheat Sheet for Week 1Reading: CEO, CFO, CMO SupportReading: Feedback Advice for Peer ReviewsPractice Quiz: Quiz on Week 1 ExpectationsDiscussion Prompt: Week 1 ~ CEO, CMO, CFO Break-Out Forum: Brainstorm with Peers using GroupZapVideo: Example Submission and Feedback (D1)Peer Review: What's Your Product? (D1)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Summary  (D2)Video: Example Submission and Feedback (D2)Peer Review: Article Summary and Analysis (D2)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Break Out Forum - Help with Core Story - Economic / Market Conditions (D3)Video: Example Submission and Feedback (D3)Peer Review: Core Story: Economic / Market Conditions (D3)Discussion Prompt: Week 1 ~ CEO, CFO, CMO Breakout Forum - Help with Core Story - Customer Meets Product (D4)Video: Example Submission and Feedback (D4)Peer Review: Core Story: Customer meets Product (D4)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success~Advice for LearnersReading: Skills Review ~ Week 2 Cheat SheetReading: CEO Support: Agenda and Email WritingPractice Quiz: CEO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CEO Break Out Forum - Help with Email and Agenda WritingVideo: CEO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CEO: Email \u0026 Agenda (D5 \u0026 D6)Reading: CFO Support:  SWOT Analysis Article and Slide Presentation (D5 \u0026D6)Practice Quiz: CFO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CFO Break-Out Forum: Help with Brainstorming Ideas for SWOT Analysis or EmailVideo: CFO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CFO: SWOT Analysis \u0026 Email (D5 \u0026 D6)Reading: CMO Support: Advice for Marketing/Sales Calendar of Events (D5 \u0026 D6)Practice Quiz: CMO: Quiz on Week 2 ExpectationsDiscussion Prompt: Week 2 ~ CMO Breakout Forum - Help with Marketing Calendar and Action ItemsVideo: CMO: Example Submission and Feedback (D5 \u0026 D6)Peer Review: CMO: Marketing/Sales Calendar of Events, Action Plan with Milestones \u0026 Email (D5 \u0026 D6)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success Advice for LearnersReading: Skills Review ~ Week 3 Cheat SheetReading: CEO Support: Help with \"Why\" Statement (D7)Reading: CEO Support: Help with your Mission Statement (D8)Practice Quiz: CEO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CEO Breakout Forum - Help with Why and Mission StatementsVideo: Example Submission and Feedback (D7)Peer Review: CEO: Business Philosophy - Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CEO: Mission Statement (D8)Reading: CFO Support: Help with \"Why\" Statement (D7)Reading: CFO Support: Help with Success Factors (D8, D9)Practice Quiz: CFO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CFO Breakout Session ~ Help with \"Why\" Statement and Success FactorsVideo: Example Submission and Feedback (D7)Peer Review: CFO: Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CFO: Measurable Success Factors (D8)Reading: CMO Support: Help with \"Why\" Statement (D7)Reading: CMO Support: Help with Market Analysis (D8)Practice Quiz: CMO: Quiz on Week 3 ExpectationsDiscussion Prompt: Week 3 ~ CMO Breakout Forum ~ Help with \"Why\" Statement and Market AnalysisVideo: Example Submission and Feedback (D7)Peer Review: CMO Purpose (Why) Statement (D7)Video: Example Submission and Feedback (D8)Peer Review: CMO: Market Analysis - Competition (D8)Reading: CEO, CFO, and CMO Action Items ~ IPW UpdateVideo: Top Tier Success ~ Advice for LearnersReading: Skills Review ~ Week 4 Cheat SheetReading: CEO Support: Help with your Elevator Pitch (D9 \u0026 D10)Practice Quiz: CEO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CEO Breakout Forum ~ Help with Elevator Pitch and PresentationVideo: CEO Example Submission and Feedback (D9 \u0026 D10)Peer Review: CEO: 90-Second Pitch (D9 \u0026 D10)Reading: CFO Support: Help with a Financial Report using a Chart or Graph (D9 \u0026 D10)Practice Quiz: CFO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 ~ CFO Breakout Forum ~ Help with a Presentation about a Chart/GraphVideo: CFO Example Submission and Feedback (D9 \u002610)Peer Review: CFO Slide Presentation with Chart/Graph (D9 \u0026 D10)Reading: CMO Support: Help with Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Practice Quiz: CMO: Quiz on Week 4 ExpectationsDiscussion Prompt: Week 4 - CMO Breakout Forum ~ Help with Mock Up and PresentationVideo: CMO: Example Submission and Feedback (D9 \u002610)Peer Review: CMO: Mock Up of Marketing/Sales Piece (D9 \u0026 D10)Reading: Final Portfolio Support: Help with your Final Slide DeckReading: Final Presentation Support: Help with your 3-Minute Pitch Slide PresentationVideo: How to Begin? Watch Wanda Walk Through Her ProcessDiscussion Prompt: Last-Minute Questions? Help Each Other!Video: Example Submission and Feedback (Final Pitch)Video: Congratulations! You Did It!",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ingles-empresarial-proyecto",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "5 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Take Your English Communication Skills to the Next Level",
    "Description": "About this course: This Capstone builds on the communication and content skills you’ve acquired throughout the Specialization and develops them further. During course lessons and Peer Assessments you will practice and expand the language skills necessary for success in the professional world. Throughout the course, you will have the opportunity to complete assessments relevant to the working world.\n\nIn this course, you will:\n\n* Study cultural influences on communication more thoroughly, identify key cultural influences in your own experience and compare your culture with a different one to identify ways to improve communication and decrease misunderstanding.\n\n* Develop your email accuracy and style and engage in email correspondence with potential employers, clients or investors to set up interviews and/or meetings.\n\n* Practice and Demonstrate fluent and accurate spoken English as you prepare and present a short talk about a personal accomplishment or “Sales Pitch” for a product or service.\n\n* Polish your pronunciation through more connected speech including use of through groups, contractions/reductions, and linking.\n\nWeek by week, as you practice your language skills, make connections with people important to you and develop your network, you will increase your opportunities for success. Completing this Capstone Project will help you reach your English language and professional goals now and in the future.WEEK 1Communicate Across CulturesStudy and compare cultural influences more thoroughly by doing a self study and becoming more culturally aware of your communication.3 videos, 7 readings, 2 practice quizzesexpandVideo: Introduction to CapstoneReading: Before You Begin the CapstoneReading: Consent FormVideo: Understanding Cultural Style DifferencesReading: Lesson Guide for the \"Writing Professional Emails in English\" CourseReading: Cultural Self Study Chart: For YourselfReading: Culture Study Chart: For Another CulturePractice Quiz: Check Your KnowledgeVideo: Improving Your Communication StylePractice Quiz: Check Your KnowledgeReading: Additional ResourcesReading: Get More from the Georgia Tech Language InstituteGraded: Making Appropriate Communication ChangesWEEK 2Email Excellence Make your emails more engaging by developing your writing style. Engage in email correspondence to set up interviews and/or meetings as well as establish meaningful connections. 2 videos, 1 reading, 1 practice quizexpandVideo: Develop Your Writing Style in EmailsPractice Quiz: Check Your KnowledgeDiscussion Prompt: How well do you write emails now?Video: Introduce Yourself \u0026 Request a Meeting by EmailReading: Additional ResourcesGraded: Write an Email to Your ContactWEEK 3Presentation - Time to ShineEvaluate your English pronunciation, and then complete and deliver an in person presentation using successful speaking strategies and persuasion skills.2 videos, 3 readings, 2 practice quizzesexpandVideo: Do a Self-evaluation of Your Speaking SkillsReading: Lesson Guide for \"Speaking Professional English\" CourseReading: Pronunciation Self Evaluation ChartPractice Quiz: Check Your KnowledgeVideo: Make Your Presentations More Persuasive \u0026 PowerfulPractice Quiz: Check Your KnowledgeReading: Additional ResourcesGraded: Recording a Self-reflectionWEEK 4Maximize Your English Communication SkillsWork on maximizing your English communication skills for now and for the future by learning more advanced ways to edit your writing and polish your pronunciation.2 videos, 4 readings, 1 practice quizexpandVideo: Strategies for Creating \u0026 Editing Effective WritingPractice Quiz: Check Your KnowledgeReading: Write a Script for Your VideoDiscussion Prompt: How has this Specialization affected your writing style?Video: Advanced Pronunciation Improvement TechniquesReading: Contractions with \"am/is/are\" \u0026 \"have/has\"Reading: Additional Pronunciation PracticeReading: Where to go from here?Graded: ePortfolio Video/Audio PostVideo: Introduction to CapstoneReading: Before You Begin the CapstoneReading: Consent FormVideo: Understanding Cultural Style DifferencesReading: Lesson Guide for the \"Writing Professional Emails in English\" CourseReading: Cultural Self Study Chart: For YourselfReading: Culture Study Chart: For Another CulturePractice Quiz: Check Your KnowledgeVideo: Improving Your Communication StylePractice Quiz: Check Your KnowledgeReading: Additional ResourcesReading: Get More from the Georgia Tech Language InstituteVideo: Develop Your Writing Style in EmailsPractice Quiz: Check Your KnowledgeDiscussion Prompt: How well do you write emails now?Video: Introduce Yourself \u0026 Request a Meeting by EmailReading: Additional ResourcesVideo: Do a Self-evaluation of Your Speaking SkillsReading: Lesson Guide for \"Speaking Professional English\" CourseReading: Pronunciation Self Evaluation ChartPractice Quiz: Check Your KnowledgeVideo: Make Your Presentations More Persuasive \u0026 PowerfulPractice Quiz: Check Your KnowledgeReading: Additional ResourcesVideo: Strategies for Creating \u0026 Editing Effective WritingPractice Quiz: Check Your KnowledgeReading: Write a Script for Your VideoDiscussion Prompt: How has this Specialization affected your writing style?Video: Advanced Pronunciation Improvement TechniquesReading: Contractions with \"am/is/are\" \u0026 \"have/has\"Reading: Additional Pronunciation PracticeReading: Where to go from here?",
    "Creator": "Georgia Institute of Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/english-communication-capstone",
    "Language": "English, Subtitles: Vietnamese",
    "Commitment": "4 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Intermediate Grammar Project",
    "Description": "About this course: If you have taken the three courses in this specialization, you have learned a lot of grammar in the last few months. This will be a big help to your studies or your career. This capstone project will help you process what you've learned and help you remember it forever. You will create a grammar scrapbook of the difficult or interesting English grammatical structures that you studied in the specialization. You will choose a multi-media tool of your choice, such as video or e-book, to showcase proper use of the grammar. You will also give authentic examples of the grammar found in articles, movies, or songs to make the scrapbook interesting. This will be a scrapbook that you can keep with you long after this specialization ends.WEEK 1IntroductionMastering grammar will give you confidence in your speaking and writing of English. Furthermore, improving these skills will help you achieve your academic or professional goals. You learned a lot of important grammar in this specialization, and you want to make sure you will remember it. In this capstone, you will create a grammar scrapbook of difficult or interesting English grammatical structures--studied in the specialization--that you want to take with you. You will choose a multi-media tool of your choice, such as video or e-book, to showcase proper use of the grammar, and you will also give authentic examples of the grammar found in articles, movies, or songs to make the scrapbook interesting. Doing this project will help reinforce what you have learned in the past few months.1 video, 2 readingsexpandVideo: Capstone IntroductionReading: Capstone Assignment and RubricReading: What to Do This WeekPeer Review: Grammar Points SummaryWEEK 2Choose Your TechnologyThis week, you'll spend time trying out different tools that you could use to create your scrapbook. Don't just choose the first thing you think of. Choose a technology tool that will make your project interesting and memorable.1 readingexpandReading: What to Do This WeekPeer Review: Technology Tool SummaryWEEK 3Find Real-World ExamplesYou should have already chosen your grammar points and a technology tool to use for your capstone project.This week, you'll search for examples of the grammar points in various media sources. These examples will help to make your project more interesting.2 readingsexpandReading: Search for ExamplesReading: Message about Citing SourcesPeer Review: Making ProgressWEEK 4Work in ProgressThis week, you need to start putting your scrapbook together. Put the grammar and examples into your scrapbook and arrange them to look nice. Working with technology takes more time than you might expect, so don't get behind.1 readingexpandReading: Creating the ScrapbookPeer Review: Moving AlongWEEK 5Reflect on LearningThis week, you should be getting close to finishing the project. Keep working on it. You need to finish the project by next week. As you work this week, reflect on what you have learned in this specialization.1 readingexpandReading: What to Do This WeekPeer Review: Reflect on Your LearningWEEK 6You Made It!Good job making it to the final week! This week, you'll finish your scrapbook and submit the capstone project for a grade. Be sure to edit and check it carefully before you submit it.2 readingsexpandReading: Final ChecklistReading: Learn MoreGraded: The Finish LineMastering grammar will give you confidence in your speaking and writing of English. Furthermore, improving these skills will help you achieve your academic or professional goals. You learned a lot of important grammar in this specialization, and you want to make sure you will remember it. In this capstone, you will create a grammar scrapbook of difficult or interesting English grammatical structures--studied in the specialization--that you want to take with you. You will choose a multi-media tool of your choice, such as video or e-book, to showcase proper use of the grammar, and you will also give authentic examples of the grammar found in articles, movies, or songs to make the scrapbook interesting. Doing this project will help reinforce what you have learned in the past few months.Video: Capstone IntroductionReading: Capstone Assignment and RubricReading: What to Do This WeekPeer Review: Grammar Points SummaryReading: What to Do This WeekPeer Review: Technology Tool SummaryReading: Search for ExamplesReading: Message about Citing SourcesPeer Review: Making ProgressReading: Creating the ScrapbookPeer Review: Moving AlongReading: What to Do This WeekPeer Review: Reflect on Your LearningReading: Final ChecklistReading: Learn More",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/intermediate-grammar-capstone",
    "Language": "English",
    "Commitment": "6 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Business Case Analysis",
    "Description": "About this course: The Capstone project is the culmination of your journey through the Business English for Non-Native Speakers specialization. It is aimed at applying the written and spoken skills that you have gained to an authentic business situation. You will be able to choose a business case provided by HKUST, or use an example from your own work experience and: \n\n(1) prepare an online video presentation (approx. ½ hour) that analyses the case and provides recommendations, and\n\n(2) prepare a business recommendation report to coincide with the presentation (approx. 2,000 words). The report should include an executive summary, analyses of the case and recommendations.WEEK 1Week 1 Initial case analysisWelcome to Week 1! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 1-page case analysis. The suggested links to previous lectures and readings will help you plan the content and structure of your initial case analysis together with resources that will help you with your language, grammar and structure. 1 video, 5 readings, 1 practice quizexpandVideo: WelcomeReading: Capstone introductionReading: China National Consumer Goods Corporation (CNC) Business Case StudyReading: Critical reading and analysis of the caseReading: Language practice for writing a case analysisReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Describing and explaining the caseGraded: Creating a preliminary case analysis WEEK 2Week 2 Writing an informal situational analysisWelcome to Week 2! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 1-page situational analysis. The suggested links to previous lectures and readings focus on giving explanations and making descriptions together with resources that will help you with your language, grammar and structure. 3 readings, 1 practice quizexpandReading: Analysing the situationReading: Language practice for a situational analysisReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Analysing CNC's situationGraded: Writing a situational analysis WEEK 3Week 3 Creating a draft executive summary Welcome to Week 3! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 2-page executive summary for a recommendation report. The suggested links to previous lectures and readings focus on the language and organization of an executive summary together with resources that will help you with your grammar and structure. 4 readings, 1 practice quizexpandReading: Creating a well-organized and logical executive summaryReading: A review of report writingReading: Language practice for executive summary writingReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Creating an executive summary (Parts 1 and 2)Graded: Writing Parts 1 and 2 of an executive summaryWEEK 4Pitching your ideaWelcome to Week 4! In this module you review relevant materials that will help you with the non-graded assignment that involves pitching an idea or suggestion. The suggested links to previous lectures and readings will help you plan the content and structure of your pitch together with resources that will help you with your delivery and language. 4 readings, 1 practice quizexpandReading: Planning content and structure of a pitchReading: Verbal and non verbal communication for effective deliveryReading: Language practice for business pitchesReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /æ/ sound 'man'Discussion Prompt: Using effective verbal and non verbal communicationGraded: Pitching your solutionWEEK 5Week 5 - Presenting a problem or situational analysisWelcome to Week 5! In this module you review relevant materials that will help you with the non-graded assignment that involves presenting a situation or problem analysis. The suggested links to previous lectures and readings focus on conducting an audience analysis, preparing and organising presentations, and presenting data and designing effective visuals. The Language links will help you choose the appropriate language for delivering informative presentations and the appropriate tone and style for your audience. 5 readings, 1 practice quizexpandReading: Conducting an audience analysisReading: Preparing a presentationReading: Tone, style and formalityReading: Describing and explainingReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /θ/ sound 'thin' Discussion Prompt: Presenting a situational analysisGraded: Presenting a situational analysisWEEK 6Week 6 - Presenting recommendations and justificationsWelcome to Week 6! In this module you review relevant materials that will help you with the non-graded assignment that involves presenting recommendations and justifications for the case problem. The suggested links to previous lectures and readings focus understanding and applying concepts in cross-cultural communication. The Language links will help you choose the appropriate language for delivering recommendations and justifcations.5 readings, 1 practice quizexpandReading: Providing support for your suggestionsReading: Understanding cross cultural communicationReading: Hofstede's cultural dimensionsReading: Making recommendationsReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /r/ sound 'red' Discussion Prompt: Presenting your recommendations and justificationsGraded: Presenting your recommendations and justificationsWEEK 7Week 7 - Capstone project1 video, 1 readingexpandReading: Capstone project instructionsVideo: Farewell message from the teachersGraded: PresentationGraded: Business recommendation reportWelcome to Week 1! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 1-page case analysis. The suggested links to previous lectures and readings will help you plan the content and structure of your initial case analysis together with resources that will help you with your language, grammar and structure. Video: WelcomeReading: Capstone introductionReading: China National Consumer Goods Corporation (CNC) Business Case StudyReading: Critical reading and analysis of the caseReading: Language practice for writing a case analysisReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Describing and explaining the caseWelcome to Week 2! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 1-page situational analysis. The suggested links to previous lectures and readings focus on giving explanations and making descriptions together with resources that will help you with your language, grammar and structure. Reading: Analysing the situationReading: Language practice for a situational analysisReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Analysing CNC's situationWelcome to Week 3! In this module you review relevant materials that will help you with the non-graded assignment that involves producing a 2-page executive summary for a recommendation report. The suggested links to previous lectures and readings focus on the language and organization of an executive summary together with resources that will help you with your grammar and structure. Reading: Creating a well-organized and logical executive summaryReading: A review of report writingReading: Language practice for executive summary writingReading: Review key grammar and structurePractice Quiz: Practice challenging grammar and structureDiscussion Prompt: Creating an executive summary (Parts 1 and 2)Welcome to Week 4! In this module you review relevant materials that will help you with the non-graded assignment that involves pitching an idea or suggestion. The suggested links to previous lectures and readings will help you plan the content and structure of your pitch together with resources that will help you with your delivery and language. Reading: Planning content and structure of a pitchReading: Verbal and non verbal communication for effective deliveryReading: Language practice for business pitchesReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /æ/ sound 'man'Discussion Prompt: Using effective verbal and non verbal communicationWelcome to Week 5! In this module you review relevant materials that will help you with the non-graded assignment that involves presenting a situation or problem analysis. The suggested links to previous lectures and readings focus on conducting an audience analysis, preparing and organising presentations, and presenting data and designing effective visuals. The Language links will help you choose the appropriate language for delivering informative presentations and the appropriate tone and style for your audience. Reading: Conducting an audience analysisReading: Preparing a presentationReading: Tone, style and formalityReading: Describing and explainingReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /θ/ sound 'thin' Discussion Prompt: Presenting a situational analysisWelcome to Week 6! In this module you review relevant materials that will help you with the non-graded assignment that involves presenting recommendations and justifications for the case problem. The suggested links to previous lectures and readings focus understanding and applying concepts in cross-cultural communication. The Language links will help you choose the appropriate language for delivering recommendations and justifcations.Reading: Providing support for your suggestionsReading: Understanding cross cultural communicationReading: Hofstede's cultural dimensionsReading: Making recommendationsReading: Review challenging English soundsPractice Quiz: Practice challenging English soundsPeer Review: Say it right - /r/ sound 'red' Discussion Prompt: Presenting your recommendations and justificationsReading: Capstone project instructionsVideo: Farewell message from the teachers",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/business-case-analysis",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.0 stars"
  },
  {
    "Title": "Technical Writing",
    "Description": "About this course: The course develops technical writing skills necessary to communicate information gained through a process of technical or experimental work. The course highlights the factors that determine the degree of technicality of the language and concepts involved. You will learn how to write different technical reports, e.g., laboratory reports, research reports, design and feasibility reports, progress reports, consulting reports, etc. The course also approaches several language, structure, style, and content issues that you can encounter while reporting the results of your research.WEEK 1Introduction1 video, 6 readingsexpandReading: Elena BazanovaReading: MIPTReading: LTTCReading: Clarivate AnalyticsReading: Valentin Bogorov \u0026 Darya Bukhtoyarova (Clarivate Analytics)Video: Welcome videoReading: Grading PolicyWEEK 2Module I: From Start to FinishThis module will help you acquire knowledge about technical writing, which deals with complex topics in precise ways. The module covers issues related to workplace research that you will have to conduct as a technical writer. Regardless of which technique you use, your challenge will be to sort the relevant information from the irrelevant, and the accurate from the bogus. The module focuses on audience, purpose, and measures of excellence in technical documents. In addition, you will learn what it means to be a good technical communicator.\nThe references included at the end this module will serve as a perfect complement to the information described in the video lectures.9 videos, 1 reading, 3 practice quizzesexpandVideo: Introductory videoPractice Quiz: Preview TestVideo: What’s in a name?Video: Characteristics of Technical WritingVideo: Measures of Excellence in Technical DocumentsPractice Quiz: Preview TestVideo: The Content ApproachVideo: Acquiring the Three Types of KnowledgePractice Quiz: Preview TestVideo: Understanding Audience and PurposeVideo: Collaborative WritingVideo: Writing for Multiple AudiencesDiscussion Prompt: Discussion PointReading: Recommended readings and resourcesGraded: Graded QuizGraded: Graded QuizGraded: Graded QuizGraded: End-of-Module TestWEEK 3Module II: Organizing the Information In this Module, you will learn how to use visuals to communicate a large amount of information quickly and efficiently. The Module provides general guidelines for using graphical tools that you can use to design visuals with the output process of the report in mind. In addition, you will learn how to define a term using various techniques of extended definitions. The Module also provides guidelines for effective planning of technical report writing.9 videos, 2 readings, 3 practice quizzesexpandVideo: Introductory videoPractice Quiz: Preview TestVideo: VisualsVideo: Technical definitionVideo: ExtensionsPractice Quiz: Preview TestVideo: Mechanism DescriptionVideo: Mechanism in OperationPractice Quiz: Preview TestVideo: Planning StageVideo: Report Structure: Part 1Video: Report Structure: Part 2Reading: FAQ concerning peer-review assignments.Discussion Prompt: Discussion PointReading: Recommended readings and resourcesGraded: Graded QuizGraded: Graded QuizGraded: Graded QuizGraded: Peer-graded assignmentGraded: End-of-Module TestWEEK 4Module III: Researching Your SubjectThis module will help you develop an enhanced understanding of such types of technical documentation as feasibility and recommendation reports, instructions as well as laboratory research. The module covers issues related to various types of academic and workplace research. The focus is on acquiring the best available information – the most accurate, most unbiased, most comprehensive, and most current.10 videos, 1 reading, 3 practice quizzesexpandVideo: Introductory videoPractice Quiz: Preview TestVideo: Academic vs. Workplace ResearchVideo: Conducting Secondary ResearchVideo: Primary ResearchPractice Quiz: Preview TestVideo: Focus on ProcessVideo: Laboratory ReportVideo: Feasibility, recommendation, and evaluation reportsPractice Quiz: Preview TestVideo: InstructionsVideo: Checklist for the technical reportVideo: Style of writingDiscussion Prompt: Discussion PointReading: Recommended readings and resourcesGraded: Graded QuizGraded: Graded QuizGraded: Graded QuizGraded: End-of-Module TestWEEK 5Module IV: Capstone Project4 videos, 1 reading, 1 practice quizexpandVideo: Introductory videoPractice Quiz: Preview testVideo: Web of Science: the primary tool for information discoveryVideo: Web of Science: information search examplesVideo: Derwent Innovation Index: how to navigate the patent dataReading: FAQ concerning peer-review assignments.Discussion Prompt: Discussion PointGraded: Graded QuizGraded: Peer-graded assignment: Writing an InstructionReading: Elena BazanovaReading: MIPTReading: LTTCReading: Clarivate AnalyticsReading: Valentin Bogorov \u0026 Darya Bukhtoyarova (Clarivate Analytics)Video: Welcome videoReading: Grading PolicyThis module will help you acquire knowledge about technical writing, which deals with complex topics in precise ways. The module covers issues related to workplace research that you will have to conduct as a technical writer. Regardless of which technique you use, your challenge will be to sort the relevant information from the irrelevant, and the accurate from the bogus. The module focuses on audience, purpose, and measures of excellence in technical documents. In addition, you will learn what it means to be a good technical communicator.\nThe references included at the end this module will serve as a perfect complement to the information described in the video lectures.Video: Introductory videoPractice Quiz: Preview TestVideo: What’s in a name?Video: Characteristics of Technical WritingVideo: Measures of Excellence in Technical DocumentsPractice Quiz: Preview TestVideo: The Content ApproachVideo: Acquiring the Three Types of KnowledgePractice Quiz: Preview TestVideo: Understanding Audience and PurposeVideo: Collaborative WritingVideo: Writing for Multiple AudiencesDiscussion Prompt: Discussion PointReading: Recommended readings and resources In this Module, you will learn how to use visuals to communicate a large amount of information quickly and efficiently. The Module provides general guidelines for using graphical tools that you can use to design visuals with the output process of the report in mind. In addition, you will learn how to define a term using various techniques of extended definitions. The Module also provides guidelines for effective planning of technical report writing.Video: Introductory videoPractice Quiz: Preview TestVideo: VisualsVideo: Technical definitionVideo: ExtensionsPractice Quiz: Preview TestVideo: Mechanism DescriptionVideo: Mechanism in OperationPractice Quiz: Preview TestVideo: Planning StageVideo: Report Structure: Part 1Video: Report Structure: Part 2Reading: FAQ concerning peer-review assignments.Discussion Prompt: Discussion PointReading: Recommended readings and resourcesThis module will help you develop an enhanced understanding of such types of technical documentation as feasibility and recommendation reports, instructions as well as laboratory research. The module covers issues related to various types of academic and workplace research. The focus is on acquiring the best available information – the most accurate, most unbiased, most comprehensive, and most current.Video: Introductory videoPractice Quiz: Preview TestVideo: Academic vs. Workplace ResearchVideo: Conducting Secondary ResearchVideo: Primary ResearchPractice Quiz: Preview TestVideo: Focus on ProcessVideo: Laboratory ReportVideo: Feasibility, recommendation, and evaluation reportsPractice Quiz: Preview TestVideo: InstructionsVideo: Checklist for the technical reportVideo: Style of writingDiscussion Prompt: Discussion PointReading: Recommended readings and resourcesVideo: Introductory videoPractice Quiz: Preview testVideo: Web of Science: the primary tool for information discoveryVideo: Web of Science: information search examplesVideo: Derwent Innovation Index: how to navigate the patent dataReading: FAQ concerning peer-review assignments.Discussion Prompt: Discussion PointUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "Moscow Institute of Physics and Technology",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/technical-writing",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-4 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Academic Discussions in English",
    "Description": "About this course: This is the third course in the Learn English: Advanced Speaking and Listening specialization. In this class you will learn about different types of conversations you will have in academic settings. You will also learn some strategies for helping you understand other people's meaning and for helping you express yourself effectively. Learners will record several videos of themselves participating in assigned group discussions with their own friends and upload the videos for peer feedback. While this might seem intimidating, it will be a great opportunity for you to practice and improve your discussion skills.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Introduction to DiscussionsThis is the third course in the Learn English: Advanced Speaking and Listening specialization. In this class you will learn about different types of conversations you will have in academic settings. You will also learn some strategies for helping you understand other people's meaning and for helping you express yourself effectively. This first module will show you the importance of effective academic conversational English. You'll see how it is different from other conversational English and why it is necessary to make you successful in college environments. Finally, you'll do a video assignment in which you record yourself in a group discussion. You'll submit this video for feedback on your discussion techniques.7 videos, 6 readings, 3 practice quizzesexpandVideo: WelcomeVideo: Meet the TeacherPeer Review: Introduce YourselfReading: Important MessagesVideo: Week 1 IntroductionVideo: Discussions Overview LecturePractice Quiz: Discussions Practice QuizVideo: Preparing for Discussions LectureReading: Preparing for Academic Discussions PracticeVideo: Getting Started LecturePractice Quiz: Getting Started Practice QuizVideo: Vocabulary LectureReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeDiscussion Prompt: How to Make a VideoReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithGraded: Discussion Assignment Peer ReviewGraded: Graded QuizWEEK 2ElaborationThis week, you'll learn about the importance of elaborating in a conversation and learn to avoid some common problems that occur when elaboration doesn't happen. You'll learn several ways to add examples to your discussions and how to use critical thinking to take make your discussions go deeper. Again, you will have the chance to practice having a group discussion and to submit a video of it for feedback.4 videos, 5 readings, 3 practice quizzesexpandVideo: Week 2 IntroductionVideo: Elaboration LectureReading: Elaboration ActivityVideo: Examples LecturePractice Quiz: Examples Practice QuizVideo: Going Deeper LecturePractice Quiz: Going Deeper Practice QuizReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithGraded: Discussion Assignment Peer ReviewGraded: Graded QuizWEEK 3InteractionNow, you'll learn how to maintain a smooth discussion by avoiding common problems with interaction and participation. You'll also learn how to listen to other speakers' ideas and learn how to agree or disagree with others in your discussion. Once again, you will be able to practice having a group discussion, and you will record and share the video with other learners.3 videos, 4 readings, 4 practice quizzesexpandVideo: Interaction LecturePractice Quiz: Interaction Practice QuizVideo: Constructing Conversation LecturePractice Quiz: Constructing Conversation Practice QuizVideo: Agreeing and Disagreeing LecturePractice Quiz: Agreeing and Disagreeing Practice ActivityReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithGraded: Discussion Assignment Peer ReviewGraded: Graded QuizWEEK 4SynthesisIn the final week, you will learn how to synthesize the ideas in your discussions and how to come up with meaningful take-aways and action points. You'll also learn how to reflect on the important points in a discussion so that the whole thing is meaningful. You will get one more chance to demonstrate your discussion skills and get feedback by sharing a video of your discussion.3 videos, 5 readings, 3 practice quizzesexpandVideo: Synthesis LecturePractice Quiz: Synthesis Practice QuizVideo: Wrapping Up LecturePractice Quiz: Wrapping Up Practice QuizVideo: Reflecting on the Course LecturePeer Review: Reflecting on the Course Practice ActivityReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithReading: Learn MoreGraded: Discussion Assignment Peer ReviewGraded: Graded QuizThis is the third course in the Learn English: Advanced Speaking and Listening specialization. In this class you will learn about different types of conversations you will have in academic settings. You will also learn some strategies for helping you understand other people's meaning and for helping you express yourself effectively. This first module will show you the importance of effective academic conversational English. You'll see how it is different from other conversational English and why it is necessary to make you successful in college environments. Finally, you'll do a video assignment in which you record yourself in a group discussion. You'll submit this video for feedback on your discussion techniques.Video: WelcomeVideo: Meet the TeacherPeer Review: Introduce YourselfReading: Important MessagesVideo: Week 1 IntroductionVideo: Discussions Overview LecturePractice Quiz: Discussions Practice QuizVideo: Preparing for Discussions LectureReading: Preparing for Academic Discussions PracticeVideo: Getting Started LecturePractice Quiz: Getting Started Practice QuizVideo: Vocabulary LectureReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeDiscussion Prompt: How to Make a VideoReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithThis week, you'll learn about the importance of elaborating in a conversation and learn to avoid some common problems that occur when elaboration doesn't happen. You'll learn several ways to add examples to your discussions and how to use critical thinking to take make your discussions go deeper. Again, you will have the chance to practice having a group discussion and to submit a video of it for feedback.Video: Week 2 IntroductionVideo: Elaboration LectureReading: Elaboration ActivityVideo: Examples LecturePractice Quiz: Examples Practice QuizVideo: Going Deeper LecturePractice Quiz: Going Deeper Practice QuizReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithNow, you'll learn how to maintain a smooth discussion by avoiding common problems with interaction and participation. You'll also learn how to listen to other speakers' ideas and learn how to agree or disagree with others in your discussion. Once again, you will be able to practice having a group discussion, and you will record and share the video with other learners.Video: Interaction LecturePractice Quiz: Interaction Practice QuizVideo: Constructing Conversation LecturePractice Quiz: Constructing Conversation Practice QuizVideo: Agreeing and Disagreeing LecturePractice Quiz: Agreeing and Disagreeing Practice ActivityReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithIn the final week, you will learn how to synthesize the ideas in your discussions and how to come up with meaningful take-aways and action points. You'll also learn how to reflect on the important points in a discussion so that the whole thing is meaningful. You will get one more chance to demonstrate your discussion skills and get feedback by sharing a video of your discussion.Video: Synthesis LecturePractice Quiz: Synthesis Practice QuizVideo: Wrapping Up LecturePractice Quiz: Wrapping Up Practice QuizVideo: Reflecting on the Course LecturePeer Review: Reflecting on the Course Practice ActivityReading: Vocabulary PracticeReading: Discussion Analysis Part 1Reading: Discussion Analysis Part 2Practice Quiz: Discussion Analysis PracticeReading: Discussion Assignment DirectionsDiscussion Prompt: Find Others to Do Your Assignment WithReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/academic-discussion-english",
    "Language": "English, Subtitles: Albanian",
    "Commitment": "4-5 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Academic Literacy",
    "Description": "About this course: This is the first course of the English for Research Publication Purposes Specialization. The course is an introduction to what you need to know about academic discourse. You’ll gain important critical reading skills to help you develop as a self-critical scientific writer. You will learn practical tools and effective strategies for increasing your academic vocabulary and grammar so that you will write well-structured coherent academic texts.WEEK 1MODULE I: THE READING–RESEARCH–WRITING CONTINUUMThis module will help you acquire critical reading skills so that you will develop as a self-critical writer. The module covers issues related to reading discipline-specific literature, which is indispensable from developing professional expertise in writing academic texts. The focus is on fundamental concepts of scientific writing, such as logical organization and argumentation.11 videos, 7 readings, 4 practice quizzesexpandReading: Elena BazanovaReading: MIPTReading: LTTCVideo: Welcome videoReading: Grading PolicyVideo: Introductory videoPractice Quiz: Preview TestVideo: Being CriticalVideo: Scientific EvidenceVideo: Critical ArgumentPractice Quiz: Preview TestVideo: Starting PointVideo: Research QuestionsVideo: Formulating a HypothesisPractice Quiz: Preview testVideo: Reading LiteratureVideo: Interacting with TextsVideo: Annotated BibliographyPractice Quiz: Practice 1Discussion Prompt: ForumReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.Graded: Graded QuizGraded: Graded quizGraded: End-of-Module TestGraded: Peer-graded assignmentWEEK 2MODULE II : DEVELOPING ACADEMIC VOCABULARYThis module covers issues related to building academic vocabulary. The module clarifies word-formation processes, i.e., affixation, conversion, and compounding. The focus is on strategic language re-use and ways of dealing with new words. The module provides software tools for extracting frequently occurring vocabulary specific to an area of research.10 videos, 3 readings, 3 practice quizzesexpandVideo: Introductory VideoPractice Quiz: Preview testVideo: Building BlocksVideo: Forming New WordsVideo: NominalisationsPractice Quiz: Preview testVideo: Noun PhrasesVideo: Strategic Language Re-UseVideo: Dealing With New WordsPractice Quiz: Preview testVideo: Treasure StoreVideo: ConcordancingVideo: Concept MappingReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.Graded: Graded quizGraded: Graded quizGraded: End-of-Module TestGraded: Peer-graded assignmentWEEK 3MODULE III :  FUNDAMENTALS OF ACADEMIC GRAMMARThis module covers issues related to the pragmatics of academic English. The module presents an overview of the English verb system, including most frequent tenses, three aspects, and two voices. The module highlights the use of correct punctuality, which is of immense help in meeting the goal of the writing process: to ensure clear communication of ideas. The module also explains the role of modality and register in academic writing. Another important issue discussed in module is the use of parallel constructionsfor words, phrases, clauses, sentences, and paragraphs of an academic text.10 videos, 2 readings, 4 practice quizzesexpandVideo: Introductory videoPractice Quiz: Preview testVideo: Types of VerbsVideo: ClausesVideo: Verb ComplementsPractice Quiz: Preview testVideo: Verb FormsVideo: ModalityVideo: RegisterPractice Quiz: PracticePractice Quiz: Preview testVideo: Using Parallel StructureVideo: Revising SentencesVideo: Sentence Combining and PunctuationReading: Recommended readings and resourcesReading: TakeawaysGraded: Graded quizGraded: Graded quizGraded: Graded quizGraded: End-of-Module TestWEEK 4MODULE IV : ACADEMIC DISCOURSEThe final module looks beyond the sentence to the ways that grammar structures paragraphs and longer texts. The module covers issues related to the textuality ofacademic texts, i.e. cohesion, coherence, intentionality, acceptability, informativity, situationality, andintertextuality. In particular, the module focuses on lexical and grammatical cohesion. The modulealso discusses the concept of paragraphing and what the topic sentence and the statement ofpurpose mean for effective academic writing.10 videos, 3 readings, 4 practice quizzesexpandVideo: Introductory videoPractice Quiz: Preview testVideo: Cohesion and CoherenceVideo: Types of CohesionVideo: Grammatical CohesionPractice Quiz: Preview testVideo: Basic GuidelineVideo: Topic SentenceVideo: Paragraph StructurePractice Quiz: PracticePractice Quiz: Preview testVideo: Crafting the Purpose StatementVideo: Developing the RationaleVideo: Commandments of Research WritingReading: FAQ concerning peer-review assignments.Discussion Prompt: ForumReading: Recommended readings and resourcesReading: TakeawaysGraded: Graded quizGraded: Graded quizGraded: Graded quizGraded: End-of-Module TestGraded: Peer-graded AssignmentThis module will help you acquire critical reading skills so that you will develop as a self-critical writer. The module covers issues related to reading discipline-specific literature, which is indispensable from developing professional expertise in writing academic texts. The focus is on fundamental concepts of scientific writing, such as logical organization and argumentation.Reading: Elena BazanovaReading: MIPTReading: LTTCVideo: Welcome videoReading: Grading PolicyVideo: Introductory videoPractice Quiz: Preview TestVideo: Being CriticalVideo: Scientific EvidenceVideo: Critical ArgumentPractice Quiz: Preview TestVideo: Starting PointVideo: Research QuestionsVideo: Formulating a HypothesisPractice Quiz: Preview testVideo: Reading LiteratureVideo: Interacting with TextsVideo: Annotated BibliographyPractice Quiz: Practice 1Discussion Prompt: ForumReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.This module covers issues related to building academic vocabulary. The module clarifies word-formation processes, i.e., affixation, conversion, and compounding. The focus is on strategic language re-use and ways of dealing with new words. The module provides software tools for extracting frequently occurring vocabulary specific to an area of research.Video: Introductory VideoPractice Quiz: Preview testVideo: Building BlocksVideo: Forming New WordsVideo: NominalisationsPractice Quiz: Preview testVideo: Noun PhrasesVideo: Strategic Language Re-UseVideo: Dealing With New WordsPractice Quiz: Preview testVideo: Treasure StoreVideo: ConcordancingVideo: Concept MappingReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.This module covers issues related to the pragmatics of academic English. The module presents an overview of the English verb system, including most frequent tenses, three aspects, and two voices. The module highlights the use of correct punctuality, which is of immense help in meeting the goal of the writing process: to ensure clear communication of ideas. The module also explains the role of modality and register in academic writing. Another important issue discussed in module is the use of parallel constructionsfor words, phrases, clauses, sentences, and paragraphs of an academic text.Video: Introductory videoPractice Quiz: Preview testVideo: Types of VerbsVideo: ClausesVideo: Verb ComplementsPractice Quiz: Preview testVideo: Verb FormsVideo: ModalityVideo: RegisterPractice Quiz: PracticePractice Quiz: Preview testVideo: Using Parallel StructureVideo: Revising SentencesVideo: Sentence Combining and PunctuationReading: Recommended readings and resourcesReading: TakeawaysThe final module looks beyond the sentence to the ways that grammar structures paragraphs and longer texts. The module covers issues related to the textuality ofacademic texts, i.e. cohesion, coherence, intentionality, acceptability, informativity, situationality, andintertextuality. In particular, the module focuses on lexical and grammatical cohesion. The modulealso discusses the concept of paragraphing and what the topic sentence and the statement ofpurpose mean for effective academic writing.Video: Introductory videoPractice Quiz: Preview testVideo: Cohesion and CoherenceVideo: Types of CohesionVideo: Grammatical CohesionPractice Quiz: Preview testVideo: Basic GuidelineVideo: Topic SentenceVideo: Paragraph StructurePractice Quiz: PracticePractice Quiz: Preview testVideo: Crafting the Purpose StatementVideo: Developing the RationaleVideo: Commandments of Research WritingReading: FAQ concerning peer-review assignments.Discussion Prompt: ForumReading: Recommended readings and resourcesReading: TakeawaysUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "Moscow Institute of Physics and Technology",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/academic-literacy",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-4 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Business English: Planning \u0026 Negotiating",
    "Description": "About this course: In this course, the context is hosting an event and finding an appropriate venue for it. You will learn language and strategies for successful negotiations culminating in a written announcement for an event.\n\nCourse Learning Objectives\n\n•\tNegotiate strategically in formal and informal settings\n•\tIdentify and resolve customer issues after a negotiation has taken place\n•\tEvaluate and compare services and features of two venues\n•\tPlan a business event using negotiation skills\n•\tWrite an announcement for a business event after selecting a venueWEEK 1Week 1: Exchanging InformationExchanging information is the first step in negotiating.  In this module, we’re going to look at ways to request and give information.  We’ll also look at how to make comparisons before making a final decision.  16 videos, 5 readings, 6 practice quizzesexpandVideo: Video: Introduction to Wendy Asplin, Instructor for Course 3Video: Video: Course OverviewReading: Read MeVideo: Video: Leaving a VoicemailVideo: Video: Content and Vocabulary for Leaving a VoicemailPractice Quiz: Vocabulary in a VoicemailReading: Lesson Vocabulary ListVideo: Video: Describing a Service, Part 1Video: Video: Interview with Holly Reynolds, Edgewater HotelPractice Quiz: Holly Reynolds, Edgewater HotelReading: The Edgewater HotelPractice Quiz: The Edgewater HotelVideo: Video: Describing a Service, Part 2Practice Quiz: Describing a ServiceVideo: Video: Comparing Services, Part 1Video: Scenario: Comparing VenuesVideo: Video: Comparing Services, Part 2Reading: Lesson Vocabulary ListVideo: Video: Making DecisionsVideo: Scenario: Making a Decision 1Video: Video: VocabularyVideo: Scenario: Making a Decision, 2Video: Video: Scenario SummaryPractice Quiz: Finishing SentencesVideo: Video: Communicating DecisionsPractice Quiz: Giving Reasons in EmailReading: Lesson Vocabulary ListGraded: Guidelines for Leaving a VoicemailGraded: Record and Review Voicemail MessageGraded: Language of ComparisonGraded: Email on Choice of VenuesWEEK 2Week 2: NegotiatingIn this week, you will receive an overview of negotiations, learn to make a proposal, and also be able to make a concession during negotiations.16 videos, 5 readings, 6 practice quizzesexpandVideo: Video: Introduction to Negotiating EffectivelyVideo: Video: Interview with Dan Poston, Assistant Dean, UW Foster School Of BusinessPractice Quiz: Interview with Dan PostonVideo: Video: Negotiation StrategiesVideo: Scenario: Phone Call #1Video: Scenario: Phone Call #2Video: Video: Successful NegotiationVideo: Video: Cultural Differences in NegotiationDiscussion Prompt: Discussion Forum: Negotiations and Culture Practice Quiz: Negotiating Guidelines and VocabularyVideo: Video: SummaryReading: Lesson Vocabulary ListVideo: Video: Negotiating LanguagePractice Quiz: Making Proposals VocabularyVideo: Scenario: Making a ProposalVideo: Video: Details of a ProposalVideo: Video: Negotiation GuidelinesVideo: Video: PersuasionReading: The Art of PersuasionPractice Quiz: PersuasionDiscussion Prompt: Discussion Forum: Proposals, Counter Proposals, and Persuasion Reading: Link to \"The Science of Persuasion\"Reading: Lesson Vocabulary ListVideo: Video: Guidelines and Language Negotiating by EmailPractice Quiz: Negotiating by EmailVideo: Video: Being Clear in Negotiations by EmailPractice Quiz: Email Negotiations VocabularyReading: Lesson Vocabulary ListVideo: Video: Week 2 SummaryGraded: Proposals, Counter Offers, and ConcessionsGraded: Writing Emails in a NegotiationWEEK 3Week 3: Handling ProblemsWhen plans are in place, there is always a chance of things going wrong. In this module, you will learn about the techniques to handle problems as they arise.10 videos, 4 readings, 6 practice quizzesexpandVideo: Video: Handling ProblemsVideo: Describing ProblemsPractice Quiz: Guidelines for Describing ProblemsVideo: Video: Language and Guidelines for Describing a ProblemPractice Quiz: Language for Describing ProblemsReading: Lesson Vocabulary ListVideo: Video: Introduction to Dealing with ProblemsVideo: Video: Guidelines and Language for Identifying and Initial Response to ProblemVideo: Interview with Holly Reynolds about Customer ServiceReading: Lesson Vocabulary ListVideo: Video: Responding to a Customer Problem ExampleVideo: Video: Language for Resolving ProblemsPractice Quiz: How to Resolve ProblemsPractice Quiz: Resolving a ProblemReading: Lesson Vocabulary ListVideo: Video: Following Up on a Problem, Part 1Practice Quiz: Follow Up or Final Email?Video: Video: Following Up On A Problem, Part 2Practice Quiz: Following Up On ProblemsReading: Lesson Vocabulary ListGraded: Voicemail Describing a ProblemGraded: Dealing With ProblemsGraded: Resolving Problems: A ConversationGraded: Recording a Voicemail Following up on a ProblemWEEK 4Week 4: Planning and Announcing EventsPlanning events can be a lot of work, but has a huge pay off. You will learn about organizing and announcing events before implementing your plans.11 videos, 4 readings, 4 practice quizzesexpandVideo: Video: Planning EventsPractice Quiz: MOHAI Museum HistoryVideo: Interview with MOHAIPractice Quiz: Interview with Christine Kolodoge, MOHAIVideo: Video: Organizing An Event, Part 1Video: Scenario: Planning MeetingsVideo: Video: Organizing An Event, Part 2Video: Video: Making A To-Do ListReading: Lesson Vocabulary ListVideo: Introduction To AnnouncementsVideo: Video: Writing a Formal Event AnnouncementVideo: Video: Writing an Event AnnouncementReading: Lesson Vocabulary ListVideo: Video: Introduction To Writing AnnouncementsReading: Washington State Tourism NetworkPractice Quiz: Washington State Tourism NetworkVideo: Video: The Language of ConferencesPractice Quiz: ConferencesReading: Lesson Vocabulary ListGraded: Planning EventsGraded: To-do ListGraded: Lists In AnnouncementsGraded: Writing A Conference AnnouncementVideo: Video: Introduction to Wendy Asplin, Instructor for Course 3Video: Video: Course OverviewReading: Read MeVideo: Video: Leaving a VoicemailVideo: Video: Content and Vocabulary for Leaving a VoicemailPractice Quiz: Vocabulary in a VoicemailReading: Lesson Vocabulary ListVideo: Video: Describing a Service, Part 1Video: Video: Interview with Holly Reynolds, Edgewater HotelPractice Quiz: Holly Reynolds, Edgewater HotelReading: The Edgewater HotelPractice Quiz: The Edgewater HotelVideo: Video: Describing a Service, Part 2Practice Quiz: Describing a ServiceVideo: Video: Comparing Services, Part 1Video: Scenario: Comparing VenuesVideo: Video: Comparing Services, Part 2Reading: Lesson Vocabulary ListVideo: Video: Making DecisionsVideo: Scenario: Making a Decision 1Video: Video: VocabularyVideo: Scenario: Making a Decision, 2Video: Video: Scenario SummaryPractice Quiz: Finishing SentencesVideo: Video: Communicating DecisionsPractice Quiz: Giving Reasons in EmailReading: Lesson Vocabulary ListVideo: Video: Introduction to Negotiating EffectivelyVideo: Video: Interview with Dan Poston, Assistant Dean, UW Foster School Of BusinessPractice Quiz: Interview with Dan PostonVideo: Video: Negotiation StrategiesVideo: Scenario: Phone Call #1Video: Scenario: Phone Call #2Video: Video: Successful NegotiationVideo: Video: Cultural Differences in NegotiationDiscussion Prompt: Discussion Forum: Negotiations and Culture Practice Quiz: Negotiating Guidelines and VocabularyVideo: Video: SummaryReading: Lesson Vocabulary ListVideo: Video: Negotiating LanguagePractice Quiz: Making Proposals VocabularyVideo: Scenario: Making a ProposalVideo: Video: Details of a ProposalVideo: Video: Negotiation GuidelinesVideo: Video: PersuasionReading: The Art of PersuasionPractice Quiz: PersuasionDiscussion Prompt: Discussion Forum: Proposals, Counter Proposals, and Persuasion Reading: Link to \"The Science of Persuasion\"Reading: Lesson Vocabulary ListVideo: Video: Guidelines and Language Negotiating by EmailPractice Quiz: Negotiating by EmailVideo: Video: Being Clear in Negotiations by EmailPractice Quiz: Email Negotiations VocabularyReading: Lesson Vocabulary ListVideo: Video: Week 2 SummaryVideo: Video: Handling ProblemsVideo: Describing ProblemsPractice Quiz: Guidelines for Describing ProblemsVideo: Video: Language and Guidelines for Describing a ProblemPractice Quiz: Language for Describing ProblemsReading: Lesson Vocabulary ListVideo: Video: Introduction to Dealing with ProblemsVideo: Video: Guidelines and Language for Identifying and Initial Response to ProblemVideo: Interview with Holly Reynolds about Customer ServiceReading: Lesson Vocabulary ListVideo: Video: Responding to a Customer Problem ExampleVideo: Video: Language for Resolving ProblemsPractice Quiz: How to Resolve ProblemsPractice Quiz: Resolving a ProblemReading: Lesson Vocabulary ListVideo: Video: Following Up on a Problem, Part 1Practice Quiz: Follow Up or Final Email?Video: Video: Following Up On A Problem, Part 2Practice Quiz: Following Up On ProblemsReading: Lesson Vocabulary ListVideo: Video: Planning EventsPractice Quiz: MOHAI Museum HistoryVideo: Interview with MOHAIPractice Quiz: Interview with Christine Kolodoge, MOHAIVideo: Video: Organizing An Event, Part 1Video: Scenario: Planning MeetingsVideo: Video: Organizing An Event, Part 2Video: Video: Making A To-Do ListReading: Lesson Vocabulary ListVideo: Introduction To AnnouncementsVideo: Video: Writing a Formal Event AnnouncementVideo: Video: Writing an Event AnnouncementReading: Lesson Vocabulary ListVideo: Video: Introduction To Writing AnnouncementsReading: Washington State Tourism NetworkPractice Quiz: Washington State Tourism NetworkVideo: Video: The Language of ConferencesPractice Quiz: ConferencesReading: Lesson Vocabulary ListUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business WritingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "University of Washington",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-english-negotiating",
    "Language": "English, Subtitles: Mongolian",
    "Commitment": "4 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Advanced Interviewing Techniques",
    "Description": "About this course: People interviewing for jobs today often fail because they are using yesterday's strategies. Recruiting technology has become more sophisticated, and the best employers are constantly changing the way interviews are done. This course gives you detailed strategies for handling tough competency-based, or behavioral,  interviews so that you can communicate the knowledge, skills, and abilities that you have and that employers demand.\n\nYou will be able to:\n\n1.  Identify what the hiring organization is looking for in using behavioral interviewing techniques.\n\n2.  List the steps in the S.T.A.R. response strategy and apply the steps, using reasonably correct language, to respond to  behavioral interview questions.\n\n3.  Use your responses to behavioral and competency-based questions to communicate your personal values.\n\n4.  Identify what the hiring organization is looking for in asking situational and wild-card interview questions.\n\n5.  List the steps in the P.R.E.P. and 5 W's response strategies and apply the steps, using reasonably correct language, to answer at least one wild-card and two situational interview questions.\n\n6.  Develop an optimal strategy for responding to the weaknesses question, based on recognizing why a hiring organization asks these questions.\n\n7.  Demonstrate your personal strengths and maturity through your responses to the weaknesses question.\n\n8.  Correctly apply hedging language to soften a negative and boosting language to emphasize a positive aspect of your professional and/or academic background.\n\n9.  Ask questions to determine how well an organization fits with your personality, career goals and salary objectives.\n\n10. Ask questions that communicate your competencies and strengths.\n\n11.  Negotiate the best job offer and compensation package for yourself.\n\n12.  Perform successfully on telephone interviews.WEEK 1Answering \"Tell Me About a Time...\" QuestionsIn this module, you will learn how to respond to behavioral interview questions, also known as competency-based interview questions. You will  learn to: differentiate competencies from skills, break down the thinking behind a hiring organization's use of this approach, contrast behavioral interview questions with traditional questions, identify the characteristics of a successful behavioral interview response, apply the S.T.A.R. response strategy to behavioral interview questions, recognize how behavioral interview responses show job competencies, respond to the three most common behavioral interview questions, and communicate benefits to the hiring organization through your responses6 videos, 12 readings, 2 practice quizzesexpandVideo: What You Should Know About Behavioral InterviewsReading: An Example Competency CatalogReading: Supervisor's Guide to Behavioral InterviewingPractice Quiz: Concept ReviewReading: Help Us Make Better MOOCsVideo: Using the S.T.A.R. Response StrategyReading: Interview Preparation Questions - BehavioralReading: Interview Preparation Questions - TraditionalPractice Quiz: Concept ReviewVideo: A Specific Situation Where You FailedReading: An Effective Preparation TechniqueReading: Language PracticeVideo: A Past Accomplishment You're Proud OfReading: A Portrait of ExcellenceDiscussion Prompt: Discuss \"A Portrait of Excellence\"Video: How You Handle Conflict at WorkVideo: Communicating BenefitsReading: Characteristics of Successful InnovatorsReading: Innovation Lessons from Steve JobsReading: Global TrendsDiscussion Prompt: Discuss \"Global Trends\"Reading: Behavioral Interview Practice TaskGraded: Behavioral Interview PracticeGraded: Language QuizGraded: Concept CheckWEEK 2Answering \"What If...\" QuestionsIn this module, you will learn how to respond to situational interview questions, also known as \"What If\" interview questions. These also include the so-called \"wild-card\" interview questions. You will  learn to: recognize what the hiring organization is looking for in asking these questions, communicate your character values through your responses, apply the P.R.E.P. response strategy to answering interview questions, apply the Pros. vs. Cons. response strategy to answering interview questions, and apply the 5 W's response strategy to answering interview questions.5 videos, 6 readingsexpandVideo: What Is the Hiring Manager Looking For?Reading: Answering \"What If...\" QuestionsVideo: Communicating Your Personal ValuesReading: Character Trumps CredentialsDiscussion Prompt: Discuss \"Character Trumps Credentials\"Video: The P.R.E.P. Response StrategyVideo: The Pros vs. Cons Response StrategyVideo: The 5W's Response StrategyReading: Situational Interview QuestionsReading: Wild-Card Interview QuestionsReading: Interview Question GeneratorReading: Situational Interview Practice TaskGraded: Language QuizGraded: Situational Interview PracticeWEEK 3Answering \"What is Your Biggest Weakness?\"In this module, you will learn how to respond to questions that probe for weaknesses. You will learn to: recognize what the hiring organization is looking for in asking these questions, avoid common pitfalls in answering this question, demonstrate mature self-assessment skills through this question, demonstrate the ability to take responsibility for your own growth, demonstrate your ability to perform under pressure, use hedging language to soften negative information, use boosting language to emphasize positive information, and a strategy for positioning yourself for executive assignments.4 videos, 3 readings, 1 practice quizexpandVideo: Strategies for Answering the Weaknesses QuestionPractice Quiz: Concept ReviewVideo: Showing Strength in Discussing WeaknessesReading: Guidance in Answering the QuestionReading: Practicing for the Weakness QuestionVideo: Softening Negative InformationVideo: Emphasizing Positive InformationReading: How Non-Native Speakers Can Crack the Glass CeilingDiscussion Prompt: Discuss \"How Non-Native Speakers Can Crack the Glass Ceiling\"Graded: Practicing the Weakness QuestionGraded: Hedging Language QuizWEEK 4Handling the End of the InterviewIn this module, you will learn how to ask your own questions and how to negotiate a job offer. You will learn to: ask questions that communicate your strengths and competencies, ask questions that help you determine whether the organization is a good fit for you, ask questions that help you align the interview with your career goals, probe for organizational characteristics that can complement your strengths, assess your market value to the company, negotiate the best salary and compensation package for yourself.6 videos, 8 readingsexpandVideo: What You Should Know About Asking QuestionsReading: 10 Most Common MistakesVideo: Five Questions to Ask at Every InterviewReading: Questions to Ask - Cheat SheetVideo: Questions You Should Never AskVideo: Closing the InterviewReading: Questions to Ask Yourself after Every InterviewVideo: Negotiating the Best Deal - Part IReading: Global Salary ForecastDiscussion Prompt: Discuss \"Global Salary Forecast\"Video: Negotiating the Best Deal - Part IIReading: Fearless Salary NegotiationReading: Forms of CompensationReading: Salary Research SitesReading: Rules for Negotiating a Job OfferPeer Review: Write an Executive SummaryGraded: Questions to Ask of an InterviewerGraded: Compare Negotiation StrategiesWEEK 5How to Ace a Telephone InterviewIn this module, you will learn how to perform successfully on telephone interviews.  You will learn: how best to prepare for phone interviews, how to communicate a strong, confident personality on the phone, how to maintain your confidence throughout a phone interview, how to manage the business conversation of a phone interview, how to close a phone interview in your favor, how to improve your skill with every phone interview. 5 videos, 8 readings, 2 practice quizzesexpandVideo: How To Prepare for a Phone InterviewReading: Phone Interview Cheat SheetReading: Strategies for Interview Questions - Tip SheetVideo: Your Phone PersonalityReading: Vocal WarmupReading: Your Speaking VoicePractice Quiz: Concept ReviewVideo: Tips for Speaking with ConfidenceReading: 12 Tips from Business InsiderReading: Strategies for a Successful Phone InterviewVideo: Tips for Managing the ConversationPractice Quiz: Concept ReviewVideo: Tips for Closing the ConversationReading: Phone Interview Follow-UpReading: Three Sites for Your Phone Interview HandbookGraded: Your Personalized Phone Interview HandbookIn this module, you will learn how to respond to behavioral interview questions, also known as competency-based interview questions. You will  learn to: differentiate competencies from skills, break down the thinking behind a hiring organization's use of this approach, contrast behavioral interview questions with traditional questions, identify the characteristics of a successful behavioral interview response, apply the S.T.A.R. response strategy to behavioral interview questions, recognize how behavioral interview responses show job competencies, respond to the three most common behavioral interview questions, and communicate benefits to the hiring organization through your responsesVideo: What You Should Know About Behavioral InterviewsReading: An Example Competency CatalogReading: Supervisor's Guide to Behavioral InterviewingPractice Quiz: Concept ReviewReading: Help Us Make Better MOOCsVideo: Using the S.T.A.R. Response StrategyReading: Interview Preparation Questions - BehavioralReading: Interview Preparation Questions - TraditionalPractice Quiz: Concept ReviewVideo: A Specific Situation Where You FailedReading: An Effective Preparation TechniqueReading: Language PracticeVideo: A Past Accomplishment You're Proud OfReading: A Portrait of ExcellenceDiscussion Prompt: Discuss \"A Portrait of Excellence\"Video: How You Handle Conflict at WorkVideo: Communicating BenefitsReading: Characteristics of Successful InnovatorsReading: Innovation Lessons from Steve JobsReading: Global TrendsDiscussion Prompt: Discuss \"Global Trends\"Reading: Behavioral Interview Practice TaskIn this module, you will learn how to respond to situational interview questions, also known as \"What If\" interview questions. These also include the so-called \"wild-card\" interview questions. You will  learn to: recognize what the hiring organization is looking for in asking these questions, communicate your character values through your responses, apply the P.R.E.P. response strategy to answering interview questions, apply the Pros. vs. Cons. response strategy to answering interview questions, and apply the 5 W's response strategy to answering interview questions.Video: What Is the Hiring Manager Looking For?Reading: Answering \"What If...\" QuestionsVideo: Communicating Your Personal ValuesReading: Character Trumps CredentialsDiscussion Prompt: Discuss \"Character Trumps Credentials\"Video: The P.R.E.P. Response StrategyVideo: The Pros vs. Cons Response StrategyVideo: The 5W's Response StrategyReading: Situational Interview QuestionsReading: Wild-Card Interview QuestionsReading: Interview Question GeneratorReading: Situational Interview Practice TaskIn this module, you will learn how to respond to questions that probe for weaknesses. You will learn to: recognize what the hiring organization is looking for in asking these questions, avoid common pitfalls in answering this question, demonstrate mature self-assessment skills through this question, demonstrate the ability to take responsibility for your own growth, demonstrate your ability to perform under pressure, use hedging language to soften negative information, use boosting language to emphasize positive information, and a strategy for positioning yourself for executive assignments.Video: Strategies for Answering the Weaknesses QuestionPractice Quiz: Concept ReviewVideo: Showing Strength in Discussing WeaknessesReading: Guidance in Answering the QuestionReading: Practicing for the Weakness QuestionVideo: Softening Negative InformationVideo: Emphasizing Positive InformationReading: How Non-Native Speakers Can Crack the Glass CeilingDiscussion Prompt: Discuss \"How Non-Native Speakers Can Crack the Glass Ceiling\"In this module, you will learn how to ask your own questions and how to negotiate a job offer. You will learn to: ask questions that communicate your strengths and competencies, ask questions that help you determine whether the organization is a good fit for you, ask questions that help you align the interview with your career goals, probe for organizational characteristics that can complement your strengths, assess your market value to the company, negotiate the best salary and compensation package for yourself.Video: What You Should Know About Asking QuestionsReading: 10 Most Common MistakesVideo: Five Questions to Ask at Every InterviewReading: Questions to Ask - Cheat SheetVideo: Questions You Should Never AskVideo: Closing the InterviewReading: Questions to Ask Yourself after Every InterviewVideo: Negotiating the Best Deal - Part IReading: Global Salary ForecastDiscussion Prompt: Discuss \"Global Salary Forecast\"Video: Negotiating the Best Deal - Part IIReading: Fearless Salary NegotiationReading: Forms of CompensationReading: Salary Research SitesReading: Rules for Negotiating a Job OfferPeer Review: Write an Executive SummaryIn this module, you will learn how to perform successfully on telephone interviews.  You will learn: how best to prepare for phone interviews, how to communicate a strong, confident personality on the phone, how to maintain your confidence throughout a phone interview, how to manage the business conversation of a phone interview, how to close a phone interview in your favor, how to improve your skill with every phone interview. Video: How To Prepare for a Phone InterviewReading: Phone Interview Cheat SheetReading: Strategies for Interview Questions - Tip SheetVideo: Your Phone PersonalityReading: Vocal WarmupReading: Your Speaking VoicePractice Quiz: Concept ReviewVideo: Tips for Speaking with ConfidenceReading: 12 Tips from Business InsiderReading: Strategies for a Successful Phone InterviewVideo: Tips for Managing the ConversationPractice Quiz: Concept ReviewVideo: Tips for Closing the ConversationReading: Phone Interview Follow-UpReading: Three Sites for Your Phone Interview HandbookUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "University of Maryland, College Park",
    "Level": "",
    "URL": "https://coursera.org/learn/interview-techniques",
    "Language": "English",
    "Commitment": "5 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Inglés Empresarial: Gestión y Liderazgo",
    "Description": "About this course: Are you a business executive or a manager who uses English in your career? Then you know that good business communication in English requires focus, vocabulary, and specific linguistic structures. In this course, you will follow along a recently promoted manager as she builds and leads her team to success. Together, you will practice the language and styles of communication  needed in English for: \n•\tRecruiting and training a professional team to work together with integrity and respect\n•\tManaging and participating in well-organized meetings\n•\tMaking telephone conferences more efficient\n•\tWriting professional emails that are easy to read\nThe activities in this course will give you the opportunity to share your experience and receive immediate feedback from other business professionals around the world.\n\n¿Es usted un ejecutivo de negocios o gerente que utiliza inglés en su profesión? Entonces Ud. sabe que la buena comunicación empresarial en inglés exige los enfoques, el vocabulario y las estructuras lingüísticas específicas. En este curso, Ud. seguirá, a lo largo con un gerente recién promovido, como ella construye y conduce a su equipo hacia el éxito. Juntos, ustedes practicarán el lenguaje y los estilos de comunicación en inglés necesarios para:\n·       Reclutar y el entrenar a un equipo profesional a trabajar juntos con integridad y respeto\n·       Manejar y participar en las reuniones bien organizadas\n·       Hacer que las conferencias telefónicas sean más eficaz\n·       Escribir correos electrónicos profesionales que sean fáciles de leer\nLas actividades en este curso le dan la oportunidad de compartir su experiencia y recibir retroalimentación inmediata de otros profesionales empresariales en todo el mundo.WEEK 1Decisiones para dotación y contratación de personal / Staffing and Hiring Decisions En este módulo, seguiremos a Elizabeth en el proceso de armar su propio equipo. Veremos la manera como ella se comunica con su equipo y colegas dependiendo de cada situación. Esto le ayudará a prepararse para hacer solicitudes de forma directa o indirecta. Usted podrá usar como ejemplo, la forma que en que ella aplica modelos de comunicación con su equipo, y como usa el idioma. Por medio de la interacción con sus compañeros, podrá sintetizar sus nuevas habilidades en conversaciones y actividades en la vida real....In this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.7 videos, 4 readings, 5 practice quizzesexpandVideo: IntroductionVideo: 1.1 Tendré que armar mi equipo en seguidaReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect ApproachGraded: 1.16 Week 1 TestWEEK 2Gestión de reuniones / Meeting ManagementReuniones eficaces de negocio requieren la planificación, liderazgo, y habilidades comunicacionales. Sin estas habilidades, las reuniones pueden ser improductivas o peor aún, aburridas. Observando a Elizabeth y su equipo, usted será capaz de planificar y facilitar una reunión eficaz. Ademas, usted podrá crear una agenda efectiva con los puntos claves para una reunión....Effective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.6 videos, 6 readings, 5 practice quizzesexpandVideo: 2.1 La pasta de dientes del futuroReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerGraded: 2.16 Week 2 TestWEEK 3Liderazgo y trabajo en equipo / Leading and TeamingInterrumpir con confianza, pedir clarificación, y conseguir la respuesta que se quiere, serán algunas habilidades que usted aprenderá y aplicara en este modulo. ..Interrupt with confidence, ask for clarification and get the answer you want; hold the floor and keep it: these are some of the skills you’ll learn and apply in Leading and Teaming.6 videos, 7 readings, 4 practice quizzesexpandVideo: 3.1 El orden del díaReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Country Comparison ToolReading: Directions for Submitting Video/AudioGraded: 3.15 Week 3 TestWEEK 4Planificar, organizar, y delegar / Planning, Organizing, and DelegatingEl cuidado del negocio o el proyecto que se quiere controlar, requiere planificación. Esto requiere que la información sea organizada de manera conveniente con informes periódicos de estado de resultados. Después de completar este módulo, usted será capaz de usar el lenguaje adecuado en correos electrónicos comunicandose efectivamente....Keeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.7 videos, 5 readings, 5 practice quizzesexpandVideo: 4.1 El informe de situaciónReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary SectionGraded: 4.18 Week 4 TestWEEK 5Dirigir y entrenar / Managing and CoachingPara que un empleado tenga éxito, es importante la guía que le entrega su jefe. Esto es un desafío mayor si esta guía debe hacerse en otro idioma. Después de completar el modulo \"Dirigir y entrenar\", usted será capaz de usar frases claves para tener una audiencia participativa lo que facilitara el proceso de dirección y entrenamiento....Facilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.6 videos, 4 readings, 5 practice quizzesexpandVideo: 5.1 Como un entrenadorReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingGraded: 5.16 Week 5 TestWEEK 6Revisión  /  ReviewEste módulo le ayudará a completar el panel de discusión exitosamente.2 videos, 1 readingexpandVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsGraded: 6.3 Final Examination En este módulo, seguiremos a Elizabeth en el proceso de armar su propio equipo. Veremos la manera como ella se comunica con su equipo y colegas dependiendo de cada situación. Esto le ayudará a prepararse para hacer solicitudes de forma directa o indirecta. Usted podrá usar como ejemplo, la forma que en que ella aplica modelos de comunicación con su equipo, y como usa el idioma. Por medio de la interacción con sus compañeros, podrá sintetizar sus nuevas habilidades en conversaciones y actividades en la vida real....In this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.Video: IntroductionVideo: 1.1 Tendré que armar mi equipo en seguidaReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect ApproachReuniones eficaces de negocio requieren la planificación, liderazgo, y habilidades comunicacionales. Sin estas habilidades, las reuniones pueden ser improductivas o peor aún, aburridas. Observando a Elizabeth y su equipo, usted será capaz de planificar y facilitar una reunión eficaz. Ademas, usted podrá crear una agenda efectiva con los puntos claves para una reunión....Effective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.Video: 2.1 La pasta de dientes del futuroReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerInterrumpir con confianza, pedir clarificación, y conseguir la respuesta que se quiere, serán algunas habilidades que usted aprenderá y aplicara en este modulo. ..Interrupt with confidence, ask for clarification and get the answer you want; hold the floor and keep it: these are some of the skills you’ll learn and apply in Leading and Teaming.Video: 3.1 El orden del díaReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Country Comparison ToolReading: Directions for Submitting Video/AudioEl cuidado del negocio o el proyecto que se quiere controlar, requiere planificación. Esto requiere que la información sea organizada de manera conveniente con informes periódicos de estado de resultados. Después de completar este módulo, usted será capaz de usar el lenguaje adecuado en correos electrónicos comunicandose efectivamente....Keeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.Video: 4.1 El informe de situaciónReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary SectionPara que un empleado tenga éxito, es importante la guía que le entrega su jefe. Esto es un desafío mayor si esta guía debe hacerse en otro idioma. Después de completar el modulo \"Dirigir y entrenar\", usted será capaz de usar frases claves para tener una audiencia participativa lo que facilitara el proceso de dirección y entrenamiento....Facilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.Video: 5.1 Como un entrenadorReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ingles-empresarial-gestion-liderazgo",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English for Effective  Business Writing",
    "Description": "About this course: This course aims to improve your Business English writing skills by developing your use of vocabulary, grammar, understanding of different business writing genres, and your ability to write professional business documents. Skills learned in this course will be used in the cross-cultural communications course and help prepare you to produce the professional business documents in the Capstone project.\n\nAfter completing this course, you will be able to:\n\n- write business emails\n- write an executive summary\n- write persuasively in English\n- adapt content to purpose, context and audience\n- use appropriate style and tone of writing for business purposesWEEK 1Welcome ModuleWelcome to Week 1! This week, we will cover Module 1 where we introduce you to the objectives and structure of this Specialization and course.2 videos, 4 readingsexpandReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: How this course is organizedDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST grammar guideWEEK 2Business writing genresWelcome to Week 2! This week we will cover Module 2 where we introduce you to basic genres of business writing and the writing process. You will also be introduced to vocabulary and language skills common to business communications.5 videos, 5 readings, 2 practice quizzesexpandReading: Objectives and outcomesDiscussion Prompt: What is style?Video: Business writing genresVideo: Business letters, memos and emails: The basicsVideo: Report writingVideo: The writing process, part 1Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizReading: Commonly confused wordsVideo: Challenging grammar: -ing vs. -edPractice Quiz: Challenging grammar: -ing vs. -edReading: Sentence pattern you should know #1Graded: Module 2 QuizWEEK 3Writing emailsWelcome to Week 3! This week we will cover Module 3 where we introduce you to emailing and the language skills you will use in business emails. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 8 readings, 7 practice quizzesexpandReading: Objectives and outcomesVideo: Effective emailingVideo: Context and directnessPractice Quiz: Using the Direct Approach practiceVideo: Writing to persuadePractice Quiz: Writing to persuade practiceReading: What do we mean when we say, 'rhetoric'?Video: Rhetorical devicesReading: The concept of kairosDiscussion Prompt: How many rhetorical devices do you use?Video: The writing process, part 2Reading: Peer-review practice: Sample persuasive emailPractice Quiz: Peer-review practice: Persuasive emailDiscussion Prompt: Directness and persuasionReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizPractice Quiz: How concise are you?Video: ParagraphingVideo: Challenging grammar: Missing verb 'to be'Reading: Sentence pattern you should know #2Practice Quiz: Pattern #2 Independent Clause: AppositiveReading: Peer review practice: Sample emailPractice Quiz: Peer review practiceGraded: Writing a persuasive emailGraded: Module 3 QuizGraded: Correct the grammar and vocabulary errors and rewriteWEEK 4Writing memosWelcome to Week 4! This week we will cover Module 4 where we introduce you memos and how to write according to audience and purpose. You will also be introduced to vocabulary and language skills common to business communications.6 videos, 8 readings, 6 practice quizzesexpandReading: Objectives and outcomesVideo: Writing memosVideo: Audience, purpose, tone and styleVideo: Plain EnglishPractice Quiz: Plain English practiceVideo: Gender sensitive languageDiscussion Prompt: Communication styles: Is there a gender influence?Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Active and passive voicePractice Quiz: Practising your active and passive voiceVideo: Challenging grammar: Comma spliceReading: Sentence patterns you should know #3 \u0026 #4Reading: Reasons to use the passive voiceReading: Tone \u0026 Style – Avoid using clichés in your writingPractice Quiz: Tone \u0026 Style – Avoid using clichés in your writingReading: Peer review practice: Sample memo with errorsPractice Quiz: Peer review practice quiz for grammar and vocabulary errorsReading: Peer-review practice: Sample memoPractice Quiz: Peer-review practice quiz for memoGraded: Module 4 QuizGraded: Correct the grammar and vocabulary errors and rewrite memoGraded: Writing a memoWEEK 5Writing executive summariesWelcome to Week 5! This week we will cover Module 5 where we introduce you to executive summaries and language skills you will use when writing persuasively. You will also be introduced to vocabulary and language skills common to business communications.4 videos, 10 readings, 3 practice quizzesexpandReading: Objectives and outcomesVideo: Elements of an executive summaryReading: General organization of an executive summaryVideo: Presenting dataPractice Quiz: Presenting dataReading: Linking ideasReading: Business Case: Sustainable Seafood for a Sustainable FutureReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: NominalizationReading: ConnotationDiscussion Prompt: What do these words mean to you?Video: Challenging grammar: Possessive formReading: The prepositional of-phraseReading: Sentence patterns you should know #5 \u0026 #6Reading: Peer-review practice: Sample executive summaryPractice Quiz: Peer-review practice quizGraded: Module 5 QuizGraded: Executive summary for a proposalWEEK 6Concluding moduleWelcome to Week 6! This week we will cover Module 6 where we will conclude the course and you will need to complete the final exam and post-course survey.1 readingexpandReading: Post-course surveyGraded: Final examReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: How this course is organizedDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST grammar guideReading: Objectives and outcomesDiscussion Prompt: What is style?Video: Business writing genresVideo: Business letters, memos and emails: The basicsVideo: Report writingVideo: The writing process, part 1Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizReading: Commonly confused wordsVideo: Challenging grammar: -ing vs. -edPractice Quiz: Challenging grammar: -ing vs. -edReading: Sentence pattern you should know #1Reading: Objectives and outcomesVideo: Effective emailingVideo: Context and directnessPractice Quiz: Using the Direct Approach practiceVideo: Writing to persuadePractice Quiz: Writing to persuade practiceReading: What do we mean when we say, 'rhetoric'?Video: Rhetorical devicesReading: The concept of kairosDiscussion Prompt: How many rhetorical devices do you use?Video: The writing process, part 2Reading: Peer-review practice: Sample persuasive emailPractice Quiz: Peer-review practice: Persuasive emailDiscussion Prompt: Directness and persuasionReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizPractice Quiz: How concise are you?Video: ParagraphingVideo: Challenging grammar: Missing verb 'to be'Reading: Sentence pattern you should know #2Practice Quiz: Pattern #2 Independent Clause: AppositiveReading: Peer review practice: Sample emailPractice Quiz: Peer review practiceReading: Objectives and outcomesVideo: Writing memosVideo: Audience, purpose, tone and styleVideo: Plain EnglishPractice Quiz: Plain English practiceVideo: Gender sensitive languageDiscussion Prompt: Communication styles: Is there a gender influence?Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Active and passive voicePractice Quiz: Practising your active and passive voiceVideo: Challenging grammar: Comma spliceReading: Sentence patterns you should know #3 \u0026 #4Reading: Reasons to use the passive voiceReading: Tone \u0026 Style – Avoid using clichés in your writingPractice Quiz: Tone \u0026 Style – Avoid using clichés in your writingReading: Peer review practice: Sample memo with errorsPractice Quiz: Peer review practice quiz for grammar and vocabulary errorsReading: Peer-review practice: Sample memoPractice Quiz: Peer-review practice quiz for memoReading: Objectives and outcomesVideo: Elements of an executive summaryReading: General organization of an executive summaryVideo: Presenting dataPractice Quiz: Presenting dataReading: Linking ideasReading: Business Case: Sustainable Seafood for a Sustainable FutureReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: NominalizationReading: ConnotationDiscussion Prompt: What do these words mean to you?Video: Challenging grammar: Possessive formReading: The prepositional of-phraseReading: Sentence patterns you should know #5 \u0026 #6Reading: Peer-review practice: Sample executive summaryPractice Quiz: Peer-review practice quizReading: Post-course surveyUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/english-for-business-writing",
    "Language": "English",
    "Commitment": "6 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Business English: Marketing and Sales",
    "Description": "About this course: If you work in marketing, sales, or advertising, you already know that effective communication is a requirement. This can be even more difficult when expressing your ideas in a persuasive manner in English.  In this course, you will learn to use English more efficiently while joining successful global professionals around the world. Develop your skills along with authentic characters that work in marketing and also work hard to improve their communication skills. Learn from your successes and failures, reflect on your own style, strengths, and improvement areas. After taking this course, you will be able to:\n·      Express your ideas through efficient emails, reports and persuasive presentations\n·      Learn words and phrases related to market research, branding, direct marketing, advertising costs, etc.\n·      Get instant feedback about the efficiency of your business communication skills in English from sales and marketing professionals from around the world\n·      Become part of a global community of business professionals who are developing their English communication skillsWEEK 1ProductWhere do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this episode of The Challenge.6 videos, 7 readings, 4 practice quizzesexpandReading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 The Brainstorming BeginsReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 How Group Dynamics Affect DecisionsPractice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: ProductGraded: 1.19 Week 1 TestWEEK 2Product PerceptionHave you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.6 videos, 10 readings, 4 practice quizzesexpandReading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Survey PowerReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: 5 Key Metrics Measuring Brand LoyaltyVideo: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - Customer loyalty: the (changing) reality of loyalty beyond retentionReading: BONUS - Writing Good Survey Questions Tips and AdviceDiscussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product PerceptionGraded: 2.19 Week 2 TestWEEK 3PromotionGood design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy The Challenge sketch.6 videos, 8 readings, 3 practice quizzesexpandReading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 BioDent ImpressionsReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 It's All GoooooooooodVideo: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: PromotionGraded: 3.19 Week 3 TestWEEK 4Persuasive TechniquesBy the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.6 videos, 8 readings, 3 practice quizzesexpandReading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 Hooray for Social Media MarketingReading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 How to Get People to Do Stuff: Nouns or Verbs?Discussion Prompt: 4.14 Let's Discuss: How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive TechniquesGraded: 4.19 Week 4 TestWEEK 5PitchWhy do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement.6 videos, 16 readings, 5 practice quizzesexpandReading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Ready...Set...PitchReading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: The Consultative Sales ApproachDiscussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: Killer PresentationsVideo: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 A Quick Guide to Writing Your Elevator Pitch: With Examples!Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: PitchGraded: 5.28 Week 5 TestWEEK 6ReviewIn this week, we'll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding and analyze techniques you best loved about this Marketing and Sales class.1 video, 1 readingexpandPeer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesGraded: 6.3 FINAL TESTWhere do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this episode of The Challenge.Reading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 The Brainstorming BeginsReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 How Group Dynamics Affect DecisionsPractice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: ProductHave you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.Reading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Survey PowerReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: 5 Key Metrics Measuring Brand LoyaltyVideo: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - Customer loyalty: the (changing) reality of loyalty beyond retentionReading: BONUS - Writing Good Survey Questions Tips and AdviceDiscussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product PerceptionGood design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy The Challenge sketch.Reading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 BioDent ImpressionsReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 It's All GoooooooooodVideo: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: PromotionBy the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.Reading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 Hooray for Social Media MarketingReading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 How to Get People to Do Stuff: Nouns or Verbs?Discussion Prompt: 4.14 Let's Discuss: How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive TechniquesWhy do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement.Reading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Ready...Set...PitchReading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: The Consultative Sales ApproachDiscussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: Killer PresentationsVideo: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 A Quick Guide to Writing Your Elevator Pitch: With Examples!Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: PitchPeer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/marketing-sales-english",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Business English: Finance and Economics",
    "Description": "About this course: Do you work in finance or interact with finance professionals? Is it necessary to speak, write or understand English in your career? Follow the authentic characters in this course as they work through common business situations in finance and economics. Learn from your successes and failure, and think critically about your own communication options. After taking this course, you will be able to read and create efficient e-mails, reports, and impactful presentations with words and phrases commonly used in finance and economics. Communicate clearly under pressure utilizing recently learned strategies, and obtain immediate feedback about the efficiency of your business communication skills in English from other finance professionals around the world! Gain the English communication skills that you desire and that global managers expect.WEEK 1Budgeting While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.6 videos, 11 readings, 5 practice quizzesexpandLeyendo: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 Shaving Off 5%Leyendo: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsLeyendo: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Cuestionario de práctica: 1.6 Probing QuestionsLeyendo: 1.7 Probing Question StemsCuestionario de práctica: 1.8 Probing Question StemsLeyendo: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationCuestionario de práctica: 1.11 Open CommunicationLeyendo: Bonus: Worksheet for Practicing How to Say NumbersLeyendo: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsCuestionario de práctica: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH QuestionsLeyendo: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsCuestionario de práctica: 1.16 Forming WH QuestionsLeyendo: 1.17 \"Getting to Yes: Interest versus Positions\"Leyendo: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingRevisión por el compañero: 1.20 Consult and ProbeLeyendo: 1.22 Quizlet Vocabulary Practice: BudgetingGraded: 1.21 Week 1 TestWEEK 2ForecastingYou’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in The Challenge, you’ll be off to a good start.6 videos, 9 readings, 4 practice quizzesexpandLeyendo: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Catherine's Solid ForecastsLeyendo: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessCuestionario de práctica: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationLeyendo: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Leyendo: 2.8 \"Secrets of Reading Financial Reports\"Leyendo: 2.9 How to Organize your Story and Other HintsCuestionario de práctica: 2.10 Chart Communication/StorytellingLeyendo: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition Phrases for Contrast and AdditionsCuestionario de práctica: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectCuestionario de práctica: 2.14 Transition Phrases for Cause and EffectLeyendo: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionLeyendo: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Cuadro de aviso de la discusión: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentRevisión por el compañero: 2.19 Financial StorytellerLeyendo: 2.21 Quizlet Vocabulary Practice: ForecastingGraded: 2.20 Week 2 Chapter TestWEEK 3PurchasingApproving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.6 videos, 8 readings, 5 practice quizzesexpandLeyendo: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 Tooling OptionsLeyendo: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsLeyendo: 3.5 Conceed to Your Ego: A VideoCuadro de aviso de la discusión: 3.6 Does Concession Mean Losing?Cuestionario de práctica: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityLeyendo: 3.9 Five Ways to See if your Business Integrity is ShowingCuestionario de práctica: 3.10 Maintaining IntegrityLeyendo: 3.11 \"The 6 Types of Socratic Questions\"Cuestionario de práctica: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicCuestionario de práctica: 3.14 Persuasive Language-LogicLeyendo: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionCuestionario de práctica: 3.17 Phrases for ConcessionLeyendo: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewCuadro de aviso de la discusión: 3.20 Vocabulary PowerRevisión por el compañero: 3.21 Questions for Mr. PresidentLeyendo: 3.23 Quizlet Vocabulary Practice: PurchasingGraded: 3.22 Week 3 Chapter TestWEEK 4Auditing “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. 6 videos, 10 readings, 4 practice quizzesexpandLeyendo: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 Mary Gains ConfidenceLeyendo: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerLeyendo: 4.5 Auditors and Power Relationships: How Can We Get Along?Leyendo: 4.6 William Ury: \"NO Means Yes\" ~ Tell that to Your Auditor!Cuestionario de práctica: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerLeyendo: 4.9 \"Five Ways To Get Anyone To Do Anything\"Cuadro de aviso de la discusión: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionCuestionario de práctica: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneLeyendo: 4.13 Sound of Confidence: Amy Cuddy's Power PosesLeyendo: 4.14 Three Productive Language ChoicesCuestionario de práctica: 4.15 Speaking Tone and Body LanguageLeyendo: 4.16 Companion Email for \"Writing Tone\" Instructional Video: Delay in analytic software launchVideo: 4.17 Writing ToneCuestionario de práctica: 4.18 Writing ToneLeyendo: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingRevisión por el compañero: 4.20 Auditor AdmirationLeyendo: 4.22 Quizlet Vocabulary Practice: AuditingGraded: 4.21 Week 4 Chapter TestWEEK 5EconomicsSo many trends to follow, so little time. After completing this week, you’ll be able to use reading strategies for quickly finding and comprehending the information and vocabulary you need--even from difficult texts.6 videos, 8 readings, 1 practice quizexpandLeyendo: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Seeing Things ClearlyLeyendo: 5.3 Vocabulary Preview: EconomicsLeyendo: 5.4 \"These are the Econ Blogs you Need to Read\"Cuadro de aviso de la discusión: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesCuestionario de práctica: 5.7 Reading StrategiesLeyendo: 5.8 Applying Reading Strategies \"Companion Article\"Video: 5.9 Applying Reading StrategiesLeyendo: 5.10 On The Move In ChinaCuadro de aviso de la discusión: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseLeyendo: 5.13 More Phrases Used For Increase/DecreaseLeyendo: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesCuadro de aviso de la discusión: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsRevisión por el compañero: 5.18 Trends are for SharingLeyendo: 5.20 Quizlet Vocabulary Practice: EconomicsGraded: 5.19 Week 5 Chapter TestWEEK 6ReviewIn this week, you’ll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding with the support of review worksheet.2 videos, 3 readingsexpandLeyendo: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Leyendo: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Leyendo: 6.5 REFERENCESGraded: 6.6 Final Exam While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.Leyendo: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 Shaving Off 5%Leyendo: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsLeyendo: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Cuestionario de práctica: 1.6 Probing QuestionsLeyendo: 1.7 Probing Question StemsCuestionario de práctica: 1.8 Probing Question StemsLeyendo: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationCuestionario de práctica: 1.11 Open CommunicationLeyendo: Bonus: Worksheet for Practicing How to Say NumbersLeyendo: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsCuestionario de práctica: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH QuestionsLeyendo: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsCuestionario de práctica: 1.16 Forming WH QuestionsLeyendo: 1.17 \"Getting to Yes: Interest versus Positions\"Leyendo: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingRevisión por el compañero: 1.20 Consult and ProbeLeyendo: 1.22 Quizlet Vocabulary Practice: BudgetingYou’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in The Challenge, you’ll be off to a good start.Leyendo: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Catherine's Solid ForecastsLeyendo: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessCuestionario de práctica: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationLeyendo: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Leyendo: 2.8 \"Secrets of Reading Financial Reports\"Leyendo: 2.9 How to Organize your Story and Other HintsCuestionario de práctica: 2.10 Chart Communication/StorytellingLeyendo: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition Phrases for Contrast and AdditionsCuestionario de práctica: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectCuestionario de práctica: 2.14 Transition Phrases for Cause and EffectLeyendo: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionLeyendo: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Cuadro de aviso de la discusión: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentRevisión por el compañero: 2.19 Financial StorytellerLeyendo: 2.21 Quizlet Vocabulary Practice: ForecastingApproving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.Leyendo: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 Tooling OptionsLeyendo: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsLeyendo: 3.5 Conceed to Your Ego: A VideoCuadro de aviso de la discusión: 3.6 Does Concession Mean Losing?Cuestionario de práctica: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityLeyendo: 3.9 Five Ways to See if your Business Integrity is ShowingCuestionario de práctica: 3.10 Maintaining IntegrityLeyendo: 3.11 \"The 6 Types of Socratic Questions\"Cuestionario de práctica: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicCuestionario de práctica: 3.14 Persuasive Language-LogicLeyendo: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionCuestionario de práctica: 3.17 Phrases for ConcessionLeyendo: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewCuadro de aviso de la discusión: 3.20 Vocabulary PowerRevisión por el compañero: 3.21 Questions for Mr. PresidentLeyendo: 3.23 Quizlet Vocabulary Practice: Purchasing “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. Leyendo: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 Mary Gains ConfidenceLeyendo: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerLeyendo: 4.5 Auditors and Power Relationships: How Can We Get Along?Leyendo: 4.6 William Ury: \"NO Means Yes\" ~ Tell that to Your Auditor!Cuestionario de práctica: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerLeyendo: 4.9 \"Five Ways To Get Anyone To Do Anything\"Cuadro de aviso de la discusión: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionCuestionario de práctica: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneLeyendo: 4.13 Sound of Confidence: Amy Cuddy's Power PosesLeyendo: 4.14 Three Productive Language ChoicesCuestionario de práctica: 4.15 Speaking Tone and Body LanguageLeyendo: 4.16 Companion Email for \"Writing Tone\" Instructional Video: Delay in analytic software launchVideo: 4.17 Writing ToneCuestionario de práctica: 4.18 Writing ToneLeyendo: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingRevisión por el compañero: 4.20 Auditor AdmirationLeyendo: 4.22 Quizlet Vocabulary Practice: AuditingLeyendo: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Seeing Things ClearlyLeyendo: 5.3 Vocabulary Preview: EconomicsLeyendo: 5.4 \"These are the Econ Blogs you Need to Read\"Cuadro de aviso de la discusión: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesCuestionario de práctica: 5.7 Reading StrategiesLeyendo: 5.8 Applying Reading Strategies \"Companion Article\"Video: 5.9 Applying Reading StrategiesLeyendo: 5.10 On The Move In ChinaCuadro de aviso de la discusión: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseLeyendo: 5.13 More Phrases Used For Increase/DecreaseLeyendo: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesCuadro de aviso de la discusión: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsRevisión por el compañero: 5.18 Trends are for SharingLeyendo: 5.20 Quizlet Vocabulary Practice: EconomicsLeyendo: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Leyendo: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Leyendo: 6.5 REFERENCESUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/finance-economics-english",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "6 weeks of study, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Writing your World: Finding yourself in the academic space",
    "Description": "About this course: Throughout the world, writing serves to express, record and even create meaningful moments. In academic spaces, writing becomes the bridge between ourselves and the world of ideas. In this course, we provide practical insights into how to write an academic essay. We show you how to develop the academic skills needed to be a  competent academic writer. You will have an opportunity to engage with texts written by academics, and to see how some of the ideas in these texts are used by students in constructing an academic essay. We address some of the challenges these students face with respect to academic writing and offer you the opportunity to practice and to develop your own writing style. For this course, we centre our lessons around a specific topic - the concept of identity, since it forms such an important feature of how we locate ourselves in an ever-changing global world. In other words, this course teaches academic writing skills through getting you to write and reflect on your understanding of identity. So if you are thinking about studying at a tertiary institution, or if you just want to brush up on your academic essay writing skills, this course is for you!WEEK 1Starting to write: Understanding  definitions of identity This week, we will consider practical aspects of academic writing, such as structure and the importance of defining key terms in an essay. The term we will focus on this week is identity. After hearing Kath Woodward’s ideas on identity, our three  student writers, Ada, Ziggy, and Joey will write their own definitions of identity. Emphasising that writing is a process, we will give feedback on the students writers’ definitions. We will then provide  you with the opportunity to draft your definition of identity, give feedback to other learners and receive feedback from them.11 videos, 5 readings, 1 practice quizexpandVideo: Writing your World: Finding yourself in the academic spaceVideo: About this courseLecture: How this course worksLecture: Meet your instructorsDemande de discussion: Introduce yourself to your peers Lecture: Week 1: What to expectVideo: Thinking about your essayVideo: Meet our student writersVideo: Through the looking glass: Who am I?Video: Woodward on identity: I, me and the worldVideo: Woodward on identity: Roots and routesLecture: Summary of Woodward's interviewVideo: How do definitions work?Video: Definitions in contextVideo: Drafting your definitionVideo: Giving feedback on definitionsQuiz pour s'exercer: Week 1 practice quizDemande de discussion: Share your definition of identity Lecture: Week 1 recommended readingsGraded: Write your definition of identity WEEK 2 Developing an argument: shifting identities        Week 2 further develops the concept of identity by considering the effects of mobility on one’s identity. Throughout history, as individuals moved across borders, they were either welcomed or perceived as an outsider or a threat. In South Africa during Apartheid, people within the country were further separated into ‘homelands’, and those who challenged the boundaries such as Nelson Mandela were labelled as criminals and terrorists. To help you formulate ideas on such concepts in your essay, we now consider the features of a good academic essay focusing on the introduction. We also introduce  a three-part strategy to approach your readings: preview, overview and inview. The task for this week is drafting an introduction at university level. We identify key features of an introduction, then look at introductions written by our three student writers, and provide them with constructive feedback.10 videos, 3 readings, 1 practice quizexpandLecture: Week 2: What to expectVideo: Recap on identityVideo: Identity and mobility through the agesVideo: Nelson Mandela: Terrorist or freedom fighter?Demande de discussion: Share an example of movement across borders Video: Reading strategiesVideo: Applying reading strategies: Sichone’s chapterLecture: Required reading - Xenophobia by Owen SichoneVideo: Applying reading strategies: Blommaert’s chapterLecture: Required reading - Discourse by BlommaertVideo: Understanding the course essayVideo: Drafting your introductionVideo: Giving feedback on introductionsVideo: Relationship between the introduction and conclusionQuiz pour s'exercer: Week 2 practice QuizDemande de discussion: Share your introduction with your peersGraded: Write your introduction WEEK 3Supporting the argument: situating identity within cultureThis week begins with a discussion of culture and its relevance when individuals become mobile, moving between geographical and social contexts. We look at a case study of a student from the United Kingdom who comes to Johannesburg, South Africa. The case study helps us to think about who owns culture and how different or similar we are across contexts. Next, we consider Thornton’s arguments about culture. He argues against the view that there are many cultures and notes that there is only culture. Thornton considers culture as a resource to which people have different degrees of access. Some examples of cultural resources are clothes, money, beliefs, ideas. Individuals draw on these to construct their identity, but unequal access to these resources that are valued gives some people more possibilities to construct identities that are dominant and more valued.  This creates a semblance of difference between groups of people.  As people move across borders, these differences may become heightened, because some of the cultural resources that an individual carries with her, may cease to be relevant or may be seen as threatening.  So, when supporting one’s argument about what happens to identity as individuals move across borders, it is important to delve into culture and how culture creates differences, how it may accentuate boundaries, and how these may or may not impact on identity.  Writing paragraphs in support of one’s argument requires close attention to how the paragraphs link with the position, and with other ideas across the paragraphs.  Hence, we offer practical guidelines on paragraphing, coherence and cohesion.  We give an example of a well-written paragraph and analyse its form to see why it is good. We then review paragraphs submitted by our three student writers and note what is strong and what could be improved in each. We introduce the core aspects of referencing in essays.  We also explain why referencing is an important part of academic writing when we are referring to different people’s views (or voices) and distinguishing these from our own.   12 videos, 3 readings, 1 practice quizexpandLecture: Week 3: What to expectVideo: Recap on identity and mobilityVideo: Case study of an international studentVideo: Pool of abundance: Understanding cultureLecture: Required reading: Culture: A contemporary definition by ThorntonVideo: Round table discussion on cultureDemande de discussion: Thinking about cultural resourcesVideo: Writing paragraphsVideo: Quotes and paraphrasingVideo: In-text referencingVideo: Coherence and cohesionLecture: Cohesive devices - Linking wordsVideo: Student writers drafting their paragraphsVideo: Giving feedback on Ada’s paragraphVideo: Giving feedback on Ziggy’s paragraphVideo: Giving feedback on Joey's paragraphsQuiz pour s'exercer: Week 3 practice quizGraded: Writing your paragraphsWEEK 4Starting to finish: writing the first draft This week we sum up the ground we have covered in this course. The week is about crafting your final essay draft. We recap the building blocks of writing an academic essay, relooking at the features of an introduction, body, conclusion and the purposes of cohesion, coherence  and referencing. We also consider and provide engaged feedback on the draft essays written by our three virtual students. There is detailed feedback on the strengths, improvements and opportunities for further improvement on the essays. The feedback is aligned with the core skills introduced in the course, such as writing the topic sentence, linking sentences and ensuring coherence and cohesion. Thereafter we sum up the course with a discussion on the ideas of the four thinkers you were introduced to in this course, namely Woodward, Sichone, Blommaert and Thornton. 8 videos, 1 reading, 1 practice quizexpandLecture: Week 4: What to expectVideo: Looking back on the courseVideo: Round table discussion: Reflection on the readingsVideo: The essay building blocksVideo: Referencing and managing sourcesVideo: Giving feedback on Ziggy's draftVideo: Giving feedback on Joey's draftVideo: Giving feedback on Ada's draftVideo: Looking forwardQuiz pour s'exercer: Week 4 practice quizGraded: Writing your first draft Graded:  Revising and reflecting as a writer This week, we will consider practical aspects of academic writing, such as structure and the importance of defining key terms in an essay. The term we will focus on this week is identity. After hearing Kath Woodward’s ideas on identity, our three  student writers, Ada, Ziggy, and Joey will write their own definitions of identity. Emphasising that writing is a process, we will give feedback on the students writers’ definitions. We will then provide  you with the opportunity to draft your definition of identity, give feedback to other learners and receive feedback from them.Video: Writing your World: Finding yourself in the academic spaceVideo: About this courseLecture: How this course worksLecture: Meet your instructorsDemande de discussion: Introduce yourself to your peers Lecture: Week 1: What to expectVideo: Thinking about your essayVideo: Meet our student writersVideo: Through the looking glass: Who am I?Video: Woodward on identity: I, me and the worldVideo: Woodward on identity: Roots and routesLecture: Summary of Woodward's interviewVideo: How do definitions work?Video: Definitions in contextVideo: Drafting your definitionVideo: Giving feedback on definitionsQuiz pour s'exercer: Week 1 practice quizDemande de discussion: Share your definition of identity Lecture: Week 1 recommended readingsWeek 2 further develops the concept of identity by considering the effects of mobility on one’s identity. Throughout history, as individuals moved across borders, they were either welcomed or perceived as an outsider or a threat. In South Africa during Apartheid, people within the country were further separated into ‘homelands’, and those who challenged the boundaries such as Nelson Mandela were labelled as criminals and terrorists. To help you formulate ideas on such concepts in your essay, we now consider the features of a good academic essay focusing on the introduction. We also introduce  a three-part strategy to approach your readings: preview, overview and inview. The task for this week is drafting an introduction at university level. We identify key features of an introduction, then look at introductions written by our three student writers, and provide them with constructive feedback.Lecture: Week 2: What to expectVideo: Recap on identityVideo: Identity and mobility through the agesVideo: Nelson Mandela: Terrorist or freedom fighter?Demande de discussion: Share an example of movement across borders Video: Reading strategiesVideo: Applying reading strategies: Sichone’s chapterLecture: Required reading - Xenophobia by Owen SichoneVideo: Applying reading strategies: Blommaert’s chapterLecture: Required reading - Discourse by BlommaertVideo: Understanding the course essayVideo: Drafting your introductionVideo: Giving feedback on introductionsVideo: Relationship between the introduction and conclusionQuiz pour s'exercer: Week 2 practice QuizDemande de discussion: Share your introduction with your peersThis week begins with a discussion of culture and its relevance when individuals become mobile, moving between geographical and social contexts. We look at a case study of a student from the United Kingdom who comes to Johannesburg, South Africa. The case study helps us to think about who owns culture and how different or similar we are across contexts. Next, we consider Thornton’s arguments about culture. He argues against the view that there are many cultures and notes that there is only culture. Thornton considers culture as a resource to which people have different degrees of access. Some examples of cultural resources are clothes, money, beliefs, ideas. Individuals draw on these to construct their identity, but unequal access to these resources that are valued gives some people more possibilities to construct identities that are dominant and more valued.  This creates a semblance of difference between groups of people.  As people move across borders, these differences may become heightened, because some of the cultural resources that an individual carries with her, may cease to be relevant or may be seen as threatening.  So, when supporting one’s argument about what happens to identity as individuals move across borders, it is important to delve into culture and how culture creates differences, how it may accentuate boundaries, and how these may or may not impact on identity.  Writing paragraphs in support of one’s argument requires close attention to how the paragraphs link with the position, and with other ideas across the paragraphs.  Hence, we offer practical guidelines on paragraphing, coherence and cohesion.  We give an example of a well-written paragraph and analyse its form to see why it is good. We then review paragraphs submitted by our three student writers and note what is strong and what could be improved in each. We introduce the core aspects of referencing in essays.  We also explain why referencing is an important part of academic writing when we are referring to different people’s views (or voices) and distinguishing these from our own.   Lecture: Week 3: What to expectVideo: Recap on identity and mobilityVideo: Case study of an international studentVideo: Pool of abundance: Understanding cultureLecture: Required reading: Culture: A contemporary definition by ThorntonVideo: Round table discussion on cultureDemande de discussion: Thinking about cultural resourcesVideo: Writing paragraphsVideo: Quotes and paraphrasingVideo: In-text referencingVideo: Coherence and cohesionLecture: Cohesive devices - Linking wordsVideo: Student writers drafting their paragraphsVideo: Giving feedback on Ada’s paragraphVideo: Giving feedback on Ziggy’s paragraphVideo: Giving feedback on Joey's paragraphsQuiz pour s'exercer: Week 3 practice quizThis week we sum up the ground we have covered in this course. The week is about crafting your final essay draft. We recap the building blocks of writing an academic essay, relooking at the features of an introduction, body, conclusion and the purposes of cohesion, coherence  and referencing. We also consider and provide engaged feedback on the draft essays written by our three virtual students. There is detailed feedback on the strengths, improvements and opportunities for further improvement on the essays. The feedback is aligned with the core skills introduced in the course, such as writing the topic sentence, linking sentences and ensuring coherence and cohesion. Thereafter we sum up the course with a discussion on the ideas of the four thinkers you were introduced to in this course, namely Woodward, Sichone, Blommaert and Thornton. Lecture: Week 4: What to expectVideo: Looking back on the courseVideo: Round table discussion: Reflection on the readingsVideo: The essay building blocksVideo: Referencing and managing sourcesVideo: Giving feedback on Ziggy's draftVideo: Giving feedback on Joey's draftVideo: Giving feedback on Ada's draftVideo: Looking forwardQuiz pour s'exercer: Week 4 practice quizUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "University of Cape Town",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/writing-your-world",
    "Language": "English",
    "Commitment": "2-3 hours of study per week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Strategies for Teaching Perfect Tenses and Modals",
    "Description": "About this course: This is the first course in the Teach English: Intermediate Grammar specialization. In this course, you will learn about teaching important intermediate verb tenses, including present perfect, present perfect progressive, past perfect, and past perfect progressive. You will also learn about teaching common modal verbs used in English. Finally, you will have opportunities to practice the skills you learn by creating sample assignments and recording short videos of your teaching demonstrations. This course is designed for teachers or those wanting to become teachers who have a solid understanding of English grammar and want to improve their skills of teaching that grammar to others. \n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1WelcomeWelcome to the first course in the Teach English: Intermediate Grammar specialization. This course will show you effective methods for teaching the perfect verb tenses and modals. You will learn how to use the fun videos and practice activities from our Intermediate Grammar specialization to teach your students in a fun way. If you have paid for the certificate for this course, you will also be able to participate in peer reviews to help you learn. To earn a certificate, you must pass several quizzes and assignments. 3 videos, 1 readingexpandVideo: Course IntroductionExamen par les pairs: Introduce YourselfLecture: MessageVideo: Sequencing Grammar LessonsVideo: Teacher TalkTeaching Present Perfect Simple TenseThis week, you will learn about teaching the present perfect verb tense. You will learn to teach this tense to form questions, answers, and statements. You'll also review the uses of present perfect tense. Finally, you'll learn some new activities to use when teaching this grammar. To benefit from learning with others, you will submit a video of yourself demonstrating how to explain an activity to students.6 videos, 4 readings, 1 practice quizexpandVideo: Week 1 IntroductionVideo: Commentary on Teaching Present PerfectLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Present Perfect Practice QuizVideo: Warm-Up Activity: True or FalseVideo: Controlled Activity: Quiz TradeVideo: Guided Activity: Correct for YouVideo: Guided Activity: Have You EverLecture: Interactive ActivitiesLecture: HandoutsExamen par les pairs: Discuss the MaterialsGraded: Warm-Up Activity AssignmentGraded: Graded QuizWEEK 2Teaching Present Perfect Progressive TenseThis week, you will learn about teaching the present perfect progressive tense. You'll learn what's difficult about teaching this tense and some tips for helping your students master it. Again, you'll get access to videos and activities to use when teaching your own students. To benefit from learning with others, you will submit a video of yourself demonstrating how to explain an activity to students.6 videos, 4 readings, 2 practice quizzesexpandVideo: Week 2 IntroductionVideo: Commentary on Teaching Present Perfect ProgressiveLecture: Grammar Videos for StudentsQuiz pour s'exercer: Teaching Present Perfect Progressive Practice QuizVideo: Guided Activity: Stative Verbs ReviewVideo: Guided Activity: Questions and StatementsVideo: Guided Activity: Poster Profile Part 1Video: Guided Activity: Poster Profile Part 2Lecture: Check YourselfQuiz pour s'exercer: Present Perfect Progressive Practice QuizLecture: HandoutsLecture: Interactive ActivitiesExamen par les pairs: Discuss the MaterialsGraded: Guided Activity Assignment 1Graded: Graded QuizWEEK 3Teaching the Past Perfect and Past Perfect Progressive TensesThis week, you will learn about teaching two more verb tenses: the past perfect and the past perfect progressive. These are used less often than other tenses but still necessary for students to learn. Here, you'll learn some ways to make this grammar easier for students to learn. You'll also learn some more useful activities to use with your students. For more practice, you will be able to submit a video of yourself demonstrating teacher talk.5 videos, 4 readings, 1 practice quizexpandVideo: Week 3 IntroductionVideo: Commentary on Teaching Past Perfect and Past Perfect Progressive TensesLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Past Perfect and Past Perfect Progressive Practice QuizVideo: Guided Activity: Excuses, ExcusesVideo: Guided Activity: Smart Like MozartVideo: Communicative Activity: Unusual JobsLecture: HandoutsLecture: Interactive ActivityExamen par les pairs: Discuss the MaterialsGraded: Guided Activity Assignment 2Graded: Graded QuizWEEK 4Teaching ModalsIn this last week, you'll learn about teaching modals. This can be challenging grammar for students because there are lots of different modals, and many of them have multiple meanings. You will learn some tips for teaching this grammar and making it easier for your students. You will get one more opportunity to practice teacher talk and get feedback from your peers.5 videos, 5 readings, 1 practice quizexpandVideo: Week 4 IntroductionVideo: Commentary on Teaching ModalsLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Modals Practice QuizVideo: Warm-up Activity: Super TeacherVideo: Guided Activity: A \"Hole\" Lot of PossibilitiesVideo: Communicative Activity: Giving AdviceExamen par les pairs: Communicative Activity PracticeLecture: HandoutsLecture: Interactive ActivitiesExamen par les pairs: Discuss the MaterialsLecture: Learn MoreGraded: Communicative AssignmentGraded: Graded QuizWelcome to the first course in the Teach English: Intermediate Grammar specialization. This course will show you effective methods for teaching the perfect verb tenses and modals. You will learn how to use the fun videos and practice activities from our Intermediate Grammar specialization to teach your students in a fun way. If you have paid for the certificate for this course, you will also be able to participate in peer reviews to help you learn. To earn a certificate, you must pass several quizzes and assignments. Video: Course IntroductionExamen par les pairs: Introduce YourselfLecture: MessageVideo: Sequencing Grammar LessonsVideo: Teacher TalkThis week, you will learn about teaching the present perfect verb tense. You will learn to teach this tense to form questions, answers, and statements. You'll also review the uses of present perfect tense. Finally, you'll learn some new activities to use when teaching this grammar. To benefit from learning with others, you will submit a video of yourself demonstrating how to explain an activity to students.Video: Week 1 IntroductionVideo: Commentary on Teaching Present PerfectLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Present Perfect Practice QuizVideo: Warm-Up Activity: True or FalseVideo: Controlled Activity: Quiz TradeVideo: Guided Activity: Correct for YouVideo: Guided Activity: Have You EverLecture: Interactive ActivitiesLecture: HandoutsExamen par les pairs: Discuss the MaterialsThis week, you will learn about teaching the present perfect progressive tense. You'll learn what's difficult about teaching this tense and some tips for helping your students master it. Again, you'll get access to videos and activities to use when teaching your own students. To benefit from learning with others, you will submit a video of yourself demonstrating how to explain an activity to students.Video: Week 2 IntroductionVideo: Commentary on Teaching Present Perfect ProgressiveLecture: Grammar Videos for StudentsQuiz pour s'exercer: Teaching Present Perfect Progressive Practice QuizVideo: Guided Activity: Stative Verbs ReviewVideo: Guided Activity: Questions and StatementsVideo: Guided Activity: Poster Profile Part 1Video: Guided Activity: Poster Profile Part 2Lecture: Check YourselfQuiz pour s'exercer: Present Perfect Progressive Practice QuizLecture: HandoutsLecture: Interactive ActivitiesExamen par les pairs: Discuss the MaterialsThis week, you will learn about teaching two more verb tenses: the past perfect and the past perfect progressive. These are used less often than other tenses but still necessary for students to learn. Here, you'll learn some ways to make this grammar easier for students to learn. You'll also learn some more useful activities to use with your students. For more practice, you will be able to submit a video of yourself demonstrating teacher talk.Video: Week 3 IntroductionVideo: Commentary on Teaching Past Perfect and Past Perfect Progressive TensesLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Past Perfect and Past Perfect Progressive Practice QuizVideo: Guided Activity: Excuses, ExcusesVideo: Guided Activity: Smart Like MozartVideo: Communicative Activity: Unusual JobsLecture: HandoutsLecture: Interactive ActivityExamen par les pairs: Discuss the MaterialsIn this last week, you'll learn about teaching modals. This can be challenging grammar for students because there are lots of different modals, and many of them have multiple meanings. You will learn some tips for teaching this grammar and making it easier for your students. You will get one more opportunity to practice teacher talk and get feedback from your peers.Video: Week 4 IntroductionVideo: Commentary on Teaching ModalsLecture: Grammar Videos for StudentsLecture: Check YourselfQuiz pour s'exercer: Modals Practice QuizVideo: Warm-up Activity: Super TeacherVideo: Guided Activity: A \"Hole\" Lot of PossibilitiesVideo: Communicative Activity: Giving AdviceExamen par les pairs: Communicative Activity PracticeLecture: HandoutsLecture: Interactive ActivitiesExamen par les pairs: Discuss the MaterialsLecture: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/teaching-verb-tenses-modals",
    "Language": "English",
    "Commitment": "3-4 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Teach English Now! Technology Enriched Teaching",
    "Description": "About this course: This course focuses on the key concepts you need in order to effectively integrate technology into your teaching, without letting it overshadow language learning. Discover current and future trends in educational technology, along with strategies for implementing these trends in the classroom and beyond. As technology is continually evolving, learn how to keep up on current technological applications through professional development networks and training opportunities.WEEK 1Module 1: Overcoming Your Fears of Using TechnologyIn this module, learners are introduced to a young teacher who is hesitant to incorporate technology into the classroom.  On his journey, we will be introduced to reasons teachers avoid technology as well as suggestions for how to overcome some common technology difficulties.  In particular, learners will be introduced to the concepts of alignment, learner control, and the importance of being outcomes driven.  6 videos, 4 readings, 2 practice quizzesexpandVideo: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCReading: Bonus: 50 Ways to Teach Online - Glossary of Important TermsVideo: Video 1: Technology Happens: A Day in the Life of a TeacherVideo: Video 2: Why Teachers Avoid TechnologyPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 3: Through the Red Door: Welcome to the Digital SpaceVideo: Video 4: Three Tips for Using Technology: Alignment MattersPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #3 and #4)Video: Video 5: SummaryReading: Technology Evaluation FormGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 2Module 2: Enhancing Lesson Planning Using TechnologyIn this module, our young teacher learns about creating a learning management system (LMS) to assist him in the classroom.  We are also introduced to nine different categories of technology as well as 6 events of instruction.  Events of instruction are introduced to help teachers recognize the need to examine different technologies according to how they can be useful during the lesson planning process.6 videos, 3 readings, 2 practice quizzesexpandVideo: Video 1: Making Technology Work for You: The Teaching AssistantVideo: Video 2: Technology Tool: Learning Management SystemsPractice Quiz: Checkpoint (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #31 and #34)Video: Video 3: Choosing the Right Technology ToolsVideo: Video 4: Nine Categories of TechnologyVideo: Video 5: Technology Tools Organized by Events of InstructionReading: Extra resource: Chart of Technology Tools and Events of InstructionPractice Quiz: Checkpoint (5 Q's)Video: Video 6: SummaryReading: English Central: Why it WorksGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 3Module 3: Engaging Students Using TechnologyIn this module, we are introduced to the concept of digital nativity, and students that are both digital natives and non-natives. Throughout the module, our young teacher is given strategies to engage both types of learners.  5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: The Best Laid Plans Often Go AwryVideo: Video 2: Digital Natives and Non-NativesPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #27 and #28)Video: Video 3: Back to School with TrilinguistVideo: Video 4: Ways to Engage Digital Natives and Non-NativesPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Example Technology SurveyVideo: Video 5: SummaryGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 4Module 4: Transforming the Classroom Using TechnologyIn this module, learners are introduced to the interaction between teaching, content, and technology, using the acronym TPACK. Through this acronym, teachers are invited to recognize the ways in which different types of knowledge work together.  We are also introduced to an additional acronym: SAMR.  This acronym invites teachers to consider how essential the tool is to achieving learning outcomes, and whether it simply replaces an older type of technology, or if it transforms the learning process itself. 5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: The Pedagogue (Part 1)Video: Video 2: Technological Pedagogical Content Knowledge (TPACK)Practice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #16 and #17)Video: Video 3: The Pedagogue (Part 2)Video: Video 4: Substitution, Augmentation, Modification, and Redefinition (SAMR)Reading: Teach English Now!...and SAMRPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 5: SummaryGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 5Module 5: Focusing on Your TrainingIn this module, our young teacher encounters a final test in the form of marketers that attempt to push technology tools on him and his classroom.  We give some final advice about how to deal with the massive numbers of tools that are currently available, and what to do to ensure that the tools that are chosen will truly benefit students.5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: When the Vendors Come Marching in, Remember Your TrainingVideo: Video 2: Four Tips on Evaluating Technology ToolsPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #44 and #45)Video: Video 3: Becoming a Technology MasterVideo: Video 4: Straight Talk about Instructional DesignPractice Quiz: Checkpoint Quiz (5 Q's)Reading: \"Substitute or redefine?\" (Article by Nicky Hockly)Video: Video 5: SummaryGraded: Writing Prompt: Lesson PlanGraded: Module 5 Review Quiz (10 Q's)WEEK 6Module 6: Final ReviewEach of the concepts covered in Modules 1 - 5 is summarized in the course summary video. Learners watch the video to verify their understanding of the course material.  Then, they will proceed to the final checkpoint quiz and peer review assignment. 1 videoexpandVideo: Video 1: Course SummaryGraded: Final Checkpoint (25 Questions)Graded: Micro-LessonIn this module, learners are introduced to a young teacher who is hesitant to incorporate technology into the classroom.  On his journey, we will be introduced to reasons teachers avoid technology as well as suggestions for how to overcome some common technology difficulties.  In particular, learners will be introduced to the concepts of alignment, learner control, and the importance of being outcomes driven.  Video: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCReading: Bonus: 50 Ways to Teach Online - Glossary of Important TermsVideo: Video 1: Technology Happens: A Day in the Life of a TeacherVideo: Video 2: Why Teachers Avoid TechnologyPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 3: Through the Red Door: Welcome to the Digital SpaceVideo: Video 4: Three Tips for Using Technology: Alignment MattersPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #3 and #4)Video: Video 5: SummaryReading: Technology Evaluation FormIn this module, our young teacher learns about creating a learning management system (LMS) to assist him in the classroom.  We are also introduced to nine different categories of technology as well as 6 events of instruction.  Events of instruction are introduced to help teachers recognize the need to examine different technologies according to how they can be useful during the lesson planning process.Video: Video 1: Making Technology Work for You: The Teaching AssistantVideo: Video 2: Technology Tool: Learning Management SystemsPractice Quiz: Checkpoint (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #31 and #34)Video: Video 3: Choosing the Right Technology ToolsVideo: Video 4: Nine Categories of TechnologyVideo: Video 5: Technology Tools Organized by Events of InstructionReading: Extra resource: Chart of Technology Tools and Events of InstructionPractice Quiz: Checkpoint (5 Q's)Video: Video 6: SummaryReading: English Central: Why it WorksVideo: Video 1: The Best Laid Plans Often Go AwryVideo: Video 2: Digital Natives and Non-NativesPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #27 and #28)Video: Video 3: Back to School with TrilinguistVideo: Video 4: Ways to Engage Digital Natives and Non-NativesPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Example Technology SurveyVideo: Video 5: SummaryIn this module, learners are introduced to the interaction between teaching, content, and technology, using the acronym TPACK. Through this acronym, teachers are invited to recognize the ways in which different types of knowledge work together.  We are also introduced to an additional acronym: SAMR.  This acronym invites teachers to consider how essential the tool is to achieving learning outcomes, and whether it simply replaces an older type of technology, or if it transforms the learning process itself. Video: Video 1: The Pedagogue (Part 1)Video: Video 2: Technological Pedagogical Content Knowledge (TPACK)Practice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #16 and #17)Video: Video 3: The Pedagogue (Part 2)Video: Video 4: Substitution, Augmentation, Modification, and Redefinition (SAMR)Reading: Teach English Now!...and SAMRPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 5: SummaryIn this module, our young teacher encounters a final test in the form of marketers that attempt to push technology tools on him and his classroom.  We give some final advice about how to deal with the massive numbers of tools that are currently available, and what to do to ensure that the tools that are chosen will truly benefit students.Video: Video 1: When the Vendors Come Marching in, Remember Your TrainingVideo: Video 2: Four Tips on Evaluating Technology ToolsPractice Quiz: Checkpoint Quiz (5 Q's)Reading: Bonus: 50 Ways to Teach Online (Tips #44 and #45)Video: Video 3: Becoming a Technology MasterVideo: Video 4: Straight Talk about Instructional DesignPractice Quiz: Checkpoint Quiz (5 Q's)Reading: \"Substitute or redefine?\" (Article by Nicky Hockly)Video: Video 5: SummaryVideo: Video 1: Course SummaryArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Capstone Project 2Arizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar",
    "Creator": "Arizona State University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/tesol-technology",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Teaching Tips for Tricky English Grammar",
    "Description": "About this course: This is the third course in the Teach English: Intermediate Grammar specialization. It will be useful to ESL teachers or those interested in learning to teach English language, but it is not an introduction to teaching course. You will learn about some specific problems students have learning intermediate grammar. You will learn why students have trouble with this tricky grammar and find out new ways to help students conquer it. You will also learn a variety of activities for teaching this content in a fun and interesting way. Finally, you will have opportunities to practice the skills you learn by creating sample assignments and recording short videos of your teaching demonstrations using a video camera, webcam, or smartphone. Learners wanting a grade will be required to submit short videos of their teaching skills.\n\nOnly learners who pay for the course will be able to take the graded quizzes or submit assignments for feedback. The free version provides access to the lectures and practice activities only.WEEK 1WelcomeThis is the third course in the Learn English: Intermediate Grammar specialization. Learning English can be tricky, and in this class you'll focus on some of those tricky issues. You'll get clear explanations about the difficult grammar points and practice in using them correctly.4 videos, 1 readingexpandVideo: Course IntroductionPeer Review: IntroductionsVideo: Meet Your TeachersReading: MessageVideo: Sequencing Grammar LessonsVideo: Teacher TalkTeaching Nouns, Articles, and QuantifiersThis week, you'll learn about teaching tricky nouns, articles, and quantifiers. Students get confused about when to put \"a\" or \"the\" in front of a noun and when to put nothing in front of the noun. In this module, you'll learn new ways to help them with this difficult grammar, and you'll have an opportunity to create your own lesson and submit a video demonstrating your teaching skills.6 videos, 4 readings, 1 practice quizexpandVideo: Week 1 IntroductionVideo: Commentary on Teaching Nouns, Articles, and Quantifiers Part 1Video: Commentary on Teaching Nouns, Articles, and Quantifiers Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Our Comfort Recipes ActivityVideo: Under One Roof ActivityVideo: Health Guru ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsGraded: Count and Non-Count Guided Activity AssignmentGraded: Graded QuizWEEK 2Teaching Gerunds, Infinitives, and Requests and PermissionThis week will learn more about teaching tricky grammar. First, you'll learn about teaching gerunds and infinitives. Then you'll learn about teaching two concepts with modals--making requests and asking for permission--grammar that English learners often make mistakes with. 7 videos, 4 readings, 1 practice quizexpandVideo: Week 2 IntroductionVideo: Commentary on Teaching Gerunds Part 1Video: Commentary on Teaching Gerunds Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Informal AssessmentsVideo: Gambling Gerunds and Infinitives ActivityVideo: Mix and Mingle Activity Part 1Video: Mix and Mingle Activity Part 2Reading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsGraded: Requests and Permission Guided Activity AssignmentGraded: Graded QuizWEEK 3Teaching Confusing Word FormsYou've learned about teaching some tricky grammar, but there are other things that make English hard to learn. This week, you'll learn about teaching some word forms that cause confusion. You'll also get another chance to practice what you've learned and demonstrate your teaching skills by sharing a video of your teacher talk.6 videos, 4 readings, 1 practice quizexpandVideo: Week 3 IntroductionVideo: Commentary on Teaching Confusing Word FormsReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Formal AssessmentsVideo: Spin It ActivityVideo: Behind Closed Doors ActivityVideo: Nonsense Narrative ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsGraded: Confusing Word Forms AssignmentGraded: Graded QuizWEEK 4Teaching Phrasal Verbs and CollocationsIn the final week of the course, you'll learn about teaching phrasal verbs and collocations. This tricky grammar also causes problems for students even at higher levels. You'll get one more chance to create an effective activity for students to practice this grammar and to create a video demonstrating your teacher talk.5 videos, 5 readings, 1 practice quizexpandVideo: Week 4 IntroductionVideo: Commentary on Teaching Phrasal Verbs and CollocationsReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Phrasal Verbs RelayVideo: What's Your Alibi Part 1Video: What's Your Alibi Part 2Reading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsReading: Learn MoreGraded: Collocations Activity AssignmentGraded: Graded QuizThis is the third course in the Learn English: Intermediate Grammar specialization. Learning English can be tricky, and in this class you'll focus on some of those tricky issues. You'll get clear explanations about the difficult grammar points and practice in using them correctly.Video: Course IntroductionPeer Review: IntroductionsVideo: Meet Your TeachersReading: MessageVideo: Sequencing Grammar LessonsVideo: Teacher TalkThis week, you'll learn about teaching tricky nouns, articles, and quantifiers. Students get confused about when to put \"a\" or \"the\" in front of a noun and when to put nothing in front of the noun. In this module, you'll learn new ways to help them with this difficult grammar, and you'll have an opportunity to create your own lesson and submit a video demonstrating your teaching skills.Video: Week 1 IntroductionVideo: Commentary on Teaching Nouns, Articles, and Quantifiers Part 1Video: Commentary on Teaching Nouns, Articles, and Quantifiers Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Our Comfort Recipes ActivityVideo: Under One Roof ActivityVideo: Health Guru ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsThis week will learn more about teaching tricky grammar. First, you'll learn about teaching gerunds and infinitives. Then you'll learn about teaching two concepts with modals--making requests and asking for permission--grammar that English learners often make mistakes with. Video: Week 2 IntroductionVideo: Commentary on Teaching Gerunds Part 1Video: Commentary on Teaching Gerunds Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Informal AssessmentsVideo: Gambling Gerunds and Infinitives ActivityVideo: Mix and Mingle Activity Part 1Video: Mix and Mingle Activity Part 2Reading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsYou've learned about teaching some tricky grammar, but there are other things that make English hard to learn. This week, you'll learn about teaching some word forms that cause confusion. You'll also get another chance to practice what you've learned and demonstrate your teaching skills by sharing a video of your teacher talk.Video: Week 3 IntroductionVideo: Commentary on Teaching Confusing Word FormsReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Formal AssessmentsVideo: Spin It ActivityVideo: Behind Closed Doors ActivityVideo: Nonsense Narrative ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsIn the final week of the course, you'll learn about teaching phrasal verbs and collocations. This tricky grammar also causes problems for students even at higher levels. You'll get one more chance to create an effective activity for students to practice this grammar and to create a video demonstrating your teacher talk.Video: Week 4 IntroductionVideo: Commentary on Teaching Phrasal Verbs and CollocationsReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Practice QuizVideo: Phrasal Verbs RelayVideo: What's Your Alibi Part 1Video: What's Your Alibi Part 2Reading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/teaching-common-grammar-mistakes",
    "Language": "English",
    "Commitment": "4-5 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Business English for Cross-cultural Communication",
    "Description": "About this course: This course aims to prepare you for working in an cross-cultural Business setting. We'll learn about common cross-cultural theories and how they are relevant to everyday business practices in a globalised world. By combining all of your vocabulary, reading, speaking, and writing skills that you acquired in the previous three courses, you will learn how language plays an important role in cross-cultural communication. You will also enhance your cross-cultural understanding and will be able to use vocabulary, tone and style, and spoken and written communication skills within a cross-cultural Business context. Skills learned in this course help prepare you to deliver the professional business presentation in the Capstone project.\n\nAfter completing this course, you will be able to:\n\n- identify possible cross-cultural issues and misunderstandings in communication\n- apply strategies to overcome possible cross-cultural issues and misunderstandings in communication\n- produce documents with an appropriate style for business communication purposes within a cross-cultural situation\n- deliver a speech with an appropriate style for business communication purposes within a cross-cultural situationWEEK 1Welcome moduleWelcome to Week 1! This week, we will cover Module 1 where we introduce you to the objectives and structure of this Specialization and course.1 video, 4 readingsexpandVideo: WelcomeReading: Objectives and outcomesDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST Grammar GuideWEEK 2What is culture?Welcome to Week 2! This week we will cover Module 2 where we introduce you to basic cultural theories and language skills you will use in general cross-cultural business situations. You will also be introduced to vocabulary and language skills common to business communications.4 videos, 7 readings, 2 practice quizzesexpandReading: Objectives and outcomesReading: Vocabulary prepPractice Quiz: Vocabulary practiceDiscussion Prompt: How would you define culture?Video: What is culture?Reading: Can we define culture?Discussion Prompt: What about your culture? Does it change?Video: English as a Lingua FrancaDiscussion Prompt: Same word, different meaning?Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging grammar: comparative and superlative formsReading: More on comparative and superlative formsReading: Relatively, rather, compared toVideo: Challenging English sounds /ʃ/ \"sherry\" and /ʧ/ \"cherry\"sGraded: Say it right.Graded: Module 2WEEK 3Culture and communication strategiesWelcome to Week 3! This week we will cover Module 3 where we introduce you to ways of cultural understanding can guide business communication strategies basic and the language skills you will use in general cross-cultural business situations. You will also be introduced to vocabulary and language skills common to business communications.9 videos, 8 readings, 3 practice quizzesexpandReading: Vocabulary prepPractice Quiz: Vocabulary prepVideo: Digital communicationDiscussion Prompt: Is it culturally appropriate?Discussion Prompt: Cross-cultural communication blundersReading: Cross-cultural communication barriersVideo: The cultural situation - Part 1Video: The cultural situation - Part 2Video: Cultural strategy - WritingVideo: Cultural strategy: Speaking (Part 1)Video: Cultural strategy: Speaking (Part 2)Reading: Avoiding cultural faux pas in international businessReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Grammar: Connective choiceReading: Adverb and Connective ChoiceReading: List of conjunctsVideo: Challenging English Sounds - /ŋ/ “thing” and /ŋk/ “think”Video: Rhythm, stress and pausingReading: Peer review practice: Sample of a culturally insensitive emailPractice Quiz: Culturally insensitive email: peer review practicePeer Review: Culturally insensitive email: Correct and rewriteGraded: Avoiding cultural and communicative faux pasGraded: Module 3WEEK 4Culture and management communicationWelcome to Week 4! This week we will cover Module 4 where we introduce you to common cultural frameworks used in the business world, how theories inform management in cross-cultural situations and language skills you will use in management situations. You will also be introduced to vocabulary and language skills common to business communications.5 videos, 5 readings, 1 practice quizexpandVideo: Hofstede's cultural dimensionsReading: More on Hofstede's cultural dimensionsReading: Hofstede’s Cultural Dimensions: applications, further studies, and criticismsDiscussion Prompt: Do you agree with Hofstede?Video: Cross-cultural communication skills for managementVideo: Directness of languageReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Grammar:The continuous tenseReading: More on the continuous (past, present, future)Video: Challenging English sounds: /w/ \"west\"-v- /v/ \"vest\"Peer Review: Say it rightGraded: Hofstede's cultural dimensions mini-caseGraded: Module 4WEEK 5Culture, application and ethicsWelcome to Week 5! This week we will cover Module 5 where we introduce you ways you might apply cultural frameworks to authentic workplace situations, business ethics in today's international worlds and the language skills you will use in these situations. You will also be introduced to vocabulary and language skills common to business communications.6 videos, 4 readings, 1 practice quizexpandVideo: Applying Cultural FrameworksReading: Directness of communication - in Cross Cultural ContextsVideo: Business NegotiationsDiscussion Prompt: Can cultural frameworks be applied in the real world?Video: Applying Cultural Frameworks in Business EthicsDiscussion Prompt: Cross Cultural Frameworks and Business EthicsReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Sounds-/l/ \"light\" and /r/ \"right\"Video: Challenging English Grammar: Misplaced modifiers \u0026 dangling participlesReading: More on misplaced modifiers \u0026 dangling participlesVideo: Analyzing case studiesGraded: Applying cross cultural frameworks in cross cultural communication - mini-case analysisGraded: Applying cross cultural frameworks in cross cultural business negotiations and ethics - mini-case analysisGraded: Module 5WEEK 6Concluding moduleWelcome to Week 6! This week we will cover Module 6 where we will conclude the course and you will need to complete the final exam and post-course survey.Graded: Final examVideo: WelcomeReading: Objectives and outcomesDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST Grammar GuideWelcome to Week 2! This week we will cover Module 2 where we introduce you to basic cultural theories and language skills you will use in general cross-cultural business situations. You will also be introduced to vocabulary and language skills common to business communications.Reading: Objectives and outcomesReading: Vocabulary prepPractice Quiz: Vocabulary practiceDiscussion Prompt: How would you define culture?Video: What is culture?Reading: Can we define culture?Discussion Prompt: What about your culture? Does it change?Video: English as a Lingua FrancaDiscussion Prompt: Same word, different meaning?Reading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging grammar: comparative and superlative formsReading: More on comparative and superlative formsReading: Relatively, rather, compared toVideo: Challenging English sounds /ʃ/ \"sherry\" and /ʧ/ \"cherry\"sWelcome to Week 3! This week we will cover Module 3 where we introduce you to ways of cultural understanding can guide business communication strategies basic and the language skills you will use in general cross-cultural business situations. You will also be introduced to vocabulary and language skills common to business communications.Reading: Vocabulary prepPractice Quiz: Vocabulary prepVideo: Digital communicationDiscussion Prompt: Is it culturally appropriate?Discussion Prompt: Cross-cultural communication blundersReading: Cross-cultural communication barriersVideo: The cultural situation - Part 1Video: The cultural situation - Part 2Video: Cultural strategy - WritingVideo: Cultural strategy: Speaking (Part 1)Video: Cultural strategy: Speaking (Part 2)Reading: Avoiding cultural faux pas in international businessReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Grammar: Connective choiceReading: Adverb and Connective ChoiceReading: List of conjunctsVideo: Challenging English Sounds - /ŋ/ “thing” and /ŋk/ “think”Video: Rhythm, stress and pausingReading: Peer review practice: Sample of a culturally insensitive emailPractice Quiz: Culturally insensitive email: peer review practicePeer Review: Culturally insensitive email: Correct and rewriteWelcome to Week 4! This week we will cover Module 4 where we introduce you to common cultural frameworks used in the business world, how theories inform management in cross-cultural situations and language skills you will use in management situations. You will also be introduced to vocabulary and language skills common to business communications.Video: Hofstede's cultural dimensionsReading: More on Hofstede's cultural dimensionsReading: Hofstede’s Cultural Dimensions: applications, further studies, and criticismsDiscussion Prompt: Do you agree with Hofstede?Video: Cross-cultural communication skills for managementVideo: Directness of languageReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Grammar:The continuous tenseReading: More on the continuous (past, present, future)Video: Challenging English sounds: /w/ \"west\"-v- /v/ \"vest\"Peer Review: Say it rightWelcome to Week 5! This week we will cover Module 5 where we introduce you ways you might apply cultural frameworks to authentic workplace situations, business ethics in today's international worlds and the language skills you will use in these situations. You will also be introduced to vocabulary and language skills common to business communications.Video: Applying Cultural FrameworksReading: Directness of communication - in Cross Cultural ContextsVideo: Business NegotiationsDiscussion Prompt: Can cultural frameworks be applied in the real world?Video: Applying Cultural Frameworks in Business EthicsDiscussion Prompt: Cross Cultural Frameworks and Business EthicsReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English Sounds-/l/ \"light\" and /r/ \"right\"Video: Challenging English Grammar: Misplaced modifiers \u0026 dangling participlesReading: More on misplaced modifiers \u0026 dangling participlesVideo: Analyzing case studiesUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/cross-cultural-communication-business",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Online Games: Literature, New Media, and Narrative",
    "Description": "About this course: Intended for both newcomers who are curious about video games and experienced gamers who want to reflect on their passion, this course will explore what happens to stories, paintings, and films when they become the basis of massively multiplayer online games.  The Lord of the Rings trilogy—the novels, films, and video game—are our central example of how “remediation” transforms familiar stories as they move across media. \n\nThe course is designed as a university-level English literature class—a multi-genre, multimedia tour of how literature, film, and games engage in the basic human activity of storytelling.  Our journey will enable us to learn something about narrative theory, introduce us to some key topics in media studies and cover some of the history and theory of video games.  It will also take us to some landmarks of romance literature, the neverending story that lies behind most fantasy games: J.R.R. Tolkien’s The Fellowship of the Ring, a bit of Edmund Spenser’s Faerie Queene, and poems by Keats, Tennyson, Browning, and others.\n\nDrawing on centuries of romance narrative conventions, the twenty-first century gaming industry has become a creative and economic powerhouse.  It engages the talents of some of our brightest writers, artists, composers, computer engineers, game theorists, video producers, and marketing professionals, and in 2012, it generated an estimated $64 billion in revenue.  Anyone interested in today’s culture needs to be conversant with the ways this new medium is altering our understanding of stories.  Join me as we set out on an intellectual adventure, the quest to discover the cultural heritage of online games.WEEK 1Game on! The History and Theory of MMOsThe course opens with a brief look at gaming culture and history, then introduces the chief game we will study, Turbine's \"The Lord of the Rings Online.\" We then look at some key concepts in game theory such as remediation and Jesper Juul's treatment of rules and game design from his book \"Half-Real: Video Games between Real Rules and Fictional Worlds.\" We end by considering games as journeys using Constantine Cavafy's poem \"Ithaca.\"For details about this week's Readings, go to the Syllabus page in your Resources tab.  ***For details about this week's Readings, go to the Syllabus page in your Resources tab.9 videos, 1 readingexpandReading: Course OverviewVideo: Course IntroductionVideo: Games as CultureVideo: LOTRO Gameplay: Epic Quest Line, Book 1Video: RemediationVideo: Types of Video and Computer GamesVideo: A Brief History of GamesVideo: Juul: Emergence and ProgressionVideo: Juul: Rules and FictionVideo: Cavafy's \"Ithaca\"Graded: Week 1 Standard Quiz (All students complete this quiz)Graded: Week 1 Honors Quiz (Honors students complete the Week 1 Standard Quiz and this quiz)WEEK 2LOTRO and TolkienAfter an overview of storytelling modes, we turn to Tolkien and his work. We then examine the role of quests in games and literature. Finally, we introduce romance and lyric literature using Robert Browning's poem \"Childe Roland to the Dark Tower Came.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.10 videosexpandVideo: Modes of StorytellingVideo: LOTRO Gameplay: Frodo and the Prancing PonyVideo: Tolkien's Life and WorksVideo: Tolkien's PopularityVideo: Themes in Tolkien's WritingVideo: Quests as Structural Elements of GamesVideo: The Quester and the QuestVideo: Part 1: Roland's PsycheVideo: Part 2: Elements of the Quest RomanceVideo: Part 3: The Poem's Lyric NatureGraded: Week 2 Standard Quiz (All students complete this quiz)Graded: Week 2 Honors Quiz (Honors students complete the Week 2 Standard Quiz, this quiz, and the Week 2 Peer Review)Graded: Week 2 Peer Review (Honors students complete the Week 2 Standard Quiz, the Week 2 Honors Quiz, and this peer review)WEEK 3Romance and RealismThis week we journey into the Mines of Moria, comparing a scene in Tolkien's novel, Peter Jackson's film, and \"The Lord of the Rings Online.\" Then it's back to romance literature to delve into the intricacies of allegory, plot, theme, and character. The week closes with a look at John Keats' haunting ballad, \"La Belle Dame sans Merci.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.13 videosexpandVideo: Gameplay: The Chamber of MazarbulVideo: Genres of Romance Video: The Romance Circle Video: Allegory Defined Video: Tolkien on AllegoryVideo: Genre and Plot FormsVideo: Lost in an Episodic PlotVideo: Wandering and Doubling in RomanceVideo: Issues of Theme and ContentVideo: Flat vs. Round CharactersVideo: Daemonic Characters and Romance Character SystemsVideo: Keats, \"La Belle Dame sans Merci\" I Video: Keats, \"La Belle Dame sans Merci\" II Graded: Week 3 Standard Quiz (All students complete this quiz)Graded: Week 3 Honors Quiz (Honors students complete the Week 3 Standard Quiz and this quiz)WEEK 4Space and Time in Three MediaWeek 4's initial focus is our natural concepts of space and time, and how these dimensions inform the \"storyworld\" of a narrative. We then examine how directors, authors, and video game developers use these innate frameworks to tell stories, invoking Seymour Chapman's book \"Film and Discourse: Narrative Structure in Fiction and Film.\" Close attention is paid to the mechanics of point of view, and how its use allows artists to connect with audiences.   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.10 videosexpandVideo: Mental Models and Cognitive Mapping in NarrativeVideo: StoryworldsVideo: Spatial Issues in Film Video: Gameplay: Spatial Issues in Immersive Games (Stone Trolls)Video: Point of View in Novels and Films Video: Point of View in GamesVideo: Temporal Order I: Introduction Video: Temporal Order II: FilmVideo: Temporal Order III: Painting Video: Temporal Order IV: Gaming Graded: Week 4 Standard Quiz (All students complete this quiz)Graded: Week 4 Honors Quiz (Honors students complete the Week 4 Standard Quiz, this quiz, and the Week 4 Peer Review)Graded: Week 4 Peer Review (Honors students complete the Week 4 Standard Quiz, the Week 4 Honors Quiz, and this peer review)WEEK 5Pwning Spenser’s Faerie QueeneHold on tight as we plunge into a discussion of Edmund Spenser's \"The Faerie Queene,\" one of the greatest romance poems in English. You will see for yourself how deep the vein of romance is when you read this story of knights, castles, an evil seductress, and an indomitable heroine. Then watch how a group of students remediated the same story in a video game they created: \"Faerie Queene Online.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.7 videosexpandVideo: Introduction to SpenserVideo: Spenser, the Man and the Poet Video: The Faerie Queene, Book III, Canto 1, Stanzas 1-7Video: The Faerie Queene, Book III, Canto 1, Stanzas 8-19Video: The Faerie Queene, Book III, Canto 1, Stanzas 20-40Video: The Faerie Queene, Book III, Canto 1, Stanzas 41-67 Video: Gameplay: Faerie Queene OnlineGraded: Week 5 Standard Quiz (All students complete this quiz)Graded: Week 5 Honors Quiz (Honors students complete the Week 5 Standard Quiz and this quiz)WEEK 6The Holy Grail: A Good End GameSince Aristotle, the one constant in the study of narrative has been the analysis of beginnings, middles, and ends. As is appropriate for our last week, we spend much of our time examining how Tolkien takes leave of his readers at the end of \"The Lord of the Rings\" trilogy. The final stage of MMOs--when your character has maxed out and completed all the quests--has always presented challenges to game makers. Although LOTRO continues to take us on our journey toward Mordor, it cannot escape the challenge of creating end-game material for advanced players. We look at two attempts to include advanced players in the events of Western Rohan and Helm's Deep. Finally, we ponder what comes after the end, as we read Alfred, Lord Tennyson's poem, \"Ulysses.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.9 videosexpandVideo: Beginnings, Middles, and Ends I Video: Beginnings, Middles, and Ends II Video: Fellowship's End Video: The Many Ends of The Lord of the Rings IVideo: The Many Ends of The Lord of the Rings II Video: Gameplay: Helm's Deep and the Breaking of IsengardVideo: Quest's End: Tennyson's \"Ulysses\" IVideo: Quest's End: Tennyson's \"Ulysses\" IIVideo: Optional: Valedictory VideoGraded: Week 6 Standard Quiz (All students complete this quiz)Graded: Week 6 Honors Quiz (Honors students complete the Week 6 Standard Quiz, this quiz, and the Week 6 Peer Review)Graded: Week 6 Peer Review (Honors students complete the Week 6 Standard Quiz, the Week 6 Honors Quiz, and this peer review)The course opens with a brief look at gaming culture and history, then introduces the chief game we will study, Turbine's \"The Lord of the Rings Online.\" We then look at some key concepts in game theory such as remediation and Jesper Juul's treatment of rules and game design from his book \"Half-Real: Video Games between Real Rules and Fictional Worlds.\" We end by considering games as journeys using Constantine Cavafy's poem \"Ithaca.\"For details about this week's Readings, go to the Syllabus page in your Resources tab.  ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Reading: Course OverviewVideo: Course IntroductionVideo: Games as CultureVideo: LOTRO Gameplay: Epic Quest Line, Book 1Video: RemediationVideo: Types of Video and Computer GamesVideo: A Brief History of GamesVideo: Juul: Emergence and ProgressionVideo: Juul: Rules and FictionVideo: Cavafy's \"Ithaca\"After an overview of storytelling modes, we turn to Tolkien and his work. We then examine the role of quests in games and literature. Finally, we introduce romance and lyric literature using Robert Browning's poem \"Childe Roland to the Dark Tower Came.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Video: Modes of StorytellingVideo: LOTRO Gameplay: Frodo and the Prancing PonyVideo: Tolkien's Life and WorksVideo: Tolkien's PopularityVideo: Themes in Tolkien's WritingVideo: Quests as Structural Elements of GamesVideo: The Quester and the QuestVideo: Part 1: Roland's PsycheVideo: Part 2: Elements of the Quest RomanceVideo: Part 3: The Poem's Lyric NatureThis week we journey into the Mines of Moria, comparing a scene in Tolkien's novel, Peter Jackson's film, and \"The Lord of the Rings Online.\" Then it's back to romance literature to delve into the intricacies of allegory, plot, theme, and character. The week closes with a look at John Keats' haunting ballad, \"La Belle Dame sans Merci.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Video: Gameplay: The Chamber of MazarbulVideo: Genres of Romance Video: The Romance Circle Video: Allegory Defined Video: Tolkien on AllegoryVideo: Genre and Plot FormsVideo: Lost in an Episodic PlotVideo: Wandering and Doubling in RomanceVideo: Issues of Theme and ContentVideo: Flat vs. Round CharactersVideo: Daemonic Characters and Romance Character SystemsVideo: Keats, \"La Belle Dame sans Merci\" I Video: Keats, \"La Belle Dame sans Merci\" II Week 4's initial focus is our natural concepts of space and time, and how these dimensions inform the \"storyworld\" of a narrative. We then examine how directors, authors, and video game developers use these innate frameworks to tell stories, invoking Seymour Chapman's book \"Film and Discourse: Narrative Structure in Fiction and Film.\" Close attention is paid to the mechanics of point of view, and how its use allows artists to connect with audiences.   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Video: Mental Models and Cognitive Mapping in NarrativeVideo: StoryworldsVideo: Spatial Issues in Film Video: Gameplay: Spatial Issues in Immersive Games (Stone Trolls)Video: Point of View in Novels and Films Video: Point of View in GamesVideo: Temporal Order I: Introduction Video: Temporal Order II: FilmVideo: Temporal Order III: Painting Video: Temporal Order IV: Gaming Hold on tight as we plunge into a discussion of Edmund Spenser's \"The Faerie Queene,\" one of the greatest romance poems in English. You will see for yourself how deep the vein of romance is when you read this story of knights, castles, an evil seductress, and an indomitable heroine. Then watch how a group of students remediated the same story in a video game they created: \"Faerie Queene Online.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Video: Introduction to SpenserVideo: Spenser, the Man and the Poet Video: The Faerie Queene, Book III, Canto 1, Stanzas 1-7Video: The Faerie Queene, Book III, Canto 1, Stanzas 8-19Video: The Faerie Queene, Book III, Canto 1, Stanzas 20-40Video: The Faerie Queene, Book III, Canto 1, Stanzas 41-67 Video: Gameplay: Faerie Queene OnlineSince Aristotle, the one constant in the study of narrative has been the analysis of beginnings, middles, and ends. As is appropriate for our last week, we spend much of our time examining how Tolkien takes leave of his readers at the end of \"The Lord of the Rings\" trilogy. The final stage of MMOs--when your character has maxed out and completed all the quests--has always presented challenges to game makers. Although LOTRO continues to take us on our journey toward Mordor, it cannot escape the challenge of creating end-game material for advanced players. We look at two attempts to include advanced players in the events of Western Rohan and Helm's Deep. Finally, we ponder what comes after the end, as we read Alfred, Lord Tennyson's poem, \"Ulysses.\"   ***For details about this week's Readings, go to the Syllabus page in your Resources tab.Video: Beginnings, Middles, and Ends I Video: Beginnings, Middles, and Ends II Video: Fellowship's End Video: The Many Ends of The Lord of the Rings IVideo: The Many Ends of The Lord of the Rings II Video: Gameplay: Helm's Deep and the Breaking of IsengardVideo: Quest's End: Tennyson's \"Ulysses\" IVideo: Quest's End: Tennyson's \"Ulysses\" IIVideo: Optional: Valedictory VideoCalifornia Institute of the ArtsWorld Design for Video GamesCalifornia Institute of the ArtsStory and Narrative Development for Video GamesCalifornia Institute of the ArtsCharacter Design for Video GamesMichigan State UniversityPrinciples of Game DesignCalifornia Institute of the ArtsIntroduction to Game Design",
    "Creator": "Vanderbilt University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/interactive-media-gaming",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Grant Proposal",
    "Description": "About this course: The course provides guidance on developing a strong application that will allow reviewers to better evaluate the science and merit of your proposal. You will learn how to put your ideas into proper words, arrange a clear and concise paper and search grant market for potential funder. You will also learn how to react to negative feedback from reviewers and resubmit your proposal. The course focuses on useful project management tools and possible budget pitfalls.WEEK 1MODULE I: READY TO STARTIn this module you will discover how to formulate the rationale of you future research and create its model in a clear and concise way. You will also learn how to effectively search and select a funder. Besides, you will be able to estimate your and your organisation's strong and weak points to make the grant project and aspirations more realistic.10 videos, 9 readings, 3 practice quizzesexpandReading: Elena BazanovaReading: Varvara SosedovaReading: MIPTReading: LTTCVideo: Welcome VideoReading: Grading PolicyReading: Assessments overviewPractice Quiz: Preview testVideo: Grant FactsVideo: Square OneVideo: Logic ModelPractice Quiz: Preview testVideo: Potential FundersVideo: Effective SearchVideo: Additional RequirementsPractice Quiz: Preview testVideo: Strengths and OpportunitiesVideo: Weaknesses and ThreatsVideo: Project StaffReading: Recommended readings and resourcesDiscussion Prompt: Discussion PromptReading: TakeawaysReading: FAQ concerning peer-review assignments.Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Case StudyWEEK 2MODULE II: READY TO COUNT AND DEMONSTRATEIn this module you will discover tools which help to organise project work in an effective way. Lectures provide basic information about scheduling the project and team management. Another crucial skill you will acquire is how to estimate and justify project costs, as well as describing budget in the narrative. You will also be able to demonstrate information in numbers and visuals, which is a valuable feature of any grant proposal.8 videos, 2 readings, 3 practice quizzesexpandPractice Quiz: Preview testVideo: Team ManagementVideo: TimingVideo: Gantt ChartPractice Quiz: Preview testVideo: CostsVideo: Budget in LinesVideo: Budget NarrativePractice Quiz: Preview testVideo: Numbers and MeasuresVideo: Pictures and GraphsDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: FAQ concerning peer-review assignments.Graded: Graded Quiz 4Graded: Graded Quiz 5Graded: Graded Quiz 6Graded: Case studyWEEK 3MODULE III: READY TO WRITEIn this module you will learn how to develop and arrange sections of your proposal, write the best headings for them, and prepare the abstract. You will also learn how to make your narrative persuasive and appealing. Besides, you will solve the problem of compressing text to the right size and keeping it readable. Another important skill you will acquire is preparing a brief oral presentation of your project in case funders want to meet you.9 videos, 3 readings, 3 practice quizzesexpandPractice Quiz: Preview testVideo: Letter of IntentVideo: Structure of NarrativeVideo: Criteria of AssessmentPractice Quiz: Preview testVideo: Aims and BackgroundVideo: Methods and ImpactVideo: Titles and AbstractPractice Quiz: Preview testVideo: Emotional AppealVideo: Visual ComfortVideo: Elevator PitchDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.Graded: Graded Quiz 7Graded: Graded Quiz 8Graded: Graded Quiz 9Graded: Case StudyWEEK 4MODULE IV: READY TO SUBMIT AND IMPLEMENTIn this module you will learn how to assess your proposal before submission and react to reviewers’ feedback afterwards. You will also learn how to revise your proposal for resubmission in case of failure. Two more skills for mastering are reports on processing and project closing.6 videos, 2 readings, 2 practice quizzesexpandPractice Quiz: Preview testVideo: Final CheckVideo: Resubmission/FeedbackVideo: Award LetterPractice Quiz: Preview testVideo: Grant AdministrationVideo: Reports on ProcessingVideo: Further StepsDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: TakeawaysGraded: Graded Quiz 10Graded: Graded Quiz 11Graded: Final QuizIn this module you will discover how to formulate the rationale of you future research and create its model in a clear and concise way. You will also learn how to effectively search and select a funder. Besides, you will be able to estimate your and your organisation's strong and weak points to make the grant project and aspirations more realistic.Reading: Elena BazanovaReading: Varvara SosedovaReading: MIPTReading: LTTCVideo: Welcome VideoReading: Grading PolicyReading: Assessments overviewPractice Quiz: Preview testVideo: Grant FactsVideo: Square OneVideo: Logic ModelPractice Quiz: Preview testVideo: Potential FundersVideo: Effective SearchVideo: Additional RequirementsPractice Quiz: Preview testVideo: Strengths and OpportunitiesVideo: Weaknesses and ThreatsVideo: Project StaffReading: Recommended readings and resourcesDiscussion Prompt: Discussion PromptReading: TakeawaysReading: FAQ concerning peer-review assignments.In this module you will discover tools which help to organise project work in an effective way. Lectures provide basic information about scheduling the project and team management. Another crucial skill you will acquire is how to estimate and justify project costs, as well as describing budget in the narrative. You will also be able to demonstrate information in numbers and visuals, which is a valuable feature of any grant proposal.Practice Quiz: Preview testVideo: Team ManagementVideo: TimingVideo: Gantt ChartPractice Quiz: Preview testVideo: CostsVideo: Budget in LinesVideo: Budget NarrativePractice Quiz: Preview testVideo: Numbers and MeasuresVideo: Pictures and GraphsDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: FAQ concerning peer-review assignments.In this module you will learn how to develop and arrange sections of your proposal, write the best headings for them, and prepare the abstract. You will also learn how to make your narrative persuasive and appealing. Besides, you will solve the problem of compressing text to the right size and keeping it readable. Another important skill you will acquire is preparing a brief oral presentation of your project in case funders want to meet you.Practice Quiz: Preview testVideo: Letter of IntentVideo: Structure of NarrativeVideo: Criteria of AssessmentPractice Quiz: Preview testVideo: Aims and BackgroundVideo: Methods and ImpactVideo: Titles and AbstractPractice Quiz: Preview testVideo: Emotional AppealVideo: Visual ComfortVideo: Elevator PitchDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: TakeawaysReading: FAQ concerning peer-review assignments.In this module you will learn how to assess your proposal before submission and react to reviewers’ feedback afterwards. You will also learn how to revise your proposal for resubmission in case of failure. Two more skills for mastering are reports on processing and project closing.Practice Quiz: Preview testVideo: Final CheckVideo: Resubmission/FeedbackVideo: Award LetterPractice Quiz: Preview testVideo: Grant AdministrationVideo: Reports on ProcessingVideo: Further StepsDiscussion Prompt: Discussion PromptReading: Recommended readings and resourcesReading: TakeawaysUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "Moscow Institute of Physics and Technology",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/grant-proposal",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Scholarly Communication",
    "Description": "About this course: Scholarly Communication is a concise but comprehensive course on how to write research papers in English. The course will help the candidates gain a better understanding of the rhetorical conventions of English and the common challenges the candidates may face as an academic writer. The course provides instruction, exercises, structure, and deadlines needed to create a publishable paper.\n\nThe aim of the course is to improve competence in scholarly communications by deepening knowledge of the core features of the scientific writing style. It presents and analyzes the unwritten rules of scientific writing, the ones candidates most likely never learned in academic writing.\n\nThe course will enable the candidates to write clear, detailed and well-structured scientific texts appropriate to a suitable academic journal. In particular, they will develop an awareness of fundamental concepts of academic writing, such as contrastive rhetoric, logical organization, and argumentation. In addition, they will develop skills for self-editing and revision techniques, including editing\nfor precision and clarity. They will also gain a deeper understanding of how to prepare a scientific paper using the IMRAD format. Finally, the candidates will develop an enhanced understanding of the concept of academic integrity and the ethics of scientific writing.\n\nThe candidates will be able to overcome anxiety about academic publishing and get their research papers published in international journals.WEEK 1Science WritingMODULE I: SCIENCE WRITING will help you develop an enhanced understanding of English written pattern,  based on Anglo-American rhetorical conventions. The module covers issues relating to writing strategies, style, hedging, clear meaning, organization, and choice of first person pronouns. The focus is on improving your ability to write academic English appropriate to a research article.10 videos, 6 readings, 4 practice quizzesexpandReading: Elena BazanovaReading: MIPTReading: LTTCVideo: Welcome wordsReading: Grading PolicyPractice Quiz: Self-assessmentVideo: Writing in EnglishVideo: Anglo-American Rhetorical TraditionsVideo: Golden Rules of Scientific WritingPractice Quiz: Progress CheckPractice Quiz: Self-assessmentVideo: Clarity, Precision, and AccuracyVideo: HedgingVideo: Fuzzy and Smothered WordsPractice Quiz: Self-assessmentVideo: Function and Structure WordsVideo: I and We in Scientific WritingVideo: Who, Which, … or That?Reading: Supplementary materialsReading: TakeawaysGraded: Progress checkGraded: Progress CheckGraded: End-of-Module TestWEEK 2The ChallengeMODULE II: THE CHALLENGE covers issues relating to the internal text structures intrinsic to a research article. The module clarifies the usage of three major types of modifiers (squinting, misplaced, and dangling) and suggests a number of strategies to avoid obvious negation. In addition, you will learn how to create stronger academic writing by choosing the right verb form used either in active or passive voice.  The module teaches Anglo-American style of outlining, paragraphing, and argumentation to make the reading process easier for the reader. Also, you will develop an awareness of the process of journal analysis.9 videos, 2 readings, 3 practice quizzesexpandPractice Quiz: Self-assessmentVideo: Wayward ModifiersVideo: Hidden NegationVideo: Active vs. PassivePractice Quiz: Self-assessmentVideo: Tenses in Scientific WritingVideo: PunctuationVideo: A Unit of CompositionPractice Quiz: Self-assessmentVideo: Anglo-American Style of ArgumentationVideo: Presenting Results or Telling a Story?Video: Journal AnalysisReading: Supplementary materialsReading: TakeawaysGraded: Progress CheckGraded: Progress CheckGraded: Progress CheckGraded: End-of-Module TestWEEK 3The ManuscriptMODULE III: THE MANUSCRIPT will teach you how to prepare a publishable paper in the IMRaD (Introduction, Methods \u0026 Materials, Results, and Discussion) format. The module provides clear instructions on manuscript writing. You will gain a better understanding of four elements that underlie the structure of all stories, including those you write in science – Opening, Challenge, Action, and Resolution, which can be easily mapped on the IMRaD format.9 videos, 3 readings, 3 practice quizzesexpandPractice Quiz: Self-assessmentVideo: Manuscript Guidelines: Insider KnowledgeVideo: The IMRaD FormatVideo: IntroductionPractice Quiz: Self-assessmentVideo: Materials and MethodsVideo: ResultsVideo: DiscussionPractice Quiz: Self-assessmentVideo: Title, Abstract, and KeywordsVideo: AcknowledgmentsVideo: ReferencesReading: Supplementary materialsReading: TakeawaysReading: FAQ concerning peer-review assignments.Graded: Progress CheckGraded: Progress CheckGraded: Progress CheckGraded: Peer ReviewGraded: End-of-Module TestWEEK 4Scientific CommunicationMODULE IV: SCIENTIFIC COMMUNICATION covers issues concerning the manuscript submission process. The module highlights editorial requirements, scientific integrity and publishing ethics. In addition, you will learn several self-editing techniques that will enable you to prepare your manuscript for submission. The module suggests ways to self-promote in academia.8 videos, 2 readings, 2 practice quizzesexpandPractice Quiz: Self-assessmentVideo: Self-Editing ChecklistVideo: Manuscript SubmissionVideo: The Road to CalvaryPractice Quiz: Self-assessmentVideo: EthicsVideo: Self-PromotionVideo: InterviewVideo: InterviewDiscussion Prompt: Your Experience with Research Writing: Struggles, Victories, and Lessons LearnedReading: Supplementary materialsReading: FAQ concerning peer-review assignments.Video: Goodbye MessageGraded: Progress CheckGraded: Progress CheckGraded: End-of-Module TestGraded: HedgingsGraded: Final TestMODULE I: SCIENCE WRITING will help you develop an enhanced understanding of English written pattern,  based on Anglo-American rhetorical conventions. The module covers issues relating to writing strategies, style, hedging, clear meaning, organization, and choice of first person pronouns. The focus is on improving your ability to write academic English appropriate to a research article.Reading: Elena BazanovaReading: MIPTReading: LTTCVideo: Welcome wordsReading: Grading PolicyPractice Quiz: Self-assessmentVideo: Writing in EnglishVideo: Anglo-American Rhetorical TraditionsVideo: Golden Rules of Scientific WritingPractice Quiz: Progress CheckPractice Quiz: Self-assessmentVideo: Clarity, Precision, and AccuracyVideo: HedgingVideo: Fuzzy and Smothered WordsPractice Quiz: Self-assessmentVideo: Function and Structure WordsVideo: I and We in Scientific WritingVideo: Who, Which, … or That?Reading: Supplementary materialsReading: TakeawaysMODULE II: THE CHALLENGE covers issues relating to the internal text structures intrinsic to a research article. The module clarifies the usage of three major types of modifiers (squinting, misplaced, and dangling) and suggests a number of strategies to avoid obvious negation. In addition, you will learn how to create stronger academic writing by choosing the right verb form used either in active or passive voice.  The module teaches Anglo-American style of outlining, paragraphing, and argumentation to make the reading process easier for the reader. Also, you will develop an awareness of the process of journal analysis.Practice Quiz: Self-assessmentVideo: Wayward ModifiersVideo: Hidden NegationVideo: Active vs. PassivePractice Quiz: Self-assessmentVideo: Tenses in Scientific WritingVideo: PunctuationVideo: A Unit of CompositionPractice Quiz: Self-assessmentVideo: Anglo-American Style of ArgumentationVideo: Presenting Results or Telling a Story?Video: Journal AnalysisReading: Supplementary materialsReading: TakeawaysMODULE III: THE MANUSCRIPT will teach you how to prepare a publishable paper in the IMRaD (Introduction, Methods \u0026 Materials, Results, and Discussion) format. The module provides clear instructions on manuscript writing. You will gain a better understanding of four elements that underlie the structure of all stories, including those you write in science – Opening, Challenge, Action, and Resolution, which can be easily mapped on the IMRaD format.Practice Quiz: Self-assessmentVideo: Manuscript Guidelines: Insider KnowledgeVideo: The IMRaD FormatVideo: IntroductionPractice Quiz: Self-assessmentVideo: Materials and MethodsVideo: ResultsVideo: DiscussionPractice Quiz: Self-assessmentVideo: Title, Abstract, and KeywordsVideo: AcknowledgmentsVideo: ReferencesReading: Supplementary materialsReading: TakeawaysReading: FAQ concerning peer-review assignments.MODULE IV: SCIENTIFIC COMMUNICATION covers issues concerning the manuscript submission process. The module highlights editorial requirements, scientific integrity and publishing ethics. In addition, you will learn several self-editing techniques that will enable you to prepare your manuscript for submission. The module suggests ways to self-promote in academia.Practice Quiz: Self-assessmentVideo: Self-Editing ChecklistVideo: Manuscript SubmissionVideo: The Road to CalvaryPractice Quiz: Self-assessmentVideo: EthicsVideo: Self-PromotionVideo: InterviewVideo: InterviewDiscussion Prompt: Your Experience with Research Writing: Struggles, Victories, and Lessons LearnedReading: Supplementary materialsReading: FAQ concerning peer-review assignments.Video: Goodbye MessageUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAcademic Discussions in English",
    "Creator": "Moscow Institute of Physics and Technology",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/scholarly-communication",
    "Language": "English",
    "Commitment": "4 weeks, 3 - 4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "American Deaf Culture",
    "Description": "About this course: This is a six-week course providing a historical overview of the American Deaf community and its evolving culture.  Theoretical frameworks from sociology are explored.  Deafness as a culture and not a disability is explained as participants are guided into the world of Deaf culture.WEEK 1Module 1: Discrimination and AudismIntroduction to course and explanation of Civil Rights struggles for the American Deaf community.  Detailed explanation of the term “audism”.7 videos, 2 readingsexpandVideo: Introduction of the InstructorVideo: Introduction of the Interpreter (English)Video: Introduction of the Interpreter (Sign Language)Reading: Grading PolicyVideo: Outline of the CourseVideo: History of OppressionVideo: AudismVideo: Instructor's Personal ExperienceReading: Video and ArticleGraded: Module 1 QuizWEEK 2Module 2: What is American Deaf Culture? - An IntroductionOverview of commonly used terminology and jargon related to deafness.  Introduction to the existence of Deaf Culture.8 videos, 1 readingexpandVideo: Pop QuizVideo: Group LabelsVideo: Deaf \u0026 deafVideo: Hard-of-hearingVideo: DeafenedVideo: HearingVideo: Hearing impaired Deaf and DumbVideo: Instructor's personal experienceReading: Video and ArticlesGraded: Module 2 QuizWEEK 3Module 3: \"My Child is born deaf\" - Language acquisition Summary and analysis of communication options for those that are members of the American Deaf community.  Introduction of the impact of American Sign Language and the import of language acquisition for deaf children.11 videosexpandVideo: Communication OptionsVideo: Manually Coded EnglishVideo: Signed EnglishVideo: Total CommunicationVideo: OralismVideo: Cued SpeechVideo: Home SignVideo: Rochester MethodVideo: American Sign LanguageVideo: Language ComparisonVideo: Instructor's Personal ExperienceGraded: Module 3 QuizWEEK 4Module 4: What is American Deaf Culture? - an OverviewOverview of the Core Values of the American Deaf culture.  Explanation of the medical vs. cultural view of the American Deaf community.10 videos, 1 readingexpandVideo: Language transmits cultureVideo: Cultural vs. Pathological viewVideo: Language/communicationVideo: IdentityVideo: Core valuesVideo: Rules of Social InteractionVideo: TraditionVideo: Assistive TechnologyVideo: Shared experiencesVideo: Instructor's personal experienceReading: Video and articlesGraded: Module 4 QuizWEEK 5Module 5: Education and the Law as it affects the American Deaf community:  Discussion of U.S. Laws enacted that affect the American Deaf community and educational options.11 videos, 1 readingexpandVideo: Deaf cultureVideo: U.S. Laws \u0026 how they impact the Deaf communityVideo: The Rehabilitation Act of 1973-Section 504Video: PL 94-142 in 1975: Educationa for All Handicapped Children ActVideo: Mainstreaming environmentsVideo: Residential Schools for the DeafVideo: Day School programs-sample mapVideo: Oral schools for the Deaf: \"listen, learn and talk\" approachVideo: Post-secondary educationVideo: Americans with Disabilities Act (ADA)Video: Instructor's personal experienceReading: Video and ArticlesGraded: Module 5 QuizWEEK 6Module 6: History of American Deaf communitySummary of course objectives and final exam.Graded: Final ExamVideo: Introduction of the InstructorVideo: Introduction of the Interpreter (English)Video: Introduction of the Interpreter (Sign Language)Reading: Grading PolicyVideo: Outline of the CourseVideo: History of OppressionVideo: AudismVideo: Instructor's Personal ExperienceReading: Video and ArticleVideo: Pop QuizVideo: Group LabelsVideo: Deaf \u0026 deafVideo: Hard-of-hearingVideo: DeafenedVideo: HearingVideo: Hearing impaired Deaf and DumbVideo: Instructor's personal experienceReading: Video and ArticlesVideo: Communication OptionsVideo: Manually Coded EnglishVideo: Signed EnglishVideo: Total CommunicationVideo: OralismVideo: Cued SpeechVideo: Home SignVideo: Rochester MethodVideo: American Sign LanguageVideo: Language ComparisonVideo: Instructor's Personal ExperienceVideo: Language transmits cultureVideo: Cultural vs. Pathological viewVideo: Language/communicationVideo: IdentityVideo: Core valuesVideo: Rules of Social InteractionVideo: TraditionVideo: Assistive TechnologyVideo: Shared experiencesVideo: Instructor's personal experienceReading: Video and articlesVideo: Deaf cultureVideo: U.S. Laws \u0026 how they impact the Deaf communityVideo: The Rehabilitation Act of 1973-Section 504Video: PL 94-142 in 1975: Educationa for All Handicapped Children ActVideo: Mainstreaming environmentsVideo: Residential Schools for the DeafVideo: Day School programs-sample mapVideo: Oral schools for the Deaf: \"listen, learn and talk\" approachVideo: Post-secondary educationVideo: Americans with Disabilities Act (ADA)Video: Instructor's personal experienceReading: Video and ArticlesThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1University of Virginia, UVA Lifetime Learning, Patrick Henry Memorial FoundationPatrick Henry: Forgotten FounderNational Research Tomsk State UniversityGenius. Talent. Golden MediocrityUniversity of Cape TownOrgan Donation: From Death to Life",
    "Creator": "University of Houston System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/deaf-culture",
    "Language": "English",
    "Commitment": "2 hours per module.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.0 stars"
  },
  {
    "Title": "Inglés Empresarial: Finanzas y Economía",
    "Description": "About this course: Do you work in finance or interact with finance professionals? Is it necessary to speak, write or understand English in your career? Follow the authentic characters in this course as they work through common business situations in finance and economics. Learn from your successes and failure, and think critically about your own communication options. After taking this course, you will be able to read and create efficient e-mails, reports, and impactful presentations with words and phrases commonly used in finance and economics. Communicate clearly under pressure utilizing recently learned strategies, and obtain immediate feedback about the efficiency of your business communication skills in English from other finance professionals around the world! Gain the English communication skills that you desire and that global managers expect.\n\n¿Trabaja usted en las finanzas o interactuar con profesionales de las finanzas? ¿Es necesario hablar, escribir o entender inglés en su profesión? Siga los personajes auténticos en este curso a medida que trabajan a través de situaciones de negocios comunes en las finanzas y las económicas economía. Aprenda de sus éxitos y fracasos, y piense críticamente sobre sus propias opciones de comunicación de Ud. Después de tomar este curso, usted será capaz de leer y crear mensajes de correo electrónico eficaces, informes, y presentaciones impactantes, con las palabras y frases del uso común en las finanzas y las económicas economía. ¡Comuniquese claramente bajo presión utilizando estrategias recién aprendidas, y obtenga información inmediata sobre la eficacia de sus habilidades de comunicación de negocios en inglés por parte de otros profesionales de las finanzas de todo el mundo! Obtenga las habilidades de comunicación en inglés que Ud. desee y que los gerentes globales esperan.WEEK 1BudgetingMientras hacemos presupuestos, Catherine le pide a los gerentes que mantengan los gastos como están. Jake, mientras tanto, ignora lo pedido ya que él cree que el puede aumentar las ventas invirtiendo más en promociones. ¿Cómo crees que Catherine maneja esta situación? En esta semana, veras a Catherine y a Jake hablar sobre este presupuesto.  Observaras como ella usa preguntas para ayudar a Jake lograr los objetivos que tienen los dos. Después de completar esta semana, serás capaz formular preguntas que lo lleven a tener conversaciones honestas y producir resultados positivo. Ahora en inglés: While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.6 videos, 11 readings, 5 practice quizzesexpandReading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 Shaving Off 5%/ Recortando el 5%Reading: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsReading: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Practice Quiz: 1.6 Probing QuestionsReading: 1.7 Probing Question StemsPractice Quiz: 1.8 Probing Question StemsReading: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationPractice Quiz: 1.11 Open CommunicationReading: Bonus: Worksheet for Practicing How to Say NumbersReading: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsPractice Quiz: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH QuestionsReading: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsPractice Quiz: 1.16 Forming WH QuestionsReading: 1.17 \"Getting to Yes: Interest versus Positions\"Reading: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingPeer Review: 1.20 Consult and ProbeReading: 1.22 Quizlet Vocabulary Practice: BudgetingGraded: 1.21 Week 1 TestWEEK 2ForecastingYa conseguiste la información, hiciste el análisis y los pronósticos. Ahora, tendrás que explicar tus conclusiones. Después de completar esta semana, estarás más preparado para esta dificil tarea. Practicarás el lenguaje adecuado para describir una historia basada en la información presentada a través de tablas y gráficos, y usaras  estrategias para mantener la calma y evitar estar a la defensiva cuando alguien te desafía. Con Catherine como ejemplo en El reto, tendrás un buen comienzo. Ahora en inglés: You’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in El reto, you’ll be off to a good start.6 videos, 9 readings, 4 practice quizzesexpandReading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Catherine's Solid Forecasts/ Los pronósticos de CatherineReading: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessPractice Quiz: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationReading: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Reading: 2.8 \"Secrets of Reading Financial Reports\"Reading: 2.9 How to Organize your Story and Other HintsPractice Quiz: 2.10 Chart Communication/StorytellingReading: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition Phrases for Contrast and AdditionsPractice Quiz: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectPractice Quiz: 2.14 Transition Phrases for Cause and EffectReading: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionReading: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Discussion Prompt: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentPeer Review: 2.19 Financial StorytellerReading: 2.21 Quizlet Vocabulary Practice: ForecastingGraded: 2.20 Week 2 Chapter TestWEEK 3PurchasingAprovar gastos grandes significa muchas horas de negociación, persuasión, y concesión. Esto puede ser un proceso doloroso, pero no necesita serlo. Sigue un proceso el cual te quitara el dolor. Aprende el lenguaje y el proceso exitoso para negociar soluciones donde todos estén de acuerdo.  Después de completar esta semana, serás capaz de seguir un proceso donde podrás usar el lenguaje adecuado para negociar situaciones beneficiosas para todos. También podrás identificar situaciones éticas complicadas donde tu integridad brillará. Ahora en inglés: Approving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.6 videos, 8 readings, 5 practice quizzesexpandReading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 Tooling Options/ Opciones de herramientasReading: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsReading: 3.5 Conceed to Your Ego: A VideoDiscussion Prompt: 3.6 Does Concession Mean Losing?Practice Quiz: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityReading: 3.9 \"Five Ways to See if your Business Integrity is Showing\"Practice Quiz: 3.10 Maintaining IntegrityReading: 3.11 \"The 6 Types of Socratic Questions\"Practice Quiz: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicPractice Quiz: 3.14 Persuasive Language-LogicReading: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionPractice Quiz: 3.17 Phrases for ConcessionReading: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewDiscussion Prompt: 3.20 Vocabulary PowerPeer Review: 3.21 Questions for Mr. PresidentReading: 3.23 Quizlet Vocabulary Practice: PurchasingGraded: 3.22 Week 3 Chapter TestWEEK 4Auditing“¿Que tipo de documentos necesitas?” “Disculpa, pero no tengo tiempo.” Este tipo de frases son común al prepararse para una auditoría. ¿Tienes superpoderes para hacer que todos hagan lo que les pides? Aunque no tengas superpoderes, definitivamente tienes el poder de dirigir a otros.  Después de completar esta semana, serás capaz de identificar los 5 tipos de poder, influenciar interacciones positivas, y encontrar palabras que lleven comuniquen de una forma efectiva lo que deseas decir. Ahora en inglés: “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. 6 videos, 10 readings, 4 practice quizzesexpandReading: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 Mary Gains Confidence/ Mary gana confianzaReading: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerReading: 4.5 Auditors and Power Relationships: How Can We Get Along?Reading: 4.6 William Ury: \"NO Means YES\" ~ Tell that to Your Auditor!Practice Quiz: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerReading: 4.9 \"Five Ways To Get Anyone To Do Anything\"Discussion Prompt: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionPractice Quiz: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneReading: 4.13 Sound of Confidence: Amy Cuddy's Power PosesReading: 4.14 Three Productive Language ChoicesPractice Quiz: 4.15 Speaking Tone and Body LanguageReading: 4.16 Companion Email for \"Writing Tone\" Instructional Video\": Delay in analytic software launchVideo: 4.17 Writing TonePractice Quiz: 4.18 Writing ToneReading: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingPeer Review: 4.20 Auditor AdmirationReading: 4.22 Quizlet Vocabulary Practice: AuditingGraded: 4.21 Week 4 Chapter TestWEEK 5Economics¡Tantas tendencias por seguir y tan poco tiempo! Después de completar esta semana, serás capaz de usar estrategias de lectura para encontrar y comprender rápidamente información y el vocabulario necesario--hasta de textos difíciles. Ahora en inglés: So many trends to follow, so little time. After completing this week, you’ll be able to use reading strategies for quickly finding and comprehending the information and vocabulary you need--even from difficult texts.6 videos, 8 readings, 1 practice quizexpandReading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Seeing Things Clearly/ Viendo las cosas claramenteReading: 5.3 Vocabulary Preview: EconomicsReading: 5.4 \"These are the Econ Blogs You Need to Read\"Discussion Prompt: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesPractice Quiz: 5.7 Reading StrategiesReading: 5.8 Applying Reading Strategies (Companion Article)Video: 5.9 Applying Reading StrategiesReading: 5.10 On The Move In ChinaDiscussion Prompt: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseReading: 5.13 More Phrases Used For Increase/DecreaseReading: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesDiscussion Prompt: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsPeer Review: 5.18 Trends are for SharingReading: 5.20 Quizlet Vocabulary Practice: EconomicsGraded: 5.19 Week 5 Chapter TestWEEK 6ReviewEn esta semana, revisaremos y practicaremos conceptos clave y el lenguaje aprendido durante el curso. Veremos videos, comprobaremos tus conocimientos y comprensión con el apoyo de nuestras hojas de revisión. Ahora en inglés: In this week, you’ll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding with the support of review worksheet.2 videos, 3 readingsexpandReading: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Reading: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Reading: 6.5 REFERENCESGraded: 6.6 Final ExamMientras hacemos presupuestos, Catherine le pide a los gerentes que mantengan los gastos como están. Jake, mientras tanto, ignora lo pedido ya que él cree que el puede aumentar las ventas invirtiendo más en promociones. ¿Cómo crees que Catherine maneja esta situación? En esta semana, veras a Catherine y a Jake hablar sobre este presupuesto.  Observaras como ella usa preguntas para ayudar a Jake lograr los objetivos que tienen los dos. Después de completar esta semana, serás capaz formular preguntas que lo lleven a tener conversaciones honestas y producir resultados positivo. Ahora en inglés: While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.Reading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 Shaving Off 5%/ Recortando el 5%Reading: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsReading: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Practice Quiz: 1.6 Probing QuestionsReading: 1.7 Probing Question StemsPractice Quiz: 1.8 Probing Question StemsReading: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationPractice Quiz: 1.11 Open CommunicationReading: Bonus: Worksheet for Practicing How to Say NumbersReading: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsPractice Quiz: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH QuestionsReading: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsPractice Quiz: 1.16 Forming WH QuestionsReading: 1.17 \"Getting to Yes: Interest versus Positions\"Reading: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingPeer Review: 1.20 Consult and ProbeReading: 1.22 Quizlet Vocabulary Practice: BudgetingYa conseguiste la información, hiciste el análisis y los pronósticos. Ahora, tendrás que explicar tus conclusiones. Después de completar esta semana, estarás más preparado para esta dificil tarea. Practicarás el lenguaje adecuado para describir una historia basada en la información presentada a través de tablas y gráficos, y usaras  estrategias para mantener la calma y evitar estar a la defensiva cuando alguien te desafía. Con Catherine como ejemplo en El reto, tendrás un buen comienzo. Ahora en inglés: You’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in El reto, you’ll be off to a good start.Reading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Catherine's Solid Forecasts/ Los pronósticos de CatherineReading: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessPractice Quiz: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationReading: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Reading: 2.8 \"Secrets of Reading Financial Reports\"Reading: 2.9 How to Organize your Story and Other HintsPractice Quiz: 2.10 Chart Communication/StorytellingReading: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition Phrases for Contrast and AdditionsPractice Quiz: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectPractice Quiz: 2.14 Transition Phrases for Cause and EffectReading: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionReading: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Discussion Prompt: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentPeer Review: 2.19 Financial StorytellerReading: 2.21 Quizlet Vocabulary Practice: ForecastingAprovar gastos grandes significa muchas horas de negociación, persuasión, y concesión. Esto puede ser un proceso doloroso, pero no necesita serlo. Sigue un proceso el cual te quitara el dolor. Aprende el lenguaje y el proceso exitoso para negociar soluciones donde todos estén de acuerdo.  Después de completar esta semana, serás capaz de seguir un proceso donde podrás usar el lenguaje adecuado para negociar situaciones beneficiosas para todos. También podrás identificar situaciones éticas complicadas donde tu integridad brillará. Ahora en inglés: Approving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.Reading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 Tooling Options/ Opciones de herramientasReading: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsReading: 3.5 Conceed to Your Ego: A VideoDiscussion Prompt: 3.6 Does Concession Mean Losing?Practice Quiz: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityReading: 3.9 \"Five Ways to See if your Business Integrity is Showing\"Practice Quiz: 3.10 Maintaining IntegrityReading: 3.11 \"The 6 Types of Socratic Questions\"Practice Quiz: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicPractice Quiz: 3.14 Persuasive Language-LogicReading: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionPractice Quiz: 3.17 Phrases for ConcessionReading: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewDiscussion Prompt: 3.20 Vocabulary PowerPeer Review: 3.21 Questions for Mr. PresidentReading: 3.23 Quizlet Vocabulary Practice: Purchasing“¿Que tipo de documentos necesitas?” “Disculpa, pero no tengo tiempo.” Este tipo de frases son común al prepararse para una auditoría. ¿Tienes superpoderes para hacer que todos hagan lo que les pides? Aunque no tengas superpoderes, definitivamente tienes el poder de dirigir a otros.  Después de completar esta semana, serás capaz de identificar los 5 tipos de poder, influenciar interacciones positivas, y encontrar palabras que lleven comuniquen de una forma efectiva lo que deseas decir. Ahora en inglés: “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. Reading: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 Mary Gains Confidence/ Mary gana confianzaReading: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerReading: 4.5 Auditors and Power Relationships: How Can We Get Along?Reading: 4.6 William Ury: \"NO Means YES\" ~ Tell that to Your Auditor!Practice Quiz: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerReading: 4.9 \"Five Ways To Get Anyone To Do Anything\"Discussion Prompt: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionPractice Quiz: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneReading: 4.13 Sound of Confidence: Amy Cuddy's Power PosesReading: 4.14 Three Productive Language ChoicesPractice Quiz: 4.15 Speaking Tone and Body LanguageReading: 4.16 Companion Email for \"Writing Tone\" Instructional Video\": Delay in analytic software launchVideo: 4.17 Writing TonePractice Quiz: 4.18 Writing ToneReading: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingPeer Review: 4.20 Auditor AdmirationReading: 4.22 Quizlet Vocabulary Practice: Auditing¡Tantas tendencias por seguir y tan poco tiempo! Después de completar esta semana, serás capaz de usar estrategias de lectura para encontrar y comprender rápidamente información y el vocabulario necesario--hasta de textos difíciles. Ahora en inglés: So many trends to follow, so little time. After completing this week, you’ll be able to use reading strategies for quickly finding and comprehending the information and vocabulary you need--even from difficult texts.Reading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Seeing Things Clearly/ Viendo las cosas claramenteReading: 5.3 Vocabulary Preview: EconomicsReading: 5.4 \"These are the Econ Blogs You Need to Read\"Discussion Prompt: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesPractice Quiz: 5.7 Reading StrategiesReading: 5.8 Applying Reading Strategies (Companion Article)Video: 5.9 Applying Reading StrategiesReading: 5.10 On The Move In ChinaDiscussion Prompt: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseReading: 5.13 More Phrases Used For Increase/DecreaseReading: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesDiscussion Prompt: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsPeer Review: 5.18 Trends are for SharingReading: 5.20 Quizlet Vocabulary Practice: EconomicsEn esta semana, revisaremos y practicaremos conceptos clave y el lenguaje aprendido durante el curso. Veremos videos, comprobaremos tus conocimientos y comprensión con el apoyo de nuestras hojas de revisión. Ahora en inglés: In this week, you’ll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding with the support of review worksheet.Reading: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Reading: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Reading: 6.5 REFERENCESUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ingles-empresarial-finanzas-economia",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "6 semanas de estudio, 1-2 horas/semana",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Inglés Empresarial: el márketing y ventas",
    "Description": "About this course: If you work in marketing, sales, or advertising, you already know that effective communication is a requirement. This can be even more difficult when expressing your ideas in a persuasive manner in English.  In this course, you will learn to use English more efficiently while joining successful global professionals around the world. Develop your skills along with authentic characters that work in marketing and also work hard to improve their communication skills. Learn from your successes and failures, reflect on your own style, strengths, and improvement areas. After taking this course, you will be able to:\n·      Express your ideas through efficient emails, reports and persuasive presentations\n·      Learn words and phrases related to market research, branding, direct marketing, advertising costs, etc.\n·      Get instant feedback about the efficiency of your business communication skills in English from sales and marketing professionals from around the world\n·      Become part of a global community of business professionals who are developing their English communication skills\n\nSi Ud. trabaja en el marketing, las ventas, o la publicidad, ya sabe que la comunicación efectiva es un requisito del trabajo. Esto se hace aún más difícil cuando se trata de expresar sus ideas de manera persuasiva en inglés. En este curso, Ud. aprenderá a utilizar el inglés con mayor eficacia, uniéndose a los profesionales globales exitosos en todo el mundo. Ud. también desarrollará sus habilidades, junto con personajes auténticos quienes trabajan en marketing que también se esfuerzan para mejorar sus habilidades de comunicación. Finalmente, aprenderá de sus éxitos y fracasos, y reflexionara sobre su propio estilo, puntos fuertes y áreas de mejoramiento. Después de tomar este curso usted será capaz de\n·       Expresar sus ideas a través de correos electrónicos eficaces, informes y presentaciones persuasivas.\n·       Aprender palabras y frases relacionadas con las investigaciones del mercado, la marca, el marketing directo, las tarifas de publicidad y otros\n·       Obtener información inmediata sobre la eficacia de sus habilidades de comunicación de negocios en inglés por parte de los profesionales de ventas y marketing de todo el mundo\n·       Unirse hoy con una comunidad de profesionales globales quienes están desarrollando sus habilidades de comunicación en inglés.WEEK 1ProductWhere do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this El Retro episode....¿Dónde comienzas con el mercadeo de un proyecto o producto? Con una lluvia de ideas efectiva ¡claro! Esta semana, aprenderás acerca de los roles que tomamos en grupos, como dar opiniones o argumentar de manera respetuosa, generando frases o técnicas para que tu producto sea un éxito.  En este episodio de El Reto donde, Jake se acerca a Bridget, veras ejemplos de cómo prepararte antes de una sesión de lluvia de ideas y de las cosas que no debes hacer durante el proceso.6 videos, 7 readings, 4 practice quizzesexpandReading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 The Brainstorming Begins/Comienza la lluvia de ideasReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 \"How Group Dynamics Affect Decisions\"Practice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: ProductGraded: 1.19 Week 1 TestWEEK 2Product PerceptionHave you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.....¿Alguna vez has sido parte de una encuesta?Veras un ejemplo mientras el equipo de BioDent le pregunta a las personas en la calle su opinión acerca del producto. Las presentaciones efectivas y las encuestas comienzan con visuales claros y fáciles de interpretar.  En la lección de esta semana, exploraremos gráficas, tablas y preguntas que pueden ser utilizadas para crear una buena encuesta.  Aprenderemos la importancia de interpretar estas tablas y graficas antes de presentarlas.6 videos, 10 readings, 4 practice quizzesexpandReading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Survey Power/El poder de las encuestasReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: \"5 Key Metrics for Measuring Brand Loyalty\"Video: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - \"Customer loyalty: the (changing) reality of loyalty beyond retention\"Reading: BONUS - \"Writing Good Survey Questions: Tips and Advice\"Discussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product PerceptionGraded: 2.19 Week 2 TestWEEK 3PromotionGood design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy the El Reto sketch.....Un buen diseño es invisible. Pero, ¿cómo logramos eso? La lección de esta semana consiste en el diseño gráfico, la percepción, y como crear una campaña de mercadeo significativa y memorable.  Toma tiempo para apreciar las primeras etapas de un buen diseño con un grupo de enfoque mientras disfrutas de la mini obre El Reto.6 videos, 8 readings, 3 practice quizzesexpandReading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 BioDent Impressions/ Impresiones de BioDentReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 \"It's All Gooooooooood\"Video: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: PromotionGraded: 3.19 Week 3 TestWEEK 4Persuasive TechniquesBy the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.....Al finalizar esta semana te habrás familiarizado con el Dr. Robert Cialdini y sus seis principios de persuasión.  ¿Cómo puedes lograr que tus consumidores digan “si” de manera éticamente honesta? Esta pregunta y otras serán contestadas cuando Jake se reúna con Sandy para discutir estos principios6 videos, 8 readings, 3 practice quizzesexpandReading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 Hooray for Social Media Marketing/ ¡Hurra por el mercadeo en las redes sociales!Reading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 \"How to Get People to Do Stuff: Nouns or Verbs?\"Discussion Prompt: 4.14 Let's Discuss:How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive TechniquesGraded: 4.19 Week 4 TestWEEK 5PitchWhy do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement......Por qué respondemos mejor a algunos discursos de ventas que a otros?  Jake le pide a Catherine consejos ya que necesita ayuda en su presentación para la alta administración.  La Semana 5 está repleta de consejos para llevar a cabo presentaciones formales, discursos, discursos improvisados, guiones de venta y presentaciones de consultas que te darán mayor confianza y más emoción a tus palabras. 6 videos, 16 readings, 5 practice quizzesexpandReading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Ready..Set..Pitch / ¡En sus marcas…listos…discursos!Reading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: \"The Consultative Sales Process\"Discussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: \"Killer Presentation Skills\"Video: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 \"A Quick Guide to Writing Your Elevator Pitch: With Examples!\"Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: PitchGraded: 5.28 Week 5 TestWEEK 6ReviewIn this week, we'll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding and analyze techniques you best loved about this Marketing and Sales class....En esta semana, repasaremos y practicaremos los conceptos claves del curso.  Observa los videos, comprueba tus conocimientos y analiza las técnicas que más te gustaron de esta clase de Mercadeo y Venta.1 video, 1 readingexpandPeer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesGraded: 6.3 FINAL TESTWhere do you start marketing with a project or product?  Why with an effective brainstorming session of course!  This week you’ll learn the roles we play in groups, how to give opinions or disagree respectfully and brainstorming phrases and techniques to make your product roll out a success. You’ll see examples of prepping before a brainstorming session as Jake approaches Bridget and even some what not to do’s in this El Retro episode....¿Dónde comienzas con el mercadeo de un proyecto o producto? Con una lluvia de ideas efectiva ¡claro! Esta semana, aprenderás acerca de los roles que tomamos en grupos, como dar opiniones o argumentar de manera respetuosa, generando frases o técnicas para que tu producto sea un éxito.  En este episodio de El Reto donde, Jake se acerca a Bridget, veras ejemplos de cómo prepararte antes de una sesión de lluvia de ideas y de las cosas que no debes hacer durante el proceso.Reading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 The Brainstorming Begins/Comienza la lluvia de ideasReading: 1.3 Vocabulary PreviewDiscussion Prompt: Meet and Greet: Introduce YourselfReading: Directions for Submitting Audio or VideoVideo: 1.4 Effective Brainstorming TechniquesReading: 1.5 Why Brainstorming Works Best OnlinePractice Quiz: 1.6 Checkpoint: BrainstormingVideo: 1.7 Giving Opinions in BrainstormingPractice Quiz: 1.8 Checkpoint: Giving Opinions in BrainstormingVideo: 1.9 Group Dynamics: What Role Will You Play?Reading: 1.10 \"How Group Dynamics Affect Decisions\"Practice Quiz: 1.11 Checkpoint: Group DynamicsVideo: 1.12 Agreeing/Disagreeing In MeetingsPractice Quiz: 1.13 Checkpoint: Agreeing/Disagreeing In MeetingsReading: 1.14 Expressing Opinions-Sentence StemsDiscussion Prompt: 1.15 Let's Discuss: Brainstorming Success StoriesVideo: 1.16 Week 1 ReviewPeer Review: 1.17 Apply Your Knowledge PART 1: Lead a BrainWriting Session (optional)Peer Review: 1.18 Apply Your Knowldege PART 2: Analyzing Ideas and Reporting Out (optional) Reading: 1.20 Quizlet Vocabulary Practice: ProductHave you ever been part of a survey? You’ll see an example as the BioDent marketing team asks people from the streets opinions about their product. Effective presentations and surveys first start with clear and easy to understand visuals.  In this week’s lessons we’ll explore graphs, charts and questions to create strong surveys.  We’ll learn the importance of interpreting these charts and graphs accurately before presenting them with confidence.....¿Alguna vez has sido parte de una encuesta?Veras un ejemplo mientras el equipo de BioDent le pregunta a las personas en la calle su opinión acerca del producto. Las presentaciones efectivas y las encuestas comienzan con visuales claros y fáciles de interpretar.  En la lección de esta semana, exploraremos gráficas, tablas y preguntas que pueden ser utilizadas para crear una buena encuesta.  Aprenderemos la importancia de interpretar estas tablas y graficas antes de presentarlas.Reading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 Survey Power/El poder de las encuestasReading: 2.3 Vocabulary PreviewVideo: 2.4 Writing Surveys That Get You Actionable InsightsReading: 2.5 Writing Survey Questions: a Useful Blog PostPractice Quiz: 2.6 Checkpoint: Writing Effective SurveysVideo: 2.7 Visually Communicate Data with ChartsPractice Quiz: 2.8 Checkpoint: Visual Communication - ChartsReading: 2.9 Welcome to the Age of ExperienceDiscussion Prompt: 2.10 Let's Discuss: Welcome to the Age of ExperienceReading: BONUS: \"5 Key Metrics for Measuring Brand Loyalty\"Video: 2.11 Chart and Graph InterpretationPractice Quiz: 2.12 Checkpoint: Chart and Graph InterpretationReading: 2.13 Perceptual Edge: Problems and Solutions for GraphsVideo: 2.14 Graph and Chart PresentationPractice Quiz: 2.15 Checkpoint: Graph and Chart PresentationReading: BONUS - Eight Tips for Writing Effective Survey QuestionsReading: BONUS - \"Customer loyalty: the (changing) reality of loyalty beyond retention\"Reading: BONUS - \"Writing Good Survey Questions: Tips and Advice\"Discussion Prompt: 2.16 Let's Discuss: Outside The Box PuzzleVideo: 2.17 Week 2 ReviewPeer Review: 2.18 Apply Your Knowledge Write a Survey Questionnaire (optional) Reading: 2.20 Quizlet Vocabulary Practice: Product PerceptionGood design is invisible. But, how do we make it so?  This week’s lessons consist of graphic design, perception, concise language and how to make our marketing meaningful and memorable. Take time to notice the beginning stages of good design during a focus group as you enjoy the El Reto sketch.....Un buen diseño es invisible. Pero, ¿cómo logramos eso? La lección de esta semana consiste en el diseño gráfico, la percepción, y como crear una campaña de mercadeo significativa y memorable.  Toma tiempo para apreciar las primeras etapas de un buen diseño con un grupo de enfoque mientras disfrutas de la mini obre El Reto.Reading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 BioDent Impressions/ Impresiones de BioDentReading: 3.3 Vocabulary PreviewVideo: 3.4 Perception in Visual CommunicationReading: 3.5 \"It's All Gooooooooood\"Video: 3.6 Visual Communication StrategiesPractice Quiz: 3.7 Checkpoint: Visual CommunicationVideo: 3.8 Concise Language for Social Media MarketingReading: 3.9 Excellent PowerPoint ExamplesPractice Quiz: 3.10 Checkpoint: Concise Language for Social Media MarketingVideo: 3.11 Clever and Catchy with CautionPractice Quiz: 3.12 Checkpoint: Clever and Catchy with CautionReading: 3.13 Nuts \u0026 Bolts ~ What is a Tagline?Discussion Prompt: 3.14 Let's Discuss: Unintentionally Funny TaglinesReading: 3.15 Creating your Personal Tagline WorksheetReading: 3.16 Creating Your Personal Tagline EXAMPLE WorksheetPeer Review: 3.17 Apply Your Knowledge What's Your Tagline? (optional)Video: 3.18 Week 3 ReviewReading: 3.20 Quizlet Vocabulary Practice: PromotionBy the end of this week you will be familiar with Dr. Robert Cialdini and his six principles of persuasion.  How do you get your customers to say “yes” in an ethical and honest way? This and more will be answered as Jake meets with Sandy to discuss these principles.....Al finalizar esta semana te habrás familiarizado con el Dr. Robert Cialdini y sus seis principios de persuasión.  ¿Cómo puedes lograr que tus consumidores digan “si” de manera éticamente honesta? Esta pregunta y otras serán contestadas cuando Jake se reúna con Sandy para discutir estos principiosReading: 4.1 Weekly Goals and Advice from InstructorsVideo: 4.2 Hooray for Social Media Marketing/ ¡Hurra por el mercadeo en las redes sociales!Reading: 4.3 Vocabulary PreviewVideo: 4.4 Cialdini's Principles of Influence - Part 1Reading: 4.5 \"Why?\" It works!Discussion Prompt:  4.6 Let's Discuss: \"Why\" It Works.Video: 4.7 Cialdini's Principles of Influence - Part 2Practice Quiz: 4.8 Checkpoint: Principles of InfluenceReading: 4.9 Metaphor, A Persuasive Heavy WeightDiscussion Prompt: 4.10 Let's Discuss: Metaphor HuntingReading: BONUS: Cialdini in His Own WordsReading: BONUS: Social Proof in ActionVideo: 4.11 Power of One WordPractice Quiz: 4.12 Checkpoint: Power of One WordReading: 4.13 \"How to Get People to Do Stuff: Nouns or Verbs?\"Discussion Prompt: 4.14 Let's Discuss:How to Get People to do Stuff: Nouns or Verbs? Video: 4.15 Influential LanguagePractice Quiz: 4.16 Checkpoint: Influential LanguageDiscussion Prompt: 4.17 Let's Discuss: Scarcity - Cialdini in My LifeVideo: 4.18 Week 4 ReviewReading: 4.20 Quizlet Vocabulary Practice: Persuasive TechniquesWhy do we respond better to some sales pitches than others? Jake needs help with his presentation to senior management and goes to Catherine for advice. Week 5 is full of quick tips for formal presentations, pitches, impromptu speeches, sales scripts and consultative sales presentations that will give your confidence a boost and your words more energy and excitement......Por qué respondemos mejor a algunos discursos de ventas que a otros?  Jake le pide a Catherine consejos ya que necesita ayuda en su presentación para la alta administración.  La Semana 5 está repleta de consejos para llevar a cabo presentaciones formales, discursos, discursos improvisados, guiones de venta y presentaciones de consultas que te darán mayor confianza y más emoción a tus palabras. Reading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 Ready..Set..Pitch / ¡En sus marcas…listos…discursos!Reading: 5.3 Vocabulary PreviewVideo: 5.4 Preparing your PresentationReading: 5.5 Kinesics: Body Language for the PresenterReading: 5.6 Presenting in English: Strategies for the Non-Native SpeakerPractice Quiz: 5.7 Checkpoint: Presentation StrategiesVideo: 5.8 Consultative Sales PresentationsReading: BONUS: \"The Consultative Sales Process\"Discussion Prompt: 5.9 Compete with Competitors not CustomersPractice Quiz: 5.10 Checkpoint: Consultative Sales PresentationsReading: 5.11 Interpreting Body Language for SalesDiscussion Prompt: 5.12 Let's Discuss: Interpreting Your Body LanguageDiscussion Prompt: 5.13 Let's Discuss: Body Language Analysis, Pursuit of Happyness InterviewReading: BONUS: \"Killer Presentation Skills\"Video: 5.15 Language for Sales ScriptsReading: 5.16 Tips for Sales ScriptingPractice Quiz: 5.17 Checkpoint: Language for Sales ScriptsVideo: 5.18 Impromptu Speaking/Elevator PitchReading: 5.19 Elevator Pitch: Make it Memorable with 4 TechniquesPractice Quiz: 5.20 Checkpoint: Impromptu Speaking/Elevator PitchReading: 5.21 Keep them Listening with Transition WordsReading: 5.22 \"A Quick Guide to Writing Your Elevator Pitch: With Examples!\"Practice Quiz: 5.23 Useful Phrases and TransitionsReading: 5.24 Love it! Outstanding Example of an Elevator PitchVideo: 5.25 Week 5 ReviewReading: 5.26 Steps to Preparing a Good Elevator PitchPeer Review: 5.27 Apply Your Knowledge Give us Your Elevator Pitch (optional)Reading: BONUS Excellent TEDTalk on Elevator SpeechReading: BONUS Asking and Answering QuestionsReading: 5.29 Quizlet Vocabulary Practice: PitchIn this week, we'll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding and analyze techniques you best loved about this Marketing and Sales class....En esta semana, repasaremos y practicaremos los conceptos claves del curso.  Observa los videos, comprueba tus conocimientos y analiza las técnicas que más te gustaron de esta clase de Mercadeo y Venta.Peer Review: 6.1 Free Content Brings Me To You (optional)Video: 6.2 Week 6 ReviewReading: 6.4 ReferencesUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/ingles-empresarial-marketing-ventas",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "6 semanas de estudio, 2-4 horas/semana",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Techniques for Teaching Adjectives and Adjective Clauses",
    "Description": "About this course: This is the second course in the Teach English: Intermediate Grammar specialization. In this course, you will learn how to effectively teach adjectives, adjective phrases, and adjective clauses to your students. You will learn what makes this grammar difficult for students and how to make it easier for them. You will also learn a variety of activities and methods for teaching this content in a fun and interesting way. You will have opportunities to practice the skills you learn by creating sample assignments and recording short videos of your teaching demonstrations. This course is designed for teachers or those wanting to become teachers who have a solid understanding of English grammar and want to improve their skills of teaching that grammar to others.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1WelcomeThis is the second course in the Teach English: Intermediate Grammar specialization. Here, you will learn to teach adjectives and adjective clauses effectively. These are very important for helping students make their sentences interesting and more complex. In this course, you'll learn what is hard for students to learn and some methods for helping them understand adjectives and adjective clauses.4 videos, 1 readingexpandVideo: Meet the TeachersPeer Review: Introduce YourselfReading: Messages about RespectVideo: Course IntroductionVideo: Sequencing GrammarVideo: Teacher TalkTeaching Adjectives and Adjective PhrasesIn the first module, you will learn what is difficult for students about learning to use adjectives and adjective phrases correctly in English. You'll learn some great activities for helping them practice, and you'll get a chance to make a lesson for teaching adjectives and a video demonstration of your teacher talk. 6 videos, 4 readings, 1 practice quizexpandVideo: Week 1 IntroductionVideo: Commentary on Teaching AdjectivesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Adjectives and Adjective Phrases Practice QuizVideo: Place Your Order ActivityVideo: A Bag of This or That Activity Part 1Video: A Bag of This or That Activity Part 2Video: Gift Ideas ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsGraded: Adjectives Activity AssignmentGraded: Graded QuizWEEK 2Teaching Adjective ClausesIn the lessons this week, you will learn about teaching adjective clauses. You will hear suggestions for making this material easier for students to understand and ideas for fun practice activities. You'll also get the chance to practice what you've learned and get feedback on your lesson and video demonstration.5 videos, 4 readings, 1 practice quizexpandVideo: Week 2 IntroductionVideo: Commentary on Teaching Adjective ClausesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Adjective Clauses Practice QuizVideo: Who Knows? ActivityVideo: To the Finish Line ActivityVideo: I Know Someone ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsGraded: Adjective Clauses with Subject Pronouns Activity AssignmentGraded: Graded QuizWEEK 3More about Teaching Adjective ClausesThis week, you will learn about other types of adjective clauses and how to teach them. You will again learn new activities for helping your students practice these other types of adjective clauses. Then you will practice what you've learned by creating your own lesson for students and demonstrate your teaching skills by sharing a video of your instructions to students for feedback from your peers.6 videos, 3 readings, 1 practice quizexpandVideo: Week 3 IntroductionVideo: More Commentary on Teaching Adjective Clauses Part 1Video: More Commentary on Teaching Adjective Clauses Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: More Adjective Clauses Practice QuizVideo: Preposition JeopardyVideo: Describe that Habitat ActivityVideo: Cooperative Crossword ActivityReading: HandoutsPeer Review: Discuss the MaterialsGraded: Adjective Clauses with Prepositions Activity AssignmentGraded: Graded QuizWEEK 4Teaching Reduced Adjective Clauses and AppositivesIn the final week of the course, you will learn how to teach students about reduced adjective clauses and appositives. You will hear about strategies for introducing these concepts to students and learn some new activities for making your classes interesting. Finally, you will demonstrate your own lesson ideas and teaching skills with the final written and video assignments.4 videos, 5 readings, 1 practice quizexpandVideo: Week 4 IntroductionVideo: Commentary on Teaching Students to Reduce Adjective ClausesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Reducing Adjective Clauses Practice QuizVideo: What's the Difference?Video: Travel FairReading: HandoutsReading: Interactive ActivitiesPeer Review: Discuss the MaterialReading: Learn MoreGraded: Appositives Activity AssignmentGraded: Graded QuizThis is the second course in the Teach English: Intermediate Grammar specialization. Here, you will learn to teach adjectives and adjective clauses effectively. These are very important for helping students make their sentences interesting and more complex. In this course, you'll learn what is hard for students to learn and some methods for helping them understand adjectives and adjective clauses.Video: Meet the TeachersPeer Review: Introduce YourselfReading: Messages about RespectVideo: Course IntroductionVideo: Sequencing GrammarVideo: Teacher TalkIn the first module, you will learn what is difficult for students about learning to use adjectives and adjective phrases correctly in English. You'll learn some great activities for helping them practice, and you'll get a chance to make a lesson for teaching adjectives and a video demonstration of your teacher talk. Video: Week 1 IntroductionVideo: Commentary on Teaching AdjectivesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Adjectives and Adjective Phrases Practice QuizVideo: Place Your Order ActivityVideo: A Bag of This or That Activity Part 1Video: A Bag of This or That Activity Part 2Video: Gift Ideas ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsIn the lessons this week, you will learn about teaching adjective clauses. You will hear suggestions for making this material easier for students to understand and ideas for fun practice activities. You'll also get the chance to practice what you've learned and get feedback on your lesson and video demonstration.Video: Week 2 IntroductionVideo: Commentary on Teaching Adjective ClausesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Adjective Clauses Practice QuizVideo: Who Knows? ActivityVideo: To the Finish Line ActivityVideo: I Know Someone ActivityReading: Interactive ActivitiesReading: HandoutsPeer Review: Discuss the MaterialsThis week, you will learn about other types of adjective clauses and how to teach them. You will again learn new activities for helping your students practice these other types of adjective clauses. Then you will practice what you've learned by creating your own lesson for students and demonstrate your teaching skills by sharing a video of your instructions to students for feedback from your peers.Video: Week 3 IntroductionVideo: More Commentary on Teaching Adjective Clauses Part 1Video: More Commentary on Teaching Adjective Clauses Part 2Reading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: More Adjective Clauses Practice QuizVideo: Preposition JeopardyVideo: Describe that Habitat ActivityVideo: Cooperative Crossword ActivityReading: HandoutsPeer Review: Discuss the MaterialsIn the final week of the course, you will learn how to teach students about reduced adjective clauses and appositives. You will hear about strategies for introducing these concepts to students and learn some new activities for making your classes interesting. Finally, you will demonstrate your own lesson ideas and teaching skills with the final written and video assignments.Video: Week 4 IntroductionVideo: Commentary on Teaching Students to Reduce Adjective ClausesReading: Grammar Videos for StudentsReading: Check YourselfPractice Quiz: Reducing Adjective Clauses Practice QuizVideo: What's the Difference?Video: Travel FairReading: HandoutsReading: Interactive ActivitiesPeer Review: Discuss the MaterialReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineStrategies for Teaching Perfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/teaching-adjective-clauses",
    "Language": "English",
    "Commitment": "3-4 hours a week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Teach English Now! Capstone Project 2",
    "Description": "About this course: In the final Capstone Project, you will apply the skills you learned by doing practice teaching.  You will build on your assignments from the previous courses to refine your lesson plans and video-tape yourself presenting the lesson.  You will submit a total of ten videos.  If you have completed Teach English Now! Part 1 and Teach English Now! Part 2, you will submit your work for expert review to receive your ASU 150-hour TESOL Certificate from ASU, in addition to your Coursera certificates.WEEK 1Module 1: Planning and Teaching Reading/Writing LessonsWelcome to Module 1 of the Capstone 2 Project for Teach English Now!: Part 2. We know that you have worked hard to get to this point and are anxious to apply all you have learned. In the first module of this course, you will be planning and teaching two technology enriched reading/writing lessons.2 videos, 5 readingsexpandVideo: Video 1: Welcome VideoVideo: Video 2: Academic Integrity: Do it...or else!Reading: Academic IntegrityReading: Portfolio OverviewReading: Edit Reading/Writing Lesson Plan to Include TechnologyReading: Create a New Technology Enriched Reading/Writing Lesson PlanReading: Download the Lesson Plan TemplateGraded: Micro Teaching Video + Updated Lesson PlanGraded: Micro Teaching VideoWEEK 2Module 2: Planning and Teaching Listening/Speaking LessonsIn Module 2, you'll be planning and teaching two technology enriched listening/speaking lessons.3 readingsexpandReading: Edit Listening/Speaking Lesson Plan to Include TechnologyReading: Create a New Technology Enriched Listening/Speaking Lesson PlanReading: Download the Lesson Plan TemplateGraded: Micro Teaching Video + Updated Lesson PlanGraded: Micro Teaching VideoWEEK 3Module 3: Planning and Teaching Grammar and Pronunciation LessonsIn Module 3, you'll be planning and teaching grammar and pronunciation lessons.  First, you'll create your lesson plans and then you'll film your micro teaching videos.4 readingsexpandReading: Create a Grammar Lesson PlanReading: Download the Lesson Plan TemplateReading: Create a Pronunciation Lesson PlanReading: Download the Lesson Plan TemplateGraded: Micro Teaching Grammar VideoGraded: Micro Teaching Pronunciation VideoWEEK 4Module 4: Teacher ToolboxIn Lesson 1 of Module 4, participants share a teaching tip with each other in order to build or add to an existing \"teacher toolbox.\"  NOTE: All participants should complete Lesson 1.  The assignments in Lesson 2 of Module 4 must be completed by those who have not completed Specialization 1. 7 readingsexpandReading: Reading 1: Teacher Toolbox ExplanationReading: Reading 2: Teacher Toolbox Examples and WebsitesReading: Reading 1:  Introduction and InformationReading: Reading 2:  Teaching PhilosophyPeer Review: Teaching PhilosophyReading: Reading 3:  Lesson PlanPeer Review: Lesson PlanReading: Reading 4:  Micro Teaching VideoPeer Review: Micro Teaching VideoReading: Reading 5:  Teacher Tool Box Tip IIPeer Review: Teacher Tool Box Tip IIGraded: Teaching TipWEEK 5Module 5: Teaching PortfolioIn Module 5, you'll prepare and submit your digital teaching portfolio for peer review. 1 video, 4 readingsexpandVideo: Explanation of the Portfolio ProjectReading: Reading 1:  Importance of a Teaching PortfolioReading: Reading 2: Overview of What to Include in Your Teaching PortfolioReading: Reading 3: Organizing and Uploading your Professional Teaching PortfolioReading: Reading 4: Example Teaching Portfolios from LearnersGraded: Teaching PortfolioWEEK 6Module 6: End of Course Summary and InformationIn Module 6, you'll submit your digital teaching portfolio for expert review. 1 video, 2 readingsexpandReading: Expert Review Information for Teaching PortfoliosVideo: Graduation VideoReading: Instructions on Receiving the ASU TESOL CertificateGraded: Teaching Portfolio: Expert ReviewWelcome to Module 1 of the Capstone 2 Project for Teach English Now!: Part 2. We know that you have worked hard to get to this point and are anxious to apply all you have learned. In the first module of this course, you will be planning and teaching two technology enriched reading/writing lessons.Video: Video 1: Welcome VideoVideo: Video 2: Academic Integrity: Do it...or else!Reading: Academic IntegrityReading: Portfolio OverviewReading: Edit Reading/Writing Lesson Plan to Include TechnologyReading: Create a New Technology Enriched Reading/Writing Lesson PlanReading: Download the Lesson Plan TemplateReading: Edit Listening/Speaking Lesson Plan to Include TechnologyReading: Create a New Technology Enriched Listening/Speaking Lesson PlanReading: Download the Lesson Plan TemplateReading: Create a Grammar Lesson PlanReading: Download the Lesson Plan TemplateReading: Create a Pronunciation Lesson PlanReading: Download the Lesson Plan TemplateIn Lesson 1 of Module 4, participants share a teaching tip with each other in order to build or add to an existing \"teacher toolbox.\"  NOTE: All participants should complete Lesson 1.  The assignments in Lesson 2 of Module 4 must be completed by those who have not completed Specialization 1. Reading: Reading 1: Teacher Toolbox ExplanationReading: Reading 2: Teacher Toolbox Examples and WebsitesReading: Reading 1:  Introduction and InformationReading: Reading 2:  Teaching PhilosophyPeer Review: Teaching PhilosophyReading: Reading 3:  Lesson PlanPeer Review: Lesson PlanReading: Reading 4:  Micro Teaching VideoPeer Review: Micro Teaching VideoReading: Reading 5:  Teacher Tool Box Tip IIPeer Review: Teacher Tool Box Tip IIVideo: Explanation of the Portfolio ProjectReading: Reading 1:  Importance of a Teaching PortfolioReading: Reading 2: Overview of What to Include in Your Teaching PortfolioReading: Reading 3: Organizing and Uploading your Professional Teaching PortfolioReading: Reading 4: Example Teaching Portfolios from LearnersReading: Expert Review Information for Teaching PortfoliosVideo: Graduation VideoReading: Instructions on Receiving the ASU TESOL Certificate",
    "Creator": "Arizona State University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/teaching-english-capstone-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "English for Research Publication Purposes: Capstone Project",
    "Description": "About this course: The English for Research Publication Purposes Capstone, the specialization’s culminating project, is an opportunity for those who have completed all four courses of the specialization to apply what they have learned to write an original research paper for publication. For the final project, you will prepare a research poster, which will be evaluated and graded by your fellow capstone participants.University of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsUniversity of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology: Martin E. P. Seligman’s Visionary Science",
    "Creator": "Moscow Institute of Physics and Technology",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/english-for-research-publication-purposes-capstone-project",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "商务英语课程:管理与领导力英语 Management \u0026 Leadership",
    "Description": "About this course: 在你的职业生涯中，你是需使用英文的商务执行主管或是经理吗 ? 那么你知道要有良好的商务英文沟通能力是需要有专注力、字汇和运用特定的语言语法。在本课程中，你将跟着刚升迁的经理来了解她如何建立和领导出成功的团队。同时，你会将用英文来练习沟通的语言和方式，并用于以下的需求情况:\n\n● 以诚信和尊重来召聘和训练专业的团队共同合作\n● 管理及参与有条理的会议\n● 召开有效率的电话会议\n● 书写专业也易懂的电子邮件\n\n本课程的活动将提供机会来分享你的经验和接收来自全世界其他专业商务人士的回馈。\n\nAre you a business executive or a manager who uses English in your career? Then you know that good business communication in English requires focus, vocabulary, and specific linguistic structures. In this course, you will follow along a recently promoted manager as she builds and leads her team to success. Together, you will practice the language and styles of communication  needed in English for: \n•\tRecruiting and training a professional team to work together with integrity and respect\n•\tManaging and participating in well-organized meetings\n•\tMaking telephone conferences more efficient\n•\tWriting professional emails that are easy to read\n\nThe activities in this course will give you the opportunity to share your experience and receive immediate feedback from other business professionals around the world.WEEK 1人事与聘雇的决策 Staffing and Hiring Decisions 在本单元中，你将观察伊丽莎白如何建立她的团队的始末。你将观察她在各种情况下沟通的方法，分析她和团队的互动，从她选择的语言，无论是直接或间接的请求，你将学到更好沟通方式。经由讨论板和同侪之间评论的作业，你将综合优化你新学得的沟通技巧，并且运用在实际生活中的交谈以及活动。          In this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.7 videos, 4 readings, 5 practice quizzesexpandVideo: 导论 IntroductionVideo: 1.1我马上召集我的团队 I'll have to build my team right awayReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect ApproachGraded: 1.16 Week 1 TestWEEK 2商务会议管理 Meeting Management高效率的商务会议需要有规划、领导力与语言能力。如果缺乏这些技能，会议可能会流于无聊或缺乏生产力。虽然本单元涵盖商务会议管理的主题，但是一定不会无聊，因为我们有伊丽莎白和她的团队引导我们学习的过程。在本单元，你将观察伊丽莎白和她的团队并向他们学习。在学会商务会议管理后，你将能够规划及主持有效率的会议，重点总结会议议程的项目，然而开始发展出更好的沟通与表达的对策。 Effective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.6 videos, 6 readings, 5 practice quizzesexpandVideo: 2.1 牙膏市场的未来 The toothpaste of the futureReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerGraded: 2.16 Week 2 TestWEEK 3领导与团队合作 Leading and Teaming有自信地打断部署，请求澄清并且得到你要的答案，拥有发言权并保持住发言权。这些都是你在领导与团队合作中所能学得与应用的技能。 Interrupt with confidence, ask for clarification and get the answer you want; hold the floor and keep it: these are some of the skills you’ll learn and apply in Leading and Teaming.6 videos, 7 readings, 4 practice quizzesexpandVideo: 3.1 当天的议程 The agenda for the dayReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Cultural Comparison ToolReading: Directions for Submitting Video/AudioGraded: 3.15 Week 3 TestWEEK 4规划、组织与委派 Planning, Organizing, and Delegating如期维持业务或管理项目需要规划。这规划需要将信息组织成轻便的小套装信息，比如现况报告和电子邮件。因此，在执行规划、组织和委派时会高度专注于现况报告和电子邮件这两种文件所使用的语言。学完本单元之后，你将会运用简明的语言把大篇的重要信息总结成较小的套装文件。 Keeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.7 videos, 5 readings, 5 practice quizzesexpandVideo: 4.1 现况报告 The status reportReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary SectionGraded: 4.18 Week 4 TestWEEK 5管理与指导 Managing and Coaching当你使用第二语言沟通时，促进员工的成就的管理技能将会更具挑战性。在完成管理与指导单元，你将会注意到积极聆听的重要性，以及使用关键语句以促进指导或辅导的过程。 Facilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.6 videos, 4 readings, 5 practice quizzesexpandVideo: 5.1 如同私人教练 Like a coachReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingGraded: 5.16 Week 5 TestWEEK 6回顾 Review本单元将会帮助你成功地完成小组讨论 This module will help you to complete the discussion panel successfully.2 videos, 1 readingexpandVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsGraded: 6.3 Final Examination在本单元中，你将观察伊丽莎白如何建立她的团队的始末。你将观察她在各种情况下沟通的方法，分析她和团队的互动，从她选择的语言，无论是直接或间接的请求，你将学到更好沟通方式。经由讨论板和同侪之间评论的作业，你将综合优化你新学得的沟通技巧，并且运用在实际生活中的交谈以及活动。          In this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.Video: 导论 IntroductionVideo: 1.1我马上召集我的团队 I'll have to build my team right awayReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect Approach高效率的商务会议需要有规划、领导力与语言能力。如果缺乏这些技能，会议可能会流于无聊或缺乏生产力。虽然本单元涵盖商务会议管理的主题，但是一定不会无聊，因为我们有伊丽莎白和她的团队引导我们学习的过程。在本单元，你将观察伊丽莎白和她的团队并向他们学习。在学会商务会议管理后，你将能够规划及主持有效率的会议，重点总结会议议程的项目，然而开始发展出更好的沟通与表达的对策。 Effective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.Video: 2.1 牙膏市场的未来 The toothpaste of the futureReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerVideo: 3.1 当天的议程 The agenda for the dayReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Cultural Comparison ToolReading: Directions for Submitting Video/Audio如期维持业务或管理项目需要规划。这规划需要将信息组织成轻便的小套装信息，比如现况报告和电子邮件。因此，在执行规划、组织和委派时会高度专注于现况报告和电子邮件这两种文件所使用的语言。学完本单元之后，你将会运用简明的语言把大篇的重要信息总结成较小的套装文件。 Keeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.Video: 4.1 现况报告 The status reportReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary Section当你使用第二语言沟通时，促进员工的成就的管理技能将会更具挑战性。在完成管理与指导单元，你将会注意到积极聆听的重要性，以及使用关键语句以促进指导或辅导的过程。 Facilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.Video: 5.1 如同私人教练 Like a coachReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/guanli-lingdao-yingyu",
    "Language": "Chinese (Simplified), Subtitles: English, Spanish",
    "Commitment": "6 weeks of study, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "商务英语课程:财经英语 Finance \u0026 Economics",
    "Description": "About this course: 你在财务领域工作或是和财务专业人员常互动吗 ? 在你的职业生涯，你需说、写或是听得懂英文吗? 跟着本课程真实情境的人物，你会看到他们试着解决一般的商务情况，你会从你的成功和失败的经验中学习，并批判式的思考你沟通方式的抉择。在上完本课程后，你将能够读写电子邮件，报告，以及使用财务和经济的一般用语给予有效的简报。在压力之下，清楚地沟通、利用最近所学的策略，并对于你的商务沟通技巧的有效性，立即得到其他全世界财务专业人士的回馈! 获得你所想要的和全球的经理所期待的英语沟通能力。\n\nDo you work in finance or interact with finance professionals? Is it necessary to speak, write or understand English in your career? Follow the authentic characters in this course as they work through common business situations in finance and economics. Learn from your successes and failure, and think critically about your own communication options. After taking this course, you will be able to read and create efficient e-mails, reports, and impactful presentations with words and phrases commonly used in finance and economics. Communicate clearly under pressure utilizing recently learned strategies, and obtain immediate feedback about the efficiency of your business communication skills in English from other finance professionals around the world! Gain the English communication skills that you desire and that global managers expect.WEEK 1预算 Budgeting在进行预算时，凯萨琳要求经理们在开销上持平。杰克却不理会这请求，反而认为多花费在宣传上可增进销售量。你觉得凯萨琳会如何处理这状况? 这一周，你会看到凯萨琳和杰克讨论他的预算，也会观察到她如何利用问题来协助杰克找出可以符合两人需求的办法。这周结束后，你所提出的问题是不仅能够主导开放与诚实的对谈，而且显示出建设性的结果。 While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.6 videos, 11 readings, 5 practice quizzesexpandReading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 削减5% Shaving Off 5%Reading: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsReading: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Practice Quiz: 1.6 Probing QuestionsReading: 1.7 Probing Question StemsPractice Quiz: 1.8 Probing Question StemsReading: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationPractice Quiz: 1.11 Open CommunicationReading: Bonus: Worksheet for Practicing How to Say NumbersReading: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsPractice Quiz: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH questionsReading: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsPractice Quiz: 1.16 Forming WH QuestionsReading: 1.17 \"Getting to Yes: Interest versus Positions\"Reading: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingPeer Review: 1.20 Consult and ProbeReading: 1.22 Quizlet Vocabulary Practice: BudgetingGraded: 1.21 Week 1 TestWEEK 2预测 Forecasting你已经完成数据收集、分析报告以及预测。现在，你必须要清楚解释你的结论。这周结束后，你对这艰难的任务有充分的准备，练习实用的语言来描述图表所要表达的故事。在接受挑战时，保持冷静及避免存有戒心的情况下采用策略。在挑战篇中，有凯萨琳做为一个范例，你将会有个好的开始。You’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in The Challenge, you’ll be off to a good start.6 videos, 9 readings, 4 practice quizzesexpandReading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 凯萨琳可靠的预测 Catherine's Solid ForecastsReading: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessPractice Quiz: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationReading: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Reading: 2.8 \"Secrets of Reading Financial Reports\"Reading: 2.9 How to Organize your Story and Other HintsPractice Quiz: 2.10 Chart Communication/StorytellingReading: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition phrases for Contrast and AdditionsPractice Quiz: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectPractice Quiz: 2.14 Transition Phrases for Cause and EffectReading: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionReading: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Discussion Prompt: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentPeer Review: 2.19 Financial StorytellerReading: 2.21 Quizlet Vocabulary Practice: ForecastingGraded: 2.20 Week 2 Chapter TestWEEK 3采购 Purchasing要核准大量开支表示需花好几个小时来互相迁就、说服及退让。这可能会是一段痛苦的过程，但无需如此。只要照着流程走会解除这痛苦，学习语言和流程能够成功地达成大家开心的协议。这周结束后，你将会按照流程和利用语言谈判双赢的解决之道，也能辨识出道德伦理上诡计端倪的情况，这时是表现出你诚实正直的品格。Approving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.6 videos, 8 readings, 5 practice quizzesexpandReading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 选择器具Tooling OptionsReading: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsReading: 3.5 Conceed to Your Ego: A VideoDiscussion Prompt: 3.6 Does Concession Mean Losing?Practice Quiz: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityReading: 3.9 Five Ways to See if your Business Integrity is ShowingPractice Quiz: 3.10 Maintaining IntegrityReading: 3.11 \"The 6 Types of Socratic Questions\"Practice Quiz: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicPractice Quiz: 3.14 Persuasive Language-LogicReading: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionPractice Quiz: 3.17 Phrases for ConcessionReading: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewDiscussion Prompt: 3.20 Vocabulary PowerPeer Review: 3.21 Questions for Mr. PresidentReading: 3.23 Quizlet Vocabulary Practice: PurchasingGraded: 3.22 Week 3 Chapter TestWEEK 4稽核 Auditing「你需要什么文件 ?」、「对不起，我没有时间。」这些用语在准备稽核作业时是很普遍听到的。你需有强大权力才可使每人都做到你要求做的事吗? 虽然你没有这权力，但绝对是有能力主导他人。这周结束后，你会辨别五大权力，对积极互动产生影响力，以及使用有目的性意义口吻的字词。 “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. 6 videos, 10 readings, 4 practice quizzesexpandReading: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 玛莉赢得信任 Mary Gains ConfidenceReading: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerReading: 4.5 Auditors and Power Relationships: How Can We Get Along?Reading: 4.6 William Ury: \"NO Means Yes\" ~ Tell that to Your Auditor!Practice Quiz: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerReading: 4.9 \"Five Ways To Get Anyone To Do Anything\"Discussion Prompt: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionPractice Quiz: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneReading: 4.13 Sound of Confidence: Amy Cuddy's Power PosesReading: 4.14 Three Productive Language ChoicesPractice Quiz: 4.15 Speaking Tone and Body LanguageReading: 4.16 Companion Email for \"Writing Tone\" Instructional Video: Delay in analytic software launchVideo: 4.17 Writing TonePractice Quiz: 4.18 Writing ToneReading: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingPeer Review: 4.20 Auditor AdmirationReading: 4.22 Quizlet Vocabulary Practice: AuditingGraded: 4.21 Week 4 Chapter TestWEEK 5经济学 Economics有众多的潮流要跟随，却没有足够时间。这周结束后，你将会利用阅读技巧快速地找出、了解你所需要的信息和的字汇，甚至在艰难的内容也做得到。 So many trends to follow, so little time. After completing this week, you’ll be able to use reading strategies for quickly finding and comprehending the information and vocabulary you need - even from difficult texts.6 videos, 8 readings, 1 practice quizexpandReading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 洞悉情势 Seeing Things ClearlyReading: 5.3 Vocabulary Preview: EconomicsReading: 5.4 \"These are the Econ Blogs You Need to Read\"Discussion Prompt: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesPractice Quiz: 5.7 Reading StrategiesReading: 5.8 Applying Reading Strategies (Companion Article)Video: 5.9 Applying Reading StrategiesReading: 5.10 On The Move In ChinaDiscussion Prompt: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseReading: 5.13 More Phrases Used For Increase/DecreaseReading: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesDiscussion Prompt: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsPeer Review: 5.18 Trends are for SharingReading: 5.20 Quizlet Vocabulary Practice: EconomicsGraded: 5.19 Week 5 Chapter TestWEEK 6回顾 ReviewIn this week, you’ll review and practice key concepts and language from the course. Watch the videos, check your knowledge and understanding with the support of review worksheet.  这一周，你将会复习与练习本课程的重要概念和语言。藉由复习讲义，你可以观看影片来检视你的知识及理解。2 videos, 3 readingsexpandReading: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Reading: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Reading: 6.5 REFERENCESGraded: 6.6 Final Exam在进行预算时，凯萨琳要求经理们在开销上持平。杰克却不理会这请求，反而认为多花费在宣传上可增进销售量。你觉得凯萨琳会如何处理这状况? 这一周，你会看到凯萨琳和杰克讨论他的预算，也会观察到她如何利用问题来协助杰克找出可以符合两人需求的办法。这周结束后，你所提出的问题是不仅能够主导开放与诚实的对谈，而且显示出建设性的结果。 While in the budgeting process, Catherine asks managers to keep their expenses flat. Jake, however, ignores this request believing he can increase sales by spending more on promotions. How do you think Catherine handles this situation? In this week, you’ll watch Catherine and Jake talk about his budget. You’ll observe how she uses questions to help Jake think of ways to meet both of their needs. After completing this week, you’ll be able to form questions that lead to open and honest conversations and produce positive results.Reading: 1.1 Weekly Goals and Advice from InstructorsVideo: 1.2 削减5% Shaving Off 5%Reading: 1.3 Vocabulary Preview: BudgetingVideo: 1.4 Probing QuestionsReading: 1.5 \"How to Ask the Right Questions: A Framework for Asking\"Practice Quiz: 1.6 Probing QuestionsReading: 1.7 Probing Question StemsPractice Quiz: 1.8 Probing Question StemsReading: 1.9 Asking the right questions? Have Intellectual CuriosityVideo: 1.10 Open CommunicationPractice Quiz: 1.11 Open CommunicationReading: Bonus: Worksheet for Practicing How to Say NumbersReading: Bonus: \"Sensitivity to Criticism Test\"Video: 1.12 Forming Yes/No QuestionsPractice Quiz: 1.13 Forming Yes/No QuestionsVideo: 1.14 Forming WH questionsReading: 1.15 \"Your Company's Culture\" An article with lots of WH-questionsPractice Quiz: 1.16 Forming WH QuestionsReading: 1.17 \"Getting to Yes: Interest versus Positions\"Reading: 1.18 Budget Review Worksheet (Use with Review: Budgeting)Video: 1.19 Review: BudgetingPeer Review: 1.20 Consult and ProbeReading: 1.22 Quizlet Vocabulary Practice: Budgeting你已经完成数据收集、分析报告以及预测。现在，你必须要清楚解释你的结论。这周结束后，你对这艰难的任务有充分的准备，练习实用的语言来描述图表所要表达的故事。在接受挑战时，保持冷静及避免存有戒心的情况下采用策略。在挑战篇中，有凯萨琳做为一个范例，你将会有个好的开始。You’ve collected the data, done the analysis, made the forecasts. Now, you must be able to clearly explain your conclusions. After completing this week, you’ll be more prepared for this difficult task. You’ll practice useful language for describing the whole story represented in your charts and graphs and use strategies for staying calm and avoiding defensiveness when challenged. With Catherine as a model in The Challenge, you’ll be off to a good start.Reading: 2.1 Weekly Goals and Advice from InstructorsVideo: 2.2 凯萨琳可靠的预测 Catherine's Solid ForecastsReading: 2.3 Vocabulary Preview: ForecastingVideo: 2.4 Answering Questions Without DefensivenessPractice Quiz: 2.5 Answering Questions Without DefensivenessVideo: 2.6 Chart CommunicationReading: 2.7 \"How to Give a Great Financial Presentation\" (by telling a story)Reading: 2.8 \"Secrets of Reading Financial Reports\"Reading: 2.9 How to Organize your Story and Other HintsPractice Quiz: 2.10 Chart Communication/StorytellingReading: Bonus: \"4 Magic Phrases\"Video: 2.11 Transition phrases for Contrast and AdditionsPractice Quiz: 2.12 Transition Phrases for Contrast and AdditionsVideo: 2.13 Transition Phrases for Cause and EffectPractice Quiz: 2.14 Transition Phrases for Cause and EffectReading: 2.15 More Transition Phrases for Cause/Effect, Contrast and AdditionReading: 2.16 Review Companion WorksheetVideo: 2.17 Review (Watch with Companion Worksheet)Discussion Prompt: 2.18 Financial Storyteller: Discussion and Help for the Peer Review AssignmentPeer Review: 2.19 Financial StorytellerReading: 2.21 Quizlet Vocabulary Practice: Forecasting要核准大量开支表示需花好几个小时来互相迁就、说服及退让。这可能会是一段痛苦的过程，但无需如此。只要照着流程走会解除这痛苦，学习语言和流程能够成功地达成大家开心的协议。这周结束后，你将会按照流程和利用语言谈判双赢的解决之道，也能辨识出道德伦理上诡计端倪的情况，这时是表现出你诚实正直的品格。Approving a large expenditure means many hours of giving and taking, of persuading and conceding. This can be a painful process, but it doesn’t need to be. Follow a process that will take the pain away. Learn the language and the process for successfully negotiating solutions where everyone is happy. After completing this week, you’ll be able to follow a process and use the language for negotiating win-win solutions. You’ll also be able to recognize tricky ethical situations where your integrity can shine.Reading: 3.1 Weekly Goals and Advice from InstructorsVideo: 3.2 选择器具Tooling OptionsReading: 3.3 Vocabulary Preview: PurchasingVideo: 3.4 Making ConcessionsReading: 3.5 Conceed to Your Ego: A VideoDiscussion Prompt: 3.6 Does Concession Mean Losing?Practice Quiz: 3.7 Making ConcessionsVideo: 3.8 Maintaining IntegrityReading: 3.9 Five Ways to See if your Business Integrity is ShowingPractice Quiz: 3.10 Maintaining IntegrityReading: 3.11 \"The 6 Types of Socratic Questions\"Practice Quiz: 3.12 Socratic Questions and Business Integrity ShowingVideo: 3.13 Persuasive Language-LogicPractice Quiz: 3.14 Persuasive Language-LogicReading: 3.15 More Phrases for Concession and Counter ArgumentsVideo: 3.16 Phrases for ConcessionPractice Quiz: 3.17 Phrases for ConcessionReading: 3.18 Review Companion Worksheet: How to Negotiate a Win WinVideo: 3.19 ReviewDiscussion Prompt: 3.20 Vocabulary PowerPeer Review: 3.21 Questions for Mr. PresidentReading: 3.23 Quizlet Vocabulary Practice: Purchasing「你需要什么文件 ?」、「对不起，我没有时间。」这些用语在准备稽核作业时是很普遍听到的。你需有强大权力才可使每人都做到你要求做的事吗? 虽然你没有这权力，但绝对是有能力主导他人。这周结束后，你会辨别五大权力，对积极互动产生影响力，以及使用有目的性意义口吻的字词。 “What documentation do you need?”  “I’m sorry, but I don’t have time.” These statements are commonly heard while preparing for an audit. Do you have to have super powers to get everyone to just do what you ask? Although you may not have super powers, you definitely have the power to lead others. After completing this week, you’ll be able to recognize 5 types of power, influence positive interactions, and find words that carry the tone of your intended meaning. Reading: 4.1 Weekly Goals and Advice From InstructorsVideo: 4.2 玛莉赢得信任 Mary Gains ConfidenceReading: 4.3 Vocabulary Preview: AuditingVideo: 4.4 Types of PowerReading: 4.5 Auditors and Power Relationships: How Can We Get Along?Reading: 4.6 William Ury: \"NO Means Yes\" ~ Tell that to Your Auditor!Practice Quiz: 4.7 Types of PowerVideo: 4.8 How to Use Different Types of PowerReading: 4.9 \"Five Ways To Get Anyone To Do Anything\"Discussion Prompt: 4.10 The Ury/Dwyer Super Power Probe: A Challenging DiscussionPractice Quiz: 4.11 Using Different Types of PowerVideo: 4.12 Speaking ToneReading: 4.13 Sound of Confidence: Amy Cuddy's Power PosesReading: 4.14 Three Productive Language ChoicesPractice Quiz: 4.15 Speaking Tone and Body LanguageReading: 4.16 Companion Email for \"Writing Tone\" Instructional Video: Delay in analytic software launchVideo: 4.17 Writing TonePractice Quiz: 4.18 Writing ToneReading: Bonus:  Super Cool Comparison Tool for Analyzing How Well Your Writing Style Matches OthersVideo: 4.19 Review: AuditingPeer Review: 4.20 Auditor AdmirationReading: 4.22 Quizlet Vocabulary Practice: Auditing有众多的潮流要跟随，却没有足够时间。这周结束后，你将会利用阅读技巧快速地找出、了解你所需要的信息和的字汇，甚至在艰难的内容也做得到。 So many trends to follow, so little time. After completing this week, you’ll be able to use reading strategies for quickly finding and comprehending the information and vocabulary you need - even from difficult texts.Reading: 5.1 Weekly Goals and Advice from InstructorsVideo: 5.2 洞悉情势 Seeing Things ClearlyReading: 5.3 Vocabulary Preview: EconomicsReading: 5.4 \"These are the Econ Blogs You Need to Read\"Discussion Prompt: 5.5 Which are the Econ Blogs you Recommend? Let's DiscussVideo: 5.6 Reading StrategiesPractice Quiz: 5.7 Reading StrategiesReading: 5.8 Applying Reading Strategies (Companion Article)Video: 5.9 Applying Reading StrategiesReading: 5.10 On The Move In ChinaDiscussion Prompt: 5.11 Trends: Let's DiscussVideo: 5.12 Phrases for Increase/DecreaseReading: 5.13 More Phrases Used For Increase/DecreaseReading: 5.14 Idioms and Words Difficult to Translate in BusinessVideo: 5.15 Untranslatable PhrasesDiscussion Prompt: 5.16 Take the Idiom Challenge!  And Go out with a BangVideo: 5.17 Review: EconomicsPeer Review: 5.18 Trends are for SharingReading: 5.20 Quizlet Vocabulary Practice: EconomicsReading: 6.1 Course Review Companion Worksheet Video Part 1Video: 6.2 Course Review Part 1Reading: 6.3 Course Review Companion Worksheet Part 2Video: 6.4 Course Review Part 2Reading: 6.5 REFERENCESUniversity of Pennsylvania财务会计概论（中文版）University of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/caijing-yingyu",
    "Language": "Chinese (Simplified), Subtitles: Spanish, English",
    "Commitment": "6 weeks of study, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Writing in English at University",
    "Description": "About this course: Acquiring good academic research and writing skills early on is essential for your success both at university and in your professional life. \n\nThis course aims:\n- to give you an understanding of the conventions of academic writing in English and to teach you the components and benefits of what is called process writing. \n- to help you to put together your own “toolbox” of academic writing skills, as well as to give you a chance to test out these tools and to reflect on your own development as a writer. \n- to encourage reflection on discipline specific conventions; although the course deals with generic skills, you will be able to apply these generic skills to meet the particular needs of your own discipline.\n\nThe course consists of four modules:\n1.\tWriting in English at university: An introduction\n2.\tStructuring your text and conveying your argument\n3.\tUsing sources in academic writing\n4.\tThe writer’s toolbox: Editing and proofreading\n\nIn each module you will find video lectures and reading assignments and assignments, such as quizzes, reflective self-assessment questions, as well as some peer review exercises in which you will have an opportunity to interact with other students taking the course.WEEK 1Writing in English at University: An introductionWelcome  to  the  MOOC  course  Writing  in  English  at  University!  This  course  has  been designed  as  a  resource  for  university  students  who  are  currently  involved  in  writing assignments  or  degree  projects  as  well  as  for students  who  wish  to  learn  about  academic writing in order to prepare for future writing at university. Although the course will provide guidance and useful tips and tricks to all student writers, it is specifically useful to those who are writing in second language contexts and whose native language is not English.5 videos, 15 readings, 6 practice quizzesexpandVideo: Introduction to academic writingReading: Course aimsReading: Expected workload and working methods used within this courseReading: Course structureReading: Course materialReading: TeachersDiscussion Prompt: Meet and greetReading: Before you startVideo: What is academic writing?Practice Quiz: What we mean when we talk about  “academic writing”Reading: Further readingDiscussion Prompt: Reflection taskReading: Before you startVideo: Interpreting the taskReading: Further readingPractice Quiz: Instruction wordsReading: IntroductionVideo: The writing process and process writingPractice Quiz: The writing processReading: Reading assignmentDiscussion Prompt: Pause and reflectReading: IntroductionPractice Quiz: Pause and reflectVideo: Feedback and peer reviewReading: The review processPeer Review: Peer review exercise - part 1Practice Quiz: Peer review exercise - part 2Reading: Finding the right wordsPractice Quiz: Using dictionariesReading: Online self­-improvement exercisesWEEK 2Structuring your text and conveying your argumentIn module 1 we looked at some of the aspects that you will need to consider before embarking on an academic writing project. In module 2 we will build on this knowledge when we explore issues of building and shaping an academic text. In this week’s module you will learn about argument, types of essay structure, and also how to structure information within paragraphs and sections. Structuring a text so that it is coherent and makes sense to your target audience requires a great deal of thought, and we will guide you through the decisions that you will have to make in composing a text. Though the information in this module will be of interest to anyone looking to improve their academic writing competencies, you will find the material here especially helpful if you have a particular writing project of your own in mind to reflect on, and to which you can apply the ideas that we present here.6 videos, 16 readings, 5 practice quizzesexpandReading: IntroductionVideo: Structuring an argumentPractice Quiz: Argumentative writingDiscussion Prompt: Identifying reasons and unstated assumptionsReading: Further readingReading: IntroductionVideo: Research questions and thesis statementReading: Thesis statementPractice Quiz: What makes a good thesis statement?Reading: Further readingDiscussion Prompt: Research questions and thesis statementReading: IntroductionVideo: Structuring a text around the three-part essayPractice Quiz: The three-part essay structureReading: Further readingReading: Choosing an appropriate structureVideo: Structuring informationReading: Structuring information in academic textsReading: Reflection exerciseReading: IntroductionVideo: Structuring paragraphsPractice Quiz: Structuring paragraphsReading: IntroductionVideo: IMRaDPractice Quiz: IMRaD StructureReading: Reflection exerciseReading: Further readingReading: CARS: Creating a research spaceDiscussion Prompt: How well does the CARS model apply in your discipline? Reading: IntroductionDiscussion Prompt: Five moves of an abstractWEEK 3Using sources in academic writing Academic writing does not happen in a vacuum, but rather builds on scholarly work that has come before. When you compose a piece of academic writing, it is necessary to show that you have  done  your  homework and read up on the subject. Sometimes you will be given specific texts to read, and sometimes you will need to go and find these sources for yourself. The kinds of sources that you will be expected to use, and the manner in which you use them, will vary depending on the discipline that you are writing within and the level at which you are studying. Though a Master’s level student will be expected to have acquired a more sophisticated approach to using secondary sources than, say, a student on an introductory undergraduate course, the basic set of skills required is the same. Using secondary sources  in your writing relies on developing this particular set of skills. In this module, which has been developed in collaboration with the librarians, we will talk about how to go about acquiring these skills. The competencies that we discuss here are ones that require practice, and you shouldn’t expect to simply acquire them overnight. However, the tasks that we have set are designed to set you on the right path to honing your skills. This module is divided into three separate lessons. In the first lesson you will learn about reading strategies. In the second lesson, called \"Integrating sources: positioning and stance,\" we will explore how to situate your own arguments and ideas in relation to secondary sources. In the third lessons, called \"Referencing and academic integrity,\" we will explore issues surrounding referencing, academic integrity and plagiarism.4 videos, 9 readings, 4 practice quizzesexpandReading: Reading in the information ageVideo: Reading strategiesReading: Further readingPractice Quiz: Predatory readingReading: Reflective task: Reading for writingReading: Other resources on readingReading: Secondary sourcesVideo: Integrating sources: positioning and stanceReading: Incorporate secondary sourcesPractice Quiz: Reporting verbsReading: Reflective taskReading: Academic integrityDiscussion Prompt: ParaphrasingPractice Quiz: PlagiarismVideo: Why references?Video: The parts of a referencePractice Quiz: ReferencingReading: Reference management softwareWEEK 4The writer’s toolbox: Editing and proofreadingWelcome  to  module  4  of  the  course.  In  this  module,  we  will  focus  on  editing  and proofreading  a  text.  In  our  earlier  discussion  of  the writing  process  in  module  1, we  have seen that many  experienced writers view revising and editing as important parts of the actual writing process, and they intend to revise and edit virtually everything they write. Instead of only correcting  mistakes  in  a  piece  of  text,  revising  and  editing  are  ways  for  writers  to evaluate their ideas, to generate and test new ideas during the writing process, and to polish and tighten the overall argumentation and presentation. Although revising and editing are parts of the creative process, we recommend that you save them until you have a piece of text – a section, sub­section or paragraph – that you view as complete, in that the ideas you discuss and the organization into an introduction­-part and a body­-part (for  sections) or a topic  sentence followed by development (for paragraphs) are relatively  stable. That  way,  you  do  not  end  up wasting  your  time  correcting  mistakes  in  a piece of text that does not  seem to fit in or  serve a purpose, and is therefore likely to be deleted later. Before you start revising and editing a passage, you should also have clarified to yourself how important the passage in question is going to be for the essay as a whole. If the passage contains ideas that are directly relevant for your research question and thesis, you  should  allow  yourself  enough  time  to  revise  and  edit and possibly re­write the text several  times. A  passage  that  only  contains  extra  information that is not directly linked to your thesis will need less time and attention, and some cases you may get away with only proofreading such passages quickly. This module is divided into three lessons, all of which focus on issues that you should be aware of, when you revise, edit and proofread your text. The first lesson, \"The need to revise and edit one’s text,\" introduces you to issues that  require  both  large-­scale  and  small­-scale  revision and  editing. Following, the lesson \"Revising and editing for language\" focuses on issues that affect the style and tone of your writing. The third lesson, called \"Some tips and tricks on common errors,\" gives you practical advice on issues that are often problematic for writers.8 videos, 9 readings, 8 practice quizzesexpandReading: IntroductionPractice Quiz: Pause and reflectVideo: The need to edit and revise one's textPractice Quiz: Revising and editingVideo: Global editing and revisionPractice Quiz: Global editingReading: Common problems in argumentation and reasoningReading: Reflection exercise on global revision and editingReading: Knowing when to stopReading: IntroductionVideo: Editing for register and tonePractice Quiz: Register and toneVideo: Editing for styleReading: Further readingPractice Quiz: Editing and proofreadingDiscussion Prompt: Avoidance of clichés and tritenessReading: IntroductionPractice Quiz: Pause and reflectVideo: First person pronouns and choosing between active and passive voicePractice Quiz: Active and passive voiceReading: Reflective taskVideo: Standard punctuationPractice Quiz: Exercise on punctuationReading: Online resourcesVideo: Spelling and typosVideo: Using a style sheetWelcome  to  the  MOOC  course  Writing  in  English  at  University!  This  course  has  been designed  as  a  resource  for  university  students  who  are  currently  involved  in  writing assignments  or  degree  projects  as  well  as  for students  who  wish  to  learn  about  academic writing in order to prepare for future writing at university. Although the course will provide guidance and useful tips and tricks to all student writers, it is specifically useful to those who are writing in second language contexts and whose native language is not English.Video: Introduction to academic writingReading: Course aimsReading: Expected workload and working methods used within this courseReading: Course structureReading: Course materialReading: TeachersDiscussion Prompt: Meet and greetReading: Before you startVideo: What is academic writing?Practice Quiz: What we mean when we talk about  “academic writing”Reading: Further readingDiscussion Prompt: Reflection taskReading: Before you startVideo: Interpreting the taskReading: Further readingPractice Quiz: Instruction wordsReading: IntroductionVideo: The writing process and process writingPractice Quiz: The writing processReading: Reading assignmentDiscussion Prompt: Pause and reflectReading: IntroductionPractice Quiz: Pause and reflectVideo: Feedback and peer reviewReading: The review processPeer Review: Peer review exercise - part 1Practice Quiz: Peer review exercise - part 2Reading: Finding the right wordsPractice Quiz: Using dictionariesReading: Online self­-improvement exercisesIn module 1 we looked at some of the aspects that you will need to consider before embarking on an academic writing project. In module 2 we will build on this knowledge when we explore issues of building and shaping an academic text. In this week’s module you will learn about argument, types of essay structure, and also how to structure information within paragraphs and sections. Structuring a text so that it is coherent and makes sense to your target audience requires a great deal of thought, and we will guide you through the decisions that you will have to make in composing a text. Though the information in this module will be of interest to anyone looking to improve their academic writing competencies, you will find the material here especially helpful if you have a particular writing project of your own in mind to reflect on, and to which you can apply the ideas that we present here.Reading: IntroductionVideo: Structuring an argumentPractice Quiz: Argumentative writingDiscussion Prompt: Identifying reasons and unstated assumptionsReading: Further readingReading: IntroductionVideo: Research questions and thesis statementReading: Thesis statementPractice Quiz: What makes a good thesis statement?Reading: Further readingDiscussion Prompt: Research questions and thesis statementReading: IntroductionVideo: Structuring a text around the three-part essayPractice Quiz: The three-part essay structureReading: Further readingReading: Choosing an appropriate structureVideo: Structuring informationReading: Structuring information in academic textsReading: Reflection exerciseReading: IntroductionVideo: Structuring paragraphsPractice Quiz: Structuring paragraphsReading: IntroductionVideo: IMRaDPractice Quiz: IMRaD StructureReading: Reflection exerciseReading: Further readingReading: CARS: Creating a research spaceDiscussion Prompt: How well does the CARS model apply in your discipline? Reading: IntroductionDiscussion Prompt: Five moves of an abstractAcademic writing does not happen in a vacuum, but rather builds on scholarly work that has come before. When you compose a piece of academic writing, it is necessary to show that you have  done  your  homework and read up on the subject. Sometimes you will be given specific texts to read, and sometimes you will need to go and find these sources for yourself. The kinds of sources that you will be expected to use, and the manner in which you use them, will vary depending on the discipline that you are writing within and the level at which you are studying. Though a Master’s level student will be expected to have acquired a more sophisticated approach to using secondary sources than, say, a student on an introductory undergraduate course, the basic set of skills required is the same. Using secondary sources  in your writing relies on developing this particular set of skills. In this module, which has been developed in collaboration with the librarians, we will talk about how to go about acquiring these skills. The competencies that we discuss here are ones that require practice, and you shouldn’t expect to simply acquire them overnight. However, the tasks that we have set are designed to set you on the right path to honing your skills. This module is divided into three separate lessons. In the first lesson you will learn about reading strategies. In the second lesson, called \"Integrating sources: positioning and stance,\" we will explore how to situate your own arguments and ideas in relation to secondary sources. In the third lessons, called \"Referencing and academic integrity,\" we will explore issues surrounding referencing, academic integrity and plagiarism.Reading: Reading in the information ageVideo: Reading strategiesReading: Further readingPractice Quiz: Predatory readingReading: Reflective task: Reading for writingReading: Other resources on readingReading: Secondary sourcesVideo: Integrating sources: positioning and stanceReading: Incorporate secondary sourcesPractice Quiz: Reporting verbsReading: Reflective taskReading: Academic integrityDiscussion Prompt: ParaphrasingPractice Quiz: PlagiarismVideo: Why references?Video: The parts of a referencePractice Quiz: ReferencingReading: Reference management softwareWelcome  to  module  4  of  the  course.  In  this  module,  we  will  focus  on  editing  and proofreading  a  text.  In  our  earlier  discussion  of  the writing  process  in  module  1, we  have seen that many  experienced writers view revising and editing as important parts of the actual writing process, and they intend to revise and edit virtually everything they write. Instead of only correcting  mistakes  in  a  piece  of  text,  revising  and  editing  are  ways  for  writers  to evaluate their ideas, to generate and test new ideas during the writing process, and to polish and tighten the overall argumentation and presentation. Although revising and editing are parts of the creative process, we recommend that you save them until you have a piece of text – a section, sub­section or paragraph – that you view as complete, in that the ideas you discuss and the organization into an introduction­-part and a body­-part (for  sections) or a topic  sentence followed by development (for paragraphs) are relatively  stable. That  way,  you  do  not  end  up wasting  your  time  correcting  mistakes  in  a piece of text that does not  seem to fit in or  serve a purpose, and is therefore likely to be deleted later. Before you start revising and editing a passage, you should also have clarified to yourself how important the passage in question is going to be for the essay as a whole. If the passage contains ideas that are directly relevant for your research question and thesis, you  should  allow  yourself  enough  time  to  revise  and  edit and possibly re­write the text several  times. A  passage  that  only  contains  extra  information that is not directly linked to your thesis will need less time and attention, and some cases you may get away with only proofreading such passages quickly. This module is divided into three lessons, all of which focus on issues that you should be aware of, when you revise, edit and proofread your text. The first lesson, \"The need to revise and edit one’s text,\" introduces you to issues that  require  both  large-­scale  and  small­-scale  revision and  editing. Following, the lesson \"Revising and editing for language\" focuses on issues that affect the style and tone of your writing. The third lesson, called \"Some tips and tricks on common errors,\" gives you practical advice on issues that are often problematic for writers.Reading: IntroductionPractice Quiz: Pause and reflectVideo: The need to edit and revise one's textPractice Quiz: Revising and editingVideo: Global editing and revisionPractice Quiz: Global editingReading: Common problems in argumentation and reasoningReading: Reflection exercise on global revision and editingReading: Knowing when to stopReading: IntroductionVideo: Editing for register and tonePractice Quiz: Register and toneVideo: Editing for styleReading: Further readingPractice Quiz: Editing and proofreadingDiscussion Prompt: Avoidance of clichés and tritenessReading: IntroductionPractice Quiz: Pause and reflectVideo: First person pronouns and choosing between active and passive voicePractice Quiz: Active and passive voiceReading: Reflective taskVideo: Standard punctuationPractice Quiz: Exercise on punctuationReading: Online resourcesVideo: Spelling and typosVideo: Using a style sheetUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "Lund University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/writing-english-university",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "English for Journalism",
    "Description": "About this course: Welcome to English for Journalism, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs. \n\nTo enroll in this course for free, click on “Enroll now” and then select \"Full Course.  No certificate.\"\n\nThis course is designed for non-native English speakers who are interested in developing the skills needed for a career in modern journalism. In this course, you will explore print and digital media through authentic readings and video lectures, while expanding your vocabulary and increasing your ability to read, research, and develop local and global news stories. Unit 1 will provide an introduction to the history and principles of journalism. In unit 2, you will learn how to research, pitch, and interview. The next unit in the course will focus on the language needed to write newspaper and magazine articles, while unit 4 will cover the basics of broadcasting the news. In the final unit of the course, you will analyze the growth, impact, and challenges of digital news, while completing a reflection assignment that allows you to think about and discuss the recent changes to the field of journalism.\n\nThere are two certificate options. The first is a Coursera Verified Certificate (CVC). This is the only system-wide certificate available for every Coursera course. If you cannot afford the fee, you may fill-in the financial aid form and complete the Verified Certificate track for free. You can apply for financial aid by clicking “Learn more and apply” in the financial aid section just below the ENROLL button on the course landing page. \n\nThe second certificate option is a Statement of Accomplishment (SoA) available directly from Penn. Everyone who completes the course requirements is eligible for this Statement of Accomplishment and there is no charge associated with this type of certificate. A separate e-mail of congratulations from the course team will provide a link for participants to download the SOA. This is separate and different from the Coursera Verified Course Certificate. If you cannot locate this email – please check your Junk or Clutter folders. \n\nUnless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license. \n\nSupplemental reading materials were provided by Newsela, which publishes daily news articles at a level that's just right for each English language learner.WEEK 1Unit 1: Introduction and Principles of JournalismIn this unit, you will first learn about how the course works. Then we will explore the history of journalism, as well as important principles, or ideas, that make good journalism possible. 15 videos, 10 readings, 9 practice quizzesexpandReading: Overview of the UnitVideo: Welcome to English for JournalismVideo: Course Overview: Topics, Assessments \u0026 ActivitiesVideo: Course Overview: Games and LevelsVideo: Why Journalism?  What Makes This Field Interesting?Video: Introduction to the History of Journalism – pre-1690Video: History of Journalism – 1690 – present dayPractice Quiz: Game 1: Timeline GameReading: American Editorial CartoonsVideo: Language Focus – Simple Past and Past ProgressivePractice Quiz: Game 2: Selecting tense – Simple Past versus Past ProgressiveReading: Hearst and the Growth of US JournalismVideo: Unlockable AchievementVideo: Principles of Journalism 1: Gathering SourcesVideo: Principles of Journalism 2: Telling the StoryReading: BASIC: \"Media freedom is important. Here's what you can do.\"Reading: ADVANCED: Media Freedom is important.  Here’s what you can do.”Video: Language Focus – Word FamiliesPractice Quiz: Game 3: Matching word forms in contextVideo: Principles of Journalism 3:  Impacting PeoplePractice Quiz: Game 4: Vocabulary Practice - Principles of JournalismVideo: Language Focus – Phrases for Agreeing and DisagreeingDiscussion Prompt: Assessment 2: Principles of JournalismReading: Game: Unit 1 Vocabulary FlashcardsVideo: Supplemental Listening: \"Young Journalists Report on Worldwide Landmine Problems\"Practice Quiz: Check Your Understanding: “Young Journalists Report on Worldwide Landmine Problem”Reading: Irregular Verb ListPractice Quiz: Crossword with Irregular Past TenseReading: Supplemental Reading: How Can Journalists Be Protected?Practice Quiz: Check Your Understanding: \"How Can Journalists Be Protected?\"Reading: Supplemental Reading: \"'Berlin Airlift' Airport Becomes Emergency Refugee Shelter\"Video: Supplemental  Listening: 'Berlin Airlift' Airport Becomes Emergency Refugee ShelterPractice Quiz: Check Your Understanding: 'Berlin Airlift' Airport Becomes Emergency Refugee Shelter”Reading: Supplemental Reading: \"Newspapers in America\"Practice Quiz: Check Your Understanding: \"Newspapers in America\"Graded: Assessment 1: What do we expect from the media? (Survey)Graded: Check Your Understanding: American Editorial CartoonsGraded: Check Your Understanding: Hearst and the Growth of US JournalismGraded: Check Your Understanding: “Media Freedom is Important.  Here’s what you can do.”WEEK 2Unit 2: How to Research, Pitch, and InterviewThis unit will show you how journalists choose their topics and stories. You will also learn how journalists research their stories and interview their sources. 16 videos, 9 readings, 8 practice quizzesexpandReading: Overview of the UnitVideo: Choosing a TopicPractice Quiz: Game 1: Right-sizing Your TopicVideo: Researching an IdeaReading: BASIC: \"Want to be a good reporter? Follow these tips.\"Reading: ADVANCED: Want to be a good reporter? Follow these tips.Video: Unlockable AchievementVideo: Pitching a Story – Newspapers/MagazinesVideo: Pitching a Story - RadioPractice Quiz: Game 2: Vocabulary PracticeReading: Sample News Story Pitch and Pitch TemplateVideo: Unlockable AchievementReading: BASIC: Times Are Changing in Havana, CubaReading: ADVANCED: Times are Changing in Havana, CubaVideo: Video Listening: Times are Changing in Havana, CubaVideo: Unlockable AchievementVideo: Language Focus – Interviewing Sources – Wh- QuestionsVideo: Interviewing Sources – Reliability, Facts \u0026 OpinionPractice Quiz: Game 3: Reliable SourcesVideo: Language Focus – Quoting Sources \u0026 Reporting VerbsPractice Quiz: Game 4: Choose the reporting verbVideo: Video interview with a student journalist from The Daily PennsylvanianVideo: Unlockable AchievementVideo: Interviewing Sources - NotetakingVideo: Language Focus – Quoting Sources Directly or Using Reported SpeechPractice Quiz: Game 5: Changing Direct Speech to Reported SpeechDiscussion Prompt: Assessment 2: Issues and SourcesReading: Game: Unit 2 Vocabulary FlashcardsReading: Supplemental Reading: Student newspapers shake things upPractice Quiz: Check Your Understanding: Student newspapers shake things upPractice Quiz: Game: WH- question formationReading: Supplemental Reading and Listening: \"Story of Dr. Omalu Enlightens on Risks of High-impact Sports\"Video: Supplemental Listening: \"Story of Dr. Omalu Enlightens on Risks of High-impact Sports\"Practice Quiz: Check Your Understanding: Story of Dr. Omalu Enlightens on Risks of High-impact SportsGraded: Check Your Understanding: \"Want to be a good reporter? Follow these tips.\"Graded: Unit 2 Assessment 1: Create a PitchGraded: Check Your Understanding: Times are Changing in Havana, CubaGraded: Check Your Understanding: Video interview with a student journalist from The Daily PennsylvanianWEEK 3Unit 3: Words in PrintThis unit will help you to write briefly and with emphasis, create a lead that makes the audience want to read more, and effectively edit and proofread article drafts. At the end of the unit, you will create a lead and write an article based on that lead. 13 videos, 10 readings, 8 practice quizzesexpandReading: Overview of the UnitVideo: Print Media: From Topic to ArticlePractice Quiz: Game 1:  Labeling - the Process and the Front PageVideo: Types of LeadsVideo: Creating a LeadPractice Quiz: Game 2: Match Lead to Lead TypeReading: BASIC:  Turning the Page on HomelessnessReading: ADVANCED: Turning the Page on HomelessnessVideo: Listening: Turning the Page on HomelessnessVideo: Unlockable AchievementVideo: Language Focus – SV Agreement with Different SubjectsDiscussion Prompt: Assessment 1: Create a lead for your story.Reading: BASIC: Thai Health Policy as Model for Emerging EconomiesReading: ADVANCED: Thai Health Policy as Model for Emerging EconomiesVideo: Writing Using Associated Press StylePractice Quiz: Game 3: Applying AP StyleVideo: Language Focus – Structure of Active and Passive VoicesVideo: Language Focus – Use of Active and Passive VoicesPractice Quiz: Game 4: When to Use Passive VoiceVideo: Reporting AccuratelyReading: BASIC: With billions to feed, sustainable agriculture is not a luxuryReading: ADVANCED: With billions to feed, sustainable agriculture is not a luxuryVideo: Proofreading an ArticleVideo: Unlockable AchievementReading: Game: Unit 3 Vocabulary FlashcardsReading: Egyptian Journalists Call for Press FreedomVideo: Listening: Egyptian Journalists Call for Press FreedomPractice Quiz: Check Your Understanding: \"Egyptian Journalists Call for Press Freedom\"Reading: Old Age, Debt Threaten Vietnam EconomyPractice Quiz: Check Your Understanding: \"Old Age, Debt Threaten Vietnam Economy\"Practice Quiz: Game: Active/Passive GamePractice Quiz: Game: Subject/Verb Agreement GameGraded: Check your Understanding: \"Turning the Page on Homelessness\"Graded: Check Your Understanding 2: \"Thai Health Policy Seen as Model for Emerging Economies\"Graded: Check Your Understanding: \"With billions to feed, sustainable agriculture is not a luxury\"Graded: Unit 3, Assessment 2: Write an article based on the lead you created in Assessment 1.WEEK 4Unit 4: Broadcasting the NewsIn this unit, we will focus on speaking skills for delivering the news. At the end of the unit, you will write a script and read a news report for other students to listen to. 14 videos, 7 readings, 7 practice quizzesexpandReading: Overview of the UnitVideo: The Language of Broadcast JournalismVideo: Listening: \"VOA Fast Five\"Video: Unlockable AchievementVideo: The People of Broadcast JournalismPractice Quiz: Game 1: Matching Language to DefinitionsReading: BASIC: Studying Broadcast Journalism Gives Student an Opportunity to Learn about News WorldwideReading: ADVANCED: Studying Broadcast Journalism Gives Student an Opportunity to Learn about News WorldwideVideo: Types of Stories for Broadcast JournalismVideo: Using Conversational StylePractice Quiz: Game 2: Print vs. Broadcast JournalismVideo: Language Focus – Present Tense \u0026 Active VoiceVideo: Ratings in TV News: How Journalists CompeteVideo: Unlockable AchievementVideo: Sensationalism in TV NewsVideo: The 24-hour News CycleVideo: Language Focus - Stress \u0026 PausingPractice Quiz: Game 3: StressReading: Unit 4 Assessment 2: Present your Script InstructionsVideo: Unlockable AchievementReading: Game: Unit 4 Vocabulary FlashcardsReading: Radio Hoax Causes PanicPractice Quiz: Check Your Understanding: \"Radio Hoax Causes Panic?Reading: Forget a seat at the table. This reporter wants a seat in the briefing room.Practice Quiz: Check Your Understanding: \"Forget a seat at the table. This reporter wants a seat in the briefing room\"Video: Listening:  \"Telepresence - The Next Best thing to Being There\"Practice Quiz: Check Your Understanding: \"Telepresence - The Next Best Thing to Being There\"Practice Quiz: Game: Vocabulary Crossword PuzzleGraded: Check your Understanding 1: Listening:  \"VOA Fast Five\"Graded: Check Your Understanding 2: \"Studying Broadcast Journalism Gives Student an Opportunity to Learn about News Worldwide\"Graded: Assessment 1: Rewrite your article as a copy for a broadcastGraded: Unit 4 Assessment 2: Present your script WEEK 5Unit 5: Journalism in the Digital AgeThe final unit of this course discusses how journalism is changing fast because of digital technologies. At the end of the unit, you will describe data about the news and complete a reflection assignment that allows you to think about and discuss the recent changes to the field of journalism.12 videos, 11 readings, 6 practice quizzesexpandReading: Overview of the UnitVideo: Origins and Current State of the Digital AgePractice Quiz: Game 1: Create a Timeline of Digital MediaVideo: The Impact on the Journalistic ProcessVideo: The Impact on Traditional MediaVideo: Language Focus – Present Perfect FormPractice Quiz: Game 2: Present Perfect FormVideo: Challenges 1: The Digital DivideReading: BASIC: Mapping the Digital DivideReading: ADVANCED: Mapping the Digital DivideVideo: Language Focus – Data CommentaryPractice Quiz: Game 3: Choose the Appropriate Data Commentary LanguageVideo: Unlockable AchievementVideo: Citizen JournalismReading: BASIC: Freedom of Expression: A Practical Approach to Journalism EthicsReading: ADVANCED: Freedom of Expression: A Practical Approach to Journalism EthicsVideo: Challenges 2: Ethics in the Digital AgeVideo: Challenges 3: Intellectual Property and CensorshipReading: BASIC: Egypt Clamps Down on Media Ahead of 'Arab Spring' AnniversaryReading: ADVANCED: Egypt Clamps Down on Media Ahead of 'Arab Spring' AnniversaryVideo: Unlockable AchievementVideo: Course ConclusionReading: Game: Unit 5 Vocabulary FlashcardsReading: Sharing the benefits of the Internet across the digital dividePractice Quiz: Check Your Understanding: \"Sharing the benefits of the Internet across the digital divide\"Reading: Africa's Infotech RevolutionPractice Quiz: Check Your Understanding: \"Africa's Infotech Revolution\"Reading: Twitter Suspends Over 125,000 Accounts for 'Promoting Terrorist Acts'Practice Quiz: Check Your Understanding: \"Twitter Suspends Over 125,000 Accounts for 'Promoting Terrorist Acts'\"Graded: Check your Understanding: Mapping the Digital DivideGraded: Assessment 1: Choose the Factually Accurate Data CommentaryGraded: Check Your Understanding: Freedom of Expression: A Practical Approach to Journalism EthicsGraded: Check Your Understanding: Egypt Clamps Down on Media Ahead of 'Arab Spring' AnniversaryGraded: Unit 5, Assessment 2: How has digital journalism affected traditional journalism?Reading: Overview of the UnitVideo: Welcome to English for JournalismVideo: Course Overview: Topics, Assessments \u0026 ActivitiesVideo: Course Overview: Games and LevelsVideo: Why Journalism?  What Makes This Field Interesting?Video: Introduction to the History of Journalism – pre-1690Video: History of Journalism – 1690 – present dayPractice Quiz: Game 1: Timeline GameReading: American Editorial CartoonsVideo: Language Focus – Simple Past and Past ProgressivePractice Quiz: Game 2: Selecting tense – Simple Past versus Past ProgressiveReading: Hearst and the Growth of US JournalismVideo: Unlockable AchievementVideo: Principles of Journalism 1: Gathering SourcesVideo: Principles of Journalism 2: Telling the StoryReading: BASIC: \"Media freedom is important. Here's what you can do.\"Reading: ADVANCED: Media Freedom is important.  Here’s what you can do.”Video: Language Focus – Word FamiliesPractice Quiz: Game 3: Matching word forms in contextVideo: Principles of Journalism 3:  Impacting PeoplePractice Quiz: Game 4: Vocabulary Practice - Principles of JournalismVideo: Language Focus – Phrases for Agreeing and DisagreeingDiscussion Prompt: Assessment 2: Principles of JournalismReading: Game: Unit 1 Vocabulary FlashcardsVideo: Supplemental Listening: \"Young Journalists Report on Worldwide Landmine Problems\"Practice Quiz: Check Your Understanding: “Young Journalists Report on Worldwide Landmine Problem”Reading: Irregular Verb ListPractice Quiz: Crossword with Irregular Past TenseReading: Supplemental Reading: How Can Journalists Be Protected?Practice Quiz: Check Your Understanding: \"How Can Journalists Be Protected?\"Reading: Supplemental Reading: \"'Berlin Airlift' Airport Becomes Emergency Refugee Shelter\"Video: Supplemental  Listening: 'Berlin Airlift' Airport Becomes Emergency Refugee ShelterPractice Quiz: Check Your Understanding: 'Berlin Airlift' Airport Becomes Emergency Refugee Shelter”Reading: Supplemental Reading: \"Newspapers in America\"Practice Quiz: Check Your Understanding: \"Newspapers in America\"Reading: Overview of the UnitVideo: Choosing a TopicPractice Quiz: Game 1: Right-sizing Your TopicVideo: Researching an IdeaReading: BASIC: \"Want to be a good reporter? Follow these tips.\"Reading: ADVANCED: Want to be a good reporter? Follow these tips.Video: Unlockable AchievementVideo: Pitching a Story – Newspapers/MagazinesVideo: Pitching a Story - RadioPractice Quiz: Game 2: Vocabulary PracticeReading: Sample News Story Pitch and Pitch TemplateVideo: Unlockable AchievementReading: BASIC: Times Are Changing in Havana, CubaReading: ADVANCED: Times are Changing in Havana, CubaVideo: Video Listening: Times are Changing in Havana, CubaVideo: Unlockable AchievementVideo: Language Focus – Interviewing Sources – Wh- QuestionsVideo: Interviewing Sources – Reliability, Facts \u0026 OpinionPractice Quiz: Game 3: Reliable SourcesVideo: Language Focus – Quoting Sources \u0026 Reporting VerbsPractice Quiz: Game 4: Choose the reporting verbVideo: Video interview with a student journalist from The Daily PennsylvanianVideo: Unlockable AchievementVideo: Interviewing Sources - NotetakingVideo: Language Focus – Quoting Sources Directly or Using Reported SpeechPractice Quiz: Game 5: Changing Direct Speech to Reported SpeechDiscussion Prompt: Assessment 2: Issues and SourcesReading: Game: Unit 2 Vocabulary FlashcardsReading: Supplemental Reading: Student newspapers shake things upPractice Quiz: Check Your Understanding: Student newspapers shake things upPractice Quiz: Game: WH- question formationReading: Supplemental Reading and Listening: \"Story of Dr. Omalu Enlightens on Risks of High-impact Sports\"Video: Supplemental Listening: \"Story of Dr. Omalu Enlightens on Risks of High-impact Sports\"Practice Quiz: Check Your Understanding: Story of Dr. Omalu Enlightens on Risks of High-impact SportsReading: Overview of the UnitVideo: Print Media: From Topic to ArticlePractice Quiz: Game 1:  Labeling - the Process and the Front PageVideo: Types of LeadsVideo: Creating a LeadPractice Quiz: Game 2: Match Lead to Lead TypeReading: BASIC:  Turning the Page on HomelessnessReading: ADVANCED: Turning the Page on HomelessnessVideo: Listening: Turning the Page on HomelessnessVideo: Unlockable AchievementVideo: Language Focus – SV Agreement with Different SubjectsDiscussion Prompt: Assessment 1: Create a lead for your story.Reading: BASIC: Thai Health Policy as Model for Emerging EconomiesReading: ADVANCED: Thai Health Policy as Model for Emerging EconomiesVideo: Writing Using Associated Press StylePractice Quiz: Game 3: Applying AP StyleVideo: Language Focus – Structure of Active and Passive VoicesVideo: Language Focus – Use of Active and Passive VoicesPractice Quiz: Game 4: When to Use Passive VoiceVideo: Reporting AccuratelyReading: BASIC: With billions to feed, sustainable agriculture is not a luxuryReading: ADVANCED: With billions to feed, sustainable agriculture is not a luxuryVideo: Proofreading an ArticleVideo: Unlockable AchievementReading: Game: Unit 3 Vocabulary FlashcardsReading: Egyptian Journalists Call for Press FreedomVideo: Listening: Egyptian Journalists Call for Press FreedomPractice Quiz: Check Your Understanding: \"Egyptian Journalists Call for Press Freedom\"Reading: Old Age, Debt Threaten Vietnam EconomyPractice Quiz: Check Your Understanding: \"Old Age, Debt Threaten Vietnam Economy\"Practice Quiz: Game: Active/Passive GamePractice Quiz: Game: Subject/Verb Agreement GameReading: Overview of the UnitVideo: The Language of Broadcast JournalismVideo: Listening: \"VOA Fast Five\"Video: Unlockable AchievementVideo: The People of Broadcast JournalismPractice Quiz: Game 1: Matching Language to DefinitionsReading: BASIC: Studying Broadcast Journalism Gives Student an Opportunity to Learn about News WorldwideReading: ADVANCED: Studying Broadcast Journalism Gives Student an Opportunity to Learn about News WorldwideVideo: Types of Stories for Broadcast JournalismVideo: Using Conversational StylePractice Quiz: Game 2: Print vs. Broadcast JournalismVideo: Language Focus – Present Tense \u0026 Active VoiceVideo: Ratings in TV News: How Journalists CompeteVideo: Unlockable AchievementVideo: Sensationalism in TV NewsVideo: The 24-hour News CycleVideo: Language Focus - Stress \u0026 PausingPractice Quiz: Game 3: StressReading: Unit 4 Assessment 2: Present your Script InstructionsVideo: Unlockable AchievementReading: Game: Unit 4 Vocabulary FlashcardsReading: Radio Hoax Causes PanicPractice Quiz: Check Your Understanding: \"Radio Hoax Causes Panic?Reading: Forget a seat at the table. This reporter wants a seat in the briefing room.Practice Quiz: Check Your Understanding: \"Forget a seat at the table. This reporter wants a seat in the briefing room\"Video: Listening:  \"Telepresence - The Next Best thing to Being There\"Practice Quiz: Check Your Understanding: \"Telepresence - The Next Best Thing to Being There\"Practice Quiz: Game: Vocabulary Crossword PuzzleThe final unit of this course discusses how journalism is changing fast because of digital technologies. At the end of the unit, you will describe data about the news and complete a reflection assignment that allows you to think about and discuss the recent changes to the field of journalism.Reading: Overview of the UnitVideo: Origins and Current State of the Digital AgePractice Quiz: Game 1: Create a Timeline of Digital MediaVideo: The Impact on the Journalistic ProcessVideo: The Impact on Traditional MediaVideo: Language Focus – Present Perfect FormPractice Quiz: Game 2: Present Perfect FormVideo: Challenges 1: The Digital DivideReading: BASIC: Mapping the Digital DivideReading: ADVANCED: Mapping the Digital DivideVideo: Language Focus – Data CommentaryPractice Quiz: Game 3: Choose the Appropriate Data Commentary LanguageVideo: Unlockable AchievementVideo: Citizen JournalismReading: BASIC: Freedom of Expression: A Practical Approach to Journalism EthicsReading: ADVANCED: Freedom of Expression: A Practical Approach to Journalism EthicsVideo: Challenges 2: Ethics in the Digital AgeVideo: Challenges 3: Intellectual Property and CensorshipReading: BASIC: Egypt Clamps Down on Media Ahead of 'Arab Spring' AnniversaryReading: ADVANCED: Egypt Clamps Down on Media Ahead of 'Arab Spring' AnniversaryVideo: Unlockable AchievementVideo: Course ConclusionReading: Game: Unit 5 Vocabulary FlashcardsReading: Sharing the benefits of the Internet across the digital dividePractice Quiz: Check Your Understanding: \"Sharing the benefits of the Internet across the digital divide\"Reading: Africa's Infotech RevolutionPractice Quiz: Check Your Understanding: \"Africa's Infotech Revolution\"Reading: Twitter Suspends Over 125,000 Accounts for 'Promoting Terrorist Acts'Practice Quiz: Check Your Understanding: \"Twitter Suspends Over 125,000 Accounts for 'Promoting Terrorist Acts'\"Michigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolio",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/journalism",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Business English: Networking",
    "Description": "About this course: This course begins with a welcome message and an overview of the Specialization. After this introduction, you will be asked to take a proficiency test to see if this course is right for you. \n\nDuring the course, you will begin learning vocabulary and customs related to socializing and networking in English. The goal is to enable you to interact with business contacts in person, on the phone and over email in a professional way.\n\nCourse Learning Objectives\n\n•\tDetermine whether the objectives of this Specialization align with your learning goals\n•\tEvaluate your current level of proficiency in business English communication \n•\tPresent relevant information about yourself in a discussion forum\n•\tDevelop your networking skills \n•\tWrite short emails with appropriate formatting\n•\tRecognize and produce formal and informal language in emails\n•\tDevelop vocabulary related to jobs and companiesWEEK 1Introduction to Business English CommunicationIn the first week, you’ll practice introducing yourself and learn some new vocabulary to talk about what you do in your job. 10 videos, 6 readings, 4 practice quizzesexpandVideo: Video: Welcome to Business EnglishReading: READ FIRSTVideo: Video: Course OverviewVideo: Quiz Proficiency Video: Phone ConversationPractice Quiz: Proficiency TestDiscussion Prompt: Discussion: Why Are You Studying Business Communication?Reading: SummaryVideo: Video: Introducing YourselfVideo: Video: Keeping a Conversation GoingVideo: Video: Leaving a ConversationVideo: Video: Real LanguagePractice Quiz: What is Appropriate in Business Settings?Discussion Prompt: Discussion: What’s the Custom in Your Country? Reading: Vocabulary ListReading: SummaryVideo: Video: Business CardsPractice Quiz: Business Card QuizDiscussion Prompt: Discussion: Business Cards in Your CountryVideo: Video: How to Create a Good NetworkVideo: Video: Social NetworkingPractice Quiz: Social Networking QuizReading: Vocabulary ListReading: SummaryGraded: A ConversationWEEK 2IntroductionsIn Week 2, you’ll study vocabulary to describe your company (or any company - you don’t have to be working right now to take this course!).7 videos, 7 readings, 5 practice quizzesexpandVideo: Video: Case Study SeattleVideo: Video: Interview with David Blandford of Visit SeattleVideo: Video: Seattle, A Business CityPractice Quiz: 6 Things to Know About SeattlePractice Quiz: Vocabulary CheckDiscussion Prompt: Discussion: Where Do You Live and Why is it Good for Business?Reading: Vocabulary ListReading: SummaryVideo: Video: Describing Your JobVideo: Video: Giving Some More DetailsPractice Quiz: What Does This Job Do?Reading: SummaryVideo: Video: Describing a CompanyVideo: Video: Company HistoryReading: The History of StarbucksPractice Quiz: The History of StarbucksReading: Reading: The History of AmazonReading: Vocabulary ListPractice Quiz: The History of AmazonReading: SummaryGraded: Persuade Me to MoveGraded: Describe Your JobGraded: Promoting Your CompanyWEEK 3EmailsIn week 3, we will introduce you to writing professional emails. 10 videos, 5 readings, 5 practice quizzesexpandVideo: Video: Email GuidelinesVideo: Video: Subject LinesPractice Quiz: Subject Lines QuizVideo: Video: Email GreetingsVideo: Video: Email ClosingsReading: SummaryVideo: Video: Appropriate Tone in EmailVideo: Video: Formality Part 1Video: Video: Formality Part 2Practice Quiz: Formal or Informal?Video: Video: DirectnessPractice Quiz: Direct or Indirect?Reading: Vocabulary ListReading: SummaryVideo: Video: Writing Effective Opening and Closing Sentences in Email, Part 1Practice Quiz: Writing Effective Email OpeningsVideo: Video: Writing Friendly Opening and Closing Sentences in Email, Part 2Practice Quiz: Writing Effective Email Closings QuizReading: Vocabulary ListReading: SummaryGraded: Email GreetingsGraded: Building the Right EmailGraded: Write an Email Based on a ScenarioWEEK 4Meeting Arrangements on the TelephoneWeek 4 is all about telephoning and making arrangements to meet.3 videos, 6 readingsexpandVideo: Video: Beginning and Ending a Telephone CallReading: Vocabulary ListReading: SummaryVideo: Video: Telephoning Arrangements to MeetReading: Vocabulary ListReading: SummaryVideo: Video: Leaving MessagesReading: Vocabulary ListReading: SummaryGraded: Making a Telephone CallGraded: Arrangements to MeetGraded: Leaving MessagesWEEK 5Meeting Arrangements (Email)In Week 5, we return to email to talk about arrangements, make changes, and update. This last week includes some practice with texting too.3 videos, 6 readings, 2 practice quizzesexpandVideo: Video: Text Messages in Arranging to Meet SomeonePractice Quiz: Text MessagesDiscussion Prompt: Discussion: Text MessagingReading: Vocabulary ListReading: SummaryVideo: Video: Initiating and Responding to Meeting Announcements and InvitationsReading: Vocabulary ListReading: SummaryVideo: Video: Writing Follow-up and Thank You EmailsReading: Vocabulary ListReading: SummaryPractice Quiz: Follow Up Email QuizGraded: Writing Invitation Emails, Part 1Graded: Writing Invitation Emails Part 2 UpdatesGraded: Writing a Follow-up EmailVideo: Video: Welcome to Business EnglishReading: READ FIRSTVideo: Video: Course OverviewVideo: Quiz Proficiency Video: Phone ConversationPractice Quiz: Proficiency TestDiscussion Prompt: Discussion: Why Are You Studying Business Communication?Reading: SummaryVideo: Video: Introducing YourselfVideo: Video: Keeping a Conversation GoingVideo: Video: Leaving a ConversationVideo: Video: Real LanguagePractice Quiz: What is Appropriate in Business Settings?Discussion Prompt: Discussion: What’s the Custom in Your Country? Reading: Vocabulary ListReading: SummaryVideo: Video: Business CardsPractice Quiz: Business Card QuizDiscussion Prompt: Discussion: Business Cards in Your CountryVideo: Video: How to Create a Good NetworkVideo: Video: Social NetworkingPractice Quiz: Social Networking QuizReading: Vocabulary ListReading: SummaryVideo: Video: Case Study SeattleVideo: Video: Interview with David Blandford of Visit SeattleVideo: Video: Seattle, A Business CityPractice Quiz: 6 Things to Know About SeattlePractice Quiz: Vocabulary CheckDiscussion Prompt: Discussion: Where Do You Live and Why is it Good for Business?Reading: Vocabulary ListReading: SummaryVideo: Video: Describing Your JobVideo: Video: Giving Some More DetailsPractice Quiz: What Does This Job Do?Reading: SummaryVideo: Video: Describing a CompanyVideo: Video: Company HistoryReading: The History of StarbucksPractice Quiz: The History of StarbucksReading: Reading: The History of AmazonReading: Vocabulary ListPractice Quiz: The History of AmazonReading: SummaryVideo: Video: Email GuidelinesVideo: Video: Subject LinesPractice Quiz: Subject Lines QuizVideo: Video: Email GreetingsVideo: Video: Email ClosingsReading: SummaryVideo: Video: Appropriate Tone in EmailVideo: Video: Formality Part 1Video: Video: Formality Part 2Practice Quiz: Formal or Informal?Video: Video: DirectnessPractice Quiz: Direct or Indirect?Reading: Vocabulary ListReading: SummaryVideo: Video: Writing Effective Opening and Closing Sentences in Email, Part 1Practice Quiz: Writing Effective Email OpeningsVideo: Video: Writing Friendly Opening and Closing Sentences in Email, Part 2Practice Quiz: Writing Effective Email Closings QuizReading: Vocabulary ListReading: SummaryVideo: Video: Beginning and Ending a Telephone CallReading: Vocabulary ListReading: SummaryVideo: Video: Telephoning Arrangements to MeetReading: Vocabulary ListReading: SummaryVideo: Video: Leaving MessagesReading: Vocabulary ListReading: SummaryVideo: Video: Text Messages in Arranging to Meet SomeonePractice Quiz: Text MessagesDiscussion Prompt: Discussion: Text MessagingReading: Vocabulary ListReading: SummaryVideo: Video: Initiating and Responding to Meeting Announcements and InvitationsReading: Vocabulary ListReading: SummaryVideo: Video: Writing Follow-up and Thank You EmailsReading: Vocabulary ListReading: SummaryPractice Quiz: Follow Up Email QuizUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsThe Hong Kong University of Science and TechnologyEnglish for Effective  Business WritingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "University of Washington",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-english-intro",
    "Language": "English, Subtitles: Mongolian, Chinese (Traditional)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Better Business Writing in English",
    "Description": "About this course: Do you need to write more easily and effectively in English? This course will provide the tools to help you do just that. You will develop your personal voice in your writing. You will develop strategies to plan and produce clear, understandable text. You will learn and practice specific writing skills to use in different types of business communications including cover letters, mission and vision statements, proposals , instructions and reports. You will organize, design and write clear text for Power Point Productions. Writing skills include how to choose correct noun and noun modifiers; how to choose correct verb forms and tenses; how to write a variety of clauses and sentences.\n\nAs you work through the course, you will complete self- and peer-evaluations. Many of the peer assignments will have 2 or more options so that you can choose the best path depending on your current situation. Through a combination of lectures, quizzes, supplementary resources, practice and performance, you’ll gain the skills and confidence to write well in English for your business and professional purposes.WEEK 1Write to Share and Achieve Your Goals  Learning outcomes: After this module, you will be able to develop your personal voice and increase your accuracy, and appropriateness  in written English, and produce  a written document which displays your personal voice.4 videos, 3 readings, 3 practice quizzesexpandVideo: Intro to CourseDiscussion Prompt: Introduce Yourself to your ClassmatesVideo: Personal VoicePractice Quiz: Comprehension CheckDiscussion Prompt: Discuss Personal VoiceReading: Written CommunicationVideo: Sentence Types Part 1Practice Quiz: Practice Compound SentencesVideo: Sentence Types Part 2Reading: Sentence Type ResourcesPractice Quiz: Practice Adverb ClausesReading: Get More from the Georgia Tech Language InstituteGraded: Simple, Compound and Complex sentencesGraded: Write a Cover Letter OR Company Description/Mission/Vision StatementsWEEK 2Write a Proposal and Get ResultsLearning outcomes: After this module, you will be able to  increase your accuracy, and appropriateness  in written English and plan and compose a business proposal in English.3 videos, 2 readings, 2 practice quizzesexpandVideo: 3 Key Parts of a ProposalPractice Quiz: Comprehension CheckVideo: Strong Sentences Part 1: Verb Tense \u0026 Parallel StructureReading: Spelling Present Tense VerbsVideo: Strong Sentences Part 2: Subject-Verb AgreementReading: Verb Tense, Parallel Structure and Subject Verb Agreement ResourcesPractice Quiz: Comprehension CheckDiscussion Prompt: Discuss grammar rules from this moduleGraded: Lesson ReviewGraded: Write a Proposal WEEK 3Write Clear and Complete ReportsLearning outcomes: After this module, you will be able to increase your accuracy and appropriateness in written English and plan and produce a paragraph style report in English3 videos, 1 reading, 2 practice quizzesexpandVideo: How to Connect Ideas \u0026 SentencesPractice Quiz: Comprehension CheckVideo: How to Write a ProcessDiscussion Prompt: Discuss process writingPractice Quiz: Comprehension CheckVideo: 3 Main Parts of a ParagraphReading: Online Writing ToolGraded: Module 3 ReviewGraded: Write a 1-Paragraph Report WEEK 4Write and Design Powerful Slides for Powerful PresentationsLearning outcomes: After this module, you will be able to increase your accuracy and appropriateness in written English and write, design and  produce a set of clear and powerful presentation slides2 videos, 2 readings, 2 practice quizzesexpandVideo: Organize, Write, and Design Effective SlidesPractice Quiz: Comprehension CheckVideo: How to Use Articles and Count/Non-count NounsReading: Count/Non-count Nouns \u0026 Articles ResourcesPractice Quiz: Nouns and ArticlesReading: Where to go from here?Graded: Module 4 ReviewGraded: Create a Powerful Slide PresentationVideo: Intro to CourseDiscussion Prompt: Introduce Yourself to your ClassmatesVideo: Personal VoicePractice Quiz: Comprehension CheckDiscussion Prompt: Discuss Personal VoiceReading: Written CommunicationVideo: Sentence Types Part 1Practice Quiz: Practice Compound SentencesVideo: Sentence Types Part 2Reading: Sentence Type ResourcesPractice Quiz: Practice Adverb ClausesReading: Get More from the Georgia Tech Language InstituteVideo: 3 Key Parts of a ProposalPractice Quiz: Comprehension CheckVideo: Strong Sentences Part 1: Verb Tense \u0026 Parallel StructureReading: Spelling Present Tense VerbsVideo: Strong Sentences Part 2: Subject-Verb AgreementReading: Verb Tense, Parallel Structure and Subject Verb Agreement ResourcesPractice Quiz: Comprehension CheckDiscussion Prompt: Discuss grammar rules from this moduleVideo: How to Connect Ideas \u0026 SentencesPractice Quiz: Comprehension CheckVideo: How to Write a ProcessDiscussion Prompt: Discuss process writingPractice Quiz: Comprehension CheckVideo: 3 Main Parts of a ParagraphReading: Online Writing ToolVideo: Organize, Write, and Design Effective SlidesPractice Quiz: Comprehension CheckVideo: How to Use Articles and Count/Non-count NounsReading: Count/Non-count Nouns \u0026 Articles ResourcesPractice Quiz: Nouns and ArticlesReading: Where to go from here?University of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of WashingtonBusiness English: MeetingsUniversity of California, IrvineVerb Tenses and Passives",
    "Creator": "Georgia Institute of Technology",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/business-writing-english",
    "Language": "English",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Academic Listening and Note-Taking",
    "Description": "About this course: This course will help non-native English speakers improve their listening and note-taking skills for the purpose of listening to academic lectures. You will learn techniques for improving your understanding and skills for taking more effective notes, and you will get lots of practice in using these. If you're planning to attend college classes in English, then this class is for you.\n\nUpon completing this course, you will be able to:\n1.       Understand and follow a lecture\n2.       Take better lecture notes\n3.       Discuss courses with classmates and professors\n4.       Give an effective academic presentation\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1WelcomeThis is the first course in the Learn English: Advanced Speaking and Listening specialization. It is aimed at learners whose native language is not English. This course will help you improve your academic listening and speaking skills. For example, you will learn how to understand and follow a lecture, how to take better lecture notes, how to discuss courses with classmates and professors, and how to give an effective academic presentation.2 videos, 1 readingexpandVideo: Course IntroductionPeer Review: IntroductionsReading: Being RespectfulVideo: Meet the TeachersWhat is Academic Listening and Why is It Important?This week, you will begin thinking about academic listening. You will learn what makes it difficult and how you can get better at listening and note taking. You'll also learn some tips to make it easier.4 videos, 11 readings, 3 practice quizzesexpandVideo: Week 1 IntroductionReading: Lecture ObjectivesVideo: Listening IntroductionReading: Note Taking LessonPractice Quiz: Note-Taking Practice QuizReading: Lecture ObjectivesVideo: Cornell Note-Taking LectureReading: Resources on Note TakingReading: Lecture ObjectivesVideo: Note Taking DemonstrationPractice Quiz: Cornell Note-Taking Practice QuizReading: Lesson ObjectivesReading: Symbols and Abbreviations LectureReading: Note Taking SymbolsReading: Lecture and Note-Taking Practice 1Reading: Check Your AnswersPractice Quiz: Listening and Note-Taking Practice QuizReading: Note-Taking Assignment 1 InstructionsGraded: Independent Note-Taking PracticeGraded: Note-Taking Assignment 1Graded: Note-Taking 1 Graded QuizWEEK 2Identifying Topic and PurposeNow, you will learn about strategies to make you a better listener. You'll learn about what things to pay the most attention to and what things might not be so important in a lecture. You'll also learn that listening well to a lecture starts before the class and continues after the class.2 videos, 7 readings, 5 practice quizzesexpandVideo: Week 2 IntroductionReading: Listening Strategies Lecture and PracticePractice Quiz: Listening Strategies Practice QuizReading: Lecture and Note-Taking Practice 2Reading: Check Your AnswersReading: Language Cues LectureReading: Common Language Cues in Lectures HandoutPractice Quiz: Language Cues Practice QuizPractice Quiz: Listening and Note-Taking Practice QuizReading: Lecture ObjectivesVideo: Listening to Introductions LecturePractice Quiz: Check Your Understanding Practice QuizPractice Quiz: Listening to Introductions Practice QuizReading: Note-Taking Assignment 2 InstructionsGraded: Independent Note-Taking PracticeGraded: Note-Taking Assignment 2Graded: Note-Taking 2 Graded QuizGraded: Language Cues Graded QuizWEEK 3Identifying Main Ideas and DetailsLast week, you learned about listening to the beginning of a class lecture. This week, you will learn about listening to the middle of the lecture. You'll learn about idenifying main ideas and details and how to organize them well in your notes.4 videos, 5 readings, 6 practice quizzesexpandVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Main Idea LecturePractice Quiz: Main Idea and Details Listening Practice QuizReading: Lecture ObjectivesVideo: Identifying Important Points LecturePractice Quiz: Listening to Important Points PracticePractice Quiz: Listening to Important Points Practice QuizVideo: Analyzing Charts and Graphs LecturePractice Quiz: Analyzing Charts and Graphs Practice Listening 1Practice Quiz: Analyzing Charts and Graphs Practice Listening 2Practice Quiz: Analyzing Charts and Graphs Practice QuizReading: Lecture and Note-Taking Practice 3Reading: Check Your AnswersReading: Note-Taking Assignment 3 InstructionsGraded: Independent Note-Taking PracticeGraded: Note Taking Assignment 3Graded: Note Taking 3 Graded QuizWEEK 4Identifying Stance and Speaker AttitudeYou've been learning about how to listen and take notes about various parts of a lecture. In this final week, you'll learn about some other strategies to help you listen and take notes more effectively in lectures.5 videos, 8 readings, 4 practice quizzesexpandVideo: Week 4 IntroductionReading: Lecture ObjectivesVideo: Speaker's Stance LectureReading: Speaker's Stance PracticePractice Quiz: Speaker's Stance Practice QuizPractice Quiz: Listening for Speaker's Stance Practice QuizReading: Lecture ObjectivesVideo: Handling Unfamiliar Information LectureReading: Lecture and Note-Taking Practice 4Reading: Check Your AnswersReading: Lecture ObjectivesVideo: Types of Arguments Part 1 LectureVideo: Types of Arguments Part 2 LecturePractice Quiz: Arguments Practice Quiz 1Practice Quiz: Arguments Practice Quiz 2Reading: Note-Taking Assignment 4 InstructionsReading: Learn MoreGraded: Independent Note-Taking PracticeGraded: Note Taking Assignment 4Graded: Note Taking 4 Graded QuizThis is the first course in the Learn English: Advanced Speaking and Listening specialization. It is aimed at learners whose native language is not English. This course will help you improve your academic listening and speaking skills. For example, you will learn how to understand and follow a lecture, how to take better lecture notes, how to discuss courses with classmates and professors, and how to give an effective academic presentation.Video: Course IntroductionPeer Review: IntroductionsReading: Being RespectfulVideo: Meet the TeachersVideo: Week 1 IntroductionReading: Lecture ObjectivesVideo: Listening IntroductionReading: Note Taking LessonPractice Quiz: Note-Taking Practice QuizReading: Lecture ObjectivesVideo: Cornell Note-Taking LectureReading: Resources on Note TakingReading: Lecture ObjectivesVideo: Note Taking DemonstrationPractice Quiz: Cornell Note-Taking Practice QuizReading: Lesson ObjectivesReading: Symbols and Abbreviations LectureReading: Note Taking SymbolsReading: Lecture and Note-Taking Practice 1Reading: Check Your AnswersPractice Quiz: Listening and Note-Taking Practice QuizReading: Note-Taking Assignment 1 InstructionsNow, you will learn about strategies to make you a better listener. You'll learn about what things to pay the most attention to and what things might not be so important in a lecture. You'll also learn that listening well to a lecture starts before the class and continues after the class.Video: Week 2 IntroductionReading: Listening Strategies Lecture and PracticePractice Quiz: Listening Strategies Practice QuizReading: Lecture and Note-Taking Practice 2Reading: Check Your AnswersReading: Language Cues LectureReading: Common Language Cues in Lectures HandoutPractice Quiz: Language Cues Practice QuizPractice Quiz: Listening and Note-Taking Practice QuizReading: Lecture ObjectivesVideo: Listening to Introductions LecturePractice Quiz: Check Your Understanding Practice QuizPractice Quiz: Listening to Introductions Practice QuizReading: Note-Taking Assignment 2 InstructionsVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Main Idea LecturePractice Quiz: Main Idea and Details Listening Practice QuizReading: Lecture ObjectivesVideo: Identifying Important Points LecturePractice Quiz: Listening to Important Points PracticePractice Quiz: Listening to Important Points Practice QuizVideo: Analyzing Charts and Graphs LecturePractice Quiz: Analyzing Charts and Graphs Practice Listening 1Practice Quiz: Analyzing Charts and Graphs Practice Listening 2Practice Quiz: Analyzing Charts and Graphs Practice QuizReading: Lecture and Note-Taking Practice 3Reading: Check Your AnswersReading: Note-Taking Assignment 3 InstructionsVideo: Week 4 IntroductionReading: Lecture ObjectivesVideo: Speaker's Stance LectureReading: Speaker's Stance PracticePractice Quiz: Speaker's Stance Practice QuizPractice Quiz: Listening for Speaker's Stance Practice QuizReading: Lecture ObjectivesVideo: Handling Unfamiliar Information LectureReading: Lecture and Note-Taking Practice 4Reading: Check Your AnswersReading: Lecture ObjectivesVideo: Types of Arguments Part 1 LectureVideo: Types of Arguments Part 2 LecturePractice Quiz: Arguments Practice Quiz 1Practice Quiz: Arguments Practice Quiz 2Reading: Note-Taking Assignment 4 InstructionsReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/note-taking",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "4-5 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Verb Tenses and Passives",
    "Description": "About this course: This is the first course in the Learn English: Advanced Grammar and Punctuation specialty. In this course, you will review the verb tenses that you learned in beginning English classes and learn about a few tenses you may not know very well. In all, you'll cover all 12 of the English verb tenses and passive verb forms. Most importantly, you'll learn how to blend these tenses, which is what native speakers frequently do. This course is vital to your becoming a more fluent English speaker.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Simple, Progressive, and Perfect Verb Tenses ReviewIn the first week of this course, you will get to know your classmates and review the verb tenses of English that you have probably learned before. It's always important to review and make sure your foundation is solid before learning new grammar. Use this week to fill in any gaps you have in your understanding of nine verb tenses of English.7 videos, 11 readings, 5 practice quizzesexpandReading: Pre-Course SurveyVideo: Introduction to the CoursePeer Review: Introduce YourselfVideo: Meet Your TeachersReading: Lecture ObjectivesVideo: Present Perfect Tense Review LecturePractice Quiz: Present Perfect Review Practice QuizReading: Present Perfect PracticeReading: Lecture ObjectivesVideo: Present Tenses LecturePractice Quiz: Present Tenses Practice QuizReading: Present Tenses PracticeReading: Lecture ObjectivesVideo: Past Tenses Review LecturePractice Quiz: Past Tenses Practice QuizReading: Past Tenses PracticeReading: Lecture ObjectivesVideo: Future Tenses Review LecturePractice Quiz: Future Tense Review Practice QuizReading: Future Tenses PracticeReading: Lecture ObjectivesVideo: Past Perfect and Future Perfect Review LecturePractice Quiz: Past Perfect and Future Perfect Practice QuizReading: Past Perfect and Future Perfect PracticeGraded: Verb Tense Review AssignmentGraded: Graded QuizWEEK 2Perfect Progressive Tenses This week, you'll learn about the final three verb tenses in English. Then you will be familiar with all 12 English verb tenses. These will combine the perfect tenses with the progressive tenses. Because you already know those tenses, learning these new ones should be fairly easy.4 videos, 6 readings, 3 practice quizzesexpandVideo: Week 2 IntroductionReading: Lecture ObjectivesVideo: Present Perfect Progressive LecturePractice Quiz: Present Perfect Progressive Practice QuizReading: Present Perfect Progressive PracticeReading: Lecture ObjectivesVideo: Past Perfect Progressive LecturePractice Quiz: Past Perfect Progressive Practice QuizReading: Past Perfect Progressive PracticeReading: Lecture ObjectivesVideo: Future Perfect Progressive LecturePractice Quiz: Future Perfect Progressive Practice QuizReading: Future Perfect Progressive PracticeGraded: Perfect Progressive AssignmentGraded: Graded QuizWEEK 3Passives and Perfect ModalsIn this week, you'll learn about some more complicated verbs. Passives and perfect modals will take what you already know about verb tenses and add some more layers to it. Studying these will improve your fluency in written and spoken English.6 videos, 8 readings, 4 practice quizzesexpandVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Making Guesses about the Past LecturePractice Quiz: Making Guesses about the Past Practice QuizReading: Making Guesses about the Past PracticeReading: Lecture ObjectivesVideo: Expressing Regret about the Past LecturePractice Quiz: Expressing Regret PracticeReading: Expressing Regret PracticeReading: Lecture ObjectivesVideo: More Modals Part 1 LectureVideo: More Modals Part 2 LecturePractice Quiz: More Modals Practice QuizReading: More Modals PracticeReading: Lecture ObjectivesVideo: Passive Verbs LecturePractice Quiz: Passive Verbs QuizReading: Passive Voice PracticeGraded: Modals and Passives AssignmentGraded: Graded QuizWEEK 4Blending TensesIn the final week of the course, you'll learn about one of the most difficult but necessary aspects of verb tenses. You will learn how to blend or mix them to talk about the past, present, and future naturally. Learning to do this will help you become a more fluent speaker and writer of English.5 videos, 10 readings, 4 practice quizzesexpandVideo: Week 4 IntroductionReading: Lecture ObjectivesVideo: Future Time Clauses LecturePractice Quiz: Future Time Clauses Practice QuizReading: Future Time Clauses PracticeReading: Lecture ObjectivesVideo: Mixed Tenses Part 1 LecturePractice Quiz: Mixed Tenses Part 1 Practice QuizReading: Mixed Tenses Part 1 PracticeReading: Lecture ObjectivesVideo: Mixed Tenses Part 2 LecturePractice Quiz: Mixed Tenses Part 2 Practice QuizReading: Mixed Tenses Part 2 PracticeReading: Warm-up ActivityReading: Lecture ObjectivesVideo: Verb Tenses Review LecturePractice Quiz: Verb Tense Review Practice QuizReading: Verb Tense Review PracticeReading: Learn MoreGraded: Final Mixed Verb AssignmentGraded: Graded QuizIn the first week of this course, you will get to know your classmates and review the verb tenses of English that you have probably learned before. It's always important to review and make sure your foundation is solid before learning new grammar. Use this week to fill in any gaps you have in your understanding of nine verb tenses of English.Reading: Pre-Course SurveyVideo: Introduction to the CoursePeer Review: Introduce YourselfVideo: Meet Your TeachersReading: Lecture ObjectivesVideo: Present Perfect Tense Review LecturePractice Quiz: Present Perfect Review Practice QuizReading: Present Perfect PracticeReading: Lecture ObjectivesVideo: Present Tenses LecturePractice Quiz: Present Tenses Practice QuizReading: Present Tenses PracticeReading: Lecture ObjectivesVideo: Past Tenses Review LecturePractice Quiz: Past Tenses Practice QuizReading: Past Tenses PracticeReading: Lecture ObjectivesVideo: Future Tenses Review LecturePractice Quiz: Future Tense Review Practice QuizReading: Future Tenses PracticeReading: Lecture ObjectivesVideo: Past Perfect and Future Perfect Review LecturePractice Quiz: Past Perfect and Future Perfect Practice QuizReading: Past Perfect and Future Perfect PracticeThis week, you'll learn about the final three verb tenses in English. Then you will be familiar with all 12 English verb tenses. These will combine the perfect tenses with the progressive tenses. Because you already know those tenses, learning these new ones should be fairly easy.Video: Week 2 IntroductionReading: Lecture ObjectivesVideo: Present Perfect Progressive LecturePractice Quiz: Present Perfect Progressive Practice QuizReading: Present Perfect Progressive PracticeReading: Lecture ObjectivesVideo: Past Perfect Progressive LecturePractice Quiz: Past Perfect Progressive Practice QuizReading: Past Perfect Progressive PracticeReading: Lecture ObjectivesVideo: Future Perfect Progressive LecturePractice Quiz: Future Perfect Progressive Practice QuizReading: Future Perfect Progressive PracticeVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Making Guesses about the Past LecturePractice Quiz: Making Guesses about the Past Practice QuizReading: Making Guesses about the Past PracticeReading: Lecture ObjectivesVideo: Expressing Regret about the Past LecturePractice Quiz: Expressing Regret PracticeReading: Expressing Regret PracticeReading: Lecture ObjectivesVideo: More Modals Part 1 LectureVideo: More Modals Part 2 LecturePractice Quiz: More Modals Practice QuizReading: More Modals PracticeReading: Lecture ObjectivesVideo: Passive Verbs LecturePractice Quiz: Passive Verbs QuizReading: Passive Voice PracticeIn the final week of the course, you'll learn about one of the most difficult but necessary aspects of verb tenses. You will learn how to blend or mix them to talk about the past, present, and future naturally. Learning to do this will help you become a more fluent speaker and writer of English.Video: Week 4 IntroductionReading: Lecture ObjectivesVideo: Future Time Clauses LecturePractice Quiz: Future Time Clauses Practice QuizReading: Future Time Clauses PracticeReading: Lecture ObjectivesVideo: Mixed Tenses Part 1 LecturePractice Quiz: Mixed Tenses Part 1 Practice QuizReading: Mixed Tenses Part 1 PracticeReading: Lecture ObjectivesVideo: Mixed Tenses Part 2 LecturePractice Quiz: Mixed Tenses Part 2 Practice QuizReading: Mixed Tenses Part 2 PracticeReading: Warm-up ActivityReading: Lecture ObjectivesVideo: Verb Tenses Review LecturePractice Quiz: Verb Tense Review Practice QuizReading: Verb Tense Review PracticeReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/verb-passives",
    "Language": "English",
    "Commitment": "4-5 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Tricky English Grammar",
    "Description": "About this course: English is a difficult language to learn because of its many obscure grammatical rules, which are fairly easy to mess up--even for native speakers. While it’s easy for non-native speakers to get overwhelmed by confusing grammar rules, in this course, we'll provide you with tips that will help you understand the rules more easily and give you lots of practice with the tricky grammar of everyday English.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1WelcomeThis is the third course in the Learn English: Intermediate Grammar specialization. Learning English can be tricky, and in this class you'll focus on some of those tricky issues. You'll get clear explanations about the difficult grammar points and practice in using them correctly. 2 videos, 1 readingexpandVideo: Course IntroductionPeer Review: IntroductionsReading: MessageVideo: Meet the InstructorsNouns, Articles, and QuantifiersThis week, you'll learn about tricky nouns, articles, and quantifiers. When should you put \"a\" or \"the\" in front of a noun? When should you put nothing in front of the noun? In this module, you'll find the answers to these questions, and you'll get lots of practice to help you use nouns and articles correctly.12 videos, 13 readings, 3 practice quizzesexpandVideo: Week 1 IntroductionReading: Lecture ObjectivesVideo: Count and Noncount Nouns Review LectureReading: Lecture ObjectivesVideo: Count and Noncount Noun Mistakes LecturePractice Quiz: Count and Non-Count Noun Practice QuizReading: Count and Non-Count Nouns PracticeReading: Lecture ObjectivesVideo: Articles Review Part 1 LecturePractice Quiz: Articles Practice QuizReading: Lecture ObjectivesVideo: Articles Review Part 2 LectureVideo: Articles Review Part 3 LectureReading: Lecture ObjectivesVideo: Mistakes with Articles Part 1 LectureVideo: Mistakes with Articles Part 2 LectureReading: Articles PracticeReading: Articles ResourceReading: Lecture ObjectivesVideo: Quantifiers Part 1 LectureReading: Lecture ObjectivesVideo: Quantifiers Part 2 LectureReading: Lecture ObjectivesVideo: Quantifiers Part 3 LecturePractice Quiz: Quantifiers Practice QuizReading: Lecture ObjectivesVideo: Quantifiers Part 4 LectureReading: Quantifiers PracticeGraded: Nouns, Articles, and Quanifiers AssignmentGraded: Graded QuizWEEK 2Gerunds, Infinitives, and Requests and PermissionThis week will not be as intense as last week was, but you will still have the chance to learn about some tricky grammar. First, you'll learn about using gerunds and infinitives correctly. Then you'll learn about making requests and asking for permission, something that English learners often misuse. 4 videos, 4 readings, 2 practice quizzesexpandVideo: Week 2 IntroductionReading: Lecture ObjectivesVideo: Gerunds and Infinitives Part 1 LectureVideo: Gerunds and Infinitives Part 2 LectureReading: Gerunds and Infinitives PracticePractice Quiz: Gerunds and Infinitives Practice QuizReading: Lecture ObjectivesVideo: Requests and Permission LecturePractice Quiz: Requests and Permission Practice QuizReading: Requests and Permission PracticeGraded: Gerunds, Infinitives, Requests, and Permission AssignmentGraded: Graded QuizWEEK 3Confusing Word FormsYou've learned about some tricky grammar, but there are other things that make English hard to learn. This week, you'll learn about some word forms that cause confusion. You'll soon understand the difference between some pairs of words that always seem tricky.7 videos, 8 readings, 4 practice quizzesexpandVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Confusing Pronouns LecturePractice Quiz: Confusing Pronouns Practice QuizReading: Confusing Pronouns PracticeReading: Lecture ObjectivesVideo: Confusing Adjectives and Adverbs Part 1 LectureVideo: Confusing Adjectives and Adverbs Part 2 LecturePractice Quiz: Confusing Adjectives and Adverbs Practice QuizReading: Confusing Adjectives and Adverbs PracticeReading: Lecture ObjectivesVideo: Confusing Nouns and Verbs Part 1 LectureVideo: Confusing Nouns and Verbs Part 2 LecturePractice Quiz: Confusing Nouns and Verbs Practice QuizReading: Confusing Nouns and Verbs PracticeReading: Lecture ObjectivesVideo: Confusing Prepositions LecturePractice Quiz: Confusing Prepositions Practice QuizReading: Confusing Prepositions PracticeGraded: Confusing Word Forms AssignmentGraded: Graded QuizWEEK 4Phrasal Verbs and CollocationsThere are a few more tricky English points that we want you to learn. In the final week, you will learn about phrasal verbs and collocations. These are two big grammar points that often give language learners difficulty, but you will get lots of practice with them. Finally, you’ll have a review lesson of all of the tricky English grammar that you have learned in this course.6 videos, 7 readings, 3 practice quizzesexpandVideo: Week 4 IntroductionReading: Lecture ObjectivesVideo: Phrasal Verbs Review LectureVideo: Problems with Phrasal Verbs LectureReading: Phrasal Verbs PracticePractice Quiz: Phrasal Verbs Practice QuizReading: Lecture ObjectivesVideo: Collocations Review LectureVideo: Tricky Collocations LecturePractice Quiz: Collocations Practice QuizReading: Collocations PracticeReading: Lecture ObjectivesVideo: Tricky English ReviewPractice Quiz: Tricky English Practice QuizReading: Tricky English Final PracticeReading: Learn More!Graded: Tricky English AssignmentGraded: Graded QuizThis is the third course in the Learn English: Intermediate Grammar specialization. Learning English can be tricky, and in this class you'll focus on some of those tricky issues. You'll get clear explanations about the difficult grammar points and practice in using them correctly. Video: Course IntroductionPeer Review: IntroductionsReading: MessageVideo: Meet the InstructorsThis week, you'll learn about tricky nouns, articles, and quantifiers. When should you put \"a\" or \"the\" in front of a noun? When should you put nothing in front of the noun? In this module, you'll find the answers to these questions, and you'll get lots of practice to help you use nouns and articles correctly.Video: Week 1 IntroductionReading: Lecture ObjectivesVideo: Count and Noncount Nouns Review LectureReading: Lecture ObjectivesVideo: Count and Noncount Noun Mistakes LecturePractice Quiz: Count and Non-Count Noun Practice QuizReading: Count and Non-Count Nouns PracticeReading: Lecture ObjectivesVideo: Articles Review Part 1 LecturePractice Quiz: Articles Practice QuizReading: Lecture ObjectivesVideo: Articles Review Part 2 LectureVideo: Articles Review Part 3 LectureReading: Lecture ObjectivesVideo: Mistakes with Articles Part 1 LectureVideo: Mistakes with Articles Part 2 LectureReading: Articles PracticeReading: Articles ResourceReading: Lecture ObjectivesVideo: Quantifiers Part 1 LectureReading: Lecture ObjectivesVideo: Quantifiers Part 2 LectureReading: Lecture ObjectivesVideo: Quantifiers Part 3 LecturePractice Quiz: Quantifiers Practice QuizReading: Lecture ObjectivesVideo: Quantifiers Part 4 LectureReading: Quantifiers PracticeThis week will not be as intense as last week was, but you will still have the chance to learn about some tricky grammar. First, you'll learn about using gerunds and infinitives correctly. Then you'll learn about making requests and asking for permission, something that English learners often misuse. Video: Week 2 IntroductionReading: Lecture ObjectivesVideo: Gerunds and Infinitives Part 1 LectureVideo: Gerunds and Infinitives Part 2 LectureReading: Gerunds and Infinitives PracticePractice Quiz: Gerunds and Infinitives Practice QuizReading: Lecture ObjectivesVideo: Requests and Permission LecturePractice Quiz: Requests and Permission Practice QuizReading: Requests and Permission PracticeVideo: Week 3 IntroductionReading: Lecture ObjectivesVideo: Confusing Pronouns LecturePractice Quiz: Confusing Pronouns Practice QuizReading: Confusing Pronouns PracticeReading: Lecture ObjectivesVideo: Confusing Adjectives and Adverbs Part 1 LectureVideo: Confusing Adjectives and Adverbs Part 2 LecturePractice Quiz: Confusing Adjectives and Adverbs Practice QuizReading: Confusing Adjectives and Adverbs PracticeReading: Lecture ObjectivesVideo: Confusing Nouns and Verbs Part 1 LectureVideo: Confusing Nouns and Verbs Part 2 LecturePractice Quiz: Confusing Nouns and Verbs Practice QuizReading: Confusing Nouns and Verbs PracticeReading: Lecture ObjectivesVideo: Confusing Prepositions LecturePractice Quiz: Confusing Prepositions Practice QuizReading: Confusing Prepositions PracticeThere are a few more tricky English points that we want you to learn. In the final week, you will learn about phrasal verbs and collocations. These are two big grammar points that often give language learners difficulty, but you will get lots of practice with them. Finally, you’ll have a review lesson of all of the tricky English grammar that you have learned in this course.Video: Week 4 IntroductionReading: Lecture ObjectivesVideo: Phrasal Verbs Review LectureVideo: Problems with Phrasal Verbs LectureReading: Phrasal Verbs PracticePractice Quiz: Phrasal Verbs Practice QuizReading: Lecture ObjectivesVideo: Collocations Review LectureVideo: Tricky Collocations LecturePractice Quiz: Collocations Practice QuizReading: Collocations PracticeReading: Lecture ObjectivesVideo: Tricky English ReviewPractice Quiz: Tricky English Practice QuizReading: Tricky English Final PracticeReading: Learn More!University of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/tricky-english-grammar",
    "Language": "English, Subtitles: French",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Advanced Writing",
    "Description": "About this course: Course 3: Advanced Writing\n\nThis is the third course in the Academic English: Writing specialization.  By raising your level of academic writing, this course helps prepare you for college-level work.\n\nAfter completing this course, you will be able to: \n - plan and write a more sophisticated argument essay\n - identify plagiarism and explain how to prevent it\n - read and analyze several articles to form your own opinion on a topic\n - make connections between several articles\n - form thesis statements from your readings\n - use sources effectively when writing an essay\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Course IntroductionThis is the third course in the Academic English: Writing specialization, and it is a more advanced writing course. It will help you raise the level of your writing and make you more aware of the type of writing you can expect in college. You’ll learn what plagiarism is and how to avoid it using correct MLA citations. Also, you'll learn to write a synthesis essay, which will help develop your critical thinking skills. Finally, you’ll write a documented essay, which will help further enhance your skill of using outside sources in your writing.1 video, 4 readingsexpandReading: Pre-Course SurveyVideo: Course Introduction VideoReading: Writing LevelsReading: Message about OpinionsReading: Message About Peer ReviewsAdvanced Argument EssaysIn the previous class, you learned about writing argument essays. Here you're going to learn how to make your essays more academic by writing more body paragraphs and adding support from outside sources. You will write a new argument essay, and since you already know how to write an argument, this will be a good way to practice using sources. You will also start learning about MLA format.2 videos, 9 readingsexpandReading: Introduction to Using SourcesVideo: Using Sources Video LectureReading: Practice Using Sources EffectivelyReading: Practice Integrating Quotes EffectivelyReading: Writing Longer EssaysVideo: Writing Longer Essays Video LectureReading: Types of Paragraphs PracticeReading: Advanced Argument Essay AssignmentReading: Sample Advanced Argument EssayPeer Review: Advanced Argument Essay DiscussionReading: Check Your EssayReading: Quiz InstructionsGraded: Advanced Argument Essay Peer ReviewGraded: Advanced Argument QuizWEEK 2Avoiding PlagiarismThe topic of this module is very important for you to know about before you start taking college classes. Plagiarism is a kind of academic dishonesty that gets students into big trouble or even gets them dismissed from school. In this module, you will learn what plagiarism is and how to avoid it.3 videos, 7 readings, 1 practice quizexpandVideo: Module IntroductionReading: Introduction to PlagiarismReading: What is Plagiarism? - Learning ObjectivesVideo: What is Plagiarism? Video LectureReading: How to Avoid Plagiarism - Learning ObjectivesVideo: How to Avoid Plagiarism LectureReading: More On PlagiarismPeer Review:  Discussion of Plagiarism CasesReading: Plagiarism PracticePractice Quiz: Practice QuizReading: Plagiarism GameReading: Quiz InstructionsGraded: Plagiarism QuizWEEK 3Synthesis EssayIn college classes, you will often be asked to read several articles and write an essay about an idea you form from reading the articles. This kind of essay is called a synthesis essay. In this module, you will be given two lists of articles to choose from. You will need to read the articles on your list and then write a synthesis essay. You will use sources from the articles to support your own ideas.4 videos, 8 readingsexpandVideo: Module IntroductionVideo: Synthesis Essay Video LectureReading: Readings on Plagiarism in MusicPeer Review: Plagiarism in Music DiscussionReading: Synthesis Essay ReadingsReading: Synthesis Essay AssignmentReading: Using Sources ReviewVideo: Teacher Discusses a Synthesis Essay and Using SourcesReading: Sample Synthesis EssayPeer Review: Synthesis Essay DiscussionReading: MLA Format Basics ObjectivesVideo: MLA Format BasicsReading: Check Your EssayReading: Quiz InstructionsGraded: Synthesis Essay Peer ReviewGraded: Synthesis Essay QuizWEEK 4Documented EssayIn this module, you will start using the Internet to find your own outside sources to support your ideas. You will also try to write a longer essay than you have before. This module will give your more practice using quotes and paraphrase in your essay, and you will learn to use a Works Cited page to list your sources.3 videos, 9 readingsexpandVideo: Module IntroductionVideo: Documented Essay Video LectureReading: Finding Articles OnlineReading: Formatting In-Text Citations PracticeReading: Documented Essay AssignmentPeer Review: Documented Essay DiscussionReading: Works Cited Page IntroductionVideo: Creating a Works Cited Page Video LectureReading: Works Cited Page PracticeReading: Sample Documented EssayReading: Check Your EssayReading: Quiz InstructionsReading: Learn MoreGraded: Documented Essay Peer ReviewGraded: Documented Essay QuizThis is the third course in the Academic English: Writing specialization, and it is a more advanced writing course. It will help you raise the level of your writing and make you more aware of the type of writing you can expect in college. You’ll learn what plagiarism is and how to avoid it using correct MLA citations. Also, you'll learn to write a synthesis essay, which will help develop your critical thinking skills. Finally, you’ll write a documented essay, which will help further enhance your skill of using outside sources in your writing.Reading: Pre-Course SurveyVideo: Course Introduction VideoReading: Writing LevelsReading: Message about OpinionsReading: Message About Peer ReviewsIn the previous class, you learned about writing argument essays. Here you're going to learn how to make your essays more academic by writing more body paragraphs and adding support from outside sources. You will write a new argument essay, and since you already know how to write an argument, this will be a good way to practice using sources. You will also start learning about MLA format.Reading: Introduction to Using SourcesVideo: Using Sources Video LectureReading: Practice Using Sources EffectivelyReading: Practice Integrating Quotes EffectivelyReading: Writing Longer EssaysVideo: Writing Longer Essays Video LectureReading: Types of Paragraphs PracticeReading: Advanced Argument Essay AssignmentReading: Sample Advanced Argument EssayPeer Review: Advanced Argument Essay DiscussionReading: Check Your EssayReading: Quiz InstructionsThe topic of this module is very important for you to know about before you start taking college classes. Plagiarism is a kind of academic dishonesty that gets students into big trouble or even gets them dismissed from school. In this module, you will learn what plagiarism is and how to avoid it.Video: Module IntroductionReading: Introduction to PlagiarismReading: What is Plagiarism? - Learning ObjectivesVideo: What is Plagiarism? Video LectureReading: How to Avoid Plagiarism - Learning ObjectivesVideo: How to Avoid Plagiarism LectureReading: More On PlagiarismPeer Review:  Discussion of Plagiarism CasesReading: Plagiarism PracticePractice Quiz: Practice QuizReading: Plagiarism GameReading: Quiz InstructionsIn college classes, you will often be asked to read several articles and write an essay about an idea you form from reading the articles. This kind of essay is called a synthesis essay. In this module, you will be given two lists of articles to choose from. You will need to read the articles on your list and then write a synthesis essay. You will use sources from the articles to support your own ideas.Video: Module IntroductionVideo: Synthesis Essay Video LectureReading: Readings on Plagiarism in MusicPeer Review: Plagiarism in Music DiscussionReading: Synthesis Essay ReadingsReading: Synthesis Essay AssignmentReading: Using Sources ReviewVideo: Teacher Discusses a Synthesis Essay and Using SourcesReading: Sample Synthesis EssayPeer Review: Synthesis Essay DiscussionReading: MLA Format Basics ObjectivesVideo: MLA Format BasicsReading: Check Your EssayReading: Quiz InstructionsIn this module, you will start using the Internet to find your own outside sources to support your ideas. You will also try to write a longer essay than you have before. This module will give your more practice using quotes and paraphrase in your essay, and you will learn to use a Works Cited page to list your sources.Video: Module IntroductionVideo: Documented Essay Video LectureReading: Finding Articles OnlineReading: Formatting In-Text Citations PracticeReading: Documented Essay AssignmentPeer Review: Documented Essay DiscussionReading: Works Cited Page IntroductionVideo: Creating a Works Cited Page Video LectureReading: Works Cited Page PracticeReading: Sample Documented EssayReading: Check Your EssayReading: Quiz InstructionsReading: Learn MoreUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineTricky English GrammarUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/advanced-writing",
    "Language": "English, Subtitles: Vietnamese, Arabic, Chinese (Simplified)",
    "Commitment": "2-3 hours/ week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Writing for Young Readers: Opening the Treasure Chest",
    "Description": "About this course: This course is for curious students and aspiring authors with a passion for writing for young readers. Participate in a dynamic online community of writers as you experiment with your own writing and develop your voice. This course will guide you with a combination of video lectures, online readings, peer reviews, and guest appearances from world-renowned children’s authors. As you work through the writing exercises, you will give and receive feedback from your peers and gain tools and techniques for improving your writing.\n\nDuring this course you will identify stories that matter to you, explore cultural significance and boundaries, and shape your identity as a writer; become familiar with standard elements of narrative (character, setting, plot, theme, language, dialogue, point of view); reflect on your own work and practice essential self-editing skills; see the different ways in which words and art interact, and the possibilities of longer narrative forms; come away with practical insights into publishing options; and create a plan for pursuing your enthusiasm for writing. By the end of the course, you will have ten to twelve extracts of writing that you can develop into a portfolio.\n\nJoin a dynamic community of many voices from around the world. Find inspiration in your own voice, heart, and place so that you can tell the stories for young readers you’ve always wanted to tell.WEEK 1Your Writing IdentityGood children’s writing commonly has a strong sense of identity. This module will give you a chance to think about and practice putting yourself into your writing. We will start by looking at how you can establish effective writing habits and how you can use your own experiences and culture to enrich your writing. We will also discuss ways that you can add depth to your writing by drawing on myths and legends, and by experimenting with different viewpoints.18 videos, 7 readingsexpandVideo: Writing for Young Readers - Promotional VideoVideo: Welcome to Writing for Young ReadersLeitura: Course OverviewLeitura: How to Get HelpLeitura: FAQsLeitura: Instructors and Guest AuthorsLeitura: Course MaterialsVideo: Introduction to Your Writing IdentityVideo: Your Writing Life - Part OneVideo: Your Writing Life - Part TwoVideo: You, Your Culture and StoryLeitura: Extracts: You, Your Culture and StoryVideo: Cultural Myths and LegendsLeitura: Extracts: Cultural Myths and LegendsVideo: Viewpoint - Part OneVideo: Viewpoint - Part TwoVideo: Interview with Uma Krishnaswami -  Part One: 'the very young experience the world through their skins'Video: Interview with Uma Krishnaswami -  Part Two: 'for me place and the people are inextricable'Video: Interview with Uma Krishnaswami -  Part Three 'it came out in eight Indian languages'Video: Interview with Uma Krishnaswami -  Part Four: 'I suddenly began to see the entire story'Video: Interview with Apirana Taylor - Part One: 'I carried exercise books with me everywhere I went'Video: Interview with Apirana Taylor - Part Two: 'I'm leaving something behind for future generations'Video: Interview with Apirana Taylor - Part Three: 'one word is worth a thousand pictures'Video: Interview with Apirana Taylor - Part Four: 'your ears are often your best editor'Video: Module Summary Your Writing IdentityGraded: Your Writing Identity: Life Event from a ViewpointWEEK 2Genre, Form, and AudienceIn this module we will give you an overview of genres and forms that are popular for young readers. We will then move on to a discussion of audience – who your readers are and how you can make your work appealing to your chosen audience. By the end of the module you will have a good sense of the wide range of genres and forms available to you and some techniques that you can use to make the most of the genre or form you are working in.11 videos, 2 readingsexpandVideo: Introduction to Genre, Form, and AudienceVideo: Genre - Part OneVideo: Genre - Part TwoLeitura: Extracts: Genre TypesVideo: Form - Part OneVideo: Form - Part TwoVideo: Audience - Part OneVideo: Audience - Part TwoLeitura: Extracts: AudienceVideo: Interview with Finegan Kruckemeyer - Part One: 'it can be nice to write just for the sake of writing'Video: Interview with Finegan Kruckemeyer - Part Two: 'my favourite authors have permeated my brain'Video: Interview with Finegan Kruckemeyer - Part Three: 'it truly is a magical feeling'Video: Module Summary Genre, Form, and AudienceGraded: Genre, Form and Audience: Define your AudienceWEEK 3StructureWe’ve covered qualities of writing that make it appeal to an audience – its form, its genre, and its strong personal voice. Now we’ll move on to some structural elements that are key to holding your writing together. We’ll start by looking at character and setting, then move on to plot and theme. Finally, we will focus on language. Language can really bring your writing to life by adding a layer to your characters and setting and by giving your plot a good pace. This is the last module where we look at creating new writing. In the next two modules we’ll focus on editing your work and getting it published.13 videos, 5 readingsexpandVideo: Introduction to StructureVideo: Character - Part OneVideo: Character - Part TwoLeitura: Extracts: CharacterVideo: SettingLeitura: Extracts: SettingVideo: Plot and Theme - Part OneVideo: Plot and Theme - Part TwoLeitura: Sample Plot ChartLeitura: Extracts: Plot and ThemeVideo: Language and DialogueLeitura: Extracts Language and DialogueVideo: Other Language ToolsVideo: Interview with Tololwa Mollel - Part One 'I let an idea simmer in my head'Video: Interview with Tololwa Mollel - Part Two: 'let the story show you the way'Video: Interview with Tololwa Mollel - Part Three: 'I give them their right to live as characters'Video: Interview with Tololwa Mollel - Part Four: 'I really enjoyed the act of writing itself'Video: Module Summary StructureGraded: Elements of StructureWEEK 4Editing and ProofreadingIn this module you will learn how to transform your draft work into something that flows well, is free of errors, and is ready to be published. We’ll start by looking at structural editing, where you look at your work’s plot, structure, and themes. Then we’ll move on to the copyediting and proofreading stage, where you focus on perfecting grammar and spelling. We have provided resources and checklists that will help you to practice applying our editing tips to your own work.10 videos, 3 readingsexpandVideo: Introduction to Editing and ProofreadingVideo: Structural Editing - Part OneVideo: Structural Editing - Part TwoVideo: Structural Editing - Part ThreeLeitura: Structural Editing ChecklistLeitura: Extract: Structural EditingVideo: Copyediting and Proofreading - Part OneVideo: Copyediting and Proofreading - Part TwoLeitura: Copyediting ChecklistVideo: Interview with Summer Edward - Part One: 'The story keeps telling itself in my mind'Video: Interview with Summer Edward - Part Two: 'don't be afraid to cut'Video: Interview with Summer Edward - Part Three: 'I practice silence'Video: Module Summary Editing and ProofreadingGraded: Editing and ProofreadingWEEK 5PublishingIn this final module you’ll learn about different ways that you can get your work published and into the hands of young readers. We have included information about a range of different publishing methods available to you, from traditional print publishing to digital publishing. You can also listen to our guest writers talking about how they publish their own work. This MOOC is just a starting point for your writing life. You will soon be ready to join a global network of writers.12 videos, 3 readingsexpandVideo: Introduction to PublishingVideo: Forms of Print PublishingLeitura: Examples of Different Publishing PlatformsVideo: Forms of Digital Publishing - Part OneVideo: Forms of Digital Publishing - Part TwoLeitura: Examples of Different Digital Publishing PlatformsVideo: Publishing OpportunitiesVideo: Approaching PublishersVideo: Interview with Victoria Azaro - Part One: 'every day I learnt something new'Video: Interview with Victoria Azaro - Part Two: 'you need to wear lots of hats'Video: Interview with Victoria Azaro - Part Three: 'I really draw from my culture'Video: Interview with Victoria Azaro - Part Four: 'write from the heart'Video: Where to From HereLeitura: Examples of Writing OrganisationsVideo: Module Summary PublishingGraded: PublishingGood children’s writing commonly has a strong sense of identity. This module will give you a chance to think about and practice putting yourself into your writing. We will start by looking at how you can establish effective writing habits and how you can use your own experiences and culture to enrich your writing. We will also discuss ways that you can add depth to your writing by drawing on myths and legends, and by experimenting with different viewpoints.Video: Writing for Young Readers - Promotional VideoVideo: Welcome to Writing for Young ReadersLeitura: Course OverviewLeitura: How to Get HelpLeitura: FAQsLeitura: Instructors and Guest AuthorsLeitura: Course MaterialsVideo: Introduction to Your Writing IdentityVideo: Your Writing Life - Part OneVideo: Your Writing Life - Part TwoVideo: You, Your Culture and StoryLeitura: Extracts: You, Your Culture and StoryVideo: Cultural Myths and LegendsLeitura: Extracts: Cultural Myths and LegendsVideo: Viewpoint - Part OneVideo: Viewpoint - Part TwoVideo: Interview with Uma Krishnaswami -  Part One: 'the very young experience the world through their skins'Video: Interview with Uma Krishnaswami -  Part Two: 'for me place and the people are inextricable'Video: Interview with Uma Krishnaswami -  Part Three 'it came out in eight Indian languages'Video: Interview with Uma Krishnaswami -  Part Four: 'I suddenly began to see the entire story'Video: Interview with Apirana Taylor - Part One: 'I carried exercise books with me everywhere I went'Video: Interview with Apirana Taylor - Part Two: 'I'm leaving something behind for future generations'Video: Interview with Apirana Taylor - Part Three: 'one word is worth a thousand pictures'Video: Interview with Apirana Taylor - Part Four: 'your ears are often your best editor'Video: Module Summary Your Writing IdentityIn this module we will give you an overview of genres and forms that are popular for young readers. We will then move on to a discussion of audience – who your readers are and how you can make your work appealing to your chosen audience. By the end of the module you will have a good sense of the wide range of genres and forms available to you and some techniques that you can use to make the most of the genre or form you are working in.Video: Introduction to Genre, Form, and AudienceVideo: Genre - Part OneVideo: Genre - Part TwoLeitura: Extracts: Genre TypesVideo: Form - Part OneVideo: Form - Part TwoVideo: Audience - Part OneVideo: Audience - Part TwoLeitura: Extracts: AudienceVideo: Interview with Finegan Kruckemeyer - Part One: 'it can be nice to write just for the sake of writing'Video: Interview with Finegan Kruckemeyer - Part Two: 'my favourite authors have permeated my brain'Video: Interview with Finegan Kruckemeyer - Part Three: 'it truly is a magical feeling'Video: Module Summary Genre, Form, and AudienceWe’ve covered qualities of writing that make it appeal to an audience – its form, its genre, and its strong personal voice. Now we’ll move on to some structural elements that are key to holding your writing together. We’ll start by looking at character and setting, then move on to plot and theme. Finally, we will focus on language. Language can really bring your writing to life by adding a layer to your characters and setting and by giving your plot a good pace. This is the last module where we look at creating new writing. In the next two modules we’ll focus on editing your work and getting it published.Video: Introduction to StructureVideo: Character - Part OneVideo: Character - Part TwoLeitura: Extracts: CharacterVideo: SettingLeitura: Extracts: SettingVideo: Plot and Theme - Part OneVideo: Plot and Theme - Part TwoLeitura: Sample Plot ChartLeitura: Extracts: Plot and ThemeVideo: Language and DialogueLeitura: Extracts Language and DialogueVideo: Other Language ToolsVideo: Interview with Tololwa Mollel - Part One 'I let an idea simmer in my head'Video: Interview with Tololwa Mollel - Part Two: 'let the story show you the way'Video: Interview with Tololwa Mollel - Part Three: 'I give them their right to live as characters'Video: Interview with Tololwa Mollel - Part Four: 'I really enjoyed the act of writing itself'Video: Module Summary StructureIn this module you will learn how to transform your draft work into something that flows well, is free of errors, and is ready to be published. We’ll start by looking at structural editing, where you look at your work’s plot, structure, and themes. Then we’ll move on to the copyediting and proofreading stage, where you focus on perfecting grammar and spelling. We have provided resources and checklists that will help you to practice applying our editing tips to your own work.Video: Introduction to Editing and ProofreadingVideo: Structural Editing - Part OneVideo: Structural Editing - Part TwoVideo: Structural Editing - Part ThreeLeitura: Structural Editing ChecklistLeitura: Extract: Structural EditingVideo: Copyediting and Proofreading - Part OneVideo: Copyediting and Proofreading - Part TwoLeitura: Copyediting ChecklistVideo: Interview with Summer Edward - Part One: 'The story keeps telling itself in my mind'Video: Interview with Summer Edward - Part Two: 'don't be afraid to cut'Video: Interview with Summer Edward - Part Three: 'I practice silence'Video: Module Summary Editing and ProofreadingIn this final module you’ll learn about different ways that you can get your work published and into the hands of young readers. We have included information about a range of different publishing methods available to you, from traditional print publishing to digital publishing. You can also listen to our guest writers talking about how they publish their own work. This MOOC is just a starting point for your writing life. You will soon be ready to join a global network of writers.Video: Introduction to PublishingVideo: Forms of Print PublishingLeitura: Examples of Different Publishing PlatformsVideo: Forms of Digital Publishing - Part OneVideo: Forms of Digital Publishing - Part TwoLeitura: Examples of Different Digital Publishing PlatformsVideo: Publishing OpportunitiesVideo: Approaching PublishersVideo: Interview with Victoria Azaro - Part One: 'every day I learnt something new'Video: Interview with Victoria Azaro - Part Two: 'you need to wear lots of hats'Video: Interview with Victoria Azaro - Part Three: 'I really draw from my culture'Video: Interview with Victoria Azaro - Part Four: 'write from the heart'Video: Where to From HereLeitura: Examples of Writing OrganisationsVideo: Module Summary PublishingWesleyan UniversityCreative Writing: The Craft of Setting and DescriptionWesleyan UniversityCreative Writing: The Craft of CharacterWesleyan UniversityCreative Writing: The Craft of StyleWesleyan UniversityCreative Writing: The Craft of PlotMichigan State UniversityScript Writing: Write a Pilot Episode for a TV or Web Series (Project-Centered Course)",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/writing-for-children",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "8-15 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Business English: Basics",
    "Description": "About this course: This course aims to improve your Business English language skills by developing your vocabulary and reading skills and your understanding of tone, style and knowledge of communication methods. We'll also cover how these language skills can enhance audience analysis, business case analysis and basic business communication strategies. Skills learned in this course will often be referred to and needed to complete the speaking, writing and cross-cultural communications courses of this Specialization.\n\nAfter completing this course, you will be able to:\n\n- describe things and events in the context of Business English\n- make requests in the context of Business English\n- support arguments in the context of Business English\n- use appropriate tone and style according to the context of Business English\n- conduct an audience analysis\n- match audience with the purpose and medium of communication\n- analyse and summarise business dataWEEK 1Welcome moduleWelcome to Week 1! This week, we will cover Module 1 where we introduce you to the objectives and structure of this Specialization and course.3 videos, 4 readingsexpandVideo: Welcome to our courseReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: How this course is organizedDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST English Grammar GuideDiscussion Prompt: Introduce yourselfWEEK 2Communication basicsWelcome to Week 2! This week we will cover Module 2 where we introduce you to basic communication and language skills you will use in general business situations. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 7 readings, 2 practice quizzesexpandReading: Objectives and outcomesVideo: What is communication?Video: Communication channelsVideo: Verbal \u0026 non-verbal communicationReading: The Mehrabian MythDiscussion Prompt: Choosing the right communication methodReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Describing things and eventsReading: Peer review practice: sample textPractice Quiz: Peer review practicePeer Review: Describe this sceneVideo: Giving explanationsVideo: Role play: explanationsVideo: Challenging grammar: modalsReading: More on modalsReading: What if? Using modals in conditional statementsGraded: Module 2WEEK 3Genres and stylesWelcome to Week 3! This week we will cover Module 3 where we will introduce you to common styles of English you will use for different spoken and written situations in general business situations. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 6 readings, 2 practice quizzesexpandReading: Objectives and outcomesVideo: Communication barriersVideo: Understanding genresVideo: Introduction to tone and styleVideo: Formal and informal communicationReading: Directness of communicationDiscussion Prompt: The practice of directnessReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Comparing and contrastingVideo: Role play: comparing and contrastingPeer Review: Compare and contrast your job/school Video: Challenging grammar: concernReading: Are you concerned?Reading: Peer review practice: sample textPractice Quiz: Peer review practiceGraded: Correct the grammar and rewriteGraded: Module 3WEEK 4Audience and purposeWelcome to Week 4! This week we will cover Module 4 where we will introduce you to ways of identifying the purpose and audience for spoken and written documents in general business situations and how this can affect language use. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 5 readings, 2 practice quizzesexpandReading: Objectives and outcomesVideo: Spoken vs. written communicationVideo: Conducting an audience analysisVideo: Defining purpose for spoken and written communicationVideo: Matching purpose, audience, medium, tone \u0026 styleReading: Peer review practice: sample pitch and textPractice Quiz: Peer-review practiceDiscussion Prompt: The audience always comes firstReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Making polite requestsVideo: Role play: making requestsVideo: Challenging grammar: relative clausesReading: More on relative clausesGraded: Using appropriate tone and styleGraded: Module 4WEEK 5Analyzing business casesWelcome to Week 5! This week we will cover Module 5 where we will introduce you to ways of analyzing business cases and strategies for critical reading. You will also be introduced to vocabulary and language skills common to business communications.5 videos, 8 readings, 2 practice quizzesexpandReading: Objectives and outcomesVideo: Analyzing case studiesVideo: Strategies for critical readingReading: Strategies for critical readingReading: Business case: Renewable energy and the hotel industryDiscussion Prompt: Building a sustainable future for Just So ResortReading: Objectives and outcomesReading: VocabularyPractice Quiz: Vocabulary practiceVideo: Supporting argumentsVideo: Role play: supporting argumentsVideo: Challenging grammar: quantifiersReading: A few or a little?Reading: More on quantifiersReading: Peer-review practice: sample textPractice Quiz: Peer-review practiceGraded: Sustainable Resort ProposalGraded: Module 5WEEK 6Concluding moduleWelcome to Week 6! This week we will cover Module 6 where we will conclude the course and you will need to complete the final exam and post-course survey.1 readingexpandReading: Post course surveyGraded: Final examVideo: Welcome to our courseReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: How this course is organizedDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you learn English?Reading: The HKUST English Grammar GuideDiscussion Prompt: Introduce yourselfReading: Objectives and outcomesVideo: What is communication?Video: Communication channelsVideo: Verbal \u0026 non-verbal communicationReading: The Mehrabian MythDiscussion Prompt: Choosing the right communication methodReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Describing things and eventsReading: Peer review practice: sample textPractice Quiz: Peer review practicePeer Review: Describe this sceneVideo: Giving explanationsVideo: Role play: explanationsVideo: Challenging grammar: modalsReading: More on modalsReading: What if? Using modals in conditional statementsWelcome to Week 3! This week we will cover Module 3 where we will introduce you to common styles of English you will use for different spoken and written situations in general business situations. You will also be introduced to vocabulary and language skills common to business communications.Reading: Objectives and outcomesVideo: Communication barriersVideo: Understanding genresVideo: Introduction to tone and styleVideo: Formal and informal communicationReading: Directness of communicationDiscussion Prompt: The practice of directnessReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Comparing and contrastingVideo: Role play: comparing and contrastingPeer Review: Compare and contrast your job/school Video: Challenging grammar: concernReading: Are you concerned?Reading: Peer review practice: sample textPractice Quiz: Peer review practiceWelcome to Week 4! This week we will cover Module 4 where we will introduce you to ways of identifying the purpose and audience for spoken and written documents in general business situations and how this can affect language use. You will also be introduced to vocabulary and language skills common to business communications.Reading: Objectives and outcomesVideo: Spoken vs. written communicationVideo: Conducting an audience analysisVideo: Defining purpose for spoken and written communicationVideo: Matching purpose, audience, medium, tone \u0026 styleReading: Peer review practice: sample pitch and textPractice Quiz: Peer-review practiceDiscussion Prompt: The audience always comes firstReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Making polite requestsVideo: Role play: making requestsVideo: Challenging grammar: relative clausesReading: More on relative clausesReading: Objectives and outcomesVideo: Analyzing case studiesVideo: Strategies for critical readingReading: Strategies for critical readingReading: Business case: Renewable energy and the hotel industryDiscussion Prompt: Building a sustainable future for Just So ResortReading: Objectives and outcomesReading: VocabularyPractice Quiz: Vocabulary practiceVideo: Supporting argumentsVideo: Role play: supporting argumentsVideo: Challenging grammar: quantifiersReading: A few or a little?Reading: More on quantifiersReading: Peer-review practice: sample textPractice Quiz: Peer-review practiceReading: Post course surveyUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/business-english",
    "Language": "English",
    "Commitment": "6 weeks, 3 - 5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Preparing for Graduate Study in the U.S.: A course for international students",
    "Description": "About this course: This course prepares you to embark upon your future graduate studies in the U.S. with confidence. In this MOOC, you'll have the opportunity to meet other prospective graduate students, hear from experienced international graduate students in the United States, and to practice sharing your own thoughts, stories, and expertise in English. You’ll select a “target” graduate program at a U.S. college or university to use as a case study throughout the course. You may already be admitted to this program, or it may be an institution you hope to attend in the future.  You will identify resources that support international graduate students in your target campus. You will have multiple opportunities to practice your English language skills through practice assignments and through interactions with one another. \n\nObjectives\nBy completing the course, you should enhance your ability to reach the following objectives for the purpose of communicating successfully as a new international graduate student studying in the United States.\n1. Introduce yourself professionally \n     a. Explain your expertise\n     b. Begin networking with members of your target institution\n2. Explore the campus climate of your target institution\n     a. Identify the local vocabulary used at your target institution to describe campus climate topics such as diversity, inclusion, or equity\n     b. Identify skills and perspectives you can contribute to the diversity of your target institution\n3. For collaboration\n     a. Use English to negotiate group roles\n     b. Use English to express opinions\n4. For academic writing\n     a. Identify disciplinary norms in academic writing\n     b. Cite source material appropriately in academic writing\n5. For improving English\n     a. Use at least three digital resources to investigate language use\n     b. Use at least three digital resources to practice English fluency\n     c. Use at least two new daily life opportunities to improve English for academic, social, or teaching purposesWEEK 1Week 1: Getting AcquaintedIn this first week together, we will begin getting to know one another, not just in writing, but by video too. We will also start getting to know a variety of graduate programs in the U.S., as we will each select a \"target\" graduate program at a U.S. college or university to use as a case study throughout the course. We will offer examples from our institution, the University of Michigan - Ann Arbor, where this course was created.7 videos, 2 readingsexpandReading: Community Guidelines for ParticipationVideo: Introducing YourselfReading: Help us learn more about you!Video: Meet Your Course InstructorVideo: Introducing Your Target InstitutionVideo: Review Example Introduction to Michigan (From U-M Rackham Graduate School)Discussion Prompt: Post Introduction to Your Target Program/InstitutionVideo: Graduate Student IdentityVideo: Reflection: Walking in new shoes (From U-M School of Information)Discussion Prompt: Reflection: Walking in New ShoesDiscussion Prompt: How Does Graduate School Differ from Undergrad?Video: Getting Ready for Graduate School (From the U-M Rackham Graduate School)Graded: Video Self-introductionWEEK 2Week 2: Introducing Yourself ProfessionallyUpon arrival on campus, we'll all have the opportunity to introduce ourselves and our graduate work over and over again. To become well-prepared to seize these opportunities for building solid relationships on our new campuses, we'll focus this week on developing an \"elevator pitch\" or short introduction to who we are, what we are studying, and why.5 videos, 1 readingexpandVideo: What is an Elevator Pitch?Discussion Prompt: Example Elevator PitchReading: Our First and Second Language SelvesDiscussion Prompt: Your First and Second Language SelfVideo: Language for the Elevator PitchVideo: Expanding Your Speaking VocabularyVideo: Introduction to MICASE Transcribed Real Speaking SituationsVideo: Introduction to Vocabulary.com to Generate Personalized Lists and QuizzesGraded: Verbs to Describe Your ExperienceGraded: Language for Introducing Yourself ProfessionallyGraded: Share Your First Draft Elevator PitchGraded: Reflect on Your Elevator PitchWEEK 3Week 3: English for Interactive Learning \u0026 TeamworkThis week focuses on the many ways in which graduate students work together and with faculty in groups and teams. We'll look at the value of diverse group composition. We will explore language used to negotiate roles and prevent misunderstandings in collaborative settings.5 videos, 1 readingexpandVideo: Interaction \u0026 Teamwork OverviewVideo: How Diverse Groups Can Positively Impact LearningDiscussion Prompt: How Diverse Groups Can Positively Impact LearningVideo: Tips to Promote Mutual Understanding in GroupsDiscussion Prompt: Tips to Promote Mutual Understanding in GroupsDiscussion Prompt: Negotiating Group RolesReading: Strategies for Negotiating One's Group ResponsibilitiesVideo: Language for Negotiating One's Group Tasks (Part 1)Video: Language for Negotiating One's Group Tasks (Part 2)Discussion Prompt: Reflection on Negotiation StrategiesDiscussion Prompt: Group project: Profile an Example of Graduate Student Collaboration on 1-2 Target CampusesGraded: Reflection on Group ProjectWEEK 4Week 4: English for Research \u0026 ScholarshipOf course the primary reason to pursue graduate studies is to learn about and participate in research and scholarship in your field. This week, we'll be looking at framing our own expertise, collaborating with faculty, and conventions around engaging with published scholarly writing.5 videos, 1 readingexpandVideo: Joining an Academic DisciplineVideo: Munger Graduate Residences (From U-M Housing)Discussion Prompt: Bringing Your Expertise to the TableVideo: Introducing Your Research (From U-M Engineering)Discussion Prompt: Communicating and Collaborating with FacultyVideo: Communicating and Collaborating with FacultyVideo: Ownership \u0026 Sharing of ScholarshipDiscussion Prompt: Exploring Academic IntegrityReading: Using the MICUSP Corpus to Explore Language Use, Organization, and Citations in Academic WritingDiscussion Prompt: Citation Practice: Situating Yourself in Your DisciplineGraded: Communicating with Faculty at Your Target InstitutionGraded: Using the MICUSP Corpus to Explore Language Use, Organization, and Citations in Academic WritingWEEK 5Week 5: English in Campus LifeIn this last week of our course together, we'll turn our attention to the transition to graduate student life on a new campus. We'll identify ways to connect with individuals and groups, and to foster a supportive community around us. We'll cap off the course with a \"final draft\" version of everyone's elevator pitches.3 videos, 1 readingexpandVideo: Getting ConnectedDiscussion Prompt: Building BridgesVideo: Advice from Experienced Graduate Students (From U-M Rackham Graduate School)Discussion Prompt: Advice from Experienced Graduate StudentsDiscussion Prompt: Exploring Language Used to Talk About Diversity and InclusionVideo: Exploration: Work-life Balance (From U-M Rackham Graduate School)Discussion Prompt: Exploration: Work-life BalanceDiscussion Prompt: Making FriendsDiscussion Prompt: Reflection: Handling the UnexpectedPeer Review: Final project: Your Recorded Elevator PitchReading: Post-course SurveyGraded: Final reflection: Using Your Elevator Pitch in Your Target InstitutionIn this first week together, we will begin getting to know one another, not just in writing, but by video too. We will also start getting to know a variety of graduate programs in the U.S., as we will each select a \"target\" graduate program at a U.S. college or university to use as a case study throughout the course. We will offer examples from our institution, the University of Michigan - Ann Arbor, where this course was created.Reading: Community Guidelines for ParticipationVideo: Introducing YourselfReading: Help us learn more about you!Video: Meet Your Course InstructorVideo: Introducing Your Target InstitutionVideo: Review Example Introduction to Michigan (From U-M Rackham Graduate School)Discussion Prompt: Post Introduction to Your Target Program/InstitutionVideo: Graduate Student IdentityVideo: Reflection: Walking in new shoes (From U-M School of Information)Discussion Prompt: Reflection: Walking in New ShoesDiscussion Prompt: How Does Graduate School Differ from Undergrad?Video: Getting Ready for Graduate School (From the U-M Rackham Graduate School)Upon arrival on campus, we'll all have the opportunity to introduce ourselves and our graduate work over and over again. To become well-prepared to seize these opportunities for building solid relationships on our new campuses, we'll focus this week on developing an \"elevator pitch\" or short introduction to who we are, what we are studying, and why.Video: What is an Elevator Pitch?Discussion Prompt: Example Elevator PitchReading: Our First and Second Language SelvesDiscussion Prompt: Your First and Second Language SelfVideo: Language for the Elevator PitchVideo: Expanding Your Speaking VocabularyVideo: Introduction to MICASE Transcribed Real Speaking SituationsVideo: Introduction to Vocabulary.com to Generate Personalized Lists and QuizzesThis week focuses on the many ways in which graduate students work together and with faculty in groups and teams. We'll look at the value of diverse group composition. We will explore language used to negotiate roles and prevent misunderstandings in collaborative settings.Video: Interaction \u0026 Teamwork OverviewVideo: How Diverse Groups Can Positively Impact LearningDiscussion Prompt: How Diverse Groups Can Positively Impact LearningVideo: Tips to Promote Mutual Understanding in GroupsDiscussion Prompt: Tips to Promote Mutual Understanding in GroupsDiscussion Prompt: Negotiating Group RolesReading: Strategies for Negotiating One's Group ResponsibilitiesVideo: Language for Negotiating One's Group Tasks (Part 1)Video: Language for Negotiating One's Group Tasks (Part 2)Discussion Prompt: Reflection on Negotiation StrategiesDiscussion Prompt: Group project: Profile an Example of Graduate Student Collaboration on 1-2 Target CampusesOf course the primary reason to pursue graduate studies is to learn about and participate in research and scholarship in your field. This week, we'll be looking at framing our own expertise, collaborating with faculty, and conventions around engaging with published scholarly writing.Video: Joining an Academic DisciplineVideo: Munger Graduate Residences (From U-M Housing)Discussion Prompt: Bringing Your Expertise to the TableVideo: Introducing Your Research (From U-M Engineering)Discussion Prompt: Communicating and Collaborating with FacultyVideo: Communicating and Collaborating with FacultyVideo: Ownership \u0026 Sharing of ScholarshipDiscussion Prompt: Exploring Academic IntegrityReading: Using the MICUSP Corpus to Explore Language Use, Organization, and Citations in Academic WritingDiscussion Prompt: Citation Practice: Situating Yourself in Your DisciplineIn this last week of our course together, we'll turn our attention to the transition to graduate student life on a new campus. We'll identify ways to connect with individuals and groups, and to foster a supportive community around us. We'll cap off the course with a \"final draft\" version of everyone's elevator pitches.Video: Getting ConnectedDiscussion Prompt: Building BridgesVideo: Advice from Experienced Graduate Students (From U-M Rackham Graduate School)Discussion Prompt: Advice from Experienced Graduate StudentsDiscussion Prompt: Exploring Language Used to Talk About Diversity and InclusionVideo: Exploration: Work-life Balance (From U-M Rackham Graduate School)Discussion Prompt: Exploration: Work-life BalanceDiscussion Prompt: Making FriendsDiscussion Prompt: Reflection: Handling the UnexpectedPeer Review: Final project: Your Recorded Elevator PitchReading: Post-course SurveyUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective Clauses",
    "Creator": "University of Michigan",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/graduate-study-usa",
    "Language": "English",
    "Commitment": "Plan on setting aside 2-3 hours each week to explore life in graduate school in the U.S. together. ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Presentations: Speaking so that People Listen",
    "Description": "About this course: Do you have to give presentations in school or at your work? Is it nerve-racking? Then you've come to the right place. Everyone gets a little nervous when they think about having to stand in front of other people and speak intelligently. This course will give you helpful tips for making effective speeches and delivering them well in typical American settings. You'll learn how to organize a presentation, how to make it memorable, and how to communicate clearly. In the course, you'll have several opportunities to demonstrate the presentation skills that you learn. This will help you gain the experience you need to be more confident when you give a speech in an American classroom or on the job.  Learners will record several videos of themselves giving assigned presentations and upload the videos for peer feedback.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Presentation IntroductionsThis is the second course in the Learn English: Advanced Speaking and Listening specialization. In this class, you will learn about giving an effective speech for an American classroom or organization. Learning the skills that effective speakers depend on will give you confidence in speaking in formal situations like classroom presentations. In this first week, you will learn about different types of presentations and start learning about presentation structure.7 videos, 6 readings, 4 practice quizzesexpandVideo: Course IntroductionVideo: Meet Your TeacherExamen par les pairs: Introduce YourselfLecture: Important MessagesLecture: Lecture ObjectivesVideo: Hooks LectureQuiz pour s'exercer: Hooks Practice QuizExamen par les pairs: Thinking of Hooks PracticeVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Types of Presentations LectureQuiz pour s'exercer: Types of Presentations Practice QuizLecture: Lecture ObjectivesVideo: Presentation Structure LectureExamen par les pairs: Evaluate the Structure of a PresentationQuiz pour s'exercer: Presentation Structure Practice ActivityLecture: Lecture ObjectivesVideo: Presentation Introductions LectureQuiz pour s'exercer: Presentation Introductions Practice QuizLecture: Introductions PracticeDemande de discussion: How to Make a VideoGraded: Introductions AssignmentGraded: Graded QuizWEEK 2What to Include in a SpeechThis week, we'll focus on the body of your presentation. This is where the important information is found, so it's important to present it effectively. Again, this week, you'll get a chance to practice the skills you learn and record yourself making a speech.5 videos, 5 readings, 5 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Developing and Organizing Ideas LectureQuiz pour s'exercer: Developing and Organizing Ideas Practice QuizQuiz pour s'exercer: Listening to Presentations Practice QuizLecture: Lecture ObjectivesVideo: Presentation Details LectureQuiz pour s'exercer: Presentation Details Practice QuizLecture: Presentation Details PracticeLecture: Lecture ObjectivesVideo: Presentation Conclusions LectureQuiz pour s'exercer: Conclusions Practice QuizLecture: Lecture ObjectivesVideo: Questions in a Presentation LectureQuiz pour s'exercer: Handling Questions Practice QuizGraded: First Speech AssignmentGraded: Graded QuizWEEK 3Preparing to PresentThis week, you will learn some other tips for giving a good presentation in an American classroom business setting. You'll learn what to do before the presentation as well as during the presentation in order to be successful. Once again, you'll be able to demonstrate your skills and submit a video of your own presentation.5 videos, 6 readings, 4 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Rehearse Before You Present LectureQuiz pour s'exercer: Rehearsing Practice QuizLecture: Lecture ObjectivesVideo: Verbal Delivery LectureQuiz pour s'exercer: Verbal Delivery Practice QuizExamen par les pairs: Verbal Delivery PracticeLecture: Lecture ObjectivesVideo: Non-Verbal Delivery LectureLecture: Non-Verbal PracticeQuiz pour s'exercer: Verbal and Non-Verbal Blunders PracticeLecture: Lecture ObjectivesVideo: Stage Fright LectureQuiz pour s'exercer: Stage Fright Practice QuizLecture: Stage Fright ReviewGraded: Second Speech AssignmentGraded: Graded QuizWEEK 4Other Tips for PresentingEven if you write a great speech, there are more things to think about to ensure you have a great presentation. This week you'll learn about other ways to ensure you give a great speech. You'll have one more opportunity to give a speech and share the video of it for feedback from your peers.5 videos, 7 readings, 5 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: PowerPoint Tips LectureQuiz pour s'exercer: PowerPoint Tips Practice QuizLecture: PowerPoint Tips PracticeLecture: Co-Presenting Tips LectureVideo: Co-Presenting LectureQuiz pour s'exercer: Co-Presenting Practice QuizLecture: Co-Presenting PracticeLecture: Lecture ObjectivesVideo: Poster Tips LectureQuiz pour s'exercer: Poster Tips Practice QuizLecture: Lecture ObjectivesVideo: Handouts LectureQuiz pour s'exercer: Handouts Practice QuizQuiz pour s'exercer: Handouts Practice ActivityLecture: Learn MoreGraded: Final Presentation AssignmentGraded: Graded QuizThis is the second course in the Learn English: Advanced Speaking and Listening specialization. In this class, you will learn about giving an effective speech for an American classroom or organization. Learning the skills that effective speakers depend on will give you confidence in speaking in formal situations like classroom presentations. In this first week, you will learn about different types of presentations and start learning about presentation structure.Video: Course IntroductionVideo: Meet Your TeacherExamen par les pairs: Introduce YourselfLecture: Important MessagesLecture: Lecture ObjectivesVideo: Hooks LectureQuiz pour s'exercer: Hooks Practice QuizExamen par les pairs: Thinking of Hooks PracticeVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Types of Presentations LectureQuiz pour s'exercer: Types of Presentations Practice QuizLecture: Lecture ObjectivesVideo: Presentation Structure LectureExamen par les pairs: Evaluate the Structure of a PresentationQuiz pour s'exercer: Presentation Structure Practice ActivityLecture: Lecture ObjectivesVideo: Presentation Introductions LectureQuiz pour s'exercer: Presentation Introductions Practice QuizLecture: Introductions PracticeDemande de discussion: How to Make a VideoVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Developing and Organizing Ideas LectureQuiz pour s'exercer: Developing and Organizing Ideas Practice QuizQuiz pour s'exercer: Listening to Presentations Practice QuizLecture: Lecture ObjectivesVideo: Presentation Details LectureQuiz pour s'exercer: Presentation Details Practice QuizLecture: Presentation Details PracticeLecture: Lecture ObjectivesVideo: Presentation Conclusions LectureQuiz pour s'exercer: Conclusions Practice QuizLecture: Lecture ObjectivesVideo: Questions in a Presentation LectureQuiz pour s'exercer: Handling Questions Practice QuizThis week, you will learn some other tips for giving a good presentation in an American classroom business setting. You'll learn what to do before the presentation as well as during the presentation in order to be successful. Once again, you'll be able to demonstrate your skills and submit a video of your own presentation.Video: Module IntroductionLecture: Lecture ObjectivesVideo: Rehearse Before You Present LectureQuiz pour s'exercer: Rehearsing Practice QuizLecture: Lecture ObjectivesVideo: Verbal Delivery LectureQuiz pour s'exercer: Verbal Delivery Practice QuizExamen par les pairs: Verbal Delivery PracticeLecture: Lecture ObjectivesVideo: Non-Verbal Delivery LectureLecture: Non-Verbal PracticeQuiz pour s'exercer: Verbal and Non-Verbal Blunders PracticeLecture: Lecture ObjectivesVideo: Stage Fright LectureQuiz pour s'exercer: Stage Fright Practice QuizLecture: Stage Fright ReviewEven if you write a great speech, there are more things to think about to ensure you have a great presentation. This week you'll learn about other ways to ensure you give a great speech. You'll have one more opportunity to give a speech and share the video of it for feedback from your peers.Video: Module IntroductionLecture: Lecture ObjectivesVideo: PowerPoint Tips LectureQuiz pour s'exercer: PowerPoint Tips Practice QuizLecture: PowerPoint Tips PracticeLecture: Co-Presenting Tips LectureVideo: Co-Presenting LectureQuiz pour s'exercer: Co-Presenting Practice QuizLecture: Co-Presenting PracticeLecture: Lecture ObjectivesVideo: Poster Tips LectureQuiz pour s'exercer: Poster Tips Practice QuizLecture: Lecture ObjectivesVideo: Handouts LectureQuiz pour s'exercer: Handouts Practice QuizQuiz pour s'exercer: Handouts Practice ActivityLecture: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineAcademic Discussions in English",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/presentations-speaking-so-that-people-listen",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "3-4 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "English for Teaching Purposes",
    "Description": "About this course: Thinking about teaching your university subject in English but it’s not the Language you normally use? \nThen, English for teaching purposes is the course for you. A course on English and teaching methodology that aims to help university lecturers do their teaching in English, in line with university internationalisation policies.\n\nThe course structure is the same for all learners and there are opportunities for them to link up with colleagues from universities all over the world who share the same discipline and discourse community, to ask questions and exchange ideas.\nThis MOOC targets lecturers who wish to begin using English in their teaching. A priori, this means university lecturers from countries where English is not the L1 or a widely-used language (Romance language-speaking countries, for example), though in fact the course is open to teachers from all educational stages who want to teach through English, following the principles of EMI (English Medium Instruction).\n\nOn completing the course, you should be able to do the following.\n\na) Teach a university subject in English, having gained the necessary confidence and skills.\n \nb) Integrate all aspects of CLIL (methodological, pedagogical, strategic, attitudinal, motivational, linguistic, sociolinguistic and pragmatic) to put together their own English-medium course on their particular subject.\n\nc) Describe the characteristics of the university lecture discourse genre (planning, agents, channels, phases, dynamics, and current flexibility of the genre).\n\nd) Understand and perform the basic linguistic macro-functions within English teaching discourse.\n\ne) Understand and perform, using the appropriate linguistic exponents (vocabulary, structures, and phraseology), the main micro-functions in English teaching discourse: metalinguistic, informative, evaluative, inductive, and social.\n\nf) Consolidate their oral expression and interaction skills, and their grammar and vocabulary, at English levels C1 and C2 as defined by the Council of Europe.\n\n\nEnglish for Teaching Purposes is a course provided by the Language Service at the Universitat Autònoma de Barcelona (UAB).WEEK 1Unit 1. Implications for lecturers switching to English as the classroom languageAnalysing the critical issues (contextual, linguistic, motivational and methodological aspects). Level of English. Managing anxiety. Improve through re-thinking your teaching to improve it. Teachers’ discourse. Analysing real practice and choosing a particular class as a basis for later course work.12 videos, 9 readingsexpandVideo: What can this MOOC do for you?Reading: Welcome, Learners!Reading: SyllabusReading: Grading and LogisticsReading: FAQ - General topicsReading: FAQ- Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 1. First week introductionVideo: 1.1. What are the implications of changing over to teaching your classes in English at university?Video: 1.2.1. What is English-Medium Instruction (EMI)?Video: 1.2.2.  Diversity of the EMI methodologyVideo: 1.3.  Is my level good enough to change over to teaching at university in this language?Video: 1.4. PronunciationVideo: 1.5.  How do I control my nervousness?Video: 1.5.1. Lecture discourseVideo: 1.6. Changing over to teaching in English: an opportunity to reassess and improve your lecturingVideo: 1.7. Different kinds of teaching interventionVideo: 1.8. What class sequence should I choose to teach in English?Reading: Week 1 materialGraded: Quiz (Week 1)WEEK 2Unit 2. Functions related to delivering courses through English (1)Functions related to discourse structure: beginning and ending a class, concluding. Functions related to clarifying concepts for the students: giving examples,  classifying, comparing and contrasting, defining. 12 videos, 9 readingsexpandReading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 2. Second week introductionVideo: 2.1. Which text models does a teacher's oral discourse make use of?Video: 2.1.1. Exposition and argumentationVideo: 2.2. How can I structure oral discourse?Video: 2.2.1.  Introducing courses and classesVideo: 2.2.2.  Closing a classVideo: 2.2.3. ConcludingVideo: 2.3.  How can I clarify concepts for my students?Video: 2.3.1. Giving examplesVideo: 2.3.2. ClassifyingVideo: 2.3.3. DefinitionsVideo: 2.3.4. Comparing and contrastingReading: Week 2 MaterialReading: Productive Activity 1 (Optional)Graded: Quiz (Week 2)WEEK 3Unit 3. Functions related to delivering courses through English (2)Functions related to information management: describing processes, expressing cause and effect, describing graphs, helping learners to manage new information. Functions related to evaluation: expressing certainty, presenting evidence, giving one’s opinions. Functions related to induction: giving instructions, motivating learners. Functions related to socialisation: handling classroom interactions and questions in the learning environment.16 videos, 8 readingsexpandReading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 3. Third week introductionVideo: 3.1. Managing informationVideo: 3.1.1. Describing a processVideo: 3.1.2. Expressing cause and effectVideo: 3.1.3. Describing graphsVideo: 3.1.4. Helping students process new informationVideo: 3.2. Managing subjectivityVideo: 3.2.1. Expressing certaintyVideo: 3.2.2. Presenting evidenceVideo: 3.2.3. Giving opinionsVideo: 3.3. Influencing the audienceVideo: 3.3.1. Giving instructionsVideo: 3.3.2. Motivating studentsVideo: 3.4. Managing interactionVideo: 3.4.1. Classroom interactionVideo: 3.4.2. Question managementReading: Week 3 materialGraded: Quiz (Week 3)WEEK 4Unit 4. Recording your classRecording the class sequence analysed throughout the course.1 video, 8 readingsexpandReading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: Fourth week introductionReading: Week 4 materialGraded: Quiz (Week 4)Graded: Productive Activity 2Analysing the critical issues (contextual, linguistic, motivational and methodological aspects). Level of English. Managing anxiety. Improve through re-thinking your teaching to improve it. Teachers’ discourse. Analysing real practice and choosing a particular class as a basis for later course work.Video: What can this MOOC do for you?Reading: Welcome, Learners!Reading: SyllabusReading: Grading and LogisticsReading: FAQ - General topicsReading: FAQ- Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 1. First week introductionVideo: 1.1. What are the implications of changing over to teaching your classes in English at university?Video: 1.2.1. What is English-Medium Instruction (EMI)?Video: 1.2.2.  Diversity of the EMI methodologyVideo: 1.3.  Is my level good enough to change over to teaching at university in this language?Video: 1.4. PronunciationVideo: 1.5.  How do I control my nervousness?Video: 1.5.1. Lecture discourseVideo: 1.6. Changing over to teaching in English: an opportunity to reassess and improve your lecturingVideo: 1.7. Different kinds of teaching interventionVideo: 1.8. What class sequence should I choose to teach in English?Reading: Week 1 materialReading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 2. Second week introductionVideo: 2.1. Which text models does a teacher's oral discourse make use of?Video: 2.1.1. Exposition and argumentationVideo: 2.2. How can I structure oral discourse?Video: 2.2.1.  Introducing courses and classesVideo: 2.2.2.  Closing a classVideo: 2.2.3. ConcludingVideo: 2.3.  How can I clarify concepts for my students?Video: 2.3.1. Giving examplesVideo: 2.3.2. ClassifyingVideo: 2.3.3. DefinitionsVideo: 2.3.4. Comparing and contrastingReading: Week 2 MaterialReading: Productive Activity 1 (Optional)Functions related to information management: describing processes, expressing cause and effect, describing graphs, helping learners to manage new information. Functions related to evaluation: expressing certainty, presenting evidence, giving one’s opinions. Functions related to induction: giving instructions, motivating learners. Functions related to socialisation: handling classroom interactions and questions in the learning environment.Reading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: 3. Third week introductionVideo: 3.1. Managing informationVideo: 3.1.1. Describing a processVideo: 3.1.2. Expressing cause and effectVideo: 3.1.3. Describing graphsVideo: 3.1.4. Helping students process new informationVideo: 3.2. Managing subjectivityVideo: 3.2.1. Expressing certaintyVideo: 3.2.2. Presenting evidenceVideo: 3.2.3. Giving opinionsVideo: 3.3. Influencing the audienceVideo: 3.3.1. Giving instructionsVideo: 3.3.2. Motivating studentsVideo: 3.4. Managing interactionVideo: 3.4.1. Classroom interactionVideo: 3.4.2. Question managementReading: Week 3 materialReading: SyllabusReading: Grading and logisticsReading: FAQ - General topicsReading: FAQ - Time managementReading: FAQ - Quizzes and assignmentReading: FAQ - CertificateReading: About usVideo: Fourth week introductionReading: Week 4 materialArizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar Arizona State UniversityTeach English Now! Foundational Principles",
    "Creator": "Universitat Autònoma de Barcelona",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-english",
    "Language": "English",
    "Commitment": "4 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Adjectives and Adjective Clauses",
    "Description": "About this course: Being able to adeptly use adjective clauses in speaking and writing is useful for upper level English learners. Adjectives and adjective clauses are very common in English, so students need to be able to understand them when they see them or hear them. Students often struggle to bring complexity to their speaking and writing and adjective clauses can be a great way to do this.\n\nPlease note that all of the lectures and practice activities are available for free, but taking the quizzes and getting feedback on assignments are only available in the paid versionWEEK 1WelcomeThis is the second course in the Learn English: Intermediate Grammar specialization. Here, you will learn all about adjectives and adjective clauses. These are very important for making your sentences interesting and more complex. In this course, you'll learn the rules for using adjectives and adjective clauses correctly.2 videos, 2 readingsexpandReading: Pre-Course SurveyVideo: Meet the TeachersPeer Review: Introduce YourselfReading: Messages about RespectVideo: Course IntroductionAdjectives and Adjective PhrasesIn the first module, you will review what adjectives are and how to use them correctly in English. Then you'll learn about adjective phrases. You'll have plenty of chances to practice this material.7 videos, 9 readings, 5 practice quizzesexpandVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjectives Introduction LecturePractice Quiz: Adjectives Practice QuizReading: Adjectives PracticeReading: Lecture ObjectivesVideo: Adjective Order LectureReading: Adjective Order PracticePractice Quiz: Adjective Order Practice QuizReading: Lecture ObjectivesVideo: Participles LecturePractice Quiz: Participles Practice QuizReading: Participles PracticeReading: Lecture ObjectivesVideo: Comparatives and Superlatives LecturePractice Quiz: Comparatives and Superlatives Practice QuizReading: Lecture ObjectivesVideo: More Comparatives LectureVideo: More Superlatives LectureReading: Comparatives and Superlatives PracticePractice Quiz: More Comparisons and Superlatives Practice QuizGraded: Comparatives AssignmentGraded: Graded QuizWEEK 2Adjective ClausesIn this module, you will learn about adjective clauses. Like adjectives and adjective phrases, adjective clauses describe or modify nouns. You will learn what an adjective clause looks like and how to use them correctly to make your sentences more complex.5 videos, 10 readings, 4 practice quizzesexpandVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjective Clauses Overview LecturePractice Quiz: Adjective Clause Overview Practice QuizReading: Adjective Clause PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with Subject Pronouns lecturePractice Quiz: Adjective Clauses with Subject Pronouns Practice QuizReading: Adjective Clauses with Subject Pronouns HandoutReading: Adjective Clauses with Subject Pronouns PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with Object Pronouns LecturePractice Quiz: Adjective Clauses with Object Pronouns Practice QuizReading: Adjective Clauses with Object Pronouns HandoutReading: Adjective Clauses with Object Pronouns PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with a Possessive Pronouns LecturePractice Quiz: Adjective Clauses with a Possessive Pronoun Practice QuizReading: Adjective Clauses with a Possessive Pronoun PracticeGraded: Adjective Clauses Assignment 1Graded: Graded QuizWEEK 3More Adjective ClausesNow, you'll learn about some other common types of adjective clauses. Keep in mind what you already know as it will help you learn these new structures.4 videos, 6 readings, 3 practice quizzesexpandVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjective Clauses with PrepositionsPractice Quiz: Adjective Clauses with Prepositions Practice QuizReading: Adjective Clauses with Prepositions PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with \"Where\" LecturePractice Quiz: Adjective Clauses with \"Where\" Practice QuizReading: Adjective Clauses with \"Where\" PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with \"When\" LecturePractice Quiz: Adjective Clauses with \"When\" Practice QuizReading: Adjective Clauses with \"When\" PracticeGraded: Adjective Clauses Assignment 2Graded: Graded QuizWEEK 4Reduced Adjective Clauses and AppositivesIn this last module, you will learn a different way to use adjective clauses. It is different but very common and, therefore, important.3 videos, 5 readings, 2 practice quizzesexpandVideo: Module IntroductionReading: Lecture ObjectivesVideo: Reduced Adjective Clauses lecturePractice Quiz: Reduced Adjective Clauses Practice QuizReading: Reduced Adjective Clauses PracticeReading: Lecture ObjectivesVideo: AppositivesPractice Quiz: Appositives Practice QuizReading: Appositives PracticeReading: ConclusionGraded: Reduced Adjective Clauses and Appositives AssignmentGraded: Graded QuizThis is the second course in the Learn English: Intermediate Grammar specialization. Here, you will learn all about adjectives and adjective clauses. These are very important for making your sentences interesting and more complex. In this course, you'll learn the rules for using adjectives and adjective clauses correctly.Reading: Pre-Course SurveyVideo: Meet the TeachersPeer Review: Introduce YourselfReading: Messages about RespectVideo: Course IntroductionVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjectives Introduction LecturePractice Quiz: Adjectives Practice QuizReading: Adjectives PracticeReading: Lecture ObjectivesVideo: Adjective Order LectureReading: Adjective Order PracticePractice Quiz: Adjective Order Practice QuizReading: Lecture ObjectivesVideo: Participles LecturePractice Quiz: Participles Practice QuizReading: Participles PracticeReading: Lecture ObjectivesVideo: Comparatives and Superlatives LecturePractice Quiz: Comparatives and Superlatives Practice QuizReading: Lecture ObjectivesVideo: More Comparatives LectureVideo: More Superlatives LectureReading: Comparatives and Superlatives PracticePractice Quiz: More Comparisons and Superlatives Practice QuizVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjective Clauses Overview LecturePractice Quiz: Adjective Clause Overview Practice QuizReading: Adjective Clause PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with Subject Pronouns lecturePractice Quiz: Adjective Clauses with Subject Pronouns Practice QuizReading: Adjective Clauses with Subject Pronouns HandoutReading: Adjective Clauses with Subject Pronouns PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with Object Pronouns LecturePractice Quiz: Adjective Clauses with Object Pronouns Practice QuizReading: Adjective Clauses with Object Pronouns HandoutReading: Adjective Clauses with Object Pronouns PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with a Possessive Pronouns LecturePractice Quiz: Adjective Clauses with a Possessive Pronoun Practice QuizReading: Adjective Clauses with a Possessive Pronoun PracticeVideo: Module IntroductionReading: Lecture ObjectivesVideo: Adjective Clauses with PrepositionsPractice Quiz: Adjective Clauses with Prepositions Practice QuizReading: Adjective Clauses with Prepositions PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with \"Where\" LecturePractice Quiz: Adjective Clauses with \"Where\" Practice QuizReading: Adjective Clauses with \"Where\" PracticeReading: Lecture ObjectivesVideo: Adjective Clauses with \"When\" LecturePractice Quiz: Adjective Clauses with \"When\" Practice QuizReading: Adjective Clauses with \"When\" PracticeVideo: Module IntroductionReading: Lecture ObjectivesVideo: Reduced Adjective Clauses lecturePractice Quiz: Reduced Adjective Clauses Practice QuizReading: Reduced Adjective Clauses PracticeReading: Lecture ObjectivesVideo: AppositivesPractice Quiz: Appositives Practice QuizReading: Appositives PracticeReading: ConclusionUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvinePerfect Tenses and ModalsUniversity of California, IrvineTricky English Grammar",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/adjective-clauses",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "4 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Business English: Meetings",
    "Description": "About this course: This course will teach you vocabulary and skills related to participating in meetings. You will learn terms and phrases used both in email and in speaking to arrange, participate in, and conclude meetings. The goals of this course are to enable you to participate effectively in on-site meetings and teleconferences and to prepare you to write a proposal as an outcome of a meeting.\n\nCourse Learning Objectives\n\n•\tArrange a meeting though email and by telephone \n•\tList expectations and protocols related to on-site meetings and teleconferences\n•\tState phone numbers, dates, currencies and sales figures accurately \n•\tWrite a proposal with appropriate organization and vocabularyWEEK 1Introduction to MeetingsIn this first week, you’ll learn about different types of meetings and what makes a successful meeting.10 videos, 6 readings, 2 practice quizzesexpandVideo: Video: Welcome to MeetingsReading: Read MeVideo: Video 1: Course OverviewVideo: Video 2: Successful MeetingsDiscussion Prompt: Discussion ForumVideo: Video 3: CostcoReading: Costco ReadingReading: Vocabulary ListVideo: Video 1: Setting Up a MeetingPractice Quiz: Practice Quiz 1Video: Video 2: Writing an Email Announcing a MeetingVideo: Video 3: Improving a Meeting Announcement EmailReading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Responding to Meeting AnnouncementsPractice Quiz: Practice Quiz 1Video: Video 3: Rescheduling a MeetingReading: Vocabulary ListReading: Week 1 SummaryGraded: Successful MeetingsGraded: Setting Up A Meeting EmailGraded: Writing an AgendaGraded: Responding to Meeting InvitationsGraded: Writing and Responding to a Meeting AnnouncementWEEK 2The Language of MeetingsIn week two, you’ll learn about participating in and running meetings in The Language of Meetings.12 videos, 5 readings, 4 practice quizzesexpandVideo: Video 1: IntroductionVideo: Video 2: Scenario 1Video: Video 3: Scenario 2Video: Video 4: Lecture on Effective Practices in MeetingsDiscussion Prompt: Discussion: Business Meetings In Your CultureVideo: Video 5: Lecture on the Language for Leading the MeetingPractice Quiz: Practice QuizReading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Scenario VideoVideo: Video 3 Lecture on the language of agreeing/hedgingPractice Quiz: Practice Quiz 1 Part 1Video: Video 4: Lecture on ways to disagreePractice Quiz: Practice Quiz 1 Part 2Reading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Scenario VideoVideo: Video 3: Challenges of TeleconferencesPractice Quiz: Practice QuizReading: Vocabulary ListReading: Funny video of a Conference CallReading: Week 2 SummaryGraded: TeleconferencingGraded: Plan a TeleconferenceWEEK 3Reporting In MeetingsIn the third week you’ll learn how to give a report in a meeting and what to do at the end of the meeting to summarize what has been decided.14 videos, 4 readings, 4 practice quizzesexpandVideo: Video 1: Introduction to the Week and LessonVideo: Video 2: Providing Background InformationVideo: Video 3: Scenario Meeting at Rainier ChocolatesVideo: Video 4: Directing People’s AttentionPractice Quiz: Practice QuizVideo: Video 5: Lecture on Reporting and Referring to SourcesReading: Vocabulary ListVideo: Video 1: Introduction to the LessonVideo: Video 2: Scenario: Interview with a College StudentVideo: Video 3: Scenario : Interview With A ShopperVideo: Video 4: Lecture: Describing Consumer BehaviorDiscussion Prompt: Discussion ForumVideo: Video 5: Monetary AmountsVideo: Listen: Reporting on Data QuizPractice Quiz: Reporting on DataReading: Vocabulary ListVideo: Video 1: Taking MinutesPractice Quiz: Practice Quiz 1Video: Video 2: The Language Of Writing MinutesPractice Quiz: Practice Quiz 2Video: Video 3: Taking Minutes FAQsReading: Vocabulary ListReading: Week 3 SummaryGraded: Directing People's AttentionGraded: Reporting on DataWEEK 4Writing A ProposalIn the final week, you’ll look at how to write a proposal based on the decision of a meeting.12 videos, 5 readings, 4 practice quizzesexpandVideo: Video 1: Introduction to this Week: Creating a ProposalVideo: Video 2: BrainstormingVideo: Video 3 Scenario Video 1: A Brainstorming MeetingVideo: Video 4 Scenario Video 2: A Brainstorming MeetingPractice Quiz: Practice Quiz 1Video: Video 5: Language for BrainstormingVideo: Video 6: Interview with Theo ChocolatesDiscussion Prompt: Discussion Forum: BrainstormingReading: Vocabulary ListVideo: Video 1: Organization of Written ProposalsPractice Quiz: Practice Quiz 1Video: Video 2: The Language of ProposalsPractice Quiz: Practice Quiz 2Video: Video 3: Improving a Written ProposalReading: Vocabulary ListVideo: Video 1: Writing A ProposalPractice Quiz: Practice Quiz 1Video: Video 2: Deciding on LocationsVideo: Video 3: Taking Notes from a MeetingReading: Potential Locations for Rainier Chocolates New StoreReading: Vocabulary ListReading: Week 4 SummaryGraded: Brainstorming IdeasGraded: Add the Missing WordsGraded: Creating a ProposalVideo: Video: Welcome to MeetingsReading: Read MeVideo: Video 1: Course OverviewVideo: Video 2: Successful MeetingsDiscussion Prompt: Discussion ForumVideo: Video 3: CostcoReading: Costco ReadingReading: Vocabulary ListVideo: Video 1: Setting Up a MeetingPractice Quiz: Practice Quiz 1Video: Video 2: Writing an Email Announcing a MeetingVideo: Video 3: Improving a Meeting Announcement EmailReading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Responding to Meeting AnnouncementsPractice Quiz: Practice Quiz 1Video: Video 3: Rescheduling a MeetingReading: Vocabulary ListReading: Week 1 SummaryVideo: Video 1: IntroductionVideo: Video 2: Scenario 1Video: Video 3: Scenario 2Video: Video 4: Lecture on Effective Practices in MeetingsDiscussion Prompt: Discussion: Business Meetings In Your CultureVideo: Video 5: Lecture on the Language for Leading the MeetingPractice Quiz: Practice QuizReading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Scenario VideoVideo: Video 3 Lecture on the language of agreeing/hedgingPractice Quiz: Practice Quiz 1 Part 1Video: Video 4: Lecture on ways to disagreePractice Quiz: Practice Quiz 1 Part 2Reading: Vocabulary ListVideo: Video 1: IntroductionVideo: Video 2: Scenario VideoVideo: Video 3: Challenges of TeleconferencesPractice Quiz: Practice QuizReading: Vocabulary ListReading: Funny video of a Conference CallReading: Week 2 SummaryVideo: Video 1: Introduction to the Week and LessonVideo: Video 2: Providing Background InformationVideo: Video 3: Scenario Meeting at Rainier ChocolatesVideo: Video 4: Directing People’s AttentionPractice Quiz: Practice QuizVideo: Video 5: Lecture on Reporting and Referring to SourcesReading: Vocabulary ListVideo: Video 1: Introduction to the LessonVideo: Video 2: Scenario: Interview with a College StudentVideo: Video 3: Scenario : Interview With A ShopperVideo: Video 4: Lecture: Describing Consumer BehaviorDiscussion Prompt: Discussion ForumVideo: Video 5: Monetary AmountsVideo: Listen: Reporting on Data QuizPractice Quiz: Reporting on DataReading: Vocabulary ListVideo: Video 1: Taking MinutesPractice Quiz: Practice Quiz 1Video: Video 2: The Language Of Writing MinutesPractice Quiz: Practice Quiz 2Video: Video 3: Taking Minutes FAQsReading: Vocabulary ListReading: Week 3 SummaryVideo: Video 1: Introduction to this Week: Creating a ProposalVideo: Video 2: BrainstormingVideo: Video 3 Scenario Video 1: A Brainstorming MeetingVideo: Video 4 Scenario Video 2: A Brainstorming MeetingPractice Quiz: Practice Quiz 1Video: Video 5: Language for BrainstormingVideo: Video 6: Interview with Theo ChocolatesDiscussion Prompt: Discussion Forum: BrainstormingReading: Vocabulary ListVideo: Video 1: Organization of Written ProposalsPractice Quiz: Practice Quiz 1Video: Video 2: The Language of ProposalsPractice Quiz: Practice Quiz 2Video: Video 3: Improving a Written ProposalReading: Vocabulary ListVideo: Video 1: Writing A ProposalPractice Quiz: Practice Quiz 1Video: Video 2: Deciding on LocationsVideo: Video 3: Taking Notes from a MeetingReading: Potential Locations for Rainier Chocolates New StoreReading: Vocabulary ListReading: Week 4 SummaryUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business WritingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "University of Washington",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-english-meetings",
    "Language": "English",
    "Commitment": "4 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Business English: Making Presentations",
    "Description": "About this course: This course teaches you language and techniques that will help you make effective presentations in English. The final task is to develop a well-organized, persuasive presentation using charts and graphs that sells your city as a venue.\n\nThe course focuses on students who have an intermediate level of English, with a minimum of two years of formal language study.\n\nCourse Learning Objectives\n\n•\tPresent information in an organized and engaging way\n•\tShare data in charts and graphs\n•\tUse persuasive language in a presentationWEEK 1Giving Effective PresentationsWeek 1 is an overview of giving effective presentations. You will see examples of good and bad presentations and what mistakes to avoid. 12 videos, 5 readings, 2 practice quizzesexpandVideo: Video 1: Welcome to PresentationsReading: Read Me FirstVideo: Video 2: Course OverviewVideo: Video 3: Scenario Effective Presentation (A \u0026 B)Video: Video 4: Presentation Guidelines Part 1Video: Video 4: Presentation Guidelines Part 2Video: Video 5: Effective IntroductionsReading: Useful Language and Guidelines: PresentationsVideo: Video 1: Transitions and ConclusionsPractice Quiz: Transitions ExpressionsVideo: Video 2: Scenario Difficult Audience (A)Video: Video 3: Answering QuestionsVideo: Video 4: Scenario Difficult Audience (B)Reading: Useful Language: SignpostsVideo: Video 1: SlidesPractice Quiz: What’s the Mistake with these Slides?Reading: Resources: Citations \u0026 GuidelinesReading: Week 1 SummaryVideo: Video: Effective Presentations AdviceDiscussion Prompt: What makes an effective presentation?Peer Review: Activity: Adding Audio to a SlideGraded: Guidelines on Giving a PresentationGraded: Effective IntroductionsGraded: Introduction, Transitions, and ConclusionsWEEK 2Referring to Data and Describing VisualsWeek 2 is all about the visuals in presentations – any slides or graphics that you will use to support your presentation. This includes more work on describing charts and graphs clearly. 8 videos, 4 readings, 2 practice quizzesexpandVideo: Video 1: Introduction to Week 2Video: Video 2: Explaining GraphsVideo: Video 3: Challenges in Describing VisualsPractice Quiz: Describing a GraphReading: Useful Language: Graphs and ChartsVideo: Video 1: Using Large NumbersVideo: Video 2: Describing DataReading: ExpediaVideo: Video 3: Expedia InterviewPractice Quiz: ExpediaDiscussion Prompt: Discussion: Expedia InterviewReading: Useful Expressions and Resource: NumbersVideo: Video 1: Introduction to TrendsReading: Week 2 SummaryVideo: Video: Slides and Visuals AdvicePeer Review: Practice: Creating slides with graphsGraded: Describing Charts and GraphsGraded: Giving Details about DataGraded: Trends VocabularyWEEK 3Persuasive Language in MarketingWeek 3 week focuses on using persuasive language in presentations, which should help you if you have to market anything from a product to a plan you’re presenting to your boss.3 videos, 2 readings, 1 practice quizexpandVideo: Video 1: Introduction to Persuasive LanguageDiscussion Prompt: What is one of your favorite advertisements?Practice Quiz: Making Sentences More CompellingReading: Useful Expressions: Persuasive LanguageVideo: Video 1: Introduction to Promoting a PlaceReading: Week 3 SummaryVideo: Video: Persuasive Language AdviceGraded: Marketing ExpressionsGraded: Writing a Marketing PieceWEEK 4Putting it all TogetherIn Week 4, you will prepare and present a short presentation for your colleagues.2 videos, 2 readingsexpandVideo: Video 1: Putting it all TogetherVideo: Video 2: Model PresentationReading: Resource: Creating Graphics and Audio for PowerPointReading: Resource: Creating Graphics and Audio for Google SlidesGraded: Final PresentationVideo: Video 1: Welcome to PresentationsReading: Read Me FirstVideo: Video 2: Course OverviewVideo: Video 3: Scenario Effective Presentation (A \u0026 B)Video: Video 4: Presentation Guidelines Part 1Video: Video 4: Presentation Guidelines Part 2Video: Video 5: Effective IntroductionsReading: Useful Language and Guidelines: PresentationsVideo: Video 1: Transitions and ConclusionsPractice Quiz: Transitions ExpressionsVideo: Video 2: Scenario Difficult Audience (A)Video: Video 3: Answering QuestionsVideo: Video 4: Scenario Difficult Audience (B)Reading: Useful Language: SignpostsVideo: Video 1: SlidesPractice Quiz: What’s the Mistake with these Slides?Reading: Resources: Citations \u0026 GuidelinesReading: Week 1 SummaryVideo: Video: Effective Presentations AdviceDiscussion Prompt: What makes an effective presentation?Peer Review: Activity: Adding Audio to a SlideVideo: Video 1: Introduction to Week 2Video: Video 2: Explaining GraphsVideo: Video 3: Challenges in Describing VisualsPractice Quiz: Describing a GraphReading: Useful Language: Graphs and ChartsVideo: Video 1: Using Large NumbersVideo: Video 2: Describing DataReading: ExpediaVideo: Video 3: Expedia InterviewPractice Quiz: ExpediaDiscussion Prompt: Discussion: Expedia InterviewReading: Useful Expressions and Resource: NumbersVideo: Video 1: Introduction to TrendsReading: Week 2 SummaryVideo: Video: Slides and Visuals AdvicePeer Review: Practice: Creating slides with graphsVideo: Video 1: Introduction to Persuasive LanguageDiscussion Prompt: What is one of your favorite advertisements?Practice Quiz: Making Sentences More CompellingReading: Useful Expressions: Persuasive LanguageVideo: Video 1: Introduction to Promoting a PlaceReading: Week 3 SummaryVideo: Video: Persuasive Language AdviceVideo: Video 1: Putting it all TogetherVideo: Video 2: Model PresentationReading: Resource: Creating Graphics and Audio for PowerPointReading: Resource: Creating Graphics and Audio for Google SlidesUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business WritingThe Hong Kong University of Science and TechnologyEnglish for Effective Business Speaking",
    "Creator": "University of Washington",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-english-presentations",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Teach English Now! Second Language Reading, Writing, and Grammar",
    "Description": "About this course: In this course, you will learn ideas for teaching reading and writing courses, and how to include grammar instruction within them.  Learn how to help students with differing types of reading problems and how to implement both intensive and extensive reading strategies.  Learn strategies to engage students in the stages of writing--pre-writing, writing, and post-writing.  Find out about different writing problems that students may encounter.  Incorporate grammar through the use of noticing and input enhancement.WEEK 1Overcoming Reading Difficulties:  Dorothy in the Land of OzIn this module, learners are introduced to some of the basic principles of reading, as well as three basic types of reading problems common in TESOL.  Learners will gain insight into how to overcome these basic types of reading problems through a careful understanding of principles such as prediction, involvement, and authenticity.  9 videos, 4 readings, 3 practice quizzesexpandVideo: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1:  Dorothy and 3 Types of ReadersVideo: Video 2:  The Scarecrow ReaderVideo: Video 3:  Tips for Scarecrows: Meet Ignorance with InformationReading: Reading on Whole Language vs. PhonicsReading: Frequency and Academic Word ListsPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 4:  The Tin Man ReaderVideo: Video 5:  Tips for Tin Men and Women:  Meet Isolation with InvolvementVideo: Video 6:  The Lion ReaderVideo: Video 7: Tips for Lion Readers: Meet Apathy with IntriguePractice Quiz: Checkpoint Quiz (5Q's)Video: Video 8:  Summary VideoReading: The Wizard of Oz: Reading Activity IdeasGraded: Writing PromptGraded: Graded Checkpoint (10 Multiple Choice Questions)WEEK 2Reading Strategies:  The Tortoise and the Hare In this module, learners are introduced to two different types of reading strategies: extensive and intensive.  Strategies for intensive reading, such as skimming and scanning, are introduced.  Strategies for extensive reading, such as reading for pleasure and reading for connection are also discussed.  5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1:  Meet Coach HareVideo: Video 2:  Extensive Reading TechniquesPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 3:  Meet Coach TortoiseVideo: Video 4: Intensive Reading TechniquesReading: Reading:  Excerpts from 100 TESOL ActivitiesPractice Quiz: Checkpoint Quiz (5Q's)Reading: The Tortoise and the Hare: Reading Activity IdeasVideo: Video 5: Summary VideoGraded: Writing PromptGraded: Graded Checkpoint (10 Multiple Choice Questions)WEEK 3Overcoming Writing Difficulties:  Hansel and Gretel, or How to Literally Get Out of a JamIn this module, learners are introduced to the writing process, with attention paid to pre-writing, writing, and post-writing activities.  Learners also explore the concepts of recursion and appropriation. 6 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: Hansel, Gretel, and the Writing WitchVideo: Video 2:  Process Writing:  Leaving BreadcrumbsReading: Excerpts from 100 TESOL Activities:  Writing StrategiesPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 3:  Recursive Writing: Think Outside the Gingerbread HouseVideo: Video 4: Allowing Revision and Avoiding AppropriationVideo: Video 5: Breadcrumbs FollowedPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 6: SummaryReading: Hansel and Gretel: Writing Activities IdeasGraded: Writing PromptGraded: Graded Checkpoint (10 Multiple Choice Questions)WEEK 4Writing Techniques: Aladdin and the 1,000 Arabian NightsIn this module, learners are given the opportunity to learn about strategies from good writers, in particular, how good writing is generated from reading, speaking, and critical thinking.  Learners are also introduced to the six traits of writing, and the need to consider both voice and audience.  5 videos, 3 readings, 2 practice quizzesexpandVideo: Video 1: I Dream of GenieVideo: Video 2: Good Writing Is...Practice Quiz: Checkpoint Quiz (5Q's)Video: Video 3: The Student Becomes the MasterVideo: Video 4: Strategies for Writing to an Audience, but for YourselfReading: How to Create Voice in TESOL WritingReading: Example OutlinePractice Quiz: Checkpoint Quiz (5Q's)Video: Video 5: Summary VideoReading: Writing Activities Ideas: Aladdin and the 1,000 Arabian NightsGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 5The Princess and the PeaIn this module, learners are given the opportunity to think about how to integrate grammar into a reading and writing class.  Teachers are taught the principle of noticing, and the importance of noticing for both learner and instructor.  Teachers are also taught about how to enhance input in order to help students notice, and hopefully, acquire language.6 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: The Importance of Integrating Grammar into Reading and WritingVideo: Video 2: The Princess and the Pea (Part 1)Video: Video 3: Noticing Grammar ProblemsPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 4: The Princess and the Pea (Part 2)Video: Video 5: Noticing and Input EnhancementPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 6: Summary VideoReading: Princess and the Pea Writing Activity IdeasGraded: Writing PromptGraded: Graded Checkpoint (10 Q's)WEEK 6AssessmentWatch the final review video to verify your understanding of the course material.  Then proceed to the final checkpoint quiz.  1 videoexpandVideo: Video 1: Course Summary VideoGraded: Final Checkpoint (25 questions)Graded: Micro LessonIn this module, learners are introduced to some of the basic principles of reading, as well as three basic types of reading problems common in TESOL.  Learners will gain insight into how to overcome these basic types of reading problems through a careful understanding of principles such as prediction, involvement, and authenticity.  Video: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1:  Dorothy and 3 Types of ReadersVideo: Video 2:  The Scarecrow ReaderVideo: Video 3:  Tips for Scarecrows: Meet Ignorance with InformationReading: Reading on Whole Language vs. PhonicsReading: Frequency and Academic Word ListsPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 4:  The Tin Man ReaderVideo: Video 5:  Tips for Tin Men and Women:  Meet Isolation with InvolvementVideo: Video 6:  The Lion ReaderVideo: Video 7: Tips for Lion Readers: Meet Apathy with IntriguePractice Quiz: Checkpoint Quiz (5Q's)Video: Video 8:  Summary VideoReading: The Wizard of Oz: Reading Activity IdeasIn this module, learners are introduced to two different types of reading strategies: extensive and intensive.  Strategies for intensive reading, such as skimming and scanning, are introduced.  Strategies for extensive reading, such as reading for pleasure and reading for connection are also discussed.  Video: Video 1:  Meet Coach HareVideo: Video 2:  Extensive Reading TechniquesPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 3:  Meet Coach TortoiseVideo: Video 4: Intensive Reading TechniquesReading: Reading:  Excerpts from 100 TESOL ActivitiesPractice Quiz: Checkpoint Quiz (5Q's)Reading: The Tortoise and the Hare: Reading Activity IdeasVideo: Video 5: Summary VideoVideo: Video 1: Hansel, Gretel, and the Writing WitchVideo: Video 2:  Process Writing:  Leaving BreadcrumbsReading: Excerpts from 100 TESOL Activities:  Writing StrategiesPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 3:  Recursive Writing: Think Outside the Gingerbread HouseVideo: Video 4: Allowing Revision and Avoiding AppropriationVideo: Video 5: Breadcrumbs FollowedPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 6: SummaryReading: Hansel and Gretel: Writing Activities IdeasIn this module, learners are given the opportunity to learn about strategies from good writers, in particular, how good writing is generated from reading, speaking, and critical thinking.  Learners are also introduced to the six traits of writing, and the need to consider both voice and audience.  Video: Video 1: I Dream of GenieVideo: Video 2: Good Writing Is...Practice Quiz: Checkpoint Quiz (5Q's)Video: Video 3: The Student Becomes the MasterVideo: Video 4: Strategies for Writing to an Audience, but for YourselfReading: How to Create Voice in TESOL WritingReading: Example OutlinePractice Quiz: Checkpoint Quiz (5Q's)Video: Video 5: Summary VideoReading: Writing Activities Ideas: Aladdin and the 1,000 Arabian NightsIn this module, learners are given the opportunity to think about how to integrate grammar into a reading and writing class.  Teachers are taught the principle of noticing, and the importance of noticing for both learner and instructor.  Teachers are also taught about how to enhance input in order to help students notice, and hopefully, acquire language.Video: Video 1: The Importance of Integrating Grammar into Reading and WritingVideo: Video 2: The Princess and the Pea (Part 1)Video: Video 3: Noticing Grammar ProblemsPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 4: The Princess and the Pea (Part 2)Video: Video 5: Noticing and Input EnhancementPractice Quiz: Checkpoint Quiz (5Q's)Video: Video 6: Summary VideoReading: Princess and the Pea Writing Activity IdeasVideo: Video 1: Course Summary VideoArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Capstone Project 2",
    "Creator": "Arizona State University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/tesol-writing",
    "Language": "English, Subtitles: Arabic",
    "Commitment": "6 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Clinical Terminology for International and U.S. Students",
    "Description": "About this course: Understanding the clinical terms and abbreviations commonly used in U.S. hospitals is challenging. Adaptation to clinical language can be difficult for U.S. students entering the clinical area and even more so for international students whose primary language is not English. This course is designed to help both groups of students understand the terms and abbreviations commonly encountered during the first three months of clinical work on a U.S. hospital unit. Don’t forget that financial aid is available for this course. To find out more, click \"Learn more and apply\" next to the information about Financial Aid. (Use a computer, not a mobile device, for this step.)WEEK 1Introduction to Clinical Terms and AbbreviationsIn the week 1 video lecture, Dr. Swigart introduces the course and strategies for understanding the structure of clinical abbreviations and complex terms. In week 1 readings, we focus on learning abbreviations related to vital signs. Understanding the structure of abbreviations will help you to identify the meaning of abbreviations presented in this course, as well as those you encounter in the future.1 video, 12 readings, 5 practice quizzesexpandReading: Welcome to Clinical Terminology!Reading: Course OverviewVideo: Introduction to Abbreviations and Complex TermsReading: Learning ObjectivesReading: Guidelines for Understanding Clinical AbbreviationsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to Vital SignsPractice Quiz: Abbreviations and Terms Related to Vital SignsReading: Abbreviations and Terms Related to TemperaturePractice Quiz: Abbreviations and Terms Related toTemperatureReading: Abbreviations and Terms Related to PulsePractice Quiz: Abbreviations and Terms Related to PulseReading: Abbreviations and Terms Related to Respiratory Rate, SpO2 and TPRPractice Quiz: Abbreviations and Terms Related to Respiratory Rate, SpO2 and TPRReading: Abbreviations and Terms Related to Blood PressurePractice Quiz: Abbreviations and Terms Related to Blood PressureReading: Week 1 Study GuideGraded: Week 1WEEK 2Decoding Complex Medical Terms In week 2, we expand our focus to learn about abbreviations and terms used in the hospital environment.  You will tour a modern U.S. clinical unit and visit the bedside of three patients. These vicarious bedside experiences will help you to imagine the context in which the terms and abbreviations are used.  Making associations of the terms or abbreviations to specific people, places or types of patients will help to “set” them in your memory. Begin Week 2 by previewing the complex medical terms you will find in this lesson and sharpening your skills for analyzing the structure of complex terms.  8 videos, 14 readings, 9 practice quizzesexpandVideo: Decoding Complex Medical TermsReading: Learning ObjectivesReading: Guidelines for Understanding Complex Medical TermsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListVideo: Tour of the US Clinical UnitVideo: Abbreviations and Terms Related to Health Care Provider TitlesReading: Abbreviations and Terms Related to Health Care Provider TitlesPractice Quiz: Abbreviations and Terms Related to Health Care Provider TitlesReading: Abbreviations and Terms Related to the Hospital and Associated Clinical UnitsPractice Quiz: Abbreviations and Terms Related to the Hospital and Associated Clinical UnitsVideo: Abbreviations and Terms Related to Electronic Medical RecordsReading: Abbreviations and Terms Related to Electronic Medical RecordsPractice Quiz: Abbreviations and Terms Related to Electronic Medical RecordsVideo: Abbreviations and Terms related to the History and Physical ExaminationReading: Abbreviations and Terms related to the History and Physical ExaminationPractice Quiz: Abbreviations and Terms related to the History and Physical ExaminationReading: Abbreviations and Terms Related to Patient Health Care Practitioner NotationPractice Quiz: Abbreviations and Terms Related to Patient Health Care Practitioner NotationReading: Abbreviations and Terms Related to Clinical Assessment NotationPractice Quiz: Abbreviations and Terms Related to Clinical Assessment NotationVideo: The Surgical Patient: Mrs. GertoReading: The Surgical Patient: Mrs. GertoPractice Quiz: The Surgical Patient: Mrs. GertoVideo: The Comatose Patient: Mr. TaggertReading: The Comatose Patient: Mr. TaggertPractice Quiz: The Comatose Patient: Mr. TaggertVideo: The Medical Patient: Mr. CopeReading: The Medical Patient: Mr. CopePractice Quiz: The Medical Patient: Mr. CopeReading: Week 2 Study GuideGraded: Week 2WEEK 3Advanced Decoding Strategies for Clinical TermsThis week, Dr. Swigart shares more strategies toward discovering the meaning of complex medical/scientific words. It focuses on three essential clinical topics: abbreviations used in emergency situations, the timing and route of medications, and the administration of intravenous infusions.  Learning about abbreviations related to medication and intravenous fluid administration requires that you pay close attention.2 videos, 8 readings, 3 practice quizzesexpandVideo: Advanced Decoding Strategies for Clinical TermsReading: Learning ObjectivesReading: Guidelines for Safe Use of AbbreviationsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to Emergency SituationsPractice Quiz: Abbreviations and Terms Related to Emergency SituationsReading: Abbreviations and Terms Related to Timing of MedicationsPractice Quiz: Abbreviations and Terms Related to Timing of MedicationsVideo: Abbreviations and Terms Related to Administration of Medications and IV FluidsReading: Abbreviations and Terms Related to Route of AdministrationPractice Quiz: Abbreviations and Terms Related to Route of AdministrationReading: Week 3 Study GuideGraded: Week 3WEEK 4Diseases of the Bodily SystemsThis week turns the focus to the acronyms commonly substituted for the name of diseases and conditions of the bodily systems. To help you relate the disease and its acronym, we have organized the diseases according to systems of the body. First letters of words or syllables usually form the acronym, and commonly at least one letter relates to a system of the body.1 video, 13 readings, 8 practice quizzesexpandVideo: Diseases of the Bodily SystemsReading: Learning ObjectivesReading: Guidelines for Understanding the Abbreviations for Diseases and Medical ConditionsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to the Neurological SystemPractice Quiz: Abbreviations and Terms Related to the Neurological SystemReading: Abbreviations and Terms Related to the Musculoskeletal SystemPractice Quiz: Abbreviations and Terms Related to the Musculoskeletal SystemReading: Abbreviations and Terms Related to the Cardiovascular SystemPractice Quiz: Abbreviations and Terms Related to the Cardiovascular SystemReading: Abbreviations and Terms Related to the Respiratory SystemPractice Quiz: Respiratory SystemReading: Abbreviations and Terms Related to the Gastrointestinal SystemPractice Quiz: Abbreviations and Terms Related to the Gastrointestinal SystemReading: Abbreviations and Terms Related to the Genitourinary SystemPractice Quiz: Abbreviations and Terms Related to the Genitourinary SystemReading: Abbreviations and Terms Related to the Endocrine SystemPractice Quiz: Abbreviations and Terms Related to the Endocrine SystemReading: Abbreviations and Terms Related to General DiagnosesPractice Quiz: Abbreviations and Terms Related to General DiagnosesReading: Week 4 Study GuideGraded: Week 4WEEK 5Laboratory Tests and Diagnostic ProceduresThis week, the lecture focuses on the important aspects of patient safety when using abbreviations. The readings focus on laboratory tests and diagnostic procedures. A patient-case approach is used to help you make associations between diseases and the tests or procedures typically required.1 video, 15 readings, 7 practice quizzesexpandVideo: Laboratory Tests and Diagnostic ProceduresReading: Learning ObjectivesReading: Guidelines for Understanding the Abbreviations for Laboratory TestsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Supplemental Information About Laboratory TestsReading: A Patient with AnemiaReading: A Patient with Anemia ExerciseReading: A Patient with Anemia Answer KeyPractice Quiz: A Patient with AnemiaReading: A Patient with DiabetesPractice Quiz: A Patient with DiabetesReading: A Patient with Liver DiseasePractice Quiz: A Patient with Liver DiseaseReading: A Patient with Kidney DiseasePractice Quiz: A Patient with Kidney DiseaseReading: A Patient with a Traumatic Brain InjuryPractice Quiz: A Patient with a Traumatic Brain InjuryReading: A Patient Requiring AnticoagulationPractice Quiz: A Patient Requiring AnticoagulationReading: A Patient with Urinary Tract ProblemsPractice Quiz: A Patient with Urinary Tract ProblemsReading: Week 5 Study GuideGraded: Week 5WEEK 6Practice Understanding Clinical Abbreviations and Complex Terms in Clinical Situations As you worked through Week 1-5 sessions you have learned about abbreviations and terms used every day in clinical practice. Now you are ready to use your new knowledge and test your comprehension skills. This week you see and hear clinical conversation in reality-based video simulations.8 videos, 5 readings, 6 practice quizzesexpandReading: Learning ObjectivesReading: Key TermsVideo: Introduction to Clinical SimulationReading: Introduction to Clinical SimulationVideo: A Doctor’s RequestPractice Quiz: A Doctor’s RequestVideo: CC and HPIPractice Quiz: CC and HPIVideo: PMH and Admission DXPractice Quiz: PMH and Admission DXVideo: Vitals and MedicationsPractice Quiz: Vitals and MedicationsVideo: Clinical ChaosPractice Quiz: Clinical ChaosVideo: Hemorrhage and TXPractice Quiz: Hemorrhage and TXReading: Clinical Simulation ResourcesVideo: Goodbye from Dr. SwigartReading: Contributing to the Clinical Terminology DictionaryGraded: Week 6In the week 1 video lecture, Dr. Swigart introduces the course and strategies for understanding the structure of clinical abbreviations and complex terms. In week 1 readings, we focus on learning abbreviations related to vital signs. Understanding the structure of abbreviations will help you to identify the meaning of abbreviations presented in this course, as well as those you encounter in the future.Reading: Welcome to Clinical Terminology!Reading: Course OverviewVideo: Introduction to Abbreviations and Complex TermsReading: Learning ObjectivesReading: Guidelines for Understanding Clinical AbbreviationsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to Vital SignsPractice Quiz: Abbreviations and Terms Related to Vital SignsReading: Abbreviations and Terms Related to TemperaturePractice Quiz: Abbreviations and Terms Related toTemperatureReading: Abbreviations and Terms Related to PulsePractice Quiz: Abbreviations and Terms Related to PulseReading: Abbreviations and Terms Related to Respiratory Rate, SpO2 and TPRPractice Quiz: Abbreviations and Terms Related to Respiratory Rate, SpO2 and TPRReading: Abbreviations and Terms Related to Blood PressurePractice Quiz: Abbreviations and Terms Related to Blood PressureReading: Week 1 Study GuideIn week 2, we expand our focus to learn about abbreviations and terms used in the hospital environment.  You will tour a modern U.S. clinical unit and visit the bedside of three patients. These vicarious bedside experiences will help you to imagine the context in which the terms and abbreviations are used.  Making associations of the terms or abbreviations to specific people, places or types of patients will help to “set” them in your memory. Begin Week 2 by previewing the complex medical terms you will find in this lesson and sharpening your skills for analyzing the structure of complex terms.  Video: Decoding Complex Medical TermsReading: Learning ObjectivesReading: Guidelines for Understanding Complex Medical TermsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListVideo: Tour of the US Clinical UnitVideo: Abbreviations and Terms Related to Health Care Provider TitlesReading: Abbreviations and Terms Related to Health Care Provider TitlesPractice Quiz: Abbreviations and Terms Related to Health Care Provider TitlesReading: Abbreviations and Terms Related to the Hospital and Associated Clinical UnitsPractice Quiz: Abbreviations and Terms Related to the Hospital and Associated Clinical UnitsVideo: Abbreviations and Terms Related to Electronic Medical RecordsReading: Abbreviations and Terms Related to Electronic Medical RecordsPractice Quiz: Abbreviations and Terms Related to Electronic Medical RecordsVideo: Abbreviations and Terms related to the History and Physical ExaminationReading: Abbreviations and Terms related to the History and Physical ExaminationPractice Quiz: Abbreviations and Terms related to the History and Physical ExaminationReading: Abbreviations and Terms Related to Patient Health Care Practitioner NotationPractice Quiz: Abbreviations and Terms Related to Patient Health Care Practitioner NotationReading: Abbreviations and Terms Related to Clinical Assessment NotationPractice Quiz: Abbreviations and Terms Related to Clinical Assessment NotationVideo: The Surgical Patient: Mrs. GertoReading: The Surgical Patient: Mrs. GertoPractice Quiz: The Surgical Patient: Mrs. GertoVideo: The Comatose Patient: Mr. TaggertReading: The Comatose Patient: Mr. TaggertPractice Quiz: The Comatose Patient: Mr. TaggertVideo: The Medical Patient: Mr. CopeReading: The Medical Patient: Mr. CopePractice Quiz: The Medical Patient: Mr. CopeReading: Week 2 Study GuideThis week, Dr. Swigart shares more strategies toward discovering the meaning of complex medical/scientific words. It focuses on three essential clinical topics: abbreviations used in emergency situations, the timing and route of medications, and the administration of intravenous infusions.  Learning about abbreviations related to medication and intravenous fluid administration requires that you pay close attention.Video: Advanced Decoding Strategies for Clinical TermsReading: Learning ObjectivesReading: Guidelines for Safe Use of AbbreviationsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to Emergency SituationsPractice Quiz: Abbreviations and Terms Related to Emergency SituationsReading: Abbreviations and Terms Related to Timing of MedicationsPractice Quiz: Abbreviations and Terms Related to Timing of MedicationsVideo: Abbreviations and Terms Related to Administration of Medications and IV FluidsReading: Abbreviations and Terms Related to Route of AdministrationPractice Quiz: Abbreviations and Terms Related to Route of AdministrationReading: Week 3 Study GuideThis week turns the focus to the acronyms commonly substituted for the name of diseases and conditions of the bodily systems. To help you relate the disease and its acronym, we have organized the diseases according to systems of the body. First letters of words or syllables usually form the acronym, and commonly at least one letter relates to a system of the body.Video: Diseases of the Bodily SystemsReading: Learning ObjectivesReading: Guidelines for Understanding the Abbreviations for Diseases and Medical ConditionsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Abbreviations and Terms Related to the Neurological SystemPractice Quiz: Abbreviations and Terms Related to the Neurological SystemReading: Abbreviations and Terms Related to the Musculoskeletal SystemPractice Quiz: Abbreviations and Terms Related to the Musculoskeletal SystemReading: Abbreviations and Terms Related to the Cardiovascular SystemPractice Quiz: Abbreviations and Terms Related to the Cardiovascular SystemReading: Abbreviations and Terms Related to the Respiratory SystemPractice Quiz: Respiratory SystemReading: Abbreviations and Terms Related to the Gastrointestinal SystemPractice Quiz: Abbreviations and Terms Related to the Gastrointestinal SystemReading: Abbreviations and Terms Related to the Genitourinary SystemPractice Quiz: Abbreviations and Terms Related to the Genitourinary SystemReading: Abbreviations and Terms Related to the Endocrine SystemPractice Quiz: Abbreviations and Terms Related to the Endocrine SystemReading: Abbreviations and Terms Related to General DiagnosesPractice Quiz: Abbreviations and Terms Related to General DiagnosesReading: Week 4 Study GuideThis week, the lecture focuses on the important aspects of patient safety when using abbreviations. The readings focus on laboratory tests and diagnostic procedures. A patient-case approach is used to help you make associations between diseases and the tests or procedures typically required.Video: Laboratory Tests and Diagnostic ProceduresReading: Learning ObjectivesReading: Guidelines for Understanding the Abbreviations for Laboratory TestsReading: Key TermsReading: Prefix, Root, Suffix (PRS) ListReading: Supplemental Information About Laboratory TestsReading: A Patient with AnemiaReading: A Patient with Anemia ExerciseReading: A Patient with Anemia Answer KeyPractice Quiz: A Patient with AnemiaReading: A Patient with DiabetesPractice Quiz: A Patient with DiabetesReading: A Patient with Liver DiseasePractice Quiz: A Patient with Liver DiseaseReading: A Patient with Kidney DiseasePractice Quiz: A Patient with Kidney DiseaseReading: A Patient with a Traumatic Brain InjuryPractice Quiz: A Patient with a Traumatic Brain InjuryReading: A Patient Requiring AnticoagulationPractice Quiz: A Patient Requiring AnticoagulationReading: A Patient with Urinary Tract ProblemsPractice Quiz: A Patient with Urinary Tract ProblemsReading: Week 5 Study GuideAs you worked through Week 1-5 sessions you have learned about abbreviations and terms used every day in clinical practice. Now you are ready to use your new knowledge and test your comprehension skills. This week you see and hear clinical conversation in reality-based video simulations.Reading: Learning ObjectivesReading: Key TermsVideo: Introduction to Clinical SimulationReading: Introduction to Clinical SimulationVideo: A Doctor’s RequestPractice Quiz: A Doctor’s RequestVideo: CC and HPIPractice Quiz: CC and HPIVideo: PMH and Admission DXPractice Quiz: PMH and Admission DXVideo: Vitals and MedicationsPractice Quiz: Vitals and MedicationsVideo: Clinical ChaosPractice Quiz: Clinical ChaosVideo: Hemorrhage and TXPractice Quiz: Hemorrhage and TXReading: Clinical Simulation ResourcesVideo: Goodbye from Dr. SwigartReading: Contributing to the Clinical Terminology DictionaryUniversity of MichiganThoracic OncologyJohns Hopkins UniversityUnderstanding Cancer MetastasisYale UniversityIntroduction to Breast CancerJohns Hopkins UniversityUnderstanding Prostate CancerIcahn School of Medicine at Mount SinaiHPV-Associated Oral and Throat Cancer: What You Need to Know",
    "Creator": "University of Pittsburgh",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/clinical-terminology",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Conjunctions, Connectives, and Adverb Clauses",
    "Description": "About this course: This is the second course in the Learn English: Advanced Grammar and Punctuation specialty. In this course, you will learn about a lot of different ways to join ideas to make more complex and interesting sentences. You'll learn about two types of conjunctions, many other types of connectives, and adverb clauses. You'll also learn about how to punctuate all of these expressions and the types of sentences they create. All of this is grammar you must know to have a high fluency in English.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Conjunctions and Punctuation In this first week, you will learn about the different types of conjunctions in English. You'll learn the meaning of each one and how to use them in sentences. You'll also learn how to punctuate sentences with conjunctions correctly.7 videos, 3 readings, 3 practice quizzesexpandVideo: Course IntroductionVideo: Meet Your TeachersPeer Review: Introduce YourselfVideo: Week 1 IntroductionVideo: Coordinate Conjunctions LecturePractice Quiz: Coordinate Conjunctions Practice QuizReading: Conjunctions PracticeVideo: Parallel Structure LecturePractice Quiz: Parallel Structure Practice QuizReading: Parallel Structure PracticeVideo: Correlative Conjunctions Part 1 LectureVideo: Correlative Conjunctions Part 2 LecturePractice Quiz: Correlative Conjunctions Practice QuizReading: Correlative Conjunctions PracticeGraded: Conjunctions AssignmentGraded: Graded QuizWEEK 2Connectives and PunctuationThis week, you'll continue learning how to join ideas with correct grammar and punctuation. You'll learn about transition words and prepositional phrases and how to punctuate them correctly.5 videos, 4 readings, 4 practice quizzesexpandVideo: Week 2 IntroductionVideo: Transitions: MeaningPractice Quiz: Transition Meaning Practice QuizReading: Transitions PracticeVideo: Transitions: Punctuation and PlacementPractice Quiz: Transition Punctuation and Placement Practice QuizReading: Transitions: Punctuation and Placement PracticeVideo: Prepositional PhrasesPractice Quiz: Prepositional Phrases Practice QuizReading: Prepositional Phrases PracticeVideo: Avoiding Common MistakesPractice Quiz: Avoiding Common Mistakes Practice QuizReading: Avoiding Common Mistakes PracticeGraded: Transitions and Prepositional Phrases AssignmentGraded: Graded QuizWEEK 3Subordinating Conjunctions and PunctuationThis week, you'll start learning about writing complex sentences. Adding complex sentences to your skills will make your sentences have more variety. To learn about complex sentences, you'll find out what adverb clauses are and how to punctuate them in your sentences. Have fun!4 videos, 3 readings, 3 practice quizzesexpandVideo: Week 3 IntroductionVideo: Introduction to Adverb ClausesPractice Quiz: Adverb Clauses Practice QuizReading: Introduction to Adverb Clauses PracticeVideo: Adverb Clauses: Punctuation and UsePractice Quiz: Adverb Clause Practice QuizReading: Adverb Clause PracticeVideo: Avoiding Common MistakesPractice Quiz: Avoiding Common Mistakes Practice QuizReading: Avoiding Common Mistakes PracticeGraded: Adverb Clauses AssignmentGraded: Graded QuizWEEK 4Reduced Adverb Clauses and PunctuationIn the final week, you will learn a more advanced way to write complex sentences. You will do this by reducing the adverb clauses. Again, learning to do this will add variety to your speaking and writing. Enjoy the last week of the course!5 videos, 4 readings, 3 practice quizzesexpandVideo: Week 4 IntroductionVideo: Introduction to Reduced Adverb ClausesVideo: Adverbials Type 1Practice Quiz: Adverbials Type 1 Practice QuizReading: Adverbials Type 1 PracticeVideo: Adverbials Type 2Practice Quiz: Adverbials Type 2 Practice QuizReading: Adverbials Type 2 PracticeVideo: Adverbials Type 3Practice Quiz: Adverbials Type 3 Practice QuizReading: Adverbials Type 3 PracticeReading: Learn MoreGraded: Adverbials AssignmentGraded: Graded QuizVideo: Course IntroductionVideo: Meet Your TeachersPeer Review: Introduce YourselfVideo: Week 1 IntroductionVideo: Coordinate Conjunctions LecturePractice Quiz: Coordinate Conjunctions Practice QuizReading: Conjunctions PracticeVideo: Parallel Structure LecturePractice Quiz: Parallel Structure Practice QuizReading: Parallel Structure PracticeVideo: Correlative Conjunctions Part 1 LectureVideo: Correlative Conjunctions Part 2 LecturePractice Quiz: Correlative Conjunctions Practice QuizReading: Correlative Conjunctions PracticeVideo: Week 2 IntroductionVideo: Transitions: MeaningPractice Quiz: Transition Meaning Practice QuizReading: Transitions PracticeVideo: Transitions: Punctuation and PlacementPractice Quiz: Transition Punctuation and Placement Practice QuizReading: Transitions: Punctuation and Placement PracticeVideo: Prepositional PhrasesPractice Quiz: Prepositional Phrases Practice QuizReading: Prepositional Phrases PracticeVideo: Avoiding Common MistakesPractice Quiz: Avoiding Common Mistakes Practice QuizReading: Avoiding Common Mistakes PracticeThis week, you'll start learning about writing complex sentences. Adding complex sentences to your skills will make your sentences have more variety. To learn about complex sentences, you'll find out what adverb clauses are and how to punctuate them in your sentences. Have fun!Video: Week 3 IntroductionVideo: Introduction to Adverb ClausesPractice Quiz: Adverb Clauses Practice QuizReading: Introduction to Adverb Clauses PracticeVideo: Adverb Clauses: Punctuation and UsePractice Quiz: Adverb Clause Practice QuizReading: Adverb Clause PracticeVideo: Avoiding Common MistakesPractice Quiz: Avoiding Common Mistakes Practice QuizReading: Avoiding Common Mistakes PracticeVideo: Week 4 IntroductionVideo: Introduction to Reduced Adverb ClausesVideo: Adverbials Type 1Practice Quiz: Adverbials Type 1 Practice QuizReading: Adverbials Type 1 PracticeVideo: Adverbials Type 2Practice Quiz: Adverbials Type 2 Practice QuizReading: Adverbials Type 2 PracticeVideo: Adverbials Type 3Practice Quiz: Adverbials Type 3 Practice QuizReading: Adverbials Type 3 PracticeReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/conjunctions-connectives-adverb-clauses",
    "Language": "English",
    "Commitment": "4-5 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English for Effective Business Speaking",
    "Description": "About this course: This course aims to improve your Business English speaking skills by developing your use of vocabulary, grammar, pronunciation, spoken communication skills within a Business context, and your ability to deliver professional business speeches for specific purposes. Skills learned in this course will be used in the cross-cultural communications course and help prepare you to deliver the professional business presentation in the Capstone project.\n\nAfter completing this course, you will be able to:\n\n- delivery effective job interviews\n- give persuasive business pitches\n- delivery informative business presentations\n- speak persuasively in English\n- adapt content to purpose, context and audience\n- use appropriate style and tone of writing for business purposesWEEK 1Welcome moduleWelcome to Week 1! This week, we will cover Module 1 where we introduce you to the objectives and structure of this Specialization and course.3 videos, 4 readingsexpandVideo: Welcome to our courseReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: Guest Speaker-Prof.Caroline Wang-Effective Business SpeakingDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you improve your English speaking skills?Reading: The HKUST English Grammar Guide (EGG)WEEK 2Introduction to business speakingWelcome to Week 2! This week we will cover Module 2 where we introduce you to speaking skill you may need in the workplace. You will also be introduced to vocabulary and language skills common to business communications.5 videos, 5 readings, 1 practice quizexpandReading: Objectives and outcomesReading: Elements of introducing yourselfDiscussion Prompt: Meetings, meetings, meetings.Video: From interviews to presentationsVideo: Verbal and Non Verbal Communication Part 1- VerbalVideo: Verbal and Non Verbal Communication Part 2- Non VerbalReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English grammar: redundant adjectivesReading: Adjective and adverb word orderVideo: Challenging English sound - /u/ \"full\" and /u:/ \"fool\" AND /I/ \"sit\" and /i:/ \"seat\"Graded: Say it right.Graded: Module 2WEEK 3InterviewsWelcome to Week 3! This week we will cover Module 3 where we introduce you to interviewing skills you may need in the workplace. You will also be introduced to vocabulary and language skills common to business communications.8 videos, 10 readings, 3 practice quizzesexpandReading: Objectives and outcomesVideo: Job InterviewsVideo: Speaking to Inform \u0026 PersuadeVideo: Context \u0026 DirectnessReading: Introduce yourself in a Job InterviewReading: Peer-review practice- Introduce yourself in a Job InterviewVideo: Peer-review practice: Sample Self IntroductionPractice Quiz: Peer-review practice: Introduce yourself in a Job InterviewReading: Peer Practice Review - Describe your Strengths and WeaknessesVideo: Sample - Describe your Strengths and WeaknessesPractice Quiz: Peer Practice Review - Describe your Strengths and WeaknessesDiscussion Prompt: Verbal or Non verbal communicationReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English grammar: 'the', 'a' and 'an'Reading: Referring to something mentioned beforeReading: Before names of professions (articles \u0026 determiners)Reading: Before singular countable nounsReading: Before uncountable nounsVideo: Challenging English Sounds -/ð/ \"they\" /d/ \"day\"Video: Challenging English Sounds-/æ/ \"man\" /e/ \"men\"Graded: Introduce yourself in a Job InterviewGraded: Describe your Strengths and WeaknessesGraded: Module 3WEEK 4Business pitchesWelcome to Week 4! This week we will cover Module 4 where we introduce you to delivering business pitches and speaking persuasively. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 10 readings, 3 practice quizzesexpandReading: Objectives and outcomesDiscussion Prompt: What persuades you?Video: Elements of a persuasive presentationVideo: The elevator pitchVideo: Rhythm, stress and pausingReading: More on stress and pausingReading: Peer review practice: stress and pausingPractice Quiz: Peer review practice: stress and pausingVideo: Body languageReading: What do we mean when we say 'rhetoric'?Reading: Rhetorical devices in persuasive speechesReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Challenging English: giving opinionsReading: More on giving opinionsReading: Discourse markersVideo: Challenging English sounds -/ð/ \"then\" /z/ \"zen\"Video: Challenging English sounds - /θ/ \"thin\" /s/ \"sin\"Reading: Peer review practicePractice Quiz: Peer review practiceGraded: Practise your stress and pausingGraded: Pitch itGraded: Module 4WEEK 5Business presentationsWelcome to Week 5! This week we will cover Module 5 where we introduce you to presentations skills you may need in the workplace and effective visualizations. You will also be introduced to vocabulary and language skills common to business communications.7 videos, 10 readings, 1 practice quizexpandReading: Objectives and outcomesDiscussion Prompt: You be the judgeDiscussion Prompt: Evaluate your own presentation skillsVideo: The differences between written and spoken EnglishVideo: Preparing and planning presentationsReading: Arranging and organizing presentationsDiscussion Prompt: Making and using visual aidsVideo: Designing effective visualsDiscussion Prompt: Ineffective visualsVideo: Engaging the audienceReading: Presenting data in charts and graphsReading: Understanding the differences between seminars and conferencesDiscussion Prompt: Past experiences with online presentations and meetingsReading: Presenting onlineReading: Business Case: zAnta Boutique HotelReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Hedging your languageVideo: Challenging English grammar: prepositionsReading: More on prepositionsReading: Common preposition errorsVideo: Challenging English sounds /ɒ/ \"not\" and /ʌ/ \"nut\" AND /p/ \"pit\" and /b/ \"bit\"Graded: Case Analysis PresentationGraded: Module 5WEEK 6Concluding moduleWelcome to Week 2! This week we will cover Module 2 where we wrap up the course. You will be asked to complete the final exam and post-course survey.Graded: Final examVideo: Welcome to our courseReading: Objectives and outcomesVideo: Introduction to our SpecializationVideo: Guest Speaker-Prof.Caroline Wang-Effective Business SpeakingDiscussion Prompt: How is this course relevant to you?Reading: Learning how to learnReading: Learning vocabularyDiscussion Prompt: How do you improve your English speaking skills?Reading: The HKUST English Grammar Guide (EGG)Reading: Objectives and outcomesReading: Elements of introducing yourselfDiscussion Prompt: Meetings, meetings, meetings.Video: From interviews to presentationsVideo: Verbal and Non Verbal Communication Part 1- VerbalVideo: Verbal and Non Verbal Communication Part 2- Non VerbalReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English grammar: redundant adjectivesReading: Adjective and adverb word orderVideo: Challenging English sound - /u/ \"full\" and /u:/ \"fool\" AND /I/ \"sit\" and /i:/ \"seat\"Reading: Objectives and outcomesVideo: Job InterviewsVideo: Speaking to Inform \u0026 PersuadeVideo: Context \u0026 DirectnessReading: Introduce yourself in a Job InterviewReading: Peer-review practice- Introduce yourself in a Job InterviewVideo: Peer-review practice: Sample Self IntroductionPractice Quiz: Peer-review practice: Introduce yourself in a Job InterviewReading: Peer Practice Review - Describe your Strengths and WeaknessesVideo: Sample - Describe your Strengths and WeaknessesPractice Quiz: Peer Practice Review - Describe your Strengths and WeaknessesDiscussion Prompt: Verbal or Non verbal communicationReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary practiceVideo: Challenging English grammar: 'the', 'a' and 'an'Reading: Referring to something mentioned beforeReading: Before names of professions (articles \u0026 determiners)Reading: Before singular countable nounsReading: Before uncountable nounsVideo: Challenging English Sounds -/ð/ \"they\" /d/ \"day\"Video: Challenging English Sounds-/æ/ \"man\" /e/ \"men\"Reading: Objectives and outcomesDiscussion Prompt: What persuades you?Video: Elements of a persuasive presentationVideo: The elevator pitchVideo: Rhythm, stress and pausingReading: More on stress and pausingReading: Peer review practice: stress and pausingPractice Quiz: Peer review practice: stress and pausingVideo: Body languageReading: What do we mean when we say 'rhetoric'?Reading: Rhetorical devices in persuasive speechesReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Challenging English: giving opinionsReading: More on giving opinionsReading: Discourse markersVideo: Challenging English sounds -/ð/ \"then\" /z/ \"zen\"Video: Challenging English sounds - /θ/ \"thin\" /s/ \"sin\"Reading: Peer review practicePractice Quiz: Peer review practiceReading: Objectives and outcomesDiscussion Prompt: You be the judgeDiscussion Prompt: Evaluate your own presentation skillsVideo: The differences between written and spoken EnglishVideo: Preparing and planning presentationsReading: Arranging and organizing presentationsDiscussion Prompt: Making and using visual aidsVideo: Designing effective visualsDiscussion Prompt: Ineffective visualsVideo: Engaging the audienceReading: Presenting data in charts and graphsReading: Understanding the differences between seminars and conferencesDiscussion Prompt: Past experiences with online presentations and meetingsReading: Presenting onlineReading: Business Case: zAnta Boutique HotelReading: Objectives and outcomesReading: Vocabulary listPractice Quiz: Vocabulary quizVideo: Hedging your languageVideo: Challenging English grammar: prepositionsReading: More on prepositionsReading: Common preposition errorsVideo: Challenging English sounds /ɒ/ \"not\" and /ʌ/ \"nut\" AND /p/ \"pit\" and /b/ \"bit\"University of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/business-english-vocabulary",
    "Language": "English",
    "Commitment": "6 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Successful Interviewing",
    "Description": "About this course: The goal of hiring managers is not just to hire people who need a job. It’s to hire people who believe in their organization, its mission and the work that’s involved in the job position. Every hiring manager knows: Hire people to do a job and they’ll work for your money. Hire people who believe in the work and they’ll work for their passion.\n\nAnd this is not a case of “fake it until you make it.” You have to be genuine about your belief in an organization and its mission. That means you have to have researched the industry, the company, and the position – and be able to show how your goals in life align with the company’s mission. Having done so will shape the impression you convey as a candidate, the way you answer traditional questions, and the way you demonstrate that you’re the right candidate for the job.\n\nThis course is the second in a five-course specialization. We recommend that courses #1, #2 and #3 be taken in sequence. Course #4 - on resume and cover letter writing - can be taken in any sequence, while course #5 is the capstone for the specialization as a whole.\n\nThis course can be thought of as \"Interviewing I\", while course #3 is \"Interviewing II.\"  Course #3 covers more advanced interview formats, including behavioral and situational interviews - along with the special case of telephone screenings.  The logic for including telephone screenings - which happen at the start of the interview process - late in this specialization on interviewing is that those screenings, while happening early in the process, involve all the skills that you'll learn from course #1 through course #3.\n\nAs for this course, it will teach you how to:\n\n1.\tDo thorough research on a company of your choice.\n\n2.     Prepare for those critical first 3-5 minutes of an interview (when many recruiters say an interview is either won or lost).\n\n3.     Prepare for the all important \"Tell Me About Yourself\" question.\n\n4.     Prepare for traditional interview questions.\n\n5.     Use strategies for handling the salary question.  We don't teach you salary negotiation techniques, but we do teach you  how to avoid putting yourself in a weak negotiation position.\n\n6.\tPrepare an elevator speech - all three variations.\n\n7.\tUse persuasive speech techniques to present professional accomplishments and qualifications in a manner that conveys benefits to a potential employer.\n\n8.\tUse persuasive speech techniques to convince a potential employer of your interest, motivation and preparation for a particular position.\n\n9.\tAdapt your nonverbal communication style to the expectations of English-speaking interviewers.WEEK 1Researching the MarketThis module builds on the self-assessment work you completed in the first course.  You assemble your list of target industries, companies, and jobs.  You put into practice research strategies to support your evolving career goals. You conduct in-depth research into a company of your choice and present your results in the end-of-module peer assessment.4 videos, 4 readingsexpandVideo: When, Where and Why of ResearchReading: 10 Very Important Job Skills You'll Need in 2020Reading: Help Us Produce Better MOOCs!Video: Conducting Research Using Online ResourcesReading: List of URLsVideo: Researching a CompanyVideo: Researching the Workplace CultureReading: Instructions for the AssignmentGraded: Presenting Your ResearchWEEK 2Making a Positive First ImpressionEmployers want to work with people who fit into the culture of their organization. To show that you're such a person calls for skills in the art of making a positive first impression.  You will identify how these skills apply during an interview or during an informal business event. You will further identify specific steps you can take to develop, and eventually master, the art of making a positive first impression.5 videos, 14 readingsexpandVideo: Showcasing Your ValueReading: The Power of Your Personal BrandReading: Mission Statement BuilderReading: Career Portfolio ReferencesVideo: Controlling First ImpressionsReading: Your Speaking VoiceReading: Your Body SpeaksReading: 24-Hour Countdown to an InterviewVideo: Projecting the Right ImageReading: Confessions of a RecruiterReading: 5 Biggest Interviewing MistakesReading: Body Language ExperimentDiscussion Prompt: Discussion about the Body Language ExperimentVideo: The Fine Art of Small TalkReading: Tips on Verbal and Non-Verbal CommunicationReading: The Art of Small TalkDiscussion Prompt: Discussion About Small TalkVideo: Strategies to Control Your NervesReading: TED Talk by Amy CuddyReading: How to Outwit the Six Ghosts of FearReading: 21 Ways to Avoid Job Interview AnxietyGraded: Mission StatementGraded: Your Experience with Power PosesWEEK 3Answering Traditional Interview QuestionsPreparing for interview questions does not mean memorizing canned responses. It does not mean reading from a script.  It does mean doing your research, preparing your stories, and honing your strategies.  In this module, you'll identify strategies and language you can use to begin to communicate your value to a potential employer.6 videos, 3 readingsexpandVideo: Types of InterviewsVideo: Preparing Your StrategyVideo: So, Tell Me About Yourself.Video: Talking About Your QualificationsVideo: Highlighting Your Skills and ExperienceReading: Top Ten Qualities of an Outstanding Team PlayerVideo: Language FocusReading: Gerund and Infinitive Reference ListReading: Language Practice WorksheetGraded: Concept QuizGraded: Concept QuizGraded: Your Strengths as a Team PlayerWEEK 4Proving You've Done Your ResearchThere's nothing that annoys a hiring manager more than interviewing a candidate who hasn't done research into the prospective company. You're going to have done your research, and this module shows you how to communicate that in the strategies you use to respond to common interview questions.6 videos, 8 readingsexpandVideo: Proving You're Right for the JobVideo: Why Are You Interested in this Position?Video: Why Are You Looking to Leave Your Current Position?Reading: Five Ways to Bungle a Job ChangeDiscussion Prompt: Discuss Making a Job ChangeVideo: What Is Important to you in a Work Environment?Reading: A Job By Any Other NameVideo: Answering the Salary QuestionReading: Compensation and the Art of NegotiationReading: 15 Rules for Negotiating a Job OfferDiscussion Prompt: Discuss Salary NegotiationVideo: Positive Language StrategiesReading: Useful Language to Use in an InterviewReading: Tip Sheet for Common Interview QuestionsReading: Dynamic and Stative VerbsReading: Verb Tense ChartGraded: The Role of WorkGraded: Language QuizWEEK 5Demonstrating You've Got What It TakesThe English-language world of work calls for cultural literacies that may be a challenge for non-native speakers to decode and develop. This module will take you through an abbreviated enculturation process whereby you will learn not only to talk the talk but also to walk the walk of a confident job-seeker in the English-language world of work.7 videos, 4 readingsexpandVideo: Developing the Right AttitudeDiscussion Prompt: Discussion about Self-PromotionVideo: Finding Your WhyVideo: Moving from Why to HowVideo: Moving from How to WhatVideo: Developing Your Two-Minute PitchReading: Pitch WorksheetReading: The Elevator SpeechVideo: Exploring an Example Two-Minute PitchVideo: Developing Your 30-Second PitchReading: Preparing an Elevator SpeechPeer Review: Your 30-second pitchReading: The Anti-Elevator SpeechGraded: Your Two-Minute PitchGraded: Concept QuizThis module builds on the self-assessment work you completed in the first course.  You assemble your list of target industries, companies, and jobs.  You put into practice research strategies to support your evolving career goals. You conduct in-depth research into a company of your choice and present your results in the end-of-module peer assessment.Video: When, Where and Why of ResearchReading: 10 Very Important Job Skills You'll Need in 2020Reading: Help Us Produce Better MOOCs!Video: Conducting Research Using Online ResourcesReading: List of URLsVideo: Researching a CompanyVideo: Researching the Workplace CultureReading: Instructions for the AssignmentEmployers want to work with people who fit into the culture of their organization. To show that you're such a person calls for skills in the art of making a positive first impression.  You will identify how these skills apply during an interview or during an informal business event. You will further identify specific steps you can take to develop, and eventually master, the art of making a positive first impression.Video: Showcasing Your ValueReading: The Power of Your Personal BrandReading: Mission Statement BuilderReading: Career Portfolio ReferencesVideo: Controlling First ImpressionsReading: Your Speaking VoiceReading: Your Body SpeaksReading: 24-Hour Countdown to an InterviewVideo: Projecting the Right ImageReading: Confessions of a RecruiterReading: 5 Biggest Interviewing MistakesReading: Body Language ExperimentDiscussion Prompt: Discussion about the Body Language ExperimentVideo: The Fine Art of Small TalkReading: Tips on Verbal and Non-Verbal CommunicationReading: The Art of Small TalkDiscussion Prompt: Discussion About Small TalkVideo: Strategies to Control Your NervesReading: TED Talk by Amy CuddyReading: How to Outwit the Six Ghosts of FearReading: 21 Ways to Avoid Job Interview AnxietyPreparing for interview questions does not mean memorizing canned responses. It does not mean reading from a script.  It does mean doing your research, preparing your stories, and honing your strategies.  In this module, you'll identify strategies and language you can use to begin to communicate your value to a potential employer.Video: Types of InterviewsVideo: Preparing Your StrategyVideo: So, Tell Me About Yourself.Video: Talking About Your QualificationsVideo: Highlighting Your Skills and ExperienceReading: Top Ten Qualities of an Outstanding Team PlayerVideo: Language FocusReading: Gerund and Infinitive Reference ListReading: Language Practice WorksheetThere's nothing that annoys a hiring manager more than interviewing a candidate who hasn't done research into the prospective company. You're going to have done your research, and this module shows you how to communicate that in the strategies you use to respond to common interview questions.Video: Proving You're Right for the JobVideo: Why Are You Interested in this Position?Video: Why Are You Looking to Leave Your Current Position?Reading: Five Ways to Bungle a Job ChangeDiscussion Prompt: Discuss Making a Job ChangeVideo: What Is Important to you in a Work Environment?Reading: A Job By Any Other NameVideo: Answering the Salary QuestionReading: Compensation and the Art of NegotiationReading: 15 Rules for Negotiating a Job OfferDiscussion Prompt: Discuss Salary NegotiationVideo: Positive Language StrategiesReading: Useful Language to Use in an InterviewReading: Tip Sheet for Common Interview QuestionsReading: Dynamic and Stative VerbsReading: Verb Tense ChartThe English-language world of work calls for cultural literacies that may be a challenge for non-native speakers to decode and develop. This module will take you through an abbreviated enculturation process whereby you will learn not only to talk the talk but also to walk the walk of a confident job-seeker in the English-language world of work.Video: Developing the Right AttitudeDiscussion Prompt: Discussion about Self-PromotionVideo: Finding Your WhyVideo: Moving from Why to HowVideo: Moving from How to WhatVideo: Developing Your Two-Minute PitchReading: Pitch WorksheetReading: The Elevator SpeechVideo: Exploring an Example Two-Minute PitchVideo: Developing Your 30-Second PitchReading: Preparing an Elevator SpeechPeer Review: Your 30-second pitchReading: The Anti-Elevator SpeechUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "University of Maryland, College Park",
    "Level": "",
    "URL": "https://coursera.org/learn/successful-interviewing",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Teach English Now! Second Language Listening, Speaking, and Pronunciation",
    "Description": "About this course: In this course, you will be introduced to some of the challenges of teaching and learning listening and speaking, such as paralinguistics, performance variables, reduced and regional forms, and differing types of oral discourse. Don't worry--you'll learn what those mean, too!  Then you'll learn how to ease the acquisition of listening and speaking for your students. The course also highlights the powerful opportunity to include pronunciation in listening and speaking classes and offers strategies to incorporate pronunciation activities.WEEK 1Basic Principles of Listening In this module, learners are introduced to some of the fundamental elements of listening, including features that make listening a difficult chore for language learners.  Learners are also introduced to basic listening strategies.6 videos, 1 reading, 3 practice quizzesexpandVideo: Welcome VideoLeitura: Welcome Guide to the Teach English Now! MOOCTeste para praticar: Welcome GuideVideo: Video 1: What Makes Listening Hard?Video: Video 2: Challenges to Listening for LearnersTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 3: What Makes Listening Hard (Take 2)Video: Video 4: Challenges to Listening for TeachersTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 5: Summary VideoGraded: Graded Checkpoint (10 Multiple Choice Questions)Graded: Peer Review AssignmentWEEK 2Module 2: Listening StrategiesIn this module, learners are introduced to strategies that students can use to simplify listening and take control of improving their listing skills.  Learners are also introduced to strategies teachers can use to make second language listening easier for their students.5 videos, 3 readings, 2 practice quizzesexpandVideo: Video 1: What Makes Listening EasyVideo: Video 2: Listening Strategies for LearnersLeitura: Cornell Note Taking MethodTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Listening Easy…for TeachersVideo: Video 4: Listening Strategies for TeachersLeitura: Reading: Excerpts from 100 TESOL ActivitiesLeitura: Advance OrganizersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoGraded: Graded Checkpoint (10 Q’s)Graded: Peer Review AssignmentWEEK 3Basic Principles of SpeakingIn this module, learners are introduced to various cognitive, social and affective demands that make speaking difficult for second language learners.  Struggles that teachers face when providing speaking instruction are also discussed.  5 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: What Makes Speaking HardVideo: Video 2: Cognitive, Social, and Affective Demands on the LearnerTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 3: What Makes Speaking Hard (Take 2)Video: Video 4: Contrasting Clara vs. Adam and AshleyTeste para praticar: Checkpoint Quiz (5 Q’s)Leitura: Reading: Excerpts from 100 TESOL ActivitiesVideo: Video 5: Summary VideoGraded: Graded Checkpoint (10 Multiple Choice Questions)Graded: Peer Review AssignmentWEEK 4Speaking StrategiesIn this module, learners are introduced to speaking strategies to help language learners take control of their own learning   Also, learners are also instructional strategies for speaking that teachers can use in their lessons.    5 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: What Makes Speaking EasyVideo: Video 2: Speaking Strategies for LearnersLeitura: Mind PalacesTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Speaking Easy…for TeachersVideo: Video 4: Speaking Strategies for TeachersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoGraded: Graded Checkpoint (10 Q’s)Graded: Peer Review AssignmentWEEK 5Teaching PronunciationIn this module, learners are given the opportunity to think about how to integrate pronunciation into a listening and speaking class.  Learners are made aware pronunciation barriers, strategies for teaching pronunciation and how to recycle other teaching strategies and apply them to pronunciation instruction.5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: What Makes Pronunciation HardVideo: Video 2: Barriers to PronunciationTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Pronunciation EasyVideo: Video 4: Strategies for Teaching PronunciationLeitura: Example of Phonemic Chart by UnderhillLeitura: Diagnosing Speech Perception Problems in LearnersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoGraded: Graded Checkpoint (10 Q’s)Graded: Peer Review AssignmentWEEK 6Assessment Learners watch the final review video to verify their understanding of the course material.  Then, they will proceed to the final checkpoint quiz and peer review assignment.  1 videoexpandVideo: Video 1: Course Summary VideoGraded: Final Checkpoint (25 questions)Graded: Micro LessonVideo: Welcome VideoLeitura: Welcome Guide to the Teach English Now! MOOCTeste para praticar: Welcome GuideVideo: Video 1: What Makes Listening Hard?Video: Video 2: Challenges to Listening for LearnersTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 3: What Makes Listening Hard (Take 2)Video: Video 4: Challenges to Listening for TeachersTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 5: Summary VideoIn this module, learners are introduced to strategies that students can use to simplify listening and take control of improving their listing skills.  Learners are also introduced to strategies teachers can use to make second language listening easier for their students.Video: Video 1: What Makes Listening EasyVideo: Video 2: Listening Strategies for LearnersLeitura: Cornell Note Taking MethodTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Listening Easy…for TeachersVideo: Video 4: Listening Strategies for TeachersLeitura: Reading: Excerpts from 100 TESOL ActivitiesLeitura: Advance OrganizersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoVideo: Video 1: What Makes Speaking HardVideo: Video 2: Cognitive, Social, and Affective Demands on the LearnerTeste para praticar: Checkpoint Quiz (5 Q’s)Video: Video 3: What Makes Speaking Hard (Take 2)Video: Video 4: Contrasting Clara vs. Adam and AshleyTeste para praticar: Checkpoint Quiz (5 Q’s)Leitura: Reading: Excerpts from 100 TESOL ActivitiesVideo: Video 5: Summary VideoVideo: Video 1: What Makes Speaking EasyVideo: Video 2: Speaking Strategies for LearnersLeitura: Mind PalacesTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Speaking Easy…for TeachersVideo: Video 4: Speaking Strategies for TeachersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoIn this module, learners are given the opportunity to think about how to integrate pronunciation into a listening and speaking class.  Learners are made aware pronunciation barriers, strategies for teaching pronunciation and how to recycle other teaching strategies and apply them to pronunciation instruction.Video: Video 1: What Makes Pronunciation HardVideo: Video 2: Barriers to PronunciationTeste para praticar: Checkpoint (5 Q’s)Video: Video 3: What Makes Pronunciation EasyVideo: Video 4: Strategies for Teaching PronunciationLeitura: Example of Phonemic Chart by UnderhillLeitura: Diagnosing Speech Perception Problems in LearnersTeste para praticar: Checkpoint (5 Q’s)Video: Video 5: Summary VideoVideo: Video 1: Course Summary VideoArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Capstone Project 2",
    "Creator": "Arizona State University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/tesol-speaking",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Business English: Management and Leadership",
    "Description": "About this course: Are you a business executive or a manager who uses English in your career? Then you know that good business communication in English requires focus, vocabulary, and specific linguistic structures. In this course, you will follow along a recently promoted manager as she builds and leads her team to success. Together, you will practice the language and styles of communication  needed in English for\n•\tRecruiting and training a professional team to work together with integrity and respect\n•\tManaging and participating in well-organized meetings\n•\tMaking telephone conferences more efficient\n•\tWriting professional emails that are easy to read\nThe activities in this course will give you the opportunity to share your experience and receive immediate feedback from other business professionals around the world.WEEK 1Staffing and Hiring DecisionsIn this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.7 videos, 4 readings, 5 practice quizzesexpandVideo: IntroductionVideo: 1.1 I Need To Get My Team TogetherReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect ApproachGraded: 1.16 Week 1 TestWEEK 2Meeting ManagementEffective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.6 videos, 6 readings, 5 practice quizzesexpandVideo: 2.1 The toothpaste of the futureReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerGraded: 2.16 Week 2 TestWEEK 3Leading and TeamingInterrupt with confidence, ask for clarification and get the answer you want; hold the floor and keep it: these are some of the skills you’ll learn and apply in Leading and Teaming.6 videos, 7 readings, 4 practice quizzesexpandVideo: 3.1 The agenda for the dayReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Cultural Comparison ToolReading: Directions for Submitting Video/AudioGraded: 3.15 Week 3 TestWEEK 4Planning, Organizing, and DelegatingKeeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.7 videos, 5 readings, 5 practice quizzesexpandVideo: 4.1 The status reportReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary SectionGraded: 4.18 Week 4 TestWEEK 5Managing and CoachingFacilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.6 videos, 4 readings, 5 practice quizzesexpandVideo: 5.1 Like a coachReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingGraded: 5.16 Week 5 TestWEEK 6ReviewThis module will help you to complete the panel discussion successfully.2 videos, 1 readingexpandVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsGraded: 6.3 Final ExaminationIn this module, you’ll follow Elizabeth through the process of building her team. You’ll look at the way she communicates depending on the situation. From this observation, you’ll be better equipped to make requests using direct and indirect approaches. by analyzing her interactions with her team, her language choices, and the communication patterns she follows. Through the discussion boards and peer reviewed assignment you will synthesize your new skills in real life conversations and activities.Video: IntroductionVideo: 1.1 I Need To Get My Team TogetherReading: 1.2 Vocabulary Preview: Staffing and HiringPeer Review: (Optional) Hello From___________:Video: 1.3 Direct and Indirect ApproachesPractice Quiz: 1.4 Direct and Indirect ApproachesVideo: 1.5 More on the Indirect ApproachReading: 1.6 Example: An Indirect MessagePractice Quiz: 1.7 The Indirect ApproachVideo: 1.8 Summarizing BasicsPractice Quiz: 1.9 Summarizing BasicsReading: 1.10 \"Hire Smarter, Work Better\"Practice Quiz: 1.11 Hire Smarter, Work Better SummaryVideo: 1.12 Making Direct and Indirect RequestsPractice Quiz: 1.13 Making Direct and Indirect RequestsVideo: 1.14 Week 1 ReviewReading: 1.15 Quizlet Vocabulary Practice: Staffing and HiringPeer Review: Apply Your Knowledge! (optional) Email: Direct or Indirect ApproachEffective business meetings require planning, leadership, and language skills and without these skills, meetings can be unproductive or even boring. Although this module covers topics related to meeting management, it’s definitely not boring because we we have Elizabeth and her team to guide us through the learning process. In this module, you’ll watch and learn from Elizabeth and her team. After completing Meeting Management, you’ll be able to plan and facilitate an effective meeting; summarize key points of an agenda item; and begin to develop strategies to help you to be better understood.Video: 2.1 The toothpaste of the futureReading: 2.2 Vocabulary Preview: Meeting ManagementVideo: 2.3 Effective Meeting PracticesReading: 2.4 Example: AgendaPractice Quiz: 2.5 Effective Meeting PracticesVideo: 2.6 Conference CallingPractice Quiz: 2.7 Conference Calling StrategiesVideo: 2.8 Future Tense ContractionsPractice Quiz: 2.9 Future Tense ContractionsReading: 2.10 The Future of MeetingsPractice Quiz: 2.11 Future of MeetingsVideo: 2.12 Writing Effective SummariesPractice Quiz: 2.13 Writing Effective SummariesVideo: 2.14 Week 2 ReviewReading: 2.15 Quizlet Vocabulary Practice: Meeting ManagementPeer Review: Apply Your Knowledge! (optional) AgendaReading: \"A Conference Call in Real Life\" - satireReading: Global Meeting PlannerVideo: 3.1 The agenda for the dayReading: 3.2 Vocabulary Preview: Leading and TeamingVideo: 3.3 Handling InterruptionsReading: 3.4 Amy Cuddy's TED Talk on \"Power Posing\"Video: 3.5 Conference Calling Tips for the Non-Native SpeakerPractice Quiz: 3.6 Communication Lesson ReviewVideo: 3.7 Phrases to interrupt/Hold the floorPractice Quiz: 3.8 Phrases to interrupt/Ask for clarificationReading: 3.9 Even More Phrases for Interruption and ClarificationPractice Quiz: 3.10 More Phrases for Interruption and ClarificationVideo: 3.11 Infinitives and GerundsPractice Quiz: 3.12 Infinitives and GerundsVideo: 3.13 Week 3 ReviewReading: 3.14 Quizlet Vocabulary Practice: Leading and TeamingPeer Review: Apply Your Knowledge! (optional) Hold The FloorReading: The Lewis Model of Cultural NormsReading: Hofstede's Cultural Comparison ToolReading: Directions for Submitting Video/AudioKeeping the business or project running as projected requires planning. This requires information to be organized in convenient packages, like status reports and emails. Planning, Organizing, and Delegating focuses on the language of both. After completing this module, you’ll be able to use concise language to summarize key pieces of information into smaller packages.Video: 4.1 The status reportReading: 4.2 Vocabulary Preview: Planning, Organizing \u0026 DelegatingVideo: 4.3 Writing Effective EmailsPractice Quiz: 4.4 Writing Effective EmailsVideo: 4.5 Communicating Status ReportsReading: 4.6 Example: Status ReportPractice Quiz: 4.7 Communicating Status ReportsVideo: 4.8 Business Communication/Concise LanguagePractice Quiz: 4.9 Business Communication/Concise LanguageReading: 4.10 Business Writing Tips-Changing Nouns to VerbsPractice Quiz: 4.11 Changing Nouns to VerbsVideo: 4.12 Reading NumbersPractice Quiz: 4.13 Reading NumbersVideo: 4.14 Week 4 Review: Part 1Video: 4.15 Week 4 Review: Part 2Reading: 4.16 Incomplete Status ReportReading: 4.17 Quizlet Vocabulary Practice: Planning, Organizing \u0026 DelegatingPeer Review: Apply Your Knowledge! (optional) Status Report/Summary SectionFacilitating employee success is a management skill that can be even more challenging when communicating in a second language.  After completing Managing and Coaching, you’ll be able to recognize the importance of active listening, use key phrases and language to facilitate the coaching and mentoring process.Video: 5.1 Like a coachReading: 5.2 Vocabulary Preview: Managing \u0026 CoachingVideo: 5.3 Coaching and MentoringPractice Quiz: 5.4 Coaching and MentoringVideo: 5.5 Effective TeamingReading: 5.6 Tuckman's Phases of Group DevelopmentPractice Quiz: 5.7 Phases of Group DevelopmentVideo: 5.8 First ConditionalsPractice Quiz: 5.9 First ConditionalsReading: 5.10 Active Listening SkillsPractice Quiz: 5.11 Active Listening SkillsVideo: 5.12 Phrases for Active Listening and FeedbackPractice Quiz: 5.13 Phrases for Active Listening and FeedbackVideo: 5.14 Week 5 ReviewReading: 5.15 Quizlet Vocabulary Practice: Managing and CoachingVideo: 6.1 Review Video 1 Optional Email Peer ReviewVideo: 6.2 Review Video 2 Optional Email Peer ReviewPeer Review: 6.4 Apply Your Knowledge! (optional) Email SynthesisReading: 6.5 CreditsUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Arizona State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/management-leadership-english",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "6 weeks of study, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Noun Clauses and Conditionals",
    "Description": "About this course: This is the third course in the Learn English: Advanced Grammar and Punctuation specialty. In this class, you will learn about the advanced grammar concepts of noun clauses and conditionals. You will learn about several different types of each and get lots of practice using them appropriately. This may seem like difficult grammar, but this course will make them easy to understand. These grammar points are essential for any learner trying to master fluency in the English language.\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Noun ClausesThis week, you will learn about the important grammar point of noun clauses. There are several types of noun clauses, and using these in your writing or speaking can make your English sound more advanced and interesting.7 videos, 4 readings, 4 practice quizzesexpandVideo: Course IntroductionVideo: Meet Your TeachersRevisión por el compañero: Introduce YourselfVideo: Week 1 IntroductionVideo: Introduction to Noun ClausesCuestionario de práctica: Introduction to Noun Clauses PracticeLeyendo: Introduction to Noun Clauses PracticeVideo: Noun Clauses with Question WordsCuestionario de práctica: Noun Clauses with Question Words Practice QuizLeyendo: Noun Clauses with Question Words PracticeVideo: Noun Clauses with \"If\" and \"Whether\"Cuestionario de práctica: Noun Clauses with \"If\" and \"Whether\" Practice QuizLeyendo: Noun Clauses with \"If\" and \"Whether\" PracticeVideo: Noun Clauses with \"That\"Cuestionario de práctica: Noun Clauses with \"That\" Practice QuizLeyendo: Noun Clauses with \"That\" PracticeGraded: Noun Clauses AssignmentGraded: Graded QuizWEEK 2More Noun ClausesThis week, you'll continue learning about noun clauses and different ways to use them. You'll learn how to make sentences with reported speech and how to add variety to sentences by reducing noun clauses. Have fun! 8 videos, 3 readings, 3 practice quizzesexpandVideo: Week 2 IntroductionVideo: Reported Speech Part 1Video: Reported Speech Part 2Cuestionario de práctica: Reported Speech Practice QuizLeyendo: Reported Speech PracticeVideo: Reducing Noun Clauses to Infinitives Part 1Video: Reducing Noun Clauses to Infinitives Part 2Video: Reducing Noun Clauses to Infinitives Part 3Cuestionario de práctica: Reducing Noun Clauses to Infinitives Practice QuizLeyendo: Reducing Noun Clauses to Infinitives PracticeVideo: Reducing Noun Clauses to Gerunds Part 1Video: Reducing Noun Clauses to Gerunds Part 2Cuestionario de práctica: Reducing Noun Clauses to Gerunds Practice QuizLeyendo: Reducing Noun Clauses to Gerunds PracticeGraded: Reported Speech and Reduced Clause AssignmentGraded: Graded QuizWEEK 3\"Ever\" Words and ConditionalsNow, you'll learn about another kind of noun clause. After that, you will learn about conditionals. Conditionals seem a little tricky at first, but they're fun to learn. Finally, you'll learn how to talk about wishes.7 videos, 4 readings, 4 practice quizzesexpandVideo: Week 3 IntroductionVideo: \"Ever\" WordsCuestionario de práctica: \"Ever\" Words Practice QuizLeyendo: \"Ever\" Words PracticeVideo: Real Conditionals in the Present and FutureVideo: Real Conditionals ReviewCuestionario de práctica: Real Conditionals in the Present or Future PracticeLeyendo: Real Conditionals in the Present and Future PracticeVideo: Other Ways to Express Condition Part 1Video: Other Ways to Express Condition Part 2Cuestionario de práctica: Other Conditionals Practice QuizLeyendo: Other Conditionals PracticeVideo: WishesCuestionario de práctica: Wishes Practice QuizLeyendo: Wishes PracticeGraded: Noun Clauses and Real Conditionals AssignmentGraded: Graded QuizWEEK 4More ConditionalsIn the final week of the course, you'll about more types of conditionals and how to writes sentences that mix various conditionals. You'll also learn how to omit \"if\" from some conditional sentences. This seems like some of the most challenging grammar in English, but you will find that it's not that difficult. Have fun learning it!5 videos, 5 readings, 4 practice quizzesexpandVideo: Week 4 IntroductionVideo: Unreal in the PresentCuestionario de práctica: Unreal in the Present Practice QuizLeyendo: Unreal in the Present PracticeVideo: Unreal in the PastCuestionario de práctica: Unreal in the Past Practice QuizLeyendo: Unreal in the Past PracticeVideo: Mixed ConditionalsCuestionario de práctica: Mixed Conditionals Practice QuizLeyendo: Mixed Conditionals PracticeVideo: Omitting IfCuestionario de práctica: Omitting \"If\" Practice QuizLeyendo: Omitting \"If\" PracticeLeyendo: Learn MoreGraded: Unreal and Mixed Conditionals AssignmentGraded: Graded QuizVideo: Course IntroductionVideo: Meet Your TeachersRevisión por el compañero: Introduce YourselfVideo: Week 1 IntroductionVideo: Introduction to Noun ClausesCuestionario de práctica: Introduction to Noun Clauses PracticeLeyendo: Introduction to Noun Clauses PracticeVideo: Noun Clauses with Question WordsCuestionario de práctica: Noun Clauses with Question Words Practice QuizLeyendo: Noun Clauses with Question Words PracticeVideo: Noun Clauses with \"If\" and \"Whether\"Cuestionario de práctica: Noun Clauses with \"If\" and \"Whether\" Practice QuizLeyendo: Noun Clauses with \"If\" and \"Whether\" PracticeVideo: Noun Clauses with \"That\"Cuestionario de práctica: Noun Clauses with \"That\" Practice QuizLeyendo: Noun Clauses with \"That\" PracticeVideo: Week 2 IntroductionVideo: Reported Speech Part 1Video: Reported Speech Part 2Cuestionario de práctica: Reported Speech Practice QuizLeyendo: Reported Speech PracticeVideo: Reducing Noun Clauses to Infinitives Part 1Video: Reducing Noun Clauses to Infinitives Part 2Video: Reducing Noun Clauses to Infinitives Part 3Cuestionario de práctica: Reducing Noun Clauses to Infinitives Practice QuizLeyendo: Reducing Noun Clauses to Infinitives PracticeVideo: Reducing Noun Clauses to Gerunds Part 1Video: Reducing Noun Clauses to Gerunds Part 2Cuestionario de práctica: Reducing Noun Clauses to Gerunds Practice QuizLeyendo: Reducing Noun Clauses to Gerunds PracticeVideo: Week 3 IntroductionVideo: \"Ever\" WordsCuestionario de práctica: \"Ever\" Words Practice QuizLeyendo: \"Ever\" Words PracticeVideo: Real Conditionals in the Present and FutureVideo: Real Conditionals ReviewCuestionario de práctica: Real Conditionals in the Present or Future PracticeLeyendo: Real Conditionals in the Present and Future PracticeVideo: Other Ways to Express Condition Part 1Video: Other Ways to Express Condition Part 2Cuestionario de práctica: Other Conditionals Practice QuizLeyendo: Other Conditionals PracticeVideo: WishesCuestionario de práctica: Wishes Practice QuizLeyendo: Wishes PracticeIn the final week of the course, you'll about more types of conditionals and how to writes sentences that mix various conditionals. You'll also learn how to omit \"if\" from some conditional sentences. This seems like some of the most challenging grammar in English, but you will find that it's not that difficult. Have fun learning it!Video: Week 4 IntroductionVideo: Unreal in the PresentCuestionario de práctica: Unreal in the Present Practice QuizLeyendo: Unreal in the Present PracticeVideo: Unreal in the PastCuestionario de práctica: Unreal in the Past Practice QuizLeyendo: Unreal in the Past PracticeVideo: Mixed ConditionalsCuestionario de práctica: Mixed Conditionals Practice QuizLeyendo: Mixed Conditionals PracticeVideo: Omitting IfCuestionario de práctica: Omitting \"If\" Practice QuizLeyendo: Omitting \"If\" PracticeLeyendo: Learn MoreUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTechniques for Teaching Adjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/noun-clauses-conditionals",
    "Language": "English",
    "Commitment": "3-4 hours/week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Build Your Professional ePortfolio in English",
    "Description": "About this course: Roughly half of the world’s population is already online and so setting yourself apart from the crowd is more important than ever before.  One of the best ways to do that is by creating your own ePortfolio.  An ePortfolio is a site that showcases or shows your background, your resume, and samples of your work.  In this course, you will learn step by step how to build the site and you’ll learn the grammar, vocabulary and writing skills needed to create it.  You will learn how to apply information from your ePortfolio to other online tools like LinkedIn, Twitter, Instagram and YouTube in order to network with others so that you get a job or connect with other professionals.  For each step in that process, you will listen to lectures, take comprehension quizzes, and learn how to use English appropriately to each part of your site.  You will also complete self and peer assessments and gain the needed skills to make your ePortfolio a reality and establish yourself online.\n\nBy the end of this course, you will be able to \n•\tWrite a proper headline or title for your ePortfolio\n•\tDescribe your work in 1 sentence and in longer forms\n•\tIdentify how to use hashtags effectively\n•\tWrite an effective summary about yourself and your work\n•\tApply appropriate vocabulary to write your education and professional experience for your resume \n•\tUnderstand how to write a tweet to get a job \n•\tDiscover how to write specific comments and network work with others \n•\tApply what you have on your portfolio to other tools like Instagram, Twitter, LinkedIn or YouTube.WEEK 1Start Building Your BrandThis module focuses on getting your ePortfolio branding ready by creating an effective headline and summary of your capabilities.3 videos, 7 readings, 2 practice quizzesexpandVideo: Introduction to CourseReading: Consent FormDiscussion Prompt: Get to Know Your Course MatesReading: Choosing a Website Builder for Your ePortfolioVideo: Creating an Effective HeadlineReading: Lesson Review \u0026 List of Action VerbsReading: Additional Practice with Action VerbsPractice Quiz: Check Your KnowledgeVideo: Writing Your Summary of CapabilitiesReading: Lesson Review \u0026 Additional PracticeReading: Signing Up on LinkedInPractice Quiz: Check Your KnowledgeReading: Get More from The Georgia Tech Language InstituteGraded: Add a Headline \u0026 Summary to Your ePortfolioWEEK 2Showcase Your WorkThis module focuses on writing about your work and accomplishments. You will learn to write about your work in a one sentence caption as well as in a longer descriptive paragraph.2 videos, 4 readings, 2 practice quizzesexpandVideo: Writing Clear CaptionsReading: Additional PracticeReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Writing Longer Descriptions of Your WorkReading: Lesson Review \u0026 List of AdjectivesReading: Descriptive AdjectivesPractice Quiz: Check Your KnowledgeGraded: Write Captions and Descriptions about Your WorkWEEK 3Complete the Main Parts of Your ResumeThis module focuses on getting your education and work experience up-to-date and professionally ready on your resume. 2 videos, 3 readings, 2 practice quizzesexpandVideo: Key Language for Your Education SectionReading: Additional Resources \u0026 PracticePractice Quiz: Check Your KnowledgeVideo: Key Language for Your Work Experience SectionDiscussion Prompt: Expand Your LinkedIn NetworkReading: Lesson Review \u0026 Job TitlesReading: Additional Practice with Action VerbsPractice Quiz: Check Your KnowledgeGraded: Share Your ResumeWEEK 4Network with Other ProfessionalsThis module focuses on networking online with other professionals to make meaningful connections and to create new career opportunities.2 videos, 5 readings, 2 practice quizzesexpandVideo: Connect with Meaningful CommentsDiscussion Prompt: Make Meaningful Connections HereReading: Lesson ReviewReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Connect to Get a JobReading: Lesson Review \u0026 Additional PracticeReading: Additional ResourcesPractice Quiz: Check Your KnowledgeReading: Where to go from here?Graded: Compare \u0026 Reflect on Your ePortfolioVideo: Introduction to CourseReading: Consent FormDiscussion Prompt: Get to Know Your Course MatesReading: Choosing a Website Builder for Your ePortfolioVideo: Creating an Effective HeadlineReading: Lesson Review \u0026 List of Action VerbsReading: Additional Practice with Action VerbsPractice Quiz: Check Your KnowledgeVideo: Writing Your Summary of CapabilitiesReading: Lesson Review \u0026 Additional PracticeReading: Signing Up on LinkedInPractice Quiz: Check Your KnowledgeReading: Get More from The Georgia Tech Language InstituteVideo: Writing Clear CaptionsReading: Additional PracticeReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Writing Longer Descriptions of Your WorkReading: Lesson Review \u0026 List of AdjectivesReading: Descriptive AdjectivesPractice Quiz: Check Your KnowledgeVideo: Key Language for Your Education SectionReading: Additional Resources \u0026 PracticePractice Quiz: Check Your KnowledgeVideo: Key Language for Your Work Experience SectionDiscussion Prompt: Expand Your LinkedIn NetworkReading: Lesson Review \u0026 Job TitlesReading: Additional Practice with Action VerbsPractice Quiz: Check Your KnowledgeVideo: Connect with Meaningful CommentsDiscussion Prompt: Make Meaningful Connections HereReading: Lesson ReviewReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Connect to Get a JobReading: Lesson Review \u0026 Additional PracticeReading: Additional ResourcesPractice Quiz: Check Your KnowledgeReading: Where to go from here?University of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Georgia Institute of Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/eportfolio-english",
    "Language": "English",
    "Commitment": "4 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "English for Career Development",
    "Description": "About this course: Welcome to English for Career Development, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs. \n\nTo enroll in this course for free, click on “Enroll now” and then select \"Full Course.  No certificate.\"\n\nThis course is designed for non-native English speakers who are interested in advancing their careers in the global marketplace.  In this course, you will learn about the job search, application, and interview process in the United States, while comparing and contrasting the same process in your home country. This course will also give you the opportunity to explore your global career path, while building your vocabulary and improving your language skills to achieve your professional goals. The first unit in this course will introduce the U.S. job application process and provide strategies for identifying the jobs that match your interests and skills. Unit 2 will take you through the steps necessary to produce a professional-looking resume. In unit 3, you will work to develop a clear and concise cover letter. The final unit of the course focuses on networking and interview skills.\n\nAnyone may take this course for free and get a generic Statement of Accomplishment issued by the University of Pennsylvania. If you want to get a Coursera Verified Certificate for free, please fill out the Financial Aid form.\n\n Unless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license.\n\nSupplemental reading materials were provided by Newsela, which publishes daily news articles at a level that's just right for each English language learner.WEEK 1Unit 1: Entering the Job MarketIn this unit you will learn about the steps in the job search process.13 videos, 11 readings, 8 practice quizzesexpandReading: Overview of the UnitVideo: Course Overview: Introduction to the Career Development ProcessVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Job Search OverviewVideo: Identifying Your Interests and SkillsReading: BASIC: What You Offer the WorldReading: ADVANCED: What You Offer the WorldVideo: Language Focus: Vocabulary and Word Forms Related to JobsReading: Game 1: Unit 1 Vocabulary FlashcardsPractice Quiz: Game 2: Things, Actions and PeopleVideo: Choosing the Job that's the Best Fit for YouVideo: Unlockable Achievement 1Video: Language Focus: Verb Tenses (Present vs. Present Progressive)Practice Quiz: Game 3: Simple Present or Present ProgressiveReading: BASIC: Set SMART goals to get ahead in your careerReading: ADVANCED: Set SMART goals to get ahead in your careerVideo: Understanding Job Descriptions: Reading a Job AdvertisementPractice Quiz: Game 4: Key Words in a Job AdvertisementVideo: Language Focus: Phrases to Compare SimilaritiesVideo: Language Focus: Phrases to Contrast DifferencesReading: Listening: Using the Internet and Social Media to Search for a JobVideo: Unlockable Achievement 2Reading: Speaking Assignment InstructionsVideo: Unlockable AchievementReading: Culture Affects Career and Life PlanningPractice Quiz: Check Your Understanding: \"Culture Affects Career and Life Planning\"Practice Quiz: Game:  Vocabulary and Word Form ReviewReading: Listening: Is there a 'Skills Gap' in the US Job Market?Practice Quiz: Check Your Understanding: \"Is there a 'Skills Gap' in US Job Market?\"Reading: Business schools bridge classrooms and real-life workPractice Quiz: Check your Understanding: \"Business schools bridge classrooms and real-life work\"Practice Quiz: Game:  Compare and Contrast Phrase MatchingGraded: Check Your Understanding: \"What You Offer the World\"Graded: Assessment 1: Self-Assessment of Job Skills and ExperienceGraded: Check Your Understanding: \"Set SMART goals to get ahead in your career\"Graded: Check your Understanding: \"Using the Internet and Social Media to Search for a Job\"Graded: Unit 1 Assessment 2: Recorded Comparison of the Job Search ProcessWEEK 2Unit 2: ResumesIn this unit, you will learn how to describe yourself and your experiences in a résumé. The unit will also help you build your job-related vocabulary. 12 videos, 10 readings, 9 practice quizzesexpandReading: Overview of the UnitVideo: What is a résumé?  Why do you need one?Practice Quiz: Game 1: Reasons for Writing a ResumeVideo: Parts of a ResumeReading: BASIC: Resume Guide: The Basic ElementsReading: ADVANCED: Resume Guide: The Basic ElementsVideo: Unlockable Achievement 3Reading: Sample Resume: Tomoko MartinReading: Sample Resume: Beth SmithPractice Quiz: Game 2: Match the Parts of a ResumeVideo: Writing a Résumé, Part 1: Name and Contact InformationVideo: Listening: Connecting Employers with Job Seekers in Today's EconomyVideo: Language Focus:  Key WordsReading: BASIC:  Using Keywords EffectivelyReading: ADVANCED: Using Keywords EffectivelyPractice Quiz: Game 3: Matching Key Words in a Job AdvertisementVideo: Writing a Resume, Part 2: Headline and SummaryVideo: Writing a Resume, Part 3: Work ExperienceReading: Game 4: Unit 2 Vocabulary FlashcardsPractice Quiz: Game 5: Listing Experience in Time OrderVideo: Unlockable Achievement 4Video: Writing a Resume, Part 4: EducationVideo: Language Focus: Action VerbsPractice Quiz: Game 6: Using Action VerbsVideo: Writing a Resume, Part 5: Complete your ResumeReading: More Action Verbs PracticePractice Quiz: Check Your Understanding: \"More Action Verbs Practice\"Practice Quiz: Game:  Action Verb Crossword PuzzleReading: Functional or Chronological Resume? Which is for You?Practice Quiz: Check Your Understanding: \"Functional or Chronological ResumePractice Quiz: Game: Labelling Resumes: Functional or ChronologicalGraded: Check Your Understanding: \"Resume Guide: The Basic Elements\"Graded: Check Your Understanding: \"Connecting Employers with Job Seekers in Today's Economy\"Graded: Check your Understanding: \"Using Keywords Effectively\"Graded: Unit 2: Assessment 1: Resume Template QuizGraded: Unit 2 Assessment 2: Peer Review of ResumeWEEK 3Unit 3: Writing a Cover LetterThis unit focuses on another important document for job-seekers: the cover letter. You will learn how to write a clear cover letter that tells employers why you are the right person for the job. 11 videos, 9 readings, 7 practice quizzesexpandReading: Overview of the UnitVideo: What is a Cover Letter?Reading: Sample Cover LettersVideo: Professional Writing: Letter FormatVideo: Unlockable Achievement 5Reading: BASIC: Parts of the Cover LetterReading: ADVANCED: Parts of the Cover LetterVideo: Cover Letter Paragraph 1- Introducing YourselfVideo: Cover Letter Paragraph 2- Highlighting Your Skills in the Cover letterPractice Quiz: Game 1: Match the Job Description with SkillsVideo: Cover Letter Paragraph 3- ClosingVideo: Language Focus – Present Perfect vs. Past TensePractice Quiz: Game 2: Grammar ReviewReading: Game 3: Unit 3 Vocabulary FlashcardsReading: BASIC: Why an Old-Fashioned Cover Letter Still MattersReading: ADVANCED: Why an Old-Fashioned Cover Letter Still MattersVideo: Professional Writing: Level of FormalityVideo: Language Focus- Using Modal Verbs to Write PolitelyPractice Quiz: Game 4: Direct or Polite LanguageVideo: Writing a Cover Letter for a Specific JobVideo: Unlockable Achievement 6Reading: 8 Common Cover Letter Mistakes to AvoidPractice Quiz: Check Your Understanding: “8 Common Cover Letter Mistakes to Avoid”Practice Quiz: Game: Verb Tense ReviewReading: Death of the Cover LetterPractice Quiz: Check Your Understanding: \"Death of the Cover Letter\"Practice Quiz: Key Parts of a Formal LetterGraded: Check Your Understanding: \"Sample Cover Letters\"Graded: Unit 3 Assessment 1: Quiz on Letter FormatGraded: Check Your Understanding: \"Parts of the Cover Letter\"Graded: Check Your Understanding: \"Why an Old-Fashioned Cover Letter Still Matters\"Graded: Unit 3 Assessment 2: Cover LetterWEEK 4Unit 4: NetworkingThis unit will teach job-seekers language for meeting new people, making small talk, and describing 7 videos, 8 readings, 4 practice quizzesexpandReading: Overview of the UnitVideo: What is Networking?Reading: BASIC: Networking During the Job SearchReading: ADVANCED: Networking During the Job SearchVideo: Unlockable Achievement 7Video: Making Small TalkPractice Quiz: Game 1:  Choose the Conversation with Appropriate TopicsReading: BASIC: Networking doesn’t happen overnightReading: ADVANCED:  Networking doesn't happen overnightVideo: Unlockable Achievement 8Reading: Game 2: Unit 4 Vocabulary FlashcardsVideo: Networking Elevator speech- What to Say When NetworkingVideo: Language Focus: Networking Elevator Speech- DeliveryPractice Quiz: Game 3: Sample Networking Elevator SpeechesReading: Speaking Assignment InstructionsVideo: Unlockable AchievementReading: 'You Are Your Brand': Using Social Media to Find a JobPractice Quiz: Check Your Understanding: “'You Are Your Brand:' Using Social Media to Find a Job”Practice Quiz: Game: Networking Vocabulary MatchingGraded: Check Your Understanding: \"Networking During the Job Search\"Graded: Check Your Understanding: \"Networking doesn't happen overnight\"Graded: Unit 4 Assessment 1:  Recorded Networking Elevator SpeechWEEK 5Unit 5: Interviewing For a JobThis unit is about the question-and-answer process of job interviews, and will help prepare learners to present themselves well in interviews.9 videos, 8 readings, 4 practice quizzesexpandReading: Overview of the UnitVideo: Overview of the Job InterviewReading: BASIC: Interview TipsReading: ADVANCED: Interview TipsVideo: Unlockable Achievement 9Video: Answering Typical Interview QuestionsVideo: Language Focus– Asking for Clarification in an InterviewPractice Quiz: Game 1: Interview JeopardyReading: Game 2: Unit 5 Vocabulary FlashcardsReading: Illegal Job Interview QuestionsVideo: Unlockable Achievement 10Video: Sample Interview Do’s and Don’ts Part 1Video: Sample Interview Do’s and Don’ts Part 2Practice Quiz: Game 3: Matching Answers to QuestionsReading: Speaking Assignment InstructionsVideo: Unlockable AchievementVideo: Course ConclusionReading: BASIC: Seven Ways to Advance Your Career With Social MediaReading: ADVANCED: Seven Ways to Advance Your Career With Social MediaPractice Quiz: Check Your Understanding: \"Seven Ways to Advance Your Career With Social Media\"Practice Quiz: Game: Grammar Review (Questions)Graded: Check Your Understanding: Interview TipsGraded: Check Your Understanding: Illegal Job Interview QuestionsGraded: Unit 5 Assessment 1: Recorded Answer to an Interview QuestionReading: Overview of the UnitVideo: Course Overview: Introduction to the Career Development ProcessVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Job Search OverviewVideo: Identifying Your Interests and SkillsReading: BASIC: What You Offer the WorldReading: ADVANCED: What You Offer the WorldVideo: Language Focus: Vocabulary and Word Forms Related to JobsReading: Game 1: Unit 1 Vocabulary FlashcardsPractice Quiz: Game 2: Things, Actions and PeopleVideo: Choosing the Job that's the Best Fit for YouVideo: Unlockable Achievement 1Video: Language Focus: Verb Tenses (Present vs. Present Progressive)Practice Quiz: Game 3: Simple Present or Present ProgressiveReading: BASIC: Set SMART goals to get ahead in your careerReading: ADVANCED: Set SMART goals to get ahead in your careerVideo: Understanding Job Descriptions: Reading a Job AdvertisementPractice Quiz: Game 4: Key Words in a Job AdvertisementVideo: Language Focus: Phrases to Compare SimilaritiesVideo: Language Focus: Phrases to Contrast DifferencesReading: Listening: Using the Internet and Social Media to Search for a JobVideo: Unlockable Achievement 2Reading: Speaking Assignment InstructionsVideo: Unlockable AchievementReading: Culture Affects Career and Life PlanningPractice Quiz: Check Your Understanding: \"Culture Affects Career and Life Planning\"Practice Quiz: Game:  Vocabulary and Word Form ReviewReading: Listening: Is there a 'Skills Gap' in the US Job Market?Practice Quiz: Check Your Understanding: \"Is there a 'Skills Gap' in US Job Market?\"Reading: Business schools bridge classrooms and real-life workPractice Quiz: Check your Understanding: \"Business schools bridge classrooms and real-life work\"Practice Quiz: Game:  Compare and Contrast Phrase MatchingReading: Overview of the UnitVideo: What is a résumé?  Why do you need one?Practice Quiz: Game 1: Reasons for Writing a ResumeVideo: Parts of a ResumeReading: BASIC: Resume Guide: The Basic ElementsReading: ADVANCED: Resume Guide: The Basic ElementsVideo: Unlockable Achievement 3Reading: Sample Resume: Tomoko MartinReading: Sample Resume: Beth SmithPractice Quiz: Game 2: Match the Parts of a ResumeVideo: Writing a Résumé, Part 1: Name and Contact InformationVideo: Listening: Connecting Employers with Job Seekers in Today's EconomyVideo: Language Focus:  Key WordsReading: BASIC:  Using Keywords EffectivelyReading: ADVANCED: Using Keywords EffectivelyPractice Quiz: Game 3: Matching Key Words in a Job AdvertisementVideo: Writing a Resume, Part 2: Headline and SummaryVideo: Writing a Resume, Part 3: Work ExperienceReading: Game 4: Unit 2 Vocabulary FlashcardsPractice Quiz: Game 5: Listing Experience in Time OrderVideo: Unlockable Achievement 4Video: Writing a Resume, Part 4: EducationVideo: Language Focus: Action VerbsPractice Quiz: Game 6: Using Action VerbsVideo: Writing a Resume, Part 5: Complete your ResumeReading: More Action Verbs PracticePractice Quiz: Check Your Understanding: \"More Action Verbs Practice\"Practice Quiz: Game:  Action Verb Crossword PuzzleReading: Functional or Chronological Resume? Which is for You?Practice Quiz: Check Your Understanding: \"Functional or Chronological ResumePractice Quiz: Game: Labelling Resumes: Functional or ChronologicalReading: Overview of the UnitVideo: What is a Cover Letter?Reading: Sample Cover LettersVideo: Professional Writing: Letter FormatVideo: Unlockable Achievement 5Reading: BASIC: Parts of the Cover LetterReading: ADVANCED: Parts of the Cover LetterVideo: Cover Letter Paragraph 1- Introducing YourselfVideo: Cover Letter Paragraph 2- Highlighting Your Skills in the Cover letterPractice Quiz: Game 1: Match the Job Description with SkillsVideo: Cover Letter Paragraph 3- ClosingVideo: Language Focus – Present Perfect vs. Past TensePractice Quiz: Game 2: Grammar ReviewReading: Game 3: Unit 3 Vocabulary FlashcardsReading: BASIC: Why an Old-Fashioned Cover Letter Still MattersReading: ADVANCED: Why an Old-Fashioned Cover Letter Still MattersVideo: Professional Writing: Level of FormalityVideo: Language Focus- Using Modal Verbs to Write PolitelyPractice Quiz: Game 4: Direct or Polite LanguageVideo: Writing a Cover Letter for a Specific JobVideo: Unlockable Achievement 6Reading: 8 Common Cover Letter Mistakes to AvoidPractice Quiz: Check Your Understanding: “8 Common Cover Letter Mistakes to Avoid”Practice Quiz: Game: Verb Tense ReviewReading: Death of the Cover LetterPractice Quiz: Check Your Understanding: \"Death of the Cover Letter\"Practice Quiz: Key Parts of a Formal LetterReading: Overview of the UnitVideo: What is Networking?Reading: BASIC: Networking During the Job SearchReading: ADVANCED: Networking During the Job SearchVideo: Unlockable Achievement 7Video: Making Small TalkPractice Quiz: Game 1:  Choose the Conversation with Appropriate TopicsReading: BASIC: Networking doesn’t happen overnightReading: ADVANCED:  Networking doesn't happen overnightVideo: Unlockable Achievement 8Reading: Game 2: Unit 4 Vocabulary FlashcardsVideo: Networking Elevator speech- What to Say When NetworkingVideo: Language Focus: Networking Elevator Speech- DeliveryPractice Quiz: Game 3: Sample Networking Elevator SpeechesReading: Speaking Assignment InstructionsVideo: Unlockable AchievementReading: 'You Are Your Brand': Using Social Media to Find a JobPractice Quiz: Check Your Understanding: “'You Are Your Brand:' Using Social Media to Find a Job”Practice Quiz: Game: Networking Vocabulary MatchingReading: Overview of the UnitVideo: Overview of the Job InterviewReading: BASIC: Interview TipsReading: ADVANCED: Interview TipsVideo: Unlockable Achievement 9Video: Answering Typical Interview QuestionsVideo: Language Focus– Asking for Clarification in an InterviewPractice Quiz: Game 1: Interview JeopardyReading: Game 2: Unit 5 Vocabulary FlashcardsReading: Illegal Job Interview QuestionsVideo: Unlockable Achievement 10Video: Sample Interview Do’s and Don’ts Part 1Video: Sample Interview Do’s and Don’ts Part 2Practice Quiz: Game 3: Matching Answers to QuestionsReading: Speaking Assignment InstructionsVideo: Unlockable AchievementVideo: Course ConclusionReading: BASIC: Seven Ways to Advance Your Career With Social MediaReading: ADVANCED: Seven Ways to Advance Your Career With Social MediaPractice Quiz: Check Your Understanding: \"Seven Ways to Advance Your Career With Social Media\"Practice Quiz: Game: Grammar Review (Questions)University of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTricky English GrammarUniversity of California, IrvineVerb Tenses and Passives",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/careerdevelopment",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English for Media Literacy",
    "Description": "About this course: Welcome to English for Media Literacy,  a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs. \n\nTo enroll in this course for free, click on “Enroll now” and then select \"Full Course.  No certificate.\"\n\nThis course is designed for non-native English speakers who are interested in learning more about U.S. media literacy.  In this course, you will explore different types of mass media, such as newspapers, magazines, television, and social media. This course will also give you the opportunity to develop a broader understanding of the role media plays in our lives, while building your vocabulary and giving you the language skills needed to analyze what you read and watch. The first unit in this course will provide an introduction to media literacy and give you an opportunity to evaluate your own media literacy level. In unit 2, you will learn how to identify facts versus opinions in the media. The next unit in the course will focus on the differences between social media and traditional media, while unit 4 will look at how gender and identity are covered in the media. In the final unit of the course, you will demonstrate your increased media literacy by through a culminating final project on social media.  \n\nAnyone may take this course for free and get a Statement of Accomplishment issued by the University of Pennsylvania. If you want to get a Coursera Verified Certificate for free, please fill out the Financial Aid form.\n\nDevelopment of this course was funded by the U.S. Department of State Bureau of Educational and Cultural Affairs Office of English Language Programs. Unless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license.WEEK 1Unit 1: Introduction to Media LiteracyIn this unit, you will learn what media literacy means and how you can improve your own media literacy skills.11 videos, 8 readings, 7 practice quizzesexpandReading: Overview of the UnitVideo: Course Overview: Introduction to Media LiteracyVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Media is EverywhereVideo: Listening: Interview with William Cowen...Video: Language Focus: Previewing TextsPractice Quiz: Game 1: Preview the TextVideo: Unlockable Achievement 1Video: What is Media Literacy?Reading: BASIC:  Can you Separate Fact from Fiction?Reading: ADVANCED: Can you Separate Fact from Fiction?Video: Part 1: How Can we Analyze Media Messages?Reading: BASIC: Debate over Free Press in Ukraine Suffers from Old StereotypesReading: ADVANCED: Debate over Free Press in Ukraine Suffers from Old StereotypesVideo: Unlockable Achievement 2Video: Part 2: How Can we Analyze Media Messages?Video: Language Focus: Skimming and ScanningPractice Quiz: Game 2: Skimming and ScanningPractice Quiz: Game 3: Vocabulary PracticeDiscussion Prompt: Assessment 2: Family/Friend Media Usage Interview FindingsReading: Game: Unit 1 Vocabulary FlashcardsReading: Supplemental Reading: More to it! Media LiteracyPractice Quiz: Check Your Understanding: \"More to it! Media Literacy\"Practice Quiz: Game:  Review Previewing a TextReading: Supplemental Reading: Make up your Own Mind. These Mobile News Apps Can Help.Practice Quiz: Check Your Understanding: \"Make up your Own Mind. These Mobile News Apps Can Help.\"Practice Quiz: Game: Review Skimming and ScanningGraded: Check Your Understanding: William Cowen InterviewGraded: Assessment 1: Self-Assessment of Media Literacy SkillsGraded: Check Your Understanding: \"Can you Separate Fact from Fiction?\"Graded: Check Your Understanding: \"Debate over Free Press in Ukraine Suffers from Old Stereotypes\"WEEK 2Unit 2: Types of Media: Traditional vs. SocialIn this unit you will learn about the differences between traditional and social media, and learn the language necessary to compare them.11 videos, 8 readings, 8 practice quizzesexpandReading: Overview of the UnitVideo: What is Traditional Media?Video: What is Social Media?Practice Quiz: Game 1: Categorize each Media Example with Its Type (Traditional or Social)Reading: Study Finds Most Americans Get News from Social MediaVideo: Unlockable Achievement 3Video: Language Focus - Comparative AdjectivesPractice Quiz: Game 2: Replace the Adjective with a Comparative FormVideo: Overcoming Bias: The Power of Social MediaVideo: Using Social Media to Support CausesReading: BASIC: 5 Ways Social Media Helps Syrian RefugeesReading: ADVANCED: 5 Ways Social Media Helps Syrian RefugeesVideo: Language Focus - ReductionsPractice Quiz: Game 3: Choose the Correct Reduced FormVideo: Part 1: The Reliability of Social Media (Editing/Doctoring Content)Reading: Real or Not? Snowboarder's Video in QuestionVideo: Unlockable Achievement 4Video: Part 2: The Reliability of Social Media (Credibility)Video: The Language of New MediaPractice Quiz: Game 4: Vocabulary Review: Fill in the BlankDiscussion Prompt: Assessment 2: TweetReading: Game: Unit 2 Vocabulary FlashcardsReading: Supplemental Reading: The Town that Runs on TwitterPractice Quiz: Check Your Understanding: \"The Town that Runs on Twitter\"Practice Quiz: Game: Grammar Practice - ReductionsReading: Supplemental Reading: It's about How you Communicate your MessagePractice Quiz: Check Your Understanding: \"It's about How you Communicate your Message\"Practice Quiz: Game: Identify the Positive Aspects of Social Media from the Sentence BankGraded: Check Your Understanding: \"Study Finds Most Americans Get News from Social Media\"Graded: Assessment 1: Compare Traditional and Social MediaGraded: Check Your Understanding: \"5 Ways Social Media Helps Syrian Refugees\"Graded: Check Your Understanding: \"Real or Not? Snowboarder's Video in Question\"WEEK 3Unit 3: AdvertisingIn this unit, you will learn how advertisers use media to market their products. 13 videos, 9 readings, 6 practice quizzesexpandReading: Overview of the UnitVideo: What is Advertising?Video: Thinking Critically about AdvertisementsVideo: How do Advertisers Target Audiences?Video: Listening: Interview with Nancy BollingerVideo: Unlockable Achievement 5Practice Quiz: Game 1: Match the Target Audience with the ProductVideo: Language Focus - Order of AdjectivesPractice Quiz: Game 2: Put the Adjectives in the Correct OrderVideo: Features of a Print AdvertisementVideo: Features of Radio and Television AdvertisementsVideo: Language Focus - Intensifiers (Normal vs. Strong Adjectives)Practice Quiz: Game 3: Choose the Correct IntensifierReading: BASIC: Internet Ads Outpace Print for First TimeReading: ADVANCED: Internet Ads Outpace Print for First TimeVideo: Using the Internet to AdvertiseVideo: Analyzing AdvertisementsReading: BASIC: Advertisers Join the Search for Friends OnlineReading: ADVANCED: Advertisers Join the Search for Friends OnlineVideo: Unlockable Achievement 6Reading: Video Assessment InstructionsVideo: Unlockable AchievementReading: Game: Unit 3 Vocabulary FlashcardsReading: Ads are Everywhere, and We Do Mean EverywherePractice Quiz: Check Your Understanding: \"Ads are Everywhere, and We Do Mean Everywhere\"Practice Quiz: Bonus Game: Intensifier UseReading: New TV Advertisements Shock ViewersPractice Quiz: Check Your Understanding: \"New TV Advertisements Shock Viewers\"Graded: Check Your Understanding: Interview with Nancy BollingerGraded: Assessment 1: Advertising, thinking critically about ads, and targeting audiencesGraded: Check Your Understanding: \"Internet Ads Outpace Print for First Time\"Graded: Check Your Understanding: \"Advertisers Join the Search for Friends Online\"Graded: Unit 3 Assessment 2 (Option 1): Recorded Analysis of an AdvertisementWEEK 4Bias in the MediaIn this unit, we will discuss the meaning of media bias and several common types of bias. 12 videos, 9 readings, 7 practice quizzesexpandReading: Overview of the UnitVideo: How Are Media Messages Created and Shared?Video: What is Media Bias?Reading: BASIC: For the Press, Elections are a Test of AccountabilityReading: ADVANCED: For the Press, Elections are a Test of AccountabilityVideo: Unlockable Achievement 7Video: PART 1: Language Focus- Expressing Opinions using Modals (should, must, could, might)Video: PART 2: Language Focus- Expressing Opinions using Modals (should, must, could, might)Practice Quiz: Game 1: Choose the Correct ModalDiscussion Prompt: Unit 4 Assessment 1: Opinions on Media SourcesVideo: Bias by OmissionReading: Are Facebook’s Trending Topics Unfair?Video: Unlockable Achievement 8Video: Bias by PlacementVideo: Language Focus - Connotation vs. DenotationPractice Quiz: Game 2: Denotations and ConnotationsVideo: Bias by SpinVideo: Overcoming BiasPractice Quiz: Game 3: Identifying Negative ConnotationsReading: Instructions for Video RecordingVideo: Unlockable AchievementReading: Game: Unit 4 Vocabulary FlashcardsReading: Supplemental Reading: Are Biased Sources Replacing Standard News Networks in America?Practice Quiz: Check Your Understanding: \"Are Biased Sources Replacing News Networks?\"Practice Quiz: Game: Bias by Omission, Placement, or Spin?Reading: BASIC: US Public Broadcasting Chairman Defends Actions on Alleged Bias in ProgrammingReading: ADVANCED: US Public Broadcasting Chairman Defends Actions on Alleged Bias in ProgrammingPractice Quiz: Check Your Understanding: “US Public Broadcasting Chairman Defends Actions on Alleged Bias in Programming”Practice Quiz: Game: Positive/Neutral and Negative ConnotationsGraded: Check Your Understanding: \"For the Press, Elections are a Test of Accountability\"Graded: Check Your Understanding: \"Are Facebook’s Trending Topics Unfair?\"Graded: Unit 4 Assessment 2: Media Bias (recorded option)WEEK 5Diversity and the MediaIn this unit, we will learn about the importance of including people from various races, cultures, and genders in mainstream media.11 videos, 10 readings, 6 practice quizzesexpandReading: Overview of the UnitVideo: What is Diversity?Video: Why is it Important for the Media to be Diverse?Reading: BASIC: Minorities See Improvement, Demand More Diversity on US TelevisionReading: ADVANCED: Minorities See Improvement, Demand more Diversity on US TelevisionVideo: Unlockable Achievement 9Video: Language Focus: Using Negatives (not, no, never, hardly ever)Practice Quiz: Game 1: Choose the Correct Negative for the SentenceVideo: Race and Ethnicity in the MediaVideo: Culture in the MediaReading: BASIC: Native Americans Take Control of Their StoryReading: ADVANCED: Native Americans Take Control of Their StoryVideo: Women in the MediaReading: BASIC: Social Media Highlights Sexism in Olympics CoverageReading: ADVANCED: Social Media Highlights Sexism in Olympics CoverageVideo: Unlockable Achievement 10Video: Language Focus: TransitionsPractice Quiz: Game 2: Choose the Correct TransitionVideo: Diversity and IdentityPractice Quiz: Game 3: Vocabulary ReviewVideo: Course ConclusionReading: Game: Unit 5 Vocabulary FlashcardsReading: Supplemental Reading: Women Journalists Keep the News ComingPractice Quiz: Check Your Understanding: \"Women Journalists Keep the News Coming\"Reading: Supplemental Reading: Giving Voice to Sesame Street's First Afghan MuppetPractice Quiz: Check Your Understanding: \"Giving Voice to Sesame Street's First Afghan Muppet\"Practice Quiz: Game: Review: Transitions in a TextGraded: Check Your Understanding: \"Minorities See Improvement, Demand more Diversity on US Television\"Graded: Unit 5 Assessment 1: True or False: Media DiversityGraded: Check Your Understanding: \"Native Americans Take Control of Their Story\"Graded: Check Your Understanding: \"Social Media Highlights Sexism in Olympics Coverage\"Graded: Unit 5 Assessment 2: How Different Groups are Depicted in the MediaReading: Overview of the UnitVideo: Course Overview: Introduction to Media LiteracyVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Media is EverywhereVideo: Listening: Interview with William Cowen...Video: Language Focus: Previewing TextsPractice Quiz: Game 1: Preview the TextVideo: Unlockable Achievement 1Video: What is Media Literacy?Reading: BASIC:  Can you Separate Fact from Fiction?Reading: ADVANCED: Can you Separate Fact from Fiction?Video: Part 1: How Can we Analyze Media Messages?Reading: BASIC: Debate over Free Press in Ukraine Suffers from Old StereotypesReading: ADVANCED: Debate over Free Press in Ukraine Suffers from Old StereotypesVideo: Unlockable Achievement 2Video: Part 2: How Can we Analyze Media Messages?Video: Language Focus: Skimming and ScanningPractice Quiz: Game 2: Skimming and ScanningPractice Quiz: Game 3: Vocabulary PracticeDiscussion Prompt: Assessment 2: Family/Friend Media Usage Interview FindingsReading: Game: Unit 1 Vocabulary FlashcardsReading: Supplemental Reading: More to it! Media LiteracyPractice Quiz: Check Your Understanding: \"More to it! Media Literacy\"Practice Quiz: Game:  Review Previewing a TextReading: Supplemental Reading: Make up your Own Mind. These Mobile News Apps Can Help.Practice Quiz: Check Your Understanding: \"Make up your Own Mind. These Mobile News Apps Can Help.\"Practice Quiz: Game: Review Skimming and ScanningReading: Overview of the UnitVideo: What is Traditional Media?Video: What is Social Media?Practice Quiz: Game 1: Categorize each Media Example with Its Type (Traditional or Social)Reading: Study Finds Most Americans Get News from Social MediaVideo: Unlockable Achievement 3Video: Language Focus - Comparative AdjectivesPractice Quiz: Game 2: Replace the Adjective with a Comparative FormVideo: Overcoming Bias: The Power of Social MediaVideo: Using Social Media to Support CausesReading: BASIC: 5 Ways Social Media Helps Syrian RefugeesReading: ADVANCED: 5 Ways Social Media Helps Syrian RefugeesVideo: Language Focus - ReductionsPractice Quiz: Game 3: Choose the Correct Reduced FormVideo: Part 1: The Reliability of Social Media (Editing/Doctoring Content)Reading: Real or Not? Snowboarder's Video in QuestionVideo: Unlockable Achievement 4Video: Part 2: The Reliability of Social Media (Credibility)Video: The Language of New MediaPractice Quiz: Game 4: Vocabulary Review: Fill in the BlankDiscussion Prompt: Assessment 2: TweetReading: Game: Unit 2 Vocabulary FlashcardsReading: Supplemental Reading: The Town that Runs on TwitterPractice Quiz: Check Your Understanding: \"The Town that Runs on Twitter\"Practice Quiz: Game: Grammar Practice - ReductionsReading: Supplemental Reading: It's about How you Communicate your MessagePractice Quiz: Check Your Understanding: \"It's about How you Communicate your Message\"Practice Quiz: Game: Identify the Positive Aspects of Social Media from the Sentence BankReading: Overview of the UnitVideo: What is Advertising?Video: Thinking Critically about AdvertisementsVideo: How do Advertisers Target Audiences?Video: Listening: Interview with Nancy BollingerVideo: Unlockable Achievement 5Practice Quiz: Game 1: Match the Target Audience with the ProductVideo: Language Focus - Order of AdjectivesPractice Quiz: Game 2: Put the Adjectives in the Correct OrderVideo: Features of a Print AdvertisementVideo: Features of Radio and Television AdvertisementsVideo: Language Focus - Intensifiers (Normal vs. Strong Adjectives)Practice Quiz: Game 3: Choose the Correct IntensifierReading: BASIC: Internet Ads Outpace Print for First TimeReading: ADVANCED: Internet Ads Outpace Print for First TimeVideo: Using the Internet to AdvertiseVideo: Analyzing AdvertisementsReading: BASIC: Advertisers Join the Search for Friends OnlineReading: ADVANCED: Advertisers Join the Search for Friends OnlineVideo: Unlockable Achievement 6Reading: Video Assessment InstructionsVideo: Unlockable AchievementReading: Game: Unit 3 Vocabulary FlashcardsReading: Ads are Everywhere, and We Do Mean EverywherePractice Quiz: Check Your Understanding: \"Ads are Everywhere, and We Do Mean Everywhere\"Practice Quiz: Bonus Game: Intensifier UseReading: New TV Advertisements Shock ViewersPractice Quiz: Check Your Understanding: \"New TV Advertisements Shock Viewers\"Reading: Overview of the UnitVideo: How Are Media Messages Created and Shared?Video: What is Media Bias?Reading: BASIC: For the Press, Elections are a Test of AccountabilityReading: ADVANCED: For the Press, Elections are a Test of AccountabilityVideo: Unlockable Achievement 7Video: PART 1: Language Focus- Expressing Opinions using Modals (should, must, could, might)Video: PART 2: Language Focus- Expressing Opinions using Modals (should, must, could, might)Practice Quiz: Game 1: Choose the Correct ModalDiscussion Prompt: Unit 4 Assessment 1: Opinions on Media SourcesVideo: Bias by OmissionReading: Are Facebook’s Trending Topics Unfair?Video: Unlockable Achievement 8Video: Bias by PlacementVideo: Language Focus - Connotation vs. DenotationPractice Quiz: Game 2: Denotations and ConnotationsVideo: Bias by SpinVideo: Overcoming BiasPractice Quiz: Game 3: Identifying Negative ConnotationsReading: Instructions for Video RecordingVideo: Unlockable AchievementReading: Game: Unit 4 Vocabulary FlashcardsReading: Supplemental Reading: Are Biased Sources Replacing Standard News Networks in America?Practice Quiz: Check Your Understanding: \"Are Biased Sources Replacing News Networks?\"Practice Quiz: Game: Bias by Omission, Placement, or Spin?Reading: BASIC: US Public Broadcasting Chairman Defends Actions on Alleged Bias in ProgrammingReading: ADVANCED: US Public Broadcasting Chairman Defends Actions on Alleged Bias in ProgrammingPractice Quiz: Check Your Understanding: “US Public Broadcasting Chairman Defends Actions on Alleged Bias in Programming”Practice Quiz: Game: Positive/Neutral and Negative ConnotationsReading: Overview of the UnitVideo: What is Diversity?Video: Why is it Important for the Media to be Diverse?Reading: BASIC: Minorities See Improvement, Demand More Diversity on US TelevisionReading: ADVANCED: Minorities See Improvement, Demand more Diversity on US TelevisionVideo: Unlockable Achievement 9Video: Language Focus: Using Negatives (not, no, never, hardly ever)Practice Quiz: Game 1: Choose the Correct Negative for the SentenceVideo: Race and Ethnicity in the MediaVideo: Culture in the MediaReading: BASIC: Native Americans Take Control of Their StoryReading: ADVANCED: Native Americans Take Control of Their StoryVideo: Women in the MediaReading: BASIC: Social Media Highlights Sexism in Olympics CoverageReading: ADVANCED: Social Media Highlights Sexism in Olympics CoverageVideo: Unlockable Achievement 10Video: Language Focus: TransitionsPractice Quiz: Game 2: Choose the Correct TransitionVideo: Diversity and IdentityPractice Quiz: Game 3: Vocabulary ReviewVideo: Course ConclusionReading: Game: Unit 5 Vocabulary FlashcardsReading: Supplemental Reading: Women Journalists Keep the News ComingPractice Quiz: Check Your Understanding: \"Women Journalists Keep the News Coming\"Reading: Supplemental Reading: Giving Voice to Sesame Street's First Afghan MuppetPractice Quiz: Check Your Understanding: \"Giving Voice to Sesame Street's First Afghan Muppet\"Practice Quiz: Game: Review: Transitions in a TextUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesMichigan State UniversityGathering and Developing the News",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/media",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Speak English Professionally: In Person, Online \u0026 On the Phone",
    "Description": "About this course: Do you want to speak better English? This course will help you reach that goal. Speak English Professionally: In person, Online and On the Phone will boost your English speaking skills. In this 5 week course, you will learn how to identify and make a strong personal introduction. You will develop and demonstrate the speaking skills for group discussions: how to agree or disagree, how to clarify, restate and summarize. You will review and practice how to give information and respond to requests on the phone. You will study and role play effective interviewing. You will  prepare and give a sales “pitch”, introducing a product or service. Throughout the course, you will change how you speak English and you will become more fluent and accurate when you speak. You will demonstrate  culturally appropriate body language and tone. As you work through the course, you will complete self- and peer-evaluations. Through a combination of lectures, comprehension and vocabulary quizzes, practice and performance, you’ll gain the skills and confidence to communicate well  in English, anywhere in the world.\t\n\nBy the end of this course you will:\n•      Change how you speak English\n•\tImprove your pronunciation and fluency  \n•       Increase your English vocabulary \n•\tIdentify how culture influences your speech\n•\tUse culture to help you speak correctly \n•\tDemonstrate the best body language for different cultural settings\n•\tKnow statements, questions and responses for different settings and situationsWEEK 1Communicate in Person: The Power of Face to Face ConnectionsThrough the lessons this module, you will be able to work on professional conversational vocabulary and proper word stress and intonation. After the final lesson you will be able to present a short \"Elevator Speech.\" 4 videos, 8 readings, 3 practice quizzesexpandVideo: Introduction to CourseDiscussion Prompt: Introduce Yourself to Your Course Mates Reading: Consent FormVideo: Small Talk \u0026 Conversational VocabularyReading: Review and Practice Small TalkPractice Quiz: Check Your KnowledgeVideo: Key Pronunciation: Stress \u0026 IntonationReading: Practice Word StressReading: Practice Sentence StressReading: Practice IntonationPractice Quiz: Check Your KnowledgeVideo: The Elevator SpeechReading: Additional ResourcesReading: Get More from the Georgia Tech Language InstitutePractice Quiz: Check Your KnowledgeReading: Get More from The Georgia Tech Language InstituteGraded: Do an Elevator SpeechWEEK 2Meet and Talk OnlineThis module looks at group discussion situations with the focus on video conferencing. By looking at various scenarios, you will learn key language for group discussion as well as gain some business etiquette.  3 videos, 2 readings, 2 practice quizzesexpandVideo: Basics of Meeting OnlineReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Group Discussion LanguagePractice Quiz: Check Your KnowledgeVideo: Video Conference Role PlayReading: Practice with DialoguesGraded: Use Group Discussion LanguageWEEK 3Powerful Phone TalkIn this module, you will improve language use and pronunciation for phone conversations. Trickier pronunciation distinctions in can/can't and numbers will be the focus for pronunciation.3 videos, 3 readings, 3 practice quizzesexpandVideo: Let's Learn Telephone LanguageReading: Practice with DialoguesPractice Quiz: Check Your KnowledgeVideo: Key Pronunciation - Can/Can't \u0026 NumbersReading: Practice StressPractice Quiz: Check Your KnowledgeVideo: Phone Role PlayReading: Additional ResourcesPractice Quiz: Check Your KnowledgeGraded: Participate in a Phone ConversationWEEK 4Keys to a Strong InterviewThrough the lessons in this module, you will be able to prepare yourself better for an interview in English. The three lesson will focus on improving your body language, pronunciation for -ed and -s ending words, and a practice interview questions.3 videos, 4 readings, 2 practice quizzesexpandVideo: First Impressions: Body LanguageReading: Practice Body LanguageDiscussion Prompt: Talk about Body Language Practice Quiz: Check Your KnowledgeVideo: Key Pronunciation: -ed \u0026 -s EndingsReading: Practice -ed EndingsReading: Practice -s EndingsPractice Quiz: Check Your KnowledgeVideo: Interview Role PlayReading: Additional ResourcesGraded: Do a Mock InterviewWEEK 5Put It All Together: PresentationsIn this final module, you will have the chance to put all your newly gained language skills together into a presentation. The two lessons will help you organize and deliver your best presentation.2 videos, 3 readings, 2 practice quizzesexpandVideo: Organizing Your Pitch: 3 TellsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: More about Stress \u0026 IntonationReading: Stress RulesPractice Quiz: Check Your KnowledgeReading: Where to go from here?Graded: Deliver Your Pitch/PresentationVideo: Introduction to CourseDiscussion Prompt: Introduce Yourself to Your Course Mates Reading: Consent FormVideo: Small Talk \u0026 Conversational VocabularyReading: Review and Practice Small TalkPractice Quiz: Check Your KnowledgeVideo: Key Pronunciation: Stress \u0026 IntonationReading: Practice Word StressReading: Practice Sentence StressReading: Practice IntonationPractice Quiz: Check Your KnowledgeVideo: The Elevator SpeechReading: Additional ResourcesReading: Get More from the Georgia Tech Language InstitutePractice Quiz: Check Your KnowledgeReading: Get More from The Georgia Tech Language InstituteVideo: Basics of Meeting OnlineReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: Group Discussion LanguagePractice Quiz: Check Your KnowledgeVideo: Video Conference Role PlayReading: Practice with DialoguesVideo: Let's Learn Telephone LanguageReading: Practice with DialoguesPractice Quiz: Check Your KnowledgeVideo: Key Pronunciation - Can/Can't \u0026 NumbersReading: Practice StressPractice Quiz: Check Your KnowledgeVideo: Phone Role PlayReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: First Impressions: Body LanguageReading: Practice Body LanguageDiscussion Prompt: Talk about Body Language Practice Quiz: Check Your KnowledgeVideo: Key Pronunciation: -ed \u0026 -s EndingsReading: Practice -ed EndingsReading: Practice -s EndingsPractice Quiz: Check Your KnowledgeVideo: Interview Role PlayReading: Additional ResourcesVideo: Organizing Your Pitch: 3 TellsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: More about Stress \u0026 IntonationReading: Stress RulesPractice Quiz: Check Your KnowledgeReading: Where to go from here?University of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Georgia Institute of Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/speak-english-professionally",
    "Language": "English, Subtitles: Persian, French, Japanese",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Grammar and Punctuation",
    "Description": "About this course: Course 1: Grammar and Punctuation\n\nDo you need to review English grammar? Have you forgotten the grammar you once studied? If so, this course is perfect for you.\n\nThe first course in this specialization is a refresher on some tools needed for good writing. It will help prepare you for the other courses. You will need about 10 hours to complete this first course. Writing is a skill and to learn a skill well, you need to practice. In this course, you will watch short video lectures and then practice and discuss what you have learned. Make sure you take good notes and use the peer discussions to ask questions. Then you'll be able to remember the rules you learn in this course when you start writing essays in the next course.\n\nAfter completing this course, you will be able to:\n - identify the correct verb tenses to use\n - use commas effectively\n - utilize several different sentence types\n - write more effectively in English\n\nPlease note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.WEEK 1Course IntroductionThis is the first course in the Academic English: Writing specialization, which will help prepare you for studying in an American college or university. This first course will go over some of the basics of grammar and punctuation that you'll need to do good writing. It is not intended to review all aspects of English grammar, only the few topics chosen for this class. In this short module, to get started, introduce yourself and get to know the other learners a little bit. In the following lessons, you will watch video lectures, do readings, do practice exercises, and take quizzes. To pass the course, just pass all three quizzes. When you finish one activity, then go on to the next one. Enjoy the class!1 video, 2 readingsexpandVideo: Course Introduction VideoAvaliação entre colegas: IntroductionsLeitura: Pre-Course SurveyLeitura: Course UpdateWEEK 2Verb Tenses and ConjunctionsIn this module, you will watch video lectures, do readings, do practice exercises, and take quizzes. You can re-watch the videos or redo the exercises as many times as you need to to help you understand the material. This module will help you review verb tenses and how to use them correctly. You probably already studied these in your other English classes, so this will just be a quick reminder. Then you'll begin learning about how to use conjunctions in your sentences. This will help you write different kinds of sentences and make your writing more interesting.6 videos, 7 readings, 2 practice quizzesexpandVideo: Introduction to Verbs and ConjunctionsLeitura: Learning ObjectivesVideo: Verb Tenses Video LectureLeitura: Verb Tense PracticeTeste para praticar: Verb Tenses Practice QuizVideo: Present Perfect vs. Present Perfect ProgressiveVideo: Present Perfect vs. Simple PastAvaliação entre colegas: Verb Tense DiscussionVideo: Remember to Answer Classmates' QuestionsLeitura: Learning ObjectivesVideo: Conjunctions Video LectureLeitura: Conjunctions PracticeLeitura: Coordinate Conjunctions and Punctuation ChartTeste para praticar: Conjunctions Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsGraded: Verb Tenses and ConjunctionsWEEK 3Compound and Complex SentencesNow that you've learned about conjunctions, you're ready to learn about different types of sentences. In English, there are four types of sentences that you can use--and should use--to make your writing more interesting to read. In this module, you'll learn about two of the advanced sentence types.2 videos, 8 readings, 2 practice quizzesexpandLeitura: Learning ObjectivesVideo: Compound Sentences Video LectureLeitura: Transitions Study GuideLeitura: Compound Sentences PracticeLeitura: Commas vs. Semicolons PracticeAvaliação entre colegas: Compound Sentence DiscussionsTeste para praticar: Compound Sentence Practice QuizLeitura: Learning ObjectivesVideo: Adverb Clause Video LectureLeitura: Adverb Clauses in Complex Sentences PracticeAvaliação entre colegas: Adverb Clause DiscussionTeste para praticar: Adverb Clause Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsGraded: Compound and Complex SentencesWEEK 4More Commas, Parallel Structure, and Sentence VarietyIn this module, you'll learn some other uses for commas. After studying this module, you'll know about 95% of the ways commas can be used. That means you'll be able to write confidently, knowing that you are using commas correctly and not just guessing. In addition to learning about commas, you'll learn about creating parallel structure and sentence variety. When you add these to your writing tools, your writing will be even more effective.5 videos, 10 readings, 3 practice quizzesexpandLeitura: Learning ObjectivesVideo: More Uses of Commas Video LectureLeitura: Commas Practice 1Leitura: Commas Practice 2Avaliação entre colegas: Commas DiscussionVideo: Therefore vs. ThereforeTeste para praticar: More Commas Practice QuizVideo: Introduction to Parallel StructureLeitura: Learning ObjectivesVideo: Parallel Structure Video LectureLeitura: Parallel Structure PracticeAvaliação entre colegas: Parallel Structure DiscussionTeste para praticar: Parallel Structure Practice QuizLeitura: Learning ObjectivesVideo: Sentence Variety Video LectureLeitura: Sentence Variety PracticeTeste para praticar: Sentence Variety Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsLeitura: Learn MoreGraded: Commas, Parallel Structure, and Sentence VarietyThis is the first course in the Academic English: Writing specialization, which will help prepare you for studying in an American college or university. This first course will go over some of the basics of grammar and punctuation that you'll need to do good writing. It is not intended to review all aspects of English grammar, only the few topics chosen for this class. In this short module, to get started, introduce yourself and get to know the other learners a little bit. In the following lessons, you will watch video lectures, do readings, do practice exercises, and take quizzes. To pass the course, just pass all three quizzes. When you finish one activity, then go on to the next one. Enjoy the class!Video: Course Introduction VideoAvaliação entre colegas: IntroductionsLeitura: Pre-Course SurveyLeitura: Course UpdateIn this module, you will watch video lectures, do readings, do practice exercises, and take quizzes. You can re-watch the videos or redo the exercises as many times as you need to to help you understand the material. This module will help you review verb tenses and how to use them correctly. You probably already studied these in your other English classes, so this will just be a quick reminder. Then you'll begin learning about how to use conjunctions in your sentences. This will help you write different kinds of sentences and make your writing more interesting.Video: Introduction to Verbs and ConjunctionsLeitura: Learning ObjectivesVideo: Verb Tenses Video LectureLeitura: Verb Tense PracticeTeste para praticar: Verb Tenses Practice QuizVideo: Present Perfect vs. Present Perfect ProgressiveVideo: Present Perfect vs. Simple PastAvaliação entre colegas: Verb Tense DiscussionVideo: Remember to Answer Classmates' QuestionsLeitura: Learning ObjectivesVideo: Conjunctions Video LectureLeitura: Conjunctions PracticeLeitura: Coordinate Conjunctions and Punctuation ChartTeste para praticar: Conjunctions Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsNow that you've learned about conjunctions, you're ready to learn about different types of sentences. In English, there are four types of sentences that you can use--and should use--to make your writing more interesting to read. In this module, you'll learn about two of the advanced sentence types.Leitura: Learning ObjectivesVideo: Compound Sentences Video LectureLeitura: Transitions Study GuideLeitura: Compound Sentences PracticeLeitura: Commas vs. Semicolons PracticeAvaliação entre colegas: Compound Sentence DiscussionsTeste para praticar: Compound Sentence Practice QuizLeitura: Learning ObjectivesVideo: Adverb Clause Video LectureLeitura: Adverb Clauses in Complex Sentences PracticeAvaliação entre colegas: Adverb Clause DiscussionTeste para praticar: Adverb Clause Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsIn this module, you'll learn some other uses for commas. After studying this module, you'll know about 95% of the ways commas can be used. That means you'll be able to write confidently, knowing that you are using commas correctly and not just guessing. In addition to learning about commas, you'll learn about creating parallel structure and sentence variety. When you add these to your writing tools, your writing will be even more effective.Leitura: Learning ObjectivesVideo: More Uses of Commas Video LectureLeitura: Commas Practice 1Leitura: Commas Practice 2Avaliação entre colegas: Commas DiscussionVideo: Therefore vs. ThereforeTeste para praticar: More Commas Practice QuizVideo: Introduction to Parallel StructureLeitura: Learning ObjectivesVideo: Parallel Structure Video LectureLeitura: Parallel Structure PracticeAvaliação entre colegas: Parallel Structure DiscussionTeste para praticar: Parallel Structure Practice QuizLeitura: Learning ObjectivesVideo: Sentence Variety Video LectureLeitura: Sentence Variety PracticeTeste para praticar: Sentence Variety Practice QuizLeitura: Links to Other ResourcesLeitura: Quiz InstructionsLeitura: Learn MoreUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvinePerfect Tenses and ModalsUniversity of California, IrvineTricky English Grammar",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/grammar-punctuation",
    "Language": "English, Subtitles: Vietnamese, Spanish, Arabic",
    "Commitment": "4 weeks of study, 4-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Write Professional Emails in English",
    "Description": "About this course: This is a course to help you write effective business emails in English. This course is unique because each module will provide tips on writing more professional emails as well as lessons to improve your overall English writing skills. Therefore, you will improve your grammar and vocabulary skills for email writing and also improve your cross cultural knowledge to make you more powerful and successful in your business communication. You will look at different email formats to analyze tone, formality levels, and various organizational styles. You will be able to improve your emails of introduction, announcements, requests and emails that apologize or revise a request. In this course you will write and revise 4–5 emails, complete several comprehension quizzes and review the emails of other participants.  \n\nBy the end of this course, you will be able to \n•\tImprove your overall written English skills\n•\tSee differences and similarities among the different email formats \n•\tWrite more effective subject lines and email text\n•\tApply various key language to different types of emails\n•\tCorrect common errors such as punctuation and capitalization\n•\tStudy tone and level of formality in emails \n•\tUnderstand how culture affects what is appropriate in a business emails \n•\tWrite powerful business emails for professional needsWEEK 1Get to Know Basic Email Writing Structures1) Understand  basic professional email structures in English. 2) Identify key things to do and things to avoid. 3) Learn how to do basic editing of punctuation and capitalization.5 videos, 4 readings, 3 practice quizzesexpandVideo: Introduction to CourseDiscussion Prompt: Email an Introduction of Yourself to Your Course Peers Reading: Consent FormVideo: DOs and DON'Ts in Professional EmailPractice Quiz: Check Your KnowledgeVideo: Organization, Style \u0026 Editing BasicsReading: Write a Practice EmailVideo: Common Errors in PunctuationPractice Quiz: Check Your KnowledgeVideo: Common Errors in CapitalizationPractice Quiz: Check Your KnowledgeReading: Additional ResourcesReading: Get More from The Georgia Tech Language InstituteGraded: Rewrite Kevin's EmailWEEK 2Let's Start Writing1) Write more effective subject lines. 2) Understand the organization of email text. 3) Write better email text.2 videos, 1 reading, 2 practice quizzesexpandVideo: Write Effective Subject LinesPractice Quiz: Check Your KnowledgeVideo: Write Well-organized Email TextPractice Quiz: Check Your KnowledgeReading: Additional ResourcesGraded: Complete Monica's EmailWEEK 3Introduction and Announcement Emails1) Analyze and identify the traits of introductions and announcement emails. 2) Learn and use key language for these types of emails to revise your first email.2 videos, 1 reading, 2 practice quizzesexpandVideo: Overview of Introduction \u0026 Announcement EmailsPractice Quiz: Check Your KnowledgeVideo: Key Language for Writing These Types of EmailsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeGraded: Revise Your Introduction EmailWEEK 4Request and Apology Emails1) Analyze and identify the traits of request and apology emails. 2) Learn specific language associated with making request and apologies. 3) Practice focused key language.2 videos, 1 reading, 2 practice quizzesexpandVideo: How to Write Request EmailsPractice Quiz: Check Your KnowledgeVideo: How to Write Apology EmailsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeGraded: Complete Martina's Request/Apology EmailWEEK 5Culture Matters1) Review cultural effects on all your email writing. 2) Learn how to distinguish different ways people communicate and how to apply these differences to email writing.2 videos, 2 readings, 1 practice quizexpandVideo: High/Low Context CommunicationDiscussion Prompt: Communication StylesPractice Quiz: Check Your KnowledgeVideo: Age \u0026 Gender ConsiderationsReading: Additional ResourcesReading: Where to go from here?Graded: Test Your Knowledge: Correct These EmailsGraded: Write an Email to YourselfVideo: Introduction to CourseDiscussion Prompt: Email an Introduction of Yourself to Your Course Peers Reading: Consent FormVideo: DOs and DON'Ts in Professional EmailPractice Quiz: Check Your KnowledgeVideo: Organization, Style \u0026 Editing BasicsReading: Write a Practice EmailVideo: Common Errors in PunctuationPractice Quiz: Check Your KnowledgeVideo: Common Errors in CapitalizationPractice Quiz: Check Your KnowledgeReading: Additional ResourcesReading: Get More from The Georgia Tech Language InstituteVideo: Write Effective Subject LinesPractice Quiz: Check Your KnowledgeVideo: Write Well-organized Email TextPractice Quiz: Check Your KnowledgeReading: Additional ResourcesVideo: Overview of Introduction \u0026 Announcement EmailsPractice Quiz: Check Your KnowledgeVideo: Key Language for Writing These Types of EmailsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: How to Write Request EmailsPractice Quiz: Check Your KnowledgeVideo: How to Write Apology EmailsReading: Additional ResourcesPractice Quiz: Check Your KnowledgeVideo: High/Low Context CommunicationDiscussion Prompt: Communication StylesPractice Quiz: Check Your KnowledgeVideo: Age \u0026 Gender ConsiderationsReading: Additional ResourcesReading: Where to go from here?University of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "Georgia Institute of Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/professional-emails-english",
    "Language": "English, Subtitles: French, Japanese",
    "Commitment": "3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "English for Science, Technology, Engineering, and Mathematics",
    "Description": "About this course: Welcome to English for Science, Technology, Engineering, and Mathematics, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs.  \n\nTo enroll in this course for free, click on “Enroll now” and then select \"Full Course.  No certificate.\"\n\nThis course is designed for non-native English speakers who are interested in improving their English skills in the sciences. In this course, you will explore some of the most innovative areas of scientific study, while expanding your vocabulary and the language skills needed to share scientific information within your community. In unit 1, you will learn how to preview texts and practice some of the language used to make comparisons when talking about global warming and climate change. In unit 2, you will examine the chemistry of climate change and the language of cause and effect. In Unit 3, you will learn about some of the impacts of Climate Change and the language used to describe these effects. In Unit 4, you will learn reading strategies that can help you explore the science behind some new energy systems. In the final unit, you will investigate practical advances in Nanotechnology that help slow down climate change, while developing your own research skills in English. \n\nAnyone may take this course for free and get a generic Statement of Accomplishment issued by the University of Pennsylvania. If you want to get a Coursera Verified Certificate for free, please fill out the Financial Aid form.\n\nUnless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license.\n\nSupplemental reading materials were provided by Newsela, which publishes daily news articles at a level that's just right for each English language learner.WEEK 1Unit 1: Is the Earth Getting Warmer?11 videos, 9 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: Course Overview: Introduction to STEMVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Course Overview: Topics, Assessments, Games \u0026 Activities Part 2Video: Is the Earth Getting Warmer?Reading: Game 1: Unit 1 Vocabulary FlashcardsVideo: Language Focus: Previewing TextsPractice Quiz: Game 2: Previewing TextsReading: BASIC: Scientists' Annual Physical of the Planet: Earth's Fever RisesReading: ADVANCED: Scientists' Annual Physical of the Planet: Earth's Fever RisesVideo: Unlockable Achievement 1Video: Warming Experiment (Part 1)Reading: Warming Experiment ChartVideo: Warming Experiment (Part 2)Discussion Prompt: Unit 1 Assessment 1: Warming Experiment FactorsVideo: Global Warming vs. Climate ChangeReading: BASIC: Climate Change: How Do we Know?Reading: ADVANCED: Climate Change: How Do we Know?Video: Unlockable Achievement 2Video: Language Focus: Comparative AdjectivesPractice Quiz: Game 3: Comparative AdjectivesReading: WMO: Global Warming Happening Faster than PredictedPractice Quiz: Check Your Understanding: \"WMO: Global Warming Happening Faster than Predicted\"Practice Quiz: Game: Review Comparative AdjectivesReading: 5 Takeaways from the Latest Climate DataPractice Quiz: Check Your Understanding: \"5 Takeaways from the Latest Climate Data\"Graded: Check Your Understanding: “Scientists’ Annual Physical of the Planet: Earth’s Fever Rises”Graded: Check Your Understanding: \"Climate Change: How Do we Know?\"Graded: Unit 1 Assessment 2: Climate ChangeWEEK 2Unit 2: The Greenhouse Effect11 videos, 9 readings, 6 practice quizzesexpandReading: Overview of the UnitVideo: What is the Greenhouse Effect?Video: Greenhouse GasesReading: Game 1: Unit 2 Vocabulary FlashcardsReading: BASIC: A Blanket Around the EarthReading: ADVANCED: A Blanket Around the EarthVideo: Unlockable Achievement 3Practice Quiz: Game 2: Match the Greenhouse Gas to its SourceVideo: Nature's Role in the Greenhouse EffectVideo: Language Focus: Present ProgressivePractice Quiz: Game 3: Present ProgressiveVideo: The Burning of Fossil FuelsVideo: Language Focus: Cause and Effect (so, because of, therefore, as a result)Practice Quiz: Game 4: Cause and EffectReading: BASIC: Need Strategies to Clear the Air? Ask a Megacity.Reading: ADVANCED: Need Strategies to Clear the Air? Ask a Megacity.Video: Unlockable Achievement 4Video: Deforestation and FarmingVideo: The Disposal of WasteReading: Unit 2 Assessment 2: Speaking and Recording InstructionsVideo: Unlockable AchievementReading: A City Drought Caused by Destruction of a Rainforest?Practice Quiz: Check Your Understanding: \"A City Drought Caused by Destruction of a Rainforest?\"Practice Quiz: Game: Review Present ProgressiveReading: Melting of Ice Wedges Adds to Arctic WarmingPractice Quiz: Check Your Understanding: \"Melting of Ice Wedges Adds to Arctic Warming\"Graded: Check Your Understanding: \"A Blanket Around the Earth\"Graded: Unit 2 Assessment 1: Label the Parts of the Greenhouse Effect DiagramGraded: Check Your Understanding: \"Need Strategies to Clear the Air? Ask a Megacity.\"Graded: Unit 2 Assessment 2: Speaking Assessment: Man-made Source of Greenhouse EffectWEEK 3The Impacts of Climate Change on our World11 videos, 8 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: Hot, Hot, Hot: Drought and Other Effects of Warmer TemperaturesVideo: Hurricanes \u0026 StormsVideo: Language Focus: Scanning for DetailsPractice Quiz: Game 1: Scanning for DetailsReading: BASIC: The Consequences of Climate ChangeReading: ADVANCED: The Consequences of Climate ChangeVideo: Unlockable Achievement 5Video: Rising Sea LevelsReading: Game 2: Unit 3 Vocabulary FlashcardsVideo: The Impact on Our HealthVideo: Language Focus: Intensifiers (Normal and Strong Adjectives)Practice Quiz: Game 3: IntensifiersVideo: Expert Interview: Shandra Banutu-Gomez - The Situation in AfricaVideo: The Threat to Plants and AnimalsReading: BASIC: New Study Suggests Global Marine Food Chain CollapseReading: ADVANCED: New Study Suggests Global Marine Food Chain CollapseVideo: Unlockable Achievement 6Video: The Stress on Our Marine EcosystemDiscussion Prompt: Unit 3 Assessment 2: Consequences of Climate ChangeReading: Study: Rising Carbon Dioxide Levels Threaten Human NutritionPractice Quiz: Check Your Understanding: \"Study: Rising Carbon Dioxide Levels Threaten Human Nutrition\"Practice Quiz: Game: Review: IntensifiersReading: African Nations Vulnerable to Effects of Climate ChangePractice Quiz: Check Your Understanding: \"African Nations Vulnerable to effects of Climate Change\"Graded: Check Your Understanding: \"The Consequences of Climate Change\"Graded: Unit 3 Assessment 1: The Effects of Climate Change on the EnvironmentGraded: Check Your Understanding: \"New Study Suggests Global Marine Food Chain Collapse\"WEEK 4Discovering Cleaner Energy Sources to Power the World10 videos, 10 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: The Rise of Renewable EnergyVideo: The Power of Sun, Wind, and WaterReading: Game 1: Unit 4 Vocabulary FlashcardsReading: BASIC: Indian Scientists Design Solar Tree to Save Space for Solar Power GenerationReading: ADVANCED: Indian Scientists Design Solar Tree to Save Space for Solar Power GenerationVideo: Unlockable Achievement 7Video: Language Focus: Summarizing Main Ideas from a Text (Part 1)Video: Language Focus: Summarizing Main Ideas from a Text (Part 2)Practice Quiz: Game 2: Matching Main Ideas to Short ParagraphsReading: Model Summary: Preparation for Unit 4 Assessment 1Video: New Discoveries in Renewable EnergyVideo: Expert Interview: Dr. Yang - Capturing Waste Heat to Create EnergyVideo: Language Focus: Using Modal Verbs to Make a SuggestionPractice Quiz: Game 3: Order the Modal Verbs by Strength (Strong Suggestion – Weak Suggestion)Reading: BASIC: Salting Away Renewable Energy for Future UseReading: ADVANCED: Salting Away Renewable Energy for Future UseVideo: Unlockable Achievement 8Reading: Unit 4 Assessment 2: Speaking and Recording InstructionsVideo: Unlockable AchievementReading: 'Blue Energy' Could be Another Way to Go GreenPractice Quiz: Check Your Understanding: “'Blue Energy' Could be Another Way to Go Green”Practice Quiz: Grammar Review: Modals of SuggestionReading: Nuclear Developers Have Big Plans for Pint-sized Power Plants in UKPractice Quiz: Check Your Understanding: \"Nuclear Developers Have Big Plans for Pint-sized Power Plants in UK\"Graded: Check Your Understanding: \"Indian Scientists Design Solar Tree to Save Space for Solar Power Generation\"Graded: Unit 4 Assessment 1: Summary ResponseGraded: Check Your Understanding: \"Salting away renewable energy for future use.\"Graded: Unit 4 Assessment 2: Speaking AssessmentWEEK 5What Might the Future Hold?11 videos, 8 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: What is Nanotechnology?Video: Nanotechnology Around the WorldReading: Game 1: Unit 5 Vocabulary FlashcardsReading: BASIC: Can the Earth Be Saved by Turning CO2 to Stone?Reading: ADVANCED: Can the Earth Be Saved by Turning CO2 to Stone?Video: Making New Technology PracticalVideo: Unlockable Achievement 9Video: Language Focus: Future Possibility and Probability ModalsPractice Quiz: Game 2: Future Possibility and Probability ModalsReading: BASIC: Profits From Eco-friendly Vertical Farming Stack UpReading: ADVANCED: Profits From Eco-friendly Vertical Farming Stack UpVideo: Unlockable Achievement 10Video: How do Scientists Share Discoveries?Video: Choosing Good Sources and the Importance of Citing ThemVideo: Language Focus: Citing your SourcesPractice Quiz: Game 3: True/False: Citing SourcesVideo: Expert Interview: Lynn Yarris - Creating a Community of ScientistsVideo: Course ConclusionReading: Biofilter Made from Peanut Shell Degrades Air PollutantsPractice Quiz: Check Your Understanding: \"Biofilter made from peanut shell degrades air pollutants\"Practice Quiz: Game: Matching: Nanotechnology Vocabulary WordsReading: Major Advance in Artificial Photosynthesis Poses Win/Win for the EnvironmentPractice Quiz: Check Your Understanding: \"Major Advance in Artificial Photosynthesis Poses Win/Win for the Environment\"Graded: Check Your Understanding: \"Can the Earth Be Saved by Turning CO2 to Stone?\"Graded: Unit 5 Assessment 1: Making New Technology Practical and ProfitableGraded: Check Your Understanding: \"Profits From Eco-friendly Vertical Farming Stack Up\"Graded: Unit 5 Assessment 2: Peer Review: Reducing the Impacts of Climate ChangeReading: Overview of the UnitVideo: Course Overview: Introduction to STEMVideo: Course Overview: Topics, Assessments, Games \u0026 ActivitiesVideo: Course Overview: Topics, Assessments, Games \u0026 Activities Part 2Video: Is the Earth Getting Warmer?Reading: Game 1: Unit 1 Vocabulary FlashcardsVideo: Language Focus: Previewing TextsPractice Quiz: Game 2: Previewing TextsReading: BASIC: Scientists' Annual Physical of the Planet: Earth's Fever RisesReading: ADVANCED: Scientists' Annual Physical of the Planet: Earth's Fever RisesVideo: Unlockable Achievement 1Video: Warming Experiment (Part 1)Reading: Warming Experiment ChartVideo: Warming Experiment (Part 2)Discussion Prompt: Unit 1 Assessment 1: Warming Experiment FactorsVideo: Global Warming vs. Climate ChangeReading: BASIC: Climate Change: How Do we Know?Reading: ADVANCED: Climate Change: How Do we Know?Video: Unlockable Achievement 2Video: Language Focus: Comparative AdjectivesPractice Quiz: Game 3: Comparative AdjectivesReading: WMO: Global Warming Happening Faster than PredictedPractice Quiz: Check Your Understanding: \"WMO: Global Warming Happening Faster than Predicted\"Practice Quiz: Game: Review Comparative AdjectivesReading: 5 Takeaways from the Latest Climate DataPractice Quiz: Check Your Understanding: \"5 Takeaways from the Latest Climate Data\"Reading: Overview of the UnitVideo: What is the Greenhouse Effect?Video: Greenhouse GasesReading: Game 1: Unit 2 Vocabulary FlashcardsReading: BASIC: A Blanket Around the EarthReading: ADVANCED: A Blanket Around the EarthVideo: Unlockable Achievement 3Practice Quiz: Game 2: Match the Greenhouse Gas to its SourceVideo: Nature's Role in the Greenhouse EffectVideo: Language Focus: Present ProgressivePractice Quiz: Game 3: Present ProgressiveVideo: The Burning of Fossil FuelsVideo: Language Focus: Cause and Effect (so, because of, therefore, as a result)Practice Quiz: Game 4: Cause and EffectReading: BASIC: Need Strategies to Clear the Air? Ask a Megacity.Reading: ADVANCED: Need Strategies to Clear the Air? Ask a Megacity.Video: Unlockable Achievement 4Video: Deforestation and FarmingVideo: The Disposal of WasteReading: Unit 2 Assessment 2: Speaking and Recording InstructionsVideo: Unlockable AchievementReading: A City Drought Caused by Destruction of a Rainforest?Practice Quiz: Check Your Understanding: \"A City Drought Caused by Destruction of a Rainforest?\"Practice Quiz: Game: Review Present ProgressiveReading: Melting of Ice Wedges Adds to Arctic WarmingPractice Quiz: Check Your Understanding: \"Melting of Ice Wedges Adds to Arctic Warming\"Reading: Overview of the UnitVideo: Hot, Hot, Hot: Drought and Other Effects of Warmer TemperaturesVideo: Hurricanes \u0026 StormsVideo: Language Focus: Scanning for DetailsPractice Quiz: Game 1: Scanning for DetailsReading: BASIC: The Consequences of Climate ChangeReading: ADVANCED: The Consequences of Climate ChangeVideo: Unlockable Achievement 5Video: Rising Sea LevelsReading: Game 2: Unit 3 Vocabulary FlashcardsVideo: The Impact on Our HealthVideo: Language Focus: Intensifiers (Normal and Strong Adjectives)Practice Quiz: Game 3: IntensifiersVideo: Expert Interview: Shandra Banutu-Gomez - The Situation in AfricaVideo: The Threat to Plants and AnimalsReading: BASIC: New Study Suggests Global Marine Food Chain CollapseReading: ADVANCED: New Study Suggests Global Marine Food Chain CollapseVideo: Unlockable Achievement 6Video: The Stress on Our Marine EcosystemDiscussion Prompt: Unit 3 Assessment 2: Consequences of Climate ChangeReading: Study: Rising Carbon Dioxide Levels Threaten Human NutritionPractice Quiz: Check Your Understanding: \"Study: Rising Carbon Dioxide Levels Threaten Human Nutrition\"Practice Quiz: Game: Review: IntensifiersReading: African Nations Vulnerable to Effects of Climate ChangePractice Quiz: Check Your Understanding: \"African Nations Vulnerable to effects of Climate Change\"Reading: Overview of the UnitVideo: The Rise of Renewable EnergyVideo: The Power of Sun, Wind, and WaterReading: Game 1: Unit 4 Vocabulary FlashcardsReading: BASIC: Indian Scientists Design Solar Tree to Save Space for Solar Power GenerationReading: ADVANCED: Indian Scientists Design Solar Tree to Save Space for Solar Power GenerationVideo: Unlockable Achievement 7Video: Language Focus: Summarizing Main Ideas from a Text (Part 1)Video: Language Focus: Summarizing Main Ideas from a Text (Part 2)Practice Quiz: Game 2: Matching Main Ideas to Short ParagraphsReading: Model Summary: Preparation for Unit 4 Assessment 1Video: New Discoveries in Renewable EnergyVideo: Expert Interview: Dr. Yang - Capturing Waste Heat to Create EnergyVideo: Language Focus: Using Modal Verbs to Make a SuggestionPractice Quiz: Game 3: Order the Modal Verbs by Strength (Strong Suggestion – Weak Suggestion)Reading: BASIC: Salting Away Renewable Energy for Future UseReading: ADVANCED: Salting Away Renewable Energy for Future UseVideo: Unlockable Achievement 8Reading: Unit 4 Assessment 2: Speaking and Recording InstructionsVideo: Unlockable AchievementReading: 'Blue Energy' Could be Another Way to Go GreenPractice Quiz: Check Your Understanding: “'Blue Energy' Could be Another Way to Go Green”Practice Quiz: Grammar Review: Modals of SuggestionReading: Nuclear Developers Have Big Plans for Pint-sized Power Plants in UKPractice Quiz: Check Your Understanding: \"Nuclear Developers Have Big Plans for Pint-sized Power Plants in UK\"Reading: Overview of the UnitVideo: What is Nanotechnology?Video: Nanotechnology Around the WorldReading: Game 1: Unit 5 Vocabulary FlashcardsReading: BASIC: Can the Earth Be Saved by Turning CO2 to Stone?Reading: ADVANCED: Can the Earth Be Saved by Turning CO2 to Stone?Video: Making New Technology PracticalVideo: Unlockable Achievement 9Video: Language Focus: Future Possibility and Probability ModalsPractice Quiz: Game 2: Future Possibility and Probability ModalsReading: BASIC: Profits From Eco-friendly Vertical Farming Stack UpReading: ADVANCED: Profits From Eco-friendly Vertical Farming Stack UpVideo: Unlockable Achievement 10Video: How do Scientists Share Discoveries?Video: Choosing Good Sources and the Importance of Citing ThemVideo: Language Focus: Citing your SourcesPractice Quiz: Game 3: True/False: Citing SourcesVideo: Expert Interview: Lynn Yarris - Creating a Community of ScientistsVideo: Course ConclusionReading: Biofilter Made from Peanut Shell Degrades Air PollutantsPractice Quiz: Check Your Understanding: \"Biofilter made from peanut shell degrades air pollutants\"Practice Quiz: Game: Matching: Nanotechnology Vocabulary WordsReading: Major Advance in Artificial Photosynthesis Poses Win/Win for the EnvironmentPractice Quiz: Check Your Understanding: \"Major Advance in Artificial Photosynthesis Poses Win/Win for the Environment\"University of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/stem",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English for Business and Entrepreneurship",
    "Description": "About this course: Welcome to English for Business and Entrepreneurship, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs. \n\nTo enroll in this course for free, click on “Enroll now” and then select \"Full Course.  No certificate.\"\n\nThis course is designed for non-native English speakers who are interested in learning more about the global business economy. In this course, you will learn about topics and language necessary to succeed in the international workplace.  You will explore business English through authentic readings and video lectures, while learning about business vocabulary, concepts, and issues. Unit 1 will provide an introduction to entrepreneurship by examining ideas, products, and opportunities. In unit 2, you will learn about the basics of market research, including how to identify an opportunity. The next unit in the course will focus on business plans, why these plans are important, and will give you a chance to practice composing a business plan. In the final unit of the course, we will present basics for funding a business and will help you create a persuasive presentation, or pitch, based on a business plan.\n\nThere are two certificate options. \n\nThe first is a Coursera Verified Certificate (CVC).  This is the only system-wide certificate available for every Coursera course.  If you cannot afford the fee, you may fill-in the financial aid form and complete the Verified Certificate track for free.  You can apply for financial aid by clicking “Learn more and apply” in the financial aid section just below the ENROLL button on the course landing page.\n\nThe second certificate option is a Statement of Accomplishment (SoA) available directly from Penn.  Everyone who completes the course requirements is eligible for this Statement of Accomplishment and there is no charge associated with this type of certificate.  A separate e-mail of congratulations from the course team will provide a link for participants to download the SOA.  This is separate and different from the Coursera Verified Course Certificate.  If you cannot locate this email – please check your Junk or Clutter folders.\n\nUnless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license.\n\nSupplemental reading materials were provided by Newsela, which publishes daily news articles at a level that's just right for each English language learner.WEEK 1Unit 1: Becoming an EntrepreneurIn this unit, we will introduce course goals and logistics, then discuss basic concepts and vocabulary related to entrepreneurship. 23 videos, 14 readings, 9 practice quizzesexpandReading: Overview of the UnitVideo: Welcome to English for Business \u0026 Entrepreneurship (Video 1)Video: Course Introduction Part I - Course Overview (Video 2)Video: Course Introduction Part II - Using the Course Site (Video 3)Video: Unlockable AchievementVideo: What is Entrepreneurship? (Video 4: Part 1)Reading: Video/Listening:  Elon Musk's Journey to MarsVideo: What is Entrepreneurship? (Video 4: Part 2)Reading: Game 1:  Unit 1 Vocabulary FlashcardsVideo: Language Focus - Reading Skills (Video 5 Part 1)Video: Language Focus - Reading Skills (Video 5 Part 2)Reading: BASIC: Entrepreneurship seen as solution to South Africa's unemployment crisisReading: ADVANCED:  Entrepreneurship seen as a solution to S. Africa’s unemployment crisisVideo: Unlockable AchievementVideo: Why Entrepreneurship? (Video 6 Part 1)Video: Why Entrepreneurship? (Video 6 Part 2)Video: Ideas, Products, and Opportunities (Video 7)Reading: BASIC: Women taxi startups gaining speed globallyReading: ADVANCED: Women taxi startups gaining speed globallyVideo: Unlockable AchievementReading: “This recent grad brewed a startup by managing the details”Video: Unlockable AchievementPractice Quiz: Game 2: Identifying Different Types of ProductsVideo: Creating Simple, One-Sentence Product Descriptions (Video 8 Part 1)Video: Creating Simple, One-Sentence Product Descriptions (Video 8 Part 2)Practice Quiz: Game 3: Creating Product DescriptionsVideo: Deciding on a Type of Startup (Video 9 Part 1)Video: Deciding on a Type of Startup,Guest Speaker (Video 9 Part 2)Video: Risk, Failure, and Important Steps (Video 10 Part 1)Video: Risk, Failure, and Important Steps (Video 10 Part 2)Video: Language Focus - Comparative Structures (Video 11 Part 1)Video: Language Focus - Comparative Structures (Video 11 Part 2)Video: Language Focus - Comparative Structures (Video 11 Part 3)Practice Quiz: Game 4: Correlative Connectors \u0026 Sentence ConnectorsDiscussion Prompt: Assessment 2: Compare and Contrast Selling Goods to Selling Services Reading: “'Impact Entrepreneurship' places importance on social consciousness\"Practice Quiz: Check Your Understanding: \"'Impact Entrepreneurship' places importance on social consciousness\"Practice Quiz: Game: Connector Practice ActivityReading: “Many paths lead to successful business startups”Practice Quiz: Check Your Understanding: \"Many paths lead to successful business startups\"Reading: “Entrepreneurs find new ways to address housing shortages\"Practice Quiz: Check Your Understanding: Entrepreneurs find new ways to address housing shortagesReading: Video:  “Ludwick Marishane: A bath without water”Practice Quiz: Check Your Understanding: \"Ludwick Marishane: A Bath Without Water\"Reading: “Broadway rallies to save a beloved diner\"Practice Quiz: Check Your Understanding: \"Broadway rallies to save a beloved diner\"Reading: Game:  Unit 1 Vocabulary FlashcardsGraded: Self-Assessment of Business \u0026 Entrepreneurship Vocabulary KnowledgeGraded: Check Your Understanding: \"Entrepreneurship Seen as Solution to S. Africa's Unemployment Crisis\"Graded: Check Your Understanding: \"Women taxi startups gaining speed globally\"Graded: Check Your Understanding: \"This recent grad brewed a startup by managing the details\"WEEK 2Unit 2: Identifying an OpportunityThis unit will cover how to do market research to determine whether a new product presents an opportunity in a market. We will focus on surveys and questions. 19 videos, 11 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: Market Research and Testing to Identify Opportunities (Video 1)Reading: Game 1:  Unit 2 Vocabulary FlashcardsReading: BASIC:  Washington state's new apple joining a changing industryReading: ADVANCED:  Washington state's new apple joining a changing industryVideo: Unlockable AchievementVideo: Informal Research - Advantages and Disadvantages (Video 2)Video: Formal Research - Advantages and Disadvantages (Video 3 Part 1)Video: Formal Research - Advantages and Disadvantages (Video 3 Part 2)Practice Quiz: Game 2: More Practice with Comparative LanguageVideo: Language Focus - Listening Strategies (Video 4 Part 1)Video: Language Focus - Listening Strategies (Video 4 Part 2)Reading: BASIC:  Bugs are the new foodReading: ADVANCED:  Bugs are the new foodVideo: Unlockable AchievementVideo: Creating a Survey (Video 5 Part 1)Video: Creating a Survey (Video 5 Part 2)Practice Quiz: Game 3: Creating Survey QuestionsVideo: Language Focus - Questions and Intonation (Video 6 Part 1)Video: Language Focus - Questions and Intonation (Video 6 Part 2)Reading: Samples of Question Forms and Intonation (for Assessment 1)Video: Unlockable AchievementVideo: Collecting Data (Video 7)Video: Evaluating Results (Video 8)Video: Unlockable AchievementVideo: Completing Assessment 2 (Video 9 Part 1)Video: Completing Assessment 2 (Video 9 Part 2)Reading: Assessment 2 ModelVideo: Unlockable AchievementPractice Quiz: Game: Question Matching Practice ActivityReading: “Taiwanese business seeks specialized markets”Practice Quiz: Check Your Understanding: \"Taiwanese business seeks specialized markets\"Reading: “People who bring their own grocery bags are more likely to buy junk food”Practice Quiz: Check Your Understanding: \"People who bring their own grocery bags are more likely to buy junk food\"Reading: Game: Unit 2 Vocabulary FlashcardsGraded: Check Your Comprehension: \"Washington state's new apple joining a changing industry\"Graded: Check Your Comprehension:  \"Bugs are the new food\"Graded: Unit 2 Assessment 1: Questions and Intonation Graded: Analyzing Sample Survey DataGraded: Unit 2, Assessment 2: Your Survey and ResultsWEEK 3Unit 3: Creating a Business Plan (Part 1)This first part of Unit 3 will review the importance of writing a business plan and will focus on the first two sections: operations and marketing.10 videos, 8 readings, 4 practice quizzesexpandReading: Overview of Unit 3Video: Why write a business plan? (Video 1)Video: Strategic Language Focus - Intensifiers \u0026 degree complements in persuasive business writing (Video 2 Part 1)Video: Strategic Language Focus - Intensifiers \u0026 degree complements in persuasive business writing (Video 2 Part 2)Practice Quiz: Game 1: Practice with degree complements and intensifiersReading: BASIC: Nigeria's Wecyclers works for reusable future in LagosReading: ADVANCED: Nigeria’s Wecyclers work for reusable future in LagosVideo: Unlockable AchievementDiscussion Prompt: Assessment 1: Business ideas for your local communityVideo: Business description, including management and operations (Video 3)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 1)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 2)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 3)Reading: BASIC: Chinese go to Los Angeles for Kobe Bryant, but skip the beachReading: ADVANCED: Chinese go to Los Angeles for Kobe Bryant, but skip the beachVideo: Marketing: Part Two (Business Plan) (Video 5 Part 1)Video: Marketing: Part Two (Business Plan) (Video 5 Part 2)Practice Quiz: Game 2: Sorting the 4 PsReading: “50 business ideas you can start for under $100\"Practice Quiz: Check your Understanding: \"50 business ideas you can start for under $100\"Reading: \"Chilean government seeks to boost female-led start-ups\"Practice Quiz: Check Your Understanding: \"Chilean government seeks to boost female-led start-ups\"Reading: Game:  Unit 3 Vocabulary FlashcardsGraded: Check Your Understanding: \"Nigeria's Wecyclers for reusable future in Lagos\"Graded: Check Your Understanding: \"Chinese Go to Los Angeles for Kobe Bryant, But Skip the Beach\"WEEK 4Unit 3: Creating a Business Plan (Part 2)In this second part of Unit 3, we will learn about the Financials section of a business plan and how to create a simple, brief business plan of our own.9 videos, 3 readings, 4 practice quizzesexpandVideo: Financials: Part One—Startup Costs, Operating Costs \u0026 Sales Projections (Vocabulary \u0026 concept focus) (Video 6)Practice Quiz: Game 3: Vocabulary: Word problems matching numbers with wordsVideo: Financials: Part Two - Income statement (Vocabulary \u0026 concept focus) (Video 7)Practice Quiz: Game 4: Vocabulary: Word problems matching numbers with wordsVideo: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 1)Video: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 2)Video: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 3)Video: Strategic Language Focus - Describing Financials (Video 9)Practice Quiz: Game 5: Interpreting ResultsVideo: Creating a brief business plan (Video 10 Part 1)Video: Creating a brief business plan (Video 10 Part 2)Reading: Template and Model for Brief Business Plans (for Assessment 2)Video: Unlockable AchievementReading: \"Ethiopians hope start-ups turn into business success\"Practice Quiz: Check Your Understanding: \"Ethiopians hope start-ups turn into business success\"Reading: Game:  Unit 3 Vocabulary FlashcardsGraded: Unit 3 Assessment 2: Written Business PlanWEEK 5Unit 4: Attracting Investors and Obtaining Financial SupportIn this unit, we will discuss different ways to get the money needed to start a business. At the end you will create a \"pitch\" to present your business ideas.22 videos, 10 readings, 5 practice quizzesexpandReading: Overview of the UnitVideo: Financing a Business: Bootstrapping versus Outside Funding (Video 1 Part 1)Video: Financing a Business: Bootstrapping versus Outside Funding (Video 1 Part 2)Video: Unlockable AchievementVideo: Debt-Financing: Bank Loans and Microloans (Video 2 Part 1)Video: Debt-Financing: Bank Loans and Microloans (Video 2 Part 2)Reading: BASIC: Microfinance gives voice to rural Indian womenReading: ADVANCED: Microfinance gives voice to rural Indian womenVideo: Unlockable AchievementVideo: Equity-Financing: Venture Capital (Video 3 Part 1)Video: Equity-Financing: Venture Capital (Video 3 Part 2)Video: Finding Investors in the Social Network (Video 4)Video: Crowdfunding (Video 5 Part 1)Video: Crowdfunding (Video 5 Part 2)Video: Listening: Crowd-sourced funding provides kickstart to new business venturesVideo: Unlockable AchievementVideo: Making a Pitch to Attract Investors (Video 6 Part 1)Video: Making a Pitch to Attract Investors (Video 6 Part 2)Video: Creating an Effective Hook (Video 7 Part 1)Video: Creating an Effective Hook (Video 7 Part 2)Practice Quiz: Game 1: Be brief!Video: Adding Impact: Word Stress, Body Language,\u0026 Eye Contact (Video 8)Video: Listening: How to Pitch a BusinessVideo: Unlockable AchievementReading: Instructions for Assessment 2: Persuasive Elevator PitchReading: Sample Elevator Pitch and Elevator Pitch TemplateVideo: Unlockable AchievementVideo: Course Conclusion (Video 9)Reading: BASIC: Tech startups boom in India, attract big investmentsReading: ADVANCED: Tech startups boom in India, attract big investmentsPractice Quiz: Check Your Understanding: \"Tech startups boom in India, attract big investments\"Reading: \"Crowdfunding for business growing in Africa\"Practice Quiz: Check Your Understanding: \"Crowdfunding for businesses growing in Africa\"Reading: \"The original social network: How global diasporas can mean big business\"Practice Quiz: Check Your Understanding: \"The original social network: How global diasporas can mean big business\"Practice Quiz: Game: Build a Pitch - Structure PracticeReading: Game: Unit 4 Vocabulary FlashcardsGraded: Unit 4 Assessment 1: Reflective ResponseGraded: Check Your Understanding: \"Microfinance gives voice to rural Indian women\"Graded: Check Your Understanding: \"Crowd-sourced funding provides 'Kickstart' to new business ventures\"Graded: Check Your Understanding: \"How to Pitch a Business\"Graded: Unit 4: Assessment 2: Persuasive PitchReading: Overview of the UnitVideo: Welcome to English for Business \u0026 Entrepreneurship (Video 1)Video: Course Introduction Part I - Course Overview (Video 2)Video: Course Introduction Part II - Using the Course Site (Video 3)Video: Unlockable AchievementVideo: What is Entrepreneurship? (Video 4: Part 1)Reading: Video/Listening:  Elon Musk's Journey to MarsVideo: What is Entrepreneurship? (Video 4: Part 2)Reading: Game 1:  Unit 1 Vocabulary FlashcardsVideo: Language Focus - Reading Skills (Video 5 Part 1)Video: Language Focus - Reading Skills (Video 5 Part 2)Reading: BASIC: Entrepreneurship seen as solution to South Africa's unemployment crisisReading: ADVANCED:  Entrepreneurship seen as a solution to S. Africa’s unemployment crisisVideo: Unlockable AchievementVideo: Why Entrepreneurship? (Video 6 Part 1)Video: Why Entrepreneurship? (Video 6 Part 2)Video: Ideas, Products, and Opportunities (Video 7)Reading: BASIC: Women taxi startups gaining speed globallyReading: ADVANCED: Women taxi startups gaining speed globallyVideo: Unlockable AchievementReading: “This recent grad brewed a startup by managing the details”Video: Unlockable AchievementPractice Quiz: Game 2: Identifying Different Types of ProductsVideo: Creating Simple, One-Sentence Product Descriptions (Video 8 Part 1)Video: Creating Simple, One-Sentence Product Descriptions (Video 8 Part 2)Practice Quiz: Game 3: Creating Product DescriptionsVideo: Deciding on a Type of Startup (Video 9 Part 1)Video: Deciding on a Type of Startup,Guest Speaker (Video 9 Part 2)Video: Risk, Failure, and Important Steps (Video 10 Part 1)Video: Risk, Failure, and Important Steps (Video 10 Part 2)Video: Language Focus - Comparative Structures (Video 11 Part 1)Video: Language Focus - Comparative Structures (Video 11 Part 2)Video: Language Focus - Comparative Structures (Video 11 Part 3)Practice Quiz: Game 4: Correlative Connectors \u0026 Sentence ConnectorsDiscussion Prompt: Assessment 2: Compare and Contrast Selling Goods to Selling Services Reading: “'Impact Entrepreneurship' places importance on social consciousness\"Practice Quiz: Check Your Understanding: \"'Impact Entrepreneurship' places importance on social consciousness\"Practice Quiz: Game: Connector Practice ActivityReading: “Many paths lead to successful business startups”Practice Quiz: Check Your Understanding: \"Many paths lead to successful business startups\"Reading: “Entrepreneurs find new ways to address housing shortages\"Practice Quiz: Check Your Understanding: Entrepreneurs find new ways to address housing shortagesReading: Video:  “Ludwick Marishane: A bath without water”Practice Quiz: Check Your Understanding: \"Ludwick Marishane: A Bath Without Water\"Reading: “Broadway rallies to save a beloved diner\"Practice Quiz: Check Your Understanding: \"Broadway rallies to save a beloved diner\"Reading: Game:  Unit 1 Vocabulary FlashcardsReading: Overview of the UnitVideo: Market Research and Testing to Identify Opportunities (Video 1)Reading: Game 1:  Unit 2 Vocabulary FlashcardsReading: BASIC:  Washington state's new apple joining a changing industryReading: ADVANCED:  Washington state's new apple joining a changing industryVideo: Unlockable AchievementVideo: Informal Research - Advantages and Disadvantages (Video 2)Video: Formal Research - Advantages and Disadvantages (Video 3 Part 1)Video: Formal Research - Advantages and Disadvantages (Video 3 Part 2)Practice Quiz: Game 2: More Practice with Comparative LanguageVideo: Language Focus - Listening Strategies (Video 4 Part 1)Video: Language Focus - Listening Strategies (Video 4 Part 2)Reading: BASIC:  Bugs are the new foodReading: ADVANCED:  Bugs are the new foodVideo: Unlockable AchievementVideo: Creating a Survey (Video 5 Part 1)Video: Creating a Survey (Video 5 Part 2)Practice Quiz: Game 3: Creating Survey QuestionsVideo: Language Focus - Questions and Intonation (Video 6 Part 1)Video: Language Focus - Questions and Intonation (Video 6 Part 2)Reading: Samples of Question Forms and Intonation (for Assessment 1)Video: Unlockable AchievementVideo: Collecting Data (Video 7)Video: Evaluating Results (Video 8)Video: Unlockable AchievementVideo: Completing Assessment 2 (Video 9 Part 1)Video: Completing Assessment 2 (Video 9 Part 2)Reading: Assessment 2 ModelVideo: Unlockable AchievementPractice Quiz: Game: Question Matching Practice ActivityReading: “Taiwanese business seeks specialized markets”Practice Quiz: Check Your Understanding: \"Taiwanese business seeks specialized markets\"Reading: “People who bring their own grocery bags are more likely to buy junk food”Practice Quiz: Check Your Understanding: \"People who bring their own grocery bags are more likely to buy junk food\"Reading: Game: Unit 2 Vocabulary FlashcardsReading: Overview of Unit 3Video: Why write a business plan? (Video 1)Video: Strategic Language Focus - Intensifiers \u0026 degree complements in persuasive business writing (Video 2 Part 1)Video: Strategic Language Focus - Intensifiers \u0026 degree complements in persuasive business writing (Video 2 Part 2)Practice Quiz: Game 1: Practice with degree complements and intensifiersReading: BASIC: Nigeria's Wecyclers works for reusable future in LagosReading: ADVANCED: Nigeria’s Wecyclers work for reusable future in LagosVideo: Unlockable AchievementDiscussion Prompt: Assessment 1: Business ideas for your local communityVideo: Business description, including management and operations (Video 3)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 1)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 2)Video: Marketing: Part One (Vocabulary and Concepts) (Video 4 Part 3)Reading: BASIC: Chinese go to Los Angeles for Kobe Bryant, but skip the beachReading: ADVANCED: Chinese go to Los Angeles for Kobe Bryant, but skip the beachVideo: Marketing: Part Two (Business Plan) (Video 5 Part 1)Video: Marketing: Part Two (Business Plan) (Video 5 Part 2)Practice Quiz: Game 2: Sorting the 4 PsReading: “50 business ideas you can start for under $100\"Practice Quiz: Check your Understanding: \"50 business ideas you can start for under $100\"Reading: \"Chilean government seeks to boost female-led start-ups\"Practice Quiz: Check Your Understanding: \"Chilean government seeks to boost female-led start-ups\"Reading: Game:  Unit 3 Vocabulary FlashcardsVideo: Financials: Part One—Startup Costs, Operating Costs \u0026 Sales Projections (Vocabulary \u0026 concept focus) (Video 6)Practice Quiz: Game 3: Vocabulary: Word problems matching numbers with wordsVideo: Financials: Part Two - Income statement (Vocabulary \u0026 concept focus) (Video 7)Practice Quiz: Game 4: Vocabulary: Word problems matching numbers with wordsVideo: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 1)Video: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 2)Video: Financials: Part Three - Startup Costs, Sales \u0026 Revenue Projections, Cost Projections \u0026 Income Statement (Calculations) (Video 8 Part 3)Video: Strategic Language Focus - Describing Financials (Video 9)Practice Quiz: Game 5: Interpreting ResultsVideo: Creating a brief business plan (Video 10 Part 1)Video: Creating a brief business plan (Video 10 Part 2)Reading: Template and Model for Brief Business Plans (for Assessment 2)Video: Unlockable AchievementReading: \"Ethiopians hope start-ups turn into business success\"Practice Quiz: Check Your Understanding: \"Ethiopians hope start-ups turn into business success\"Reading: Game:  Unit 3 Vocabulary FlashcardsReading: Overview of the UnitVideo: Financing a Business: Bootstrapping versus Outside Funding (Video 1 Part 1)Video: Financing a Business: Bootstrapping versus Outside Funding (Video 1 Part 2)Video: Unlockable AchievementVideo: Debt-Financing: Bank Loans and Microloans (Video 2 Part 1)Video: Debt-Financing: Bank Loans and Microloans (Video 2 Part 2)Reading: BASIC: Microfinance gives voice to rural Indian womenReading: ADVANCED: Microfinance gives voice to rural Indian womenVideo: Unlockable AchievementVideo: Equity-Financing: Venture Capital (Video 3 Part 1)Video: Equity-Financing: Venture Capital (Video 3 Part 2)Video: Finding Investors in the Social Network (Video 4)Video: Crowdfunding (Video 5 Part 1)Video: Crowdfunding (Video 5 Part 2)Video: Listening: Crowd-sourced funding provides kickstart to new business venturesVideo: Unlockable AchievementVideo: Making a Pitch to Attract Investors (Video 6 Part 1)Video: Making a Pitch to Attract Investors (Video 6 Part 2)Video: Creating an Effective Hook (Video 7 Part 1)Video: Creating an Effective Hook (Video 7 Part 2)Practice Quiz: Game 1: Be brief!Video: Adding Impact: Word Stress, Body Language,\u0026 Eye Contact (Video 8)Video: Listening: How to Pitch a BusinessVideo: Unlockable AchievementReading: Instructions for Assessment 2: Persuasive Elevator PitchReading: Sample Elevator Pitch and Elevator Pitch TemplateVideo: Unlockable AchievementVideo: Course Conclusion (Video 9)Reading: BASIC: Tech startups boom in India, attract big investmentsReading: ADVANCED: Tech startups boom in India, attract big investmentsPractice Quiz: Check Your Understanding: \"Tech startups boom in India, attract big investments\"Reading: \"Crowdfunding for business growing in Africa\"Practice Quiz: Check Your Understanding: \"Crowdfunding for businesses growing in Africa\"Reading: \"The original social network: How global diasporas can mean big business\"Practice Quiz: Check Your Understanding: \"The original social network: How global diasporas can mean big business\"Practice Quiz: Game: Build a Pitch - Structure PracticeReading: Game: Unit 4 Vocabulary FlashcardsUniversity of WashingtonBusiness English: MeetingsUniversity of WashingtonBusiness English: Planning \u0026 NegotiatingUniversity of WashingtonBusiness English: Making PresentationsUniversity of WashingtonBusiness English: NetworkingThe Hong Kong University of Science and TechnologyEnglish for Effective  Business Writing",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/business",
    "Language": "English, Subtitles: Mongolian",
    "Commitment": "5 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Tricky American English Pronunciation",
    "Description": "About this course: In this course, you’ll practice the sounds of American English that might sometimes be confusing. You'll practice both consonant and vowel sounds. You’ll also learn about the things that give English its special “music,” such as how to stress the right syllable in a word, how to make your voice go up and down in a natural-sounding melody, and how to naturally connect sounds and words. Learning these things will help you speak more clearly and make sure that others can understand what you're saying.\nThis course is useful for English language learners who want to improve pronunciation of American English for better communication.\nNote that access to all of the lectures and handouts are free to anyone, but the graded assignments and quizzes are only available in the paid version of the course. You will need to submit recordings of your own pronunciation for graded assignments.WEEK 1WelcomeIn this course, you will learn about the consonant and vowel sounds of American English and practice some of the difficult sounds. You will also learn about and practice intonation and stress. Practicing these things will help you improve your pronunciation and make your speech easier for others to understand.2 videosexpandVideo: WelcomeVideo: Meet Your TeacherPeer Review: Meet Your ClassmatesTricky Consonant SoundsIn this first week, you will practice the consonant sounds of American English. Consonants are the sounds where the air coming up from your lungs meets some obstacles on the way. The first sounds in the words time, sand, and moon are consonants. After a quick quiz to find out which consonant sounds are the most difficult for you, you’ll practice some pairs of sounds that might be confusing and learn some tricks for telling them apart, and you’ll start to understand how your mouth moves when you say these sounds.9 videos, 8 readings, 3 practice quizzesexpandReading: Consonants Pre-Test DirectionsPractice Quiz: Consonants Pre-TestReading: Supplemental MaterialsVideo: Pre-Test ReviewReading: Consonants OverviewVideo: Consonants OverviewReading: Tricky Consonant PairsVideo: Tricky Consonant Pairs Part 1Video: Tricky Consonant Pairs Part 2Video: Consonant Pairs PracticePractice Quiz: Tricky Consonant Contrasts Practice QuizReading: Final Consonant ClustersVideo: Final Consonants and Consonant ClustersVideo: Final Consonants PracticePractice Quiz: Final Consonants and Consonant Clusters Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsGraded: Assignment 1Graded: Graded QuizWEEK 2Tricky Vowel SoundsThis week, you’ll practice some tricky vowel sounds in American English. Vowels are sounds that come out of your mouth very smoothly, like the first sounds in apple, ocean, and out. Vowel sounds are very important for being understood in English. They’re the “heart” of each syllable, and they need to be said clearly to avoid misunderstanding. Our goal is to help you pronounce English in a way that can be easily understood by listeners in real life, and mastering vowel sounds is an important step toward that goal. Now let’s practice the vowel sounds of American English.9 videos, 7 readings, 3 practice quizzesexpandReading: Vowels Pre-Test DirectionsPractice Quiz: Vowels Pre-TestReading: Supplemental MaterialsVideo: Vowel Pre-Test ReviewVideo: Vowel Sounds OverviewReading: Tricky Vowel ContrastsVideo: Tricky Vowel Contrasts Part 1Video: Tricky Vowel Contrasts Part 2Video: Tricky Vowel Pairs PracticePractice Quiz: Tricky Vowels Practice QuizReading: Unstressed VowelsVideo: Unstressed VowelsVideo: Unstressed Vowels PracticePractice Quiz: Unstressed Vowels Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsGraded: Assignment 2Graded: Graded QuizWEEK 3The Music of American English PronunciationThis week, you’ll learn about some things that give English its special rhythm and melody. You’ll learn about syllables—the small chunks of sound that make up the “beats” in words—and word stress—the way some parts of words are emphasized more than others. You’ll also see how some words become shorter and weaker when we talk. Since these words are used very often in ordinary speaking, we can’t understand spoken English without them. Our goal this week is to help you use the music of English to communicate more effectively and to be understood more easily when you speak. Enjoy learning about the music of American English pronunciation.11 videos, 8 readings, 3 practice quizzesexpandReading: Supplemental MaterialsVideo: What is the Music of English?Video: Syllables and Word StressVideo: Syllables and Word Stress PracticePractice Quiz: Syllables and Word Stress Practice QuizReading: Thought Groups and IntonationVideo: IntonationReading: Supplemental MaterialsVideo: Intonation PracticePractice Quiz: Intonation Practice QuizReading: Connected Speech and Reducing SoundsVideo: Linking in Connected SpeechVideo: Linking Connected Speech PracticeVideo: Reduced WordsReading: Supplemental MaterialsVideo: Reduced Words PracticePractice Quiz: Connected Speech Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsGraded: Assignment 3Graded: Graded QuizWEEK 4Other Tricky ThingsIn this final week of the course, you'll look at a few more tricky points in American English pronunciation. First, you’ll learn about the different ways to pronounce the –s and –ed word endings, which have important grammatical meanings, and you’ll learn when to use each kind of pronunciation. Next, you’ll practice pronouncing numbers like 14 and 40, 15 and 50, 16 and 60 that can cause misunderstandings. You’ll also learn about the pronunciation of the words “can” and “can’t” –the difference between them might surprise you. Finally, you’ll practice some sound changes that happen when words come together in common spoken expressions like \"gonna\" for \"going to,\" \"wanna\" for \"want to,\" and \"shoulda\" for \"should have.\"8 videos, 8 readings, 3 practice quizzesexpandReading: -S and -Ed EndingsVideo: -S and -Ed EndingsReading: Supplemental MaterialsVideo: -S and -Ed Endings PracticePractice Quiz: -S and -Ed Endings Practice QuizReading: Tricky WordsVideo: Some Tricky WordsVideo: Some Tricky Words PracticePractice Quiz: Tricky Words Practice QuizReading: Common Linked ExpressionsVideo: Common Linked ExpressionsVideo: Common Linked Expressions PracticePractice Quiz: Linked Expressions QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsReading: Learn MoreGraded: Assignment 4Graded: Graded QuizIn this course, you will learn about the consonant and vowel sounds of American English and practice some of the difficult sounds. You will also learn about and practice intonation and stress. Practicing these things will help you improve your pronunciation and make your speech easier for others to understand.Video: WelcomeVideo: Meet Your TeacherPeer Review: Meet Your ClassmatesIn this first week, you will practice the consonant sounds of American English. Consonants are the sounds where the air coming up from your lungs meets some obstacles on the way. The first sounds in the words time, sand, and moon are consonants. After a quick quiz to find out which consonant sounds are the most difficult for you, you’ll practice some pairs of sounds that might be confusing and learn some tricks for telling them apart, and you’ll start to understand how your mouth moves when you say these sounds.Reading: Consonants Pre-Test DirectionsPractice Quiz: Consonants Pre-TestReading: Supplemental MaterialsVideo: Pre-Test ReviewReading: Consonants OverviewVideo: Consonants OverviewReading: Tricky Consonant PairsVideo: Tricky Consonant Pairs Part 1Video: Tricky Consonant Pairs Part 2Video: Consonant Pairs PracticePractice Quiz: Tricky Consonant Contrasts Practice QuizReading: Final Consonant ClustersVideo: Final Consonants and Consonant ClustersVideo: Final Consonants PracticePractice Quiz: Final Consonants and Consonant Clusters Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsThis week, you’ll practice some tricky vowel sounds in American English. Vowels are sounds that come out of your mouth very smoothly, like the first sounds in apple, ocean, and out. Vowel sounds are very important for being understood in English. They’re the “heart” of each syllable, and they need to be said clearly to avoid misunderstanding. Our goal is to help you pronounce English in a way that can be easily understood by listeners in real life, and mastering vowel sounds is an important step toward that goal. Now let’s practice the vowel sounds of American English.Reading: Vowels Pre-Test DirectionsPractice Quiz: Vowels Pre-TestReading: Supplemental MaterialsVideo: Vowel Pre-Test ReviewVideo: Vowel Sounds OverviewReading: Tricky Vowel ContrastsVideo: Tricky Vowel Contrasts Part 1Video: Tricky Vowel Contrasts Part 2Video: Tricky Vowel Pairs PracticePractice Quiz: Tricky Vowels Practice QuizReading: Unstressed VowelsVideo: Unstressed VowelsVideo: Unstressed Vowels PracticePractice Quiz: Unstressed Vowels Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsThis week, you’ll learn about some things that give English its special rhythm and melody. You’ll learn about syllables—the small chunks of sound that make up the “beats” in words—and word stress—the way some parts of words are emphasized more than others. You’ll also see how some words become shorter and weaker when we talk. Since these words are used very often in ordinary speaking, we can’t understand spoken English without them. Our goal this week is to help you use the music of English to communicate more effectively and to be understood more easily when you speak. Enjoy learning about the music of American English pronunciation.Reading: Supplemental MaterialsVideo: What is the Music of English?Video: Syllables and Word StressVideo: Syllables and Word Stress PracticePractice Quiz: Syllables and Word Stress Practice QuizReading: Thought Groups and IntonationVideo: IntonationReading: Supplemental MaterialsVideo: Intonation PracticePractice Quiz: Intonation Practice QuizReading: Connected Speech and Reducing SoundsVideo: Linking in Connected SpeechVideo: Linking Connected Speech PracticeVideo: Reduced WordsReading: Supplemental MaterialsVideo: Reduced Words PracticePractice Quiz: Connected Speech Practice QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsIn this final week of the course, you'll look at a few more tricky points in American English pronunciation. First, you’ll learn about the different ways to pronounce the –s and –ed word endings, which have important grammatical meanings, and you’ll learn when to use each kind of pronunciation. Next, you’ll practice pronouncing numbers like 14 and 40, 15 and 50, 16 and 60 that can cause misunderstandings. You’ll also learn about the pronunciation of the words “can” and “can’t” –the difference between them might surprise you. Finally, you’ll practice some sound changes that happen when words come together in common spoken expressions like \"gonna\" for \"going to,\" \"wanna\" for \"want to,\" and \"shoulda\" for \"should have.\"Reading: -S and -Ed EndingsVideo: -S and -Ed EndingsReading: Supplemental MaterialsVideo: -S and -Ed Endings PracticePractice Quiz: -S and -Ed Endings Practice QuizReading: Tricky WordsVideo: Some Tricky WordsVideo: Some Tricky Words PracticePractice Quiz: Tricky Words Practice QuizReading: Common Linked ExpressionsVideo: Common Linked ExpressionsVideo: Common Linked Expressions PracticePractice Quiz: Linked Expressions QuizReading: Shadowing DirectionsVideo: Shadowing a ConversationReading: Shadowing AssignmentReading: Pronunciation TipsVideo: Pronunciation TipsReading: Learn MoreUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvinePerfect Tenses and Modals",
    "Creator": "University of California, Irvine",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/tricky-american-english-pronunciation",
    "Language": "English",
    "Commitment": "3-4 hours per week for 4 weeks",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Perfect Tenses and Modals",
    "Description": "About this course: This is the first course in the Learn English: Intermediate Grammar specialization. In this course, you will learn about important intermediate verb tenses, including present perfect, present perfect progressive, past perfect, and past perfect progressive. You will also learn about common modal verbs used in English. This course is designed for learners who have a basic understanding of English grammar but who want to learn more and improve their skills for everyday speaking or writing, as well as for academics. It will be a fun class with lots of entertaining and informative video lectures.WEEK 1WelcomeWelcome to the first course in the Learn English: Intermediate Grammar specialization. This course will cover the perfect verb tenses and modals. You will watch fun videos and do practice activities to help you learn this important grammar. If you have paid for the certificate for this course, you will also be able to participate in discussions and peer reviews to help you learn. To earn a certificate, you must pass several quizzes and assignments.1 video, 2 readingsexpandLecture: Pre-Course SurveyVideo: Meet the TeachersExamen par les pairs: Introduce YourselfLecture: MessagePresent Perfect TenseThis week, you will learn about the present perfect verb tense. You will learn how to use it to form questions, answers, and statements, and you will learn when to use present perfect tense.7 videos, 10 readings, 3 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Present Perfect Overview LectureLecture: Lecture ObjectivesVideo: Past Participles LectureLecture: Past Participles ResourceLecture: Past Participle PracticeLecture: Lecture ObjectivesVideo: Present Perfect with Since and For LectureLecture: Lecture ObjectivesVideo: Present Perfect without Since and For LectureQuiz pour s'exercer: Practice Quiz on Present PerfectLecture: Lecture ObjectivesVideo: Present Perfect Questions LectureLecture: Present Perfect Questions PracticeQuiz pour s'exercer: Practice Quiz on Present Perfect QuestionsLecture: Lecture ObjectivesVideo: Present Perfect Adverbs LectureLecture: Adverbs PracticeQuiz pour s'exercer: Practice Quiz on AdverbsGraded: Present Perfect AssignmentGraded: Present Perfect QuizWEEK 2Present Perfect ProgressiveNow that you've learned about the present perfect tense, you're going to learn about the present perfect progressive. To start, you'll review when to use progressive tenses in English. Then you'll learn how to form the present perfect progressive and how it is different from present perfect.6 videos, 8 readings, 4 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Stative Verbs Part 1 LectureVideo: Stative Verbs Part 2 LectureQuiz pour s'exercer: Practice Quiz on Stative VerbsLecture: Stative Verbs Practice 1Lecture: Lecture ObjectivesVideo: Present Perfect Progressive Overview LectureQuiz pour s'exercer: Practice Quiz on Present Perfect ProgressiveLecture: Present Perfect Progressive PracticeLecture: Stative Verbs Practice 2Lecture: Lecture ObjectivesVideo: Present Perfect Progressive Questions LectureQuiz pour s'exercer: Practice Quiz on Present Perfect Progressive QuestionsLecture: Lecture ObjectivesVideo: Present Perfect vs. Present Perfect Progressive LectureQuiz pour s'exercer: Practice Quiz on Present Perfect vs. Present Perfect ProgressiveLecture: Present Perfect vs. Present Perfect Progressive PracticeGraded: Present Perfect Progressive AssignmentGraded: Present Perfect Progressive QuizWEEK 3Past Perfect and Past Perfect ProgressiveThis week, you'll learn what the past perfect is and when to use it. You'll practice using the correct form, and you'll also learn the difference between present perfect and past perfect.5 videos, 8 readings, 4 practice quizzesexpandVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Past Perfect LectureLecture: Past Perfect PracticeLecture: Past Perfect Practice Answer KeysQuiz pour s'exercer: Practice Quiz on Past PerfectLecture: Lecture ObjectivesVideo: Past Perfect Questions LectureQuiz pour s'exercer: Practice Quiz on Past Perfect QuestionsLecture: Past Perfect Questions PracticeLecture: Lecture ObjectivesVideo: Past Perfect Progressive LectureQuiz pour s'exercer: Practice Quiz on Past Perfect ProgressiveLecture: Lecture ObjectivesVideo: Past Perfect Progressive Questions LectureLecture: Past Perfect Progressive PracticeQuiz pour s'exercer: Practice Quiz on Past Perfect Progressive QuestionsGraded: Past Perfect AssignmentGraded: Past Perfect Progressive AssignmentGraded: Past Perfect and Past Perfect Progressive QuizWEEK 4Modals--Ability, Possibility, Preference, and ImpossibilityIn this last week, you are going to learn a lot. This module is all about modal verbs. English has a lot of these, and here you're going to learn about many of them. They will help you talk about abilities, possibilities, impossibilities, and preferences.9 videos, 12 readings, 3 practice quizzesexpandVideo: Module IntroLecture: Lecture ObjectivesVideo: Modals Introduction LectureLecture: Lecture ObjectivesVideo: Phrasal Modals LectureLecture: Phrasal Modals PracticeLecture: Lecture ObjectivesVideo: Ability Modals LectureQuiz pour s'exercer: Modals Part 1 Practice QuizLecture: Lecture ObjectivesVideo: Modals of Possibility LectureLecture: Modals of Possibility PracticeLecture: Lecture ObjectivesVideo: Advice Modals LectureLecture: Lecture ObjectivesVideo: Preference Modals LectureLecture: Preference Modals PracticeQuiz pour s'exercer: Modals Part 2 Practice QuizLecture: Lecture ObjectivesVideo: Modals of Impossibility LectureLecture: Lecture ObjectivesVideo: Questions with Modals LectureQuiz pour s'exercer: Modals Part 3 Practice QuizLecture: End of CourseGraded: Modals Assignment 1Graded: Modals Assignment 2Graded: Modals QuizWelcome to the first course in the Learn English: Intermediate Grammar specialization. This course will cover the perfect verb tenses and modals. You will watch fun videos and do practice activities to help you learn this important grammar. If you have paid for the certificate for this course, you will also be able to participate in discussions and peer reviews to help you learn. To earn a certificate, you must pass several quizzes and assignments.Lecture: Pre-Course SurveyVideo: Meet the TeachersExamen par les pairs: Introduce YourselfLecture: MessageVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Present Perfect Overview LectureLecture: Lecture ObjectivesVideo: Past Participles LectureLecture: Past Participles ResourceLecture: Past Participle PracticeLecture: Lecture ObjectivesVideo: Present Perfect with Since and For LectureLecture: Lecture ObjectivesVideo: Present Perfect without Since and For LectureQuiz pour s'exercer: Practice Quiz on Present PerfectLecture: Lecture ObjectivesVideo: Present Perfect Questions LectureLecture: Present Perfect Questions PracticeQuiz pour s'exercer: Practice Quiz on Present Perfect QuestionsLecture: Lecture ObjectivesVideo: Present Perfect Adverbs LectureLecture: Adverbs PracticeQuiz pour s'exercer: Practice Quiz on AdverbsNow that you've learned about the present perfect tense, you're going to learn about the present perfect progressive. To start, you'll review when to use progressive tenses in English. Then you'll learn how to form the present perfect progressive and how it is different from present perfect.Video: Module IntroductionLecture: Lecture ObjectivesVideo: Stative Verbs Part 1 LectureVideo: Stative Verbs Part 2 LectureQuiz pour s'exercer: Practice Quiz on Stative VerbsLecture: Stative Verbs Practice 1Lecture: Lecture ObjectivesVideo: Present Perfect Progressive Overview LectureQuiz pour s'exercer: Practice Quiz on Present Perfect ProgressiveLecture: Present Perfect Progressive PracticeLecture: Stative Verbs Practice 2Lecture: Lecture ObjectivesVideo: Present Perfect Progressive Questions LectureQuiz pour s'exercer: Practice Quiz on Present Perfect Progressive QuestionsLecture: Lecture ObjectivesVideo: Present Perfect vs. Present Perfect Progressive LectureQuiz pour s'exercer: Practice Quiz on Present Perfect vs. Present Perfect ProgressiveLecture: Present Perfect vs. Present Perfect Progressive PracticeVideo: Module IntroductionLecture: Lecture ObjectivesVideo: Past Perfect LectureLecture: Past Perfect PracticeLecture: Past Perfect Practice Answer KeysQuiz pour s'exercer: Practice Quiz on Past PerfectLecture: Lecture ObjectivesVideo: Past Perfect Questions LectureQuiz pour s'exercer: Practice Quiz on Past Perfect QuestionsLecture: Past Perfect Questions PracticeLecture: Lecture ObjectivesVideo: Past Perfect Progressive LectureQuiz pour s'exercer: Practice Quiz on Past Perfect ProgressiveLecture: Lecture ObjectivesVideo: Past Perfect Progressive Questions LectureLecture: Past Perfect Progressive PracticeQuiz pour s'exercer: Practice Quiz on Past Perfect Progressive QuestionsVideo: Module IntroLecture: Lecture ObjectivesVideo: Modals Introduction LectureLecture: Lecture ObjectivesVideo: Phrasal Modals LectureLecture: Phrasal Modals PracticeLecture: Lecture ObjectivesVideo: Ability Modals LectureQuiz pour s'exercer: Modals Part 1 Practice QuizLecture: Lecture ObjectivesVideo: Modals of Possibility LectureLecture: Modals of Possibility PracticeLecture: Lecture ObjectivesVideo: Advice Modals LectureLecture: Lecture ObjectivesVideo: Preference Modals LectureLecture: Preference Modals PracticeQuiz pour s'exercer: Modals Part 2 Practice QuizLecture: Lecture ObjectivesVideo: Modals of Impossibility LectureLecture: Lecture ObjectivesVideo: Questions with Modals LectureQuiz pour s'exercer: Modals Part 3 Practice QuizLecture: End of CourseUniversity of California, IrvineNoun Clauses and ConditionalsUniversity of California, IrvineConjunctions, Connectives, and Adverb ClausesUniversity of California, IrvineVerb Tenses and PassivesUniversity of California, IrvineAdjectives and Adjective ClausesUniversity of California, IrvineTricky English Grammar",
    "Creator": "University of California, Irvine",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/perfect-tenses-modals",
    "Language": "English, Subtitles: Vietnamese",
    "Commitment": "4 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "First Step Korean",
    "Description": "About this course: This is an elementary-level Korean language course, consisting of 5 lessons with 4 units, and covers 4 skills: reading, writing, listening and speaking. The main topics include basic expressions used in everyday life, such as greetings, introducing yourself, talking about your family and a daily life and so on. Each lesson covers dialogues, pronunciation, vocabulary, grammar, quizzes and role-plays. \n\nAfter completing this course, you will be able to\n1. read and write Korean alphabet.\n2. communicate in Korean with basic expressions.\n3. learn basic knowledge on Korean culture.\n\nIt’s fun and easy to follow! Enjoy it!WEEK 1IntroductionThanks for joining the course! Watch the video below to get started.1 videoexpandVideo: Welcome to First Step Korean!The Korean AlphabetIn this module, you will learn the Korea alphabet or Korean writing system called 'Hangeul'. After completing the lessons, you will be able to understand the principles how each letter was invented. Also, you will be able to read and write Hangeul.5 videos, 5 readingsexpandVideo: 1.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 1.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: How to UseМатериал для самостоятельного изучения: Korean Character Practice ProgramVideo: 1.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 1.4 LectureМатериал для самостоятельного изучения: Lecture NotesGraded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4WEEK 2Greetings and IntroducingIn this module, you will learn how to greet, ask someone's nationalities / jobs and answer those questions in Korean. After completing the lessons, you will be able to introduce yourself, greet a person and talk about someone's nationalities and occupations.5 videos, 4 readingsexpandVideo: 2.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: Korean Way of SpeechGraded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4WEEK 3FamilyIn this module, you will learn the expressions about family. After completing the lessons, you will be able to talk about the family members and learn how to count numbers.5 videos, 4 readingsexpandVideo: 3.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: Korean FamilyGraded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4WEEK 4Time and DateIn this module, you will learn about time and date in Korean. And you will also say the days of the week as well. After completing the lessons, you will be able to ask and repond time \u0026 date using Korean numbers.4 videos, 4 readingsexpandVideo: 4.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.4 LectureМатериал для самостоятельного изучения: Lecture NotesGraded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4WEEK 5Daily LifeIn this module, you will learn various Korean vocabulary regarding  your daily lives. After completing the lessons, you will be able to utilize informal sentence endings, ask and answer about your everyday life.4 videos, 4 readingsexpandVideo: 5.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.4 LectureМатериал для самостоятельного изучения: Lecture NotesGraded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Video: Welcome to First Step Korean!Video: 1.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 1.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: How to UseМатериал для самостоятельного изучения: Korean Character Practice ProgramVideo: 1.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 1.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 2.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: Korean Way of SpeechVideo: 3.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 3.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: Korean FamilyVideo: 4.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 4.4 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.1 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.2 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.3 LectureМатериал для самостоятельного изучения: Lecture NotesVideo: 5.4 LectureМатериал для самостоятельного изучения: Lecture NotesShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Yonsei University",
    "Level": "",
    "URL": "https://coursera.org/learn/learn-korean",
    "Language": "English, Subtitles: Vietnamese, Spanish, French, Chinese (Simplified)",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Chinese for Beginners",
    "Description": "About this course: Nowadays, there is an increasing number of people who are interested in Chinese culture and language. And it is useful to know about the language when coming to China for travel or business. This is an ABC Chinese course for beginners, including introduction of phonetics and daily expressions. After taking this class, learners can have a basic understanding of Chinese Mandarin and make basic conversations of daily living such as exchanging personal information, talking about daily arrangements and food, asking about price, introducing the city and the weather, telling your hobbies etc. Selected topics and situations come from real life scenarios and can be used for everyday communications. In addition to the dialogues, the selection of reading materials and practice activities will make the content as rich and varied as possible, in order to stimulate the learners’ interests. This is an elementary course on Chinese speaking. The learners don’t need to study Chinese characters, so it is easier to follow and complete this course.WEEK 1Who Are You?When we first meet someone, we need to learn about each other. In this module, we are going to learn some ways to introduce yourself, including name, nationality, identity, and discussing your family. We are also going to study Chinese Mandarin phonetics. 5 videos, 13 readingsexpandVideo: Welcome to \"Chinese for beginners\"Video: Lecture: What is Your Name?Reading: Extended Exercise: What is Your Name?Reading: Additional Information: Chinese Mandarin（普通话）Reading: Self-study Video—Tones and Simple FinalsVideo: Lecture: Where Are You From?Reading: Extended Exercise: Where Are You From?Reading: Additional Information: Chinese Pinyin（汉语拼音简介）Reading: Self-study Video—InitialsVideo: Lecture: Are You a Student?Reading: Extended Exercise: Are You a Student?Reading: Additional Information: Spelling Rules of Pinyin（汉语拼音拼写规则）Reading: Self-study Video—Compound FinalsVideo: Lecture: Who is He/She?Reading: Extended Exercise: Who is He/She?Reading: ReadingsReading: Review: Who are You?Reading: Self-study Video—Finals with Nasal EndingsGraded: What is your name?Graded: Where are you from?Graded: Are you a student?Graded: Who is he/she?WEEK 2When Do You Go To School?How do you plan your daily life? In this module, we are going to learn how to describe our daily schedule, including numbers, time, periods, and some corresponding actions. 4 videos, 4 readingsexpandVideo: Lecture: Can You Count?Video: Lecture: What Time is it Now?Reading: Extended Exercise: What Time is it Now?Video: Lecture: Morning or Afternoon?Reading: Extended Exercise: Morning or Afternoon?Video: Lecture: Do You Have a Busy Life?Reading: Extended Exercise: Do You Have a Busy Life?Reading: Review: When Do You Go To School?Graded: NumbersGraded: Time (1): O'clockGraded: Time (2): PeriodsGraded: Daily ArrangementsWEEK 3What Do You Like to Eat?Food is our most important need. In this module, we are going to talk about Chinese main courses, fruits, vegetables and meat, as well as drinks. Have you seen or tried any of these Chinese dishes? Maybe you have already learned to say them in Chinese!4 videos, 5 readingsexpandVideo: Lecture: Do You Like Dumplings?Reading: Extended Exercise: Do You Like Dumplings?Video: Lecture: I Like Apples.Reading: Extended Exercise: I Like Apples.Video: Lecture: I Like Chicken.Reading: Extended Exercise: I Like Chicken.Video: Lecture: Do You Want a Cup of Tea?Reading: Extended Exercise: Do You Want a Cup of Tea?Reading: Review: What Do You Like to Eat?Graded: Main CoursesGraded: FruitsGraded: Vegetables and MeatGraded: DrinksWEEK 4I Like Shopping!Shopping! Shopping! Some people love to go shopping, while others feel it is a headache. Still, shopping is an essential part of our life. In this module, we are going to learn how to express our color and size preference, how to ask about price, and how to bargain. Do you know what the most popular color is in your country? How about in China?4 videos, 5 readingsexpandVideo: Lecture: What is Your Favorite Color?Reading: Extended Exercise: What is Your Favorite Color?Video: Lecture: This is Too Big.Reading: Extended Exercise: This is Too Big.Video: Lecture: How Much is This?Reading: Extended Exercise: How Much is This?Video: Lecture: It’s Too Expensive!Reading: Extended Exercise: It’s Too Expensive!Reading: Review: I Like Shopping!Graded: ColorsGraded: SizesGraded: PricesGraded: Learn to BargainWEEK 5Do You Live in a Big City?Do you live in a big city or a small town? How do you get to work or school every day? In this module, we are going to learn how to give directions and how to speak about transportation. This module is valuable in case you need to talk about directions with a Chinese friend or you need to go somewhere when you are in China.4 videos, 2 readingsexpandVideo: Lecture: I Go To Work By Car.Video: Lecture: Is There a Supermarket Near Here?Video: Lecture: The Bank is on the Left.Video: Lecture: How Do I Get to the Underground Station?Reading: Extended Exercise: How Do I Get to the Underground Station?Reading: Review: Do You Live in a Big CityGraded: TransportationGraded: Public PlacesGraded: Locations and DirectionsGraded: Ask For DirectionsWEEK 6How About the Weather?Weather can influence our daily life and personal health. In this module, we are going to talk about temperature, seasons, and personal health. China is a very big country and the weather can be quite different across regions and seasons; we will learn to talk about all sorts of weather.4 videos, 2 readingsexpandVideo: Lecture: What is the Temperature Today?Video: Lecture: Is it Cold in January?Video: Lecture: I Like Spring.Video: Lecture: I Caught a Cold.Reading: Extended Exercise: I Caught a Cold.Reading: Review: How About the Weather?Graded: TemperatureGraded: Time (3): MonthsGraded: SeasonsGraded: HealthWEEK 7What is Your Hobby?What do you like to do in your spare time? We have so many choices nowadays and lead such colorful lives. In this module, we are going to talk about weekday pastimes, sports, TV programs, and some other activities related to the internet, reading, music, and travel! 4 videos, 3 readingsexpandVideo: Lecture: What Day is it Today?Video: Lecture: I Like Swimming.Video: Lecture: I Watch TV News Everyday.Video: Lecture: We Can Do a Lot of Things on the Internet.Reading: Extended Exercise: We Can Do a Lot of Things on the Internet.Reading: Review: What is Your Hobby?Reading: Chinese for Beginners-Notes in EnglishGraded: Time (4): WeeksGraded: SportsGraded: TV ProgramsGraded: Internet, Books, Music, and TravelVideo: Welcome to \"Chinese for beginners\"Video: Lecture: What is Your Name?Reading: Extended Exercise: What is Your Name?Reading: Additional Information: Chinese Mandarin（普通话）Reading: Self-study Video—Tones and Simple FinalsVideo: Lecture: Where Are You From?Reading: Extended Exercise: Where Are You From?Reading: Additional Information: Chinese Pinyin（汉语拼音简介）Reading: Self-study Video—InitialsVideo: Lecture: Are You a Student?Reading: Extended Exercise: Are You a Student?Reading: Additional Information: Spelling Rules of Pinyin（汉语拼音拼写规则）Reading: Self-study Video—Compound FinalsVideo: Lecture: Who is He/She?Reading: Extended Exercise: Who is He/She?Reading: ReadingsReading: Review: Who are You?Reading: Self-study Video—Finals with Nasal EndingsVideo: Lecture: Can You Count?Video: Lecture: What Time is it Now?Reading: Extended Exercise: What Time is it Now?Video: Lecture: Morning or Afternoon?Reading: Extended Exercise: Morning or Afternoon?Video: Lecture: Do You Have a Busy Life?Reading: Extended Exercise: Do You Have a Busy Life?Reading: Review: When Do You Go To School?Video: Lecture: Do You Like Dumplings?Reading: Extended Exercise: Do You Like Dumplings?Video: Lecture: I Like Apples.Reading: Extended Exercise: I Like Apples.Video: Lecture: I Like Chicken.Reading: Extended Exercise: I Like Chicken.Video: Lecture: Do You Want a Cup of Tea?Reading: Extended Exercise: Do You Want a Cup of Tea?Reading: Review: What Do You Like to Eat?Shopping! Shopping! Some people love to go shopping, while others feel it is a headache. Still, shopping is an essential part of our life. In this module, we are going to learn how to express our color and size preference, how to ask about price, and how to bargain. Do you know what the most popular color is in your country? How about in China?Video: Lecture: What is Your Favorite Color?Reading: Extended Exercise: What is Your Favorite Color?Video: Lecture: This is Too Big.Reading: Extended Exercise: This is Too Big.Video: Lecture: How Much is This?Reading: Extended Exercise: How Much is This?Video: Lecture: It’s Too Expensive!Reading: Extended Exercise: It’s Too Expensive!Reading: Review: I Like Shopping!Do you live in a big city or a small town? How do you get to work or school every day? In this module, we are going to learn how to give directions and how to speak about transportation. This module is valuable in case you need to talk about directions with a Chinese friend or you need to go somewhere when you are in China.Video: Lecture: I Go To Work By Car.Video: Lecture: Is There a Supermarket Near Here?Video: Lecture: The Bank is on the Left.Video: Lecture: How Do I Get to the Underground Station?Reading: Extended Exercise: How Do I Get to the Underground Station?Reading: Review: Do You Live in a Big CityWeather can influence our daily life and personal health. In this module, we are going to talk about temperature, seasons, and personal health. China is a very big country and the weather can be quite different across regions and seasons; we will learn to talk about all sorts of weather.Video: Lecture: What is the Temperature Today?Video: Lecture: Is it Cold in January?Video: Lecture: I Like Spring.Video: Lecture: I Caught a Cold.Reading: Extended Exercise: I Caught a Cold.Reading: Review: How About the Weather?What do you like to do in your spare time? We have so many choices nowadays and lead such colorful lives. In this module, we are going to talk about weekday pastimes, sports, TV programs, and some other activities related to the internet, reading, music, and travel! Video: Lecture: What Day is it Today?Video: Lecture: I Like Swimming.Video: Lecture: I Watch TV News Everyday.Video: Lecture: We Can Do a Lot of Things on the Internet.Reading: Extended Exercise: We Can Do a Lot of Things on the Internet.Reading: Review: What is Your Hobby?Reading: Chinese for Beginners-Notes in EnglishShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART IIPeking UniversityChinese for HSK 3 PART I",
    "Creator": "Peking University",
    "Level": "",
    "URL": "https://coursera.org/learn/learn-chinese",
    "Language": "English, Subtitles: French, Ukrainian, Serbian, Greek, Portuguese (Brazilian), Vietnamese, Urdu, Russian, Hebrew, Spanish, Marathi",
    "Commitment": "6 hours of videos and quizzes",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Miracles of Human Language: An Introduction to Linguistics",
    "Description": "About this course: Everywhere, every day, everybody uses language. There is no human society, no matter how small or how isolated, which does not employ a language that is rich and diverse. This course introduces you to linguistics, featuring interviews with well-known linguists and with speakers of many different languages. Join us to explore the miracles of human language!\n\nThe Miracles of Human Language introduces you to the many-faceted study of languages, which has amazed humans since the beginning of history. Together with speakers of many other languages around the world, as well as with famous linguists such as Noam Chomsky and Adele Goldberg, you will learn to understand and analyse how your native tongue is at the same time similar and different from many other languages. You will learn the basic concepts of linguistics, get to know some of the key features of big and small languages and get insight into what linguists do.\n\nThis course gives an introduction into the study of languages, the field of linguistics. With the support of the basic linguistic terminology that is offered in the course, you will soon be able to comment both on variety between languages, as well as on a single language’s internal structure. Anyone who wishes to understand how languages work, and how they can give us insight into the human mind is very welcome to join.\n\nThe course is useful if you want to get a fairly quick introduction into linguistics, for instance because you are considering studying it further, or because you are interested in a neighbouring discipline such as psychology, computer science or anthropology. Furthermore, the course will help you develop analytical skills.\n\nIf you are curious to understand how language works and how it gives insight into the human mind, this course is definitely for you!WEEK 1Introduction to LinguisticsIn this first week, we will try to determine what makes language human: why do (almost) all human beings have a language, and what makes human language different from animal communication systems? We will furthermore discuss the many different places where linguists work, and the many different methodologies that they use for conducting their research. You will moreover get to know all the other participants in this MOOC: my students Inge and Marten, as well as the speakers of six different languages. Finally, don't forget to watch our first expert interview: Marten and Inge have talked with Dr. Victoria Nyst of Leiden University, who has enlightened us in the fascinating world of sign languages! For the assignments with the support of Ethnologue, please make sure to study the instructions listed in 'required and optional readings' of this module.14 videos, 6 readingsexpandVideo: Welcome to the Miracles of Human Language!Материал для самостоятельного изучения: Meet the instructor \u0026 his teamМатериал для самостоятельного изучения: Welcome to  Leiden UniversityМатериал для самостоятельного изучения: Study tips for studying onlineМатериал для самостоятельного изучения: Being succesful in an international virtual learning communityМатериал для самостоятельного изучения: Behaving in an academic wayВопрос для обсуждения: Introduce yourselfВопрос для обсуждения: Language and identity in groupsVideo: Human Language and Animal Communication SystemsVideo: Human Language Versus Other 'Languages'Video: Discussion with Marten and Inge: Language DiversityВопрос для обсуждения: Language diversity is a diversity of minds? Video: Language Diversity and EthnologueВопрос для обсуждения: In what ways are unrelated languages similar?Video: Discussion with Marten and Inge: What do Linguists do?Video: Interview with Dr. Victoria NystМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction language informants + introducing Han Hu, Speaker of Mandarin ChineseVideo: Introducing Roberta D'Alessandro, speaker of AbruzzeseVideo: Introducing Khalid Mourigh, speaker of Tarifit BerberVideo: Introducing Varun DeCastro-Arrazola, speaker of BasqueVideo: Introducing Beste Sevindik, speaker of TurkishVideo: Introducing Enoch Aboh, speaker of GungbeVideo: Conclusion; language and dialectGraded: Test your knowledge 1WEEK 2The study of sound:  Phonology and PhoneticsIn this module we will delve into what appear to be the smallest building blocks of spoken language: 'sounds'. As we will see however, all is not what it seems, as we will in fact encounter an even smaller building block of language, a true atom. Another interesting thing about this module is that as of this week our 6 informants will all only speak their own language. Naturally, there is also an interview with my very special friend Prof. dr. Claartje Levelt, whom I have announced before.13 videos, 1 readingexpandVideo: Distinguishing consonantsVideo: Production of speech soundsVideo: Discussion with Marten and Inge: consonants of world languagesВопрос для обсуждения: What was your first word?Video: Sounds in systemsVideo: Discussion with Marten and Inge: sounds and language changeVideo: Interview with Prof. dr. Claartje LeveltМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + Tarifit BerberVideo: GungbeVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: BasqueVideo: Conclusion; sounds and gesturesGraded: Test your knowledge 2WEEK 3The study of words and sentences: Morphology and SyntaxIn this module we will discuss words and sentences. All languages have them; but as I will illustrate, they can be organized in very different ways in different languages. I will furthermore demonstrate what cupcakes have in common with words in a sentence. This module's interview is with one of the most cited and re-knowned linguists alive, Prof. Noam Chomsky! Finally, our 6 language informants will provide us with information about the word order in their languages.14 videos, 1 readingexpandVideo: Words and sentencesВопрос для обсуждения: Words, sentences and translationVideo: MorphologyВопрос для обсуждения: On the nature of affixesVideo: Discussion with Marten and Inge: world of wordsVideo: Syntax and word order (a)Video: Syntax and word order (b)Video: Discussion with Marten and Inge: world of word orderVideo: Interview with Prof. Noam ChomskyМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + BasqueVideo: Tarifit BerberVideo: GungbeVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: Conclusion; structure beyond sentencesGraded: Test your knowledge 3Graded: World of word orderWEEK 4The study of meaning: Pragmatics and SemanticsThis module deals with a topic which many of you find very interesting: meaning. How do we determine what a word means? To what extent does our language influence our thinking? How can we change the world with language? As usual, we also have an additional interview with an expert of the current module's theme: in this module Barend Beekhuizen talks to Inge and Marten about his work as a Leiden PhD student in computational linguistics.13 videos, 2 readingsexpandVideo: Layers of meaningVideo: SemanticsVideo: Discussion with Marten and Inge: color and snowВопрос для обсуждения: Having no fixed description, how do we recognize objects?Video: PragmaticsVideo: Discussion with Marten and Inge: changing the world with sentencesВопрос для обсуждения: Unintentionally broken promises and GriceVideo: Interview with Barend Beekhuizen MAМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + AbruzzeseVideo: Tarifit BerberVideo: TurkishVideo: BasqueVideo: Mandarin ChineseVideo: GungbeVideo: Conclusion; untranslatable words?Материал для самостоятельного изучения: Quiz readingsGraded: Test your knowledge 4WEEK 5Language in the BrainThis module features all of the well-known parts of the current MOOC. Informants tell us about speech errors in their native tongue, I discuss everyday mistakes with my students Marten and Inge, and we have an interview with Prof. Niels Schiller of Leiden University. He discusses with us his own research among others. We moreover go on a little outing, to see linguists in their natural habitat! Furthermore, thanks to our friends at 'Babel, -The Language Magazine' we have some interesting reading for you. For example, linguist Jörg Schwyter tells us all about how he had to deal with aphasia, and how that has influenced him as a multilingual speaker. 11 videos, 2 readingsexpandVideo: IntroductionVideo: AphasiaVideo: Discussion with Marten and Inge: everyday mistakes and the Foreign Accent SyndromeВопрос для обсуждения: Everyday mistakes: blendingVideo: Reading in the brainВопрос для обсуждения: Reading and writing with AphasiaVideo: Visiting the labVideo: Interview with Prof. Dr. Niels SchillerМатериал для самостоятельного изучения: Required and optional readingsМатериал для самостоятельного изучения: Crowdfunding creditsVideo: Introduction + TurkishVideo: Tarifit BerberVideo: AbruzzeseVideo: BasqueVideo: Conclusion; dyslexiaGraded: Test your knowledge 5WEEK 6Language in the SocietyIn the previous modules we have dissected the structure of languages, but now we will study language in its real context: how does language change? How do people use language to be polite? Our informants are demonstrating their acting skills, and furthermore we have an interview with Prof. Adele Goldberg! She presents us with an alternative view of language, compared to the one as previously discussed by Prof. Chomsky in the third module.13 videos, 1 readingexpandVideo: Language change and variationВопрос для обсуждения: More on (the nature of) linguistic changeВопрос для обсуждения: The case of linguistic variation and EsperantoVideo: Social stratificationVideo: Discussion with Marten and Inge: social variablesVideo: PolitenessVideo: Discussion with Marten and Inge: examples of FaceVideo: Interview with Prof. Adele GoldbergМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + GungbeVideo: Tarifit BerberVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: BasqueVideo: Conclusion; how personal are politeness strategies?Graded: Test your knowledge 6Graded: Final examGraded: Face and PolitenessIn this first week, we will try to determine what makes language human: why do (almost) all human beings have a language, and what makes human language different from animal communication systems? We will furthermore discuss the many different places where linguists work, and the many different methodologies that they use for conducting their research. You will moreover get to know all the other participants in this MOOC: my students Inge and Marten, as well as the speakers of six different languages. Finally, don't forget to watch our first expert interview: Marten and Inge have talked with Dr. Victoria Nyst of Leiden University, who has enlightened us in the fascinating world of sign languages! For the assignments with the support of Ethnologue, please make sure to study the instructions listed in 'required and optional readings' of this module.Video: Welcome to the Miracles of Human Language!Материал для самостоятельного изучения: Meet the instructor \u0026 his teamМатериал для самостоятельного изучения: Welcome to  Leiden UniversityМатериал для самостоятельного изучения: Study tips for studying onlineМатериал для самостоятельного изучения: Being succesful in an international virtual learning communityМатериал для самостоятельного изучения: Behaving in an academic wayВопрос для обсуждения: Introduce yourselfВопрос для обсуждения: Language and identity in groupsVideo: Human Language and Animal Communication SystemsVideo: Human Language Versus Other 'Languages'Video: Discussion with Marten and Inge: Language DiversityВопрос для обсуждения: Language diversity is a diversity of minds? Video: Language Diversity and EthnologueВопрос для обсуждения: In what ways are unrelated languages similar?Video: Discussion with Marten and Inge: What do Linguists do?Video: Interview with Dr. Victoria NystМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction language informants + introducing Han Hu, Speaker of Mandarin ChineseVideo: Introducing Roberta D'Alessandro, speaker of AbruzzeseVideo: Introducing Khalid Mourigh, speaker of Tarifit BerberVideo: Introducing Varun DeCastro-Arrazola, speaker of BasqueVideo: Introducing Beste Sevindik, speaker of TurkishVideo: Introducing Enoch Aboh, speaker of GungbeVideo: Conclusion; language and dialectIn this module we will delve into what appear to be the smallest building blocks of spoken language: 'sounds'. As we will see however, all is not what it seems, as we will in fact encounter an even smaller building block of language, a true atom. Another interesting thing about this module is that as of this week our 6 informants will all only speak their own language. Naturally, there is also an interview with my very special friend Prof. dr. Claartje Levelt, whom I have announced before.Video: Distinguishing consonantsVideo: Production of speech soundsVideo: Discussion with Marten and Inge: consonants of world languagesВопрос для обсуждения: What was your first word?Video: Sounds in systemsVideo: Discussion with Marten and Inge: sounds and language changeVideo: Interview with Prof. dr. Claartje LeveltМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + Tarifit BerberVideo: GungbeVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: BasqueVideo: Conclusion; sounds and gesturesIn this module we will discuss words and sentences. All languages have them; but as I will illustrate, they can be organized in very different ways in different languages. I will furthermore demonstrate what cupcakes have in common with words in a sentence. This module's interview is with one of the most cited and re-knowned linguists alive, Prof. Noam Chomsky! Finally, our 6 language informants will provide us with information about the word order in their languages.Video: Words and sentencesВопрос для обсуждения: Words, sentences and translationVideo: MorphologyВопрос для обсуждения: On the nature of affixesVideo: Discussion with Marten and Inge: world of wordsVideo: Syntax and word order (a)Video: Syntax and word order (b)Video: Discussion with Marten and Inge: world of word orderVideo: Interview with Prof. Noam ChomskyМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + BasqueVideo: Tarifit BerberVideo: GungbeVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: Conclusion; structure beyond sentencesThis module deals with a topic which many of you find very interesting: meaning. How do we determine what a word means? To what extent does our language influence our thinking? How can we change the world with language? As usual, we also have an additional interview with an expert of the current module's theme: in this module Barend Beekhuizen talks to Inge and Marten about his work as a Leiden PhD student in computational linguistics.Video: Layers of meaningVideo: SemanticsVideo: Discussion with Marten and Inge: color and snowВопрос для обсуждения: Having no fixed description, how do we recognize objects?Video: PragmaticsVideo: Discussion with Marten and Inge: changing the world with sentencesВопрос для обсуждения: Unintentionally broken promises and GriceVideo: Interview with Barend Beekhuizen MAМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + AbruzzeseVideo: Tarifit BerberVideo: TurkishVideo: BasqueVideo: Mandarin ChineseVideo: GungbeVideo: Conclusion; untranslatable words?Материал для самостоятельного изучения: Quiz readingsThis module features all of the well-known parts of the current MOOC. Informants tell us about speech errors in their native tongue, I discuss everyday mistakes with my students Marten and Inge, and we have an interview with Prof. Niels Schiller of Leiden University. He discusses with us his own research among others. We moreover go on a little outing, to see linguists in their natural habitat! Furthermore, thanks to our friends at 'Babel, -The Language Magazine' we have some interesting reading for you. For example, linguist Jörg Schwyter tells us all about how he had to deal with aphasia, and how that has influenced him as a multilingual speaker. Video: IntroductionVideo: AphasiaVideo: Discussion with Marten and Inge: everyday mistakes and the Foreign Accent SyndromeВопрос для обсуждения: Everyday mistakes: blendingVideo: Reading in the brainВопрос для обсуждения: Reading and writing with AphasiaVideo: Visiting the labVideo: Interview with Prof. Dr. Niels SchillerМатериал для самостоятельного изучения: Required and optional readingsМатериал для самостоятельного изучения: Crowdfunding creditsVideo: Introduction + TurkishVideo: Tarifit BerberVideo: AbruzzeseVideo: BasqueVideo: Conclusion; dyslexiaIn the previous modules we have dissected the structure of languages, but now we will study language in its real context: how does language change? How do people use language to be polite? Our informants are demonstrating their acting skills, and furthermore we have an interview with Prof. Adele Goldberg! She presents us with an alternative view of language, compared to the one as previously discussed by Prof. Chomsky in the third module.Video: Language change and variationВопрос для обсуждения: More on (the nature of) linguistic changeВопрос для обсуждения: The case of linguistic variation and EsperantoVideo: Social stratificationVideo: Discussion with Marten and Inge: social variablesVideo: PolitenessVideo: Discussion with Marten and Inge: examples of FaceVideo: Interview with Prof. Adele GoldbergМатериал для самостоятельного изучения: Required and optional readingsVideo: Introduction + GungbeVideo: Tarifit BerberVideo: TurkishVideo: AbruzzeseVideo: Mandarin ChineseVideo: BasqueVideo: Conclusion; how personal are politeness strategies?University of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsUniversity of PennsylvaniaAncient Philosophy: Aristotle and His SuccessorsWesleyan UniversityThe Modern and the Postmodern (Part 1)Wesleyan UniversityThe Modern and the Postmodern (Part 2)Wesleyan UniversityThe Ancient Greeks",
    "Creator": "Universiteit Leiden, Meertens instituut (KNAW)",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/human-language",
    "Language": "English, Subtitles: Bulgarian",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Spanish Vocabulary: Meeting People",
    "Description": "About this course: ¡Hola! ¿Como Estas? In this entry level course, you will take the first step toward exploring the foundations of Spanish grammar and pronunciation, and will begin to build a working vocabulary of common Spanish words and expressions. You will be able to talk about yourself, your family and friends in the present tense, and begin to explore the cultural context of the Spanish-speaking world through a series of videos and interactive activities, including speaking, reading and writing exercises. The adventure begins here, so ¡vámanos!WEEK 1Module 1: Talking About Family and FriendsThe first module introduces Spanish grammar and pronunciation and you will begin to build your Spanish vocabulary. By the end of the module, you’ll be able to talk about yourself and your family and will be able to count to 10 in Spanish.  We’ll also discuss and practice the “ar” verbs and the useful verb tener. By the end of the module you will have started laying the foundations of your vocabulary.15 videos, 4 readings, 5 practice quizzesexpandVideo: Course IntroductionReading: How to be Successful in this CourseVideo: Module IntroductionVideo: Introduction to VocabularioReading: Family and Friends Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1 Vocabulario Review APractice Quiz: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Pronunciation TipsVideo: Subject PronounsVideo: Gender and Number AgreementVideo: Linking Nouns with Other ExpressionsVideo: The Verb TenerVideo: Verbs that End with -ARVideo: Numbers 1-10Reading: Typing Spanish Accents and PunctuationPractice Quiz: Module 1 Writing PracticePractice Quiz: Module 1 Gramática ReviewVideo: Perspectivas Introduction: La FamiliaVideo: Perspectivas: La FamiliaVideo: Perspectivas Summary: La FamiliaDiscussion Prompt: Your FamilyPractice Quiz: Perspectivas Comprehension CheckVideo: Module SummaryGraded: Module 1 ReviewWEEK 2Module 2: Talking About the BodyIn module 2, you’ll continue to build your Spanish vocabulary and will be able to talk about the body and physical sensations using the verb estar. Building on the vocabulary you learned in the first module, you will also able to count to 100. Throughout the module, we’ll practice conjugating the “ar,” “er” and “ir” verbs in the present tense. 11 videos, 2 readings, 5 practice quizzesexpandVideo: Module IntroductionVideo: Introduction to VocabularioReading: The Body Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Verb EstarVideo: Expressions for Physical SensationsVideo: -AR, -ER, -IR Regular VerbsVideo: Numbers: 1-100Practice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: El Cuerpo EnfermoVideo: Perspectivas: El Cuerpo EnfermoVideo: Perspectivas Summary: El Cuerpo EnfermoDiscussion Prompt: Describe your last illnessPractice Quiz: Perspectivas Comprehension QuizVideo: Module SummaryGraded: Module 2 ReviewWEEK 3Module 3: Talking About Places and WeatherIn this module you’ll continue to build your Spanish vocabulary as we discuss the topics of places and weather. We’ll continue to practice the “ar,” “er” and “ir” verbs, and we’ll introduce some irregular verbs. By the end of the module, you’ll also be able to make comparisons using possessive adjectives. You’ll engage with a native of Mexico and explore her native city. 14 videos, 2 readings, 5 practice quizzesexpandVideo: Module IntroductionVideo: Introduction to VocabularioReading: Places and Weather Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: Ser vs. EstarVideo: The Verb HayVideo: –AR, -ER, -IR Stem-changing VerbsVideo: Talking About the WeatherVideo: Expressing ObligationsVideo: Possessive AdjectivesVideo: Making Comparisons of InequalityPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La Plaza CentralVideo: Perspectivas: La Plaza CentralVideo: Perspectivas Summary: La Plaza CentralDiscussion Prompt: Where You LivePractice Quiz: Perspectivas Comprehension QuizVideo: Module SummaryGraded: Module 3 ReviewCourse Peer Review ActivityIn the final assignment for this course, you will write a brief introduction about yourself in Spanish (approximately 100-200 words) to tell your peers a little about yourself. You will then record and upload a video of you reading this introduction to the class. Click on the Peer Review activity link below to learn more about this assignment.1 videoexpandVideo: Course SummaryGraded: Introduce YourselfThe first module introduces Spanish grammar and pronunciation and you will begin to build your Spanish vocabulary. By the end of the module, you’ll be able to talk about yourself and your family and will be able to count to 10 in Spanish.  We’ll also discuss and practice the “ar” verbs and the useful verb tener. By the end of the module you will have started laying the foundations of your vocabulary.Video: Course IntroductionReading: How to be Successful in this CourseVideo: Module IntroductionVideo: Introduction to VocabularioReading: Family and Friends Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1 Vocabulario Review APractice Quiz: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Pronunciation TipsVideo: Subject PronounsVideo: Gender and Number AgreementVideo: Linking Nouns with Other ExpressionsVideo: The Verb TenerVideo: Verbs that End with -ARVideo: Numbers 1-10Reading: Typing Spanish Accents and PunctuationPractice Quiz: Module 1 Writing PracticePractice Quiz: Module 1 Gramática ReviewVideo: Perspectivas Introduction: La FamiliaVideo: Perspectivas: La FamiliaVideo: Perspectivas Summary: La FamiliaDiscussion Prompt: Your FamilyPractice Quiz: Perspectivas Comprehension CheckVideo: Module SummaryIn module 2, you’ll continue to build your Spanish vocabulary and will be able to talk about the body and physical sensations using the verb estar. Building on the vocabulary you learned in the first module, you will also able to count to 100. Throughout the module, we’ll practice conjugating the “ar,” “er” and “ir” verbs in the present tense. Video: Module IntroductionVideo: Introduction to VocabularioReading: The Body Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Verb EstarVideo: Expressions for Physical SensationsVideo: -AR, -ER, -IR Regular VerbsVideo: Numbers: 1-100Practice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: El Cuerpo EnfermoVideo: Perspectivas: El Cuerpo EnfermoVideo: Perspectivas Summary: El Cuerpo EnfermoDiscussion Prompt: Describe your last illnessPractice Quiz: Perspectivas Comprehension QuizVideo: Module SummaryIn this module you’ll continue to build your Spanish vocabulary as we discuss the topics of places and weather. We’ll continue to practice the “ar,” “er” and “ir” verbs, and we’ll introduce some irregular verbs. By the end of the module, you’ll also be able to make comparisons using possessive adjectives. You’ll engage with a native of Mexico and explore her native city. Video: Module IntroductionVideo: Introduction to VocabularioReading: Places and Weather Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: Ser vs. EstarVideo: The Verb HayVideo: –AR, -ER, -IR Stem-changing VerbsVideo: Talking About the WeatherVideo: Expressing ObligationsVideo: Possessive AdjectivesVideo: Making Comparisons of InequalityPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La Plaza CentralVideo: Perspectivas: La Plaza CentralVideo: Perspectivas Summary: La Plaza CentralDiscussion Prompt: Where You LivePractice Quiz: Perspectivas Comprehension QuizVideo: Module SummaryIn the final assignment for this course, you will write a brief introduction about yourself in Spanish (approximately 100-200 words) to tell your peers a little about yourself. You will then record and upload a video of you reading this introduction to the class. Click on the Peer Review activity link below to learn more about this assignment.Video: Course SummaryUniversity of California, DavisSpanish Vocabulary: Sports, Travel, and the HomeUniversity of California, DavisSpanish Vocabulary: Careers and Social EventsUniversity of California, DavisSpanish Vocabulary ProjectHigher School of EconomicsTowards language universals through lexical semantics: introduction to lexical and semantic typologyYonsei UniversityLearn to Speak Korean 1",
    "Creator": "University of California, Davis",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/spanish-vocabulary-meeting-people",
    "Language": "English",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Learn to Speak Korean 1",
    "Description": "About this course: Welcome to Learn to Speak Korean 1!\n \nThis course is for beginner students who are familiar with the Korean alphabet, Hangeul. Through this course students will learn the skills essential for daily interactions with Koreans while living in Korea. \n\nThis course consists of six modules, and each module is composed of five units. Each unit has vocabulary, grammar and expressions, conversation practice, video clips, quizzes, a workbook, and vocabulary lists. In order to assist students with their independent studies, Korean learning materials such as lecture notes, workbooks, and vocabulary lists detailing each day’s lecture are also provided. The vocabulary lists are accompanied by English, Chinese, and Japanese translations.\n\nI hope that you enjoy all this program has to offer over the next six weeks. After studying in this program, you will be able to have a real Korean conversation with your newly acquired knowledge of the Korean language. Thank you!\n\nYour Course Team\n\nChief Contents Developer: Sang Mee Han\nContents Developers: Bock Ja Lee, Yoo Kyung Choi, Ha Min Cho,  Ju Eun Kim\nProduction Assistants: Jin Hee Kim, Eun Hye KimWEEK 1Introducing One's FriendsIn this module, you will learn how to introduce your friends in Korean. After completing the lesson, you will be able to explain a person’s actions and movements in detail and to describe the appearance and characteristics of a person.6 videos, 11 readingsexpandVideo: Welcome to Learn to Speak Korean 1!Video: 1.1 LectureReading: Lecture NotesReading: Workbook 1Video: 1.2 LectureReading: Lecture NotesReading: Workbook 2Video: 1.3 LectureReading: Lecture NotesReading: Workbook 3Video: 1.4 LectureReading: Lecture NotesReading: Workbook 4Video: 1.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 1Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5WEEK 2Introducing One's HometownIn this module, you will learn how to introduce your hometown in Korean. After completing the lesson, you will be able to talk about the location of a person or object and to express the specific look and feel of one’s hometown.5 videos, 11 readingsexpandVideo: 2.1 LectureReading: Lecture NotesReading: Workbook 1Video: 2.2 LectureReading: Lecture NotesReading: Workbook 2Video: 2.3 LectureReading: Lecture NotesReading: Workbook 3Video: 2.4 LectureReading: Lecture NotesReading: Workbook 4Video: 2.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 2Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5WEEK 3Introducing FoodIn this module, you will learn how to ask others to eat together and how to respond to similar suggestions in Korean. After completing the lesson, you will be able to introduce your favorite food, describe how certain foods taste, suggest something to do together and respond to a suggestion.5 videos, 11 readingsexpandVideo: 3.1 LectureReading: Lecture NotesReading: Workbook 1Video: 3.2 LectureReading: Lecture NotesReading: Workbook 2Video: 3.3 LectureReading: Lecture NotesReading: Workbook 3Video: 3.4 LectureReading: Lecture NotesReading: Workbook 4Video: 3.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 3Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5WEEK 4Ordering FoodIn this module, you will learn how to order food and make requests at a restaurant in Korean. After completing the lesson, you will be able to inquire about restaurant menus, order a specific portion of food at a restaurant, and order a drink at a café.5 videos, 11 readingsexpandVideo: 4.1 LectureReading: Lecture NotesReading: Workbook 1Video: 4.2 LectureReading: Lecture NotesReading: Workbook 2Video: 4.3 LectureReading: Lecture NotesReading: Workbook 3Video: 4.4 LectureReading: Lecture NotesReading: Workbook 4Video: 4.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 4Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5WEEK 5Introducing Places to Shop In this module, you will learn how to introduce famous shopping areas in Korean. After completing the lesson, you will be able to talk about where you are going to shop, describe various kinds of stores, talk about what you want to buy, and describe shopping districts in detail.5 videos, 11 readingsexpandVideo: 5.1 LectureReading: Lecture NotesReading: Workbook 1Video: 5.2 LectureReading: Lecture NotesReading: Workbook 2Video: 5.3 LectureReading: Lecture NotesReading: Workbook 3Video: 5.4 LectureReading: Lecture NotesReading: Workbook 4Video: 5.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 5Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5WEEK 6ShoppingIn this module, you will learn how to make purchases at various types of stores in Korean. After completing the lesson, you will be able to express prices per item, purchase a product from a store, and make a specific request while shopping.5 videos, 11 readingsexpandVideo: 6.1 LectureReading: Lecture NotesReading: Workbook 1Video: 6.2 LectureReading: Lecture NotesReading: Workbook 2Video: 6.3 LectureReading: Lecture NotesReading: Workbook 3Video: 6.4 LectureReading: Lecture NotesReading: Workbook 4Video: 6.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 6Graded: Graded Quiz 1Graded: Graded Quiz 2Graded: Graded Quiz 3Graded: Graded Quiz 4Graded: Graded Quiz 5Video: Welcome to Learn to Speak Korean 1!Video: 1.1 LectureReading: Lecture NotesReading: Workbook 1Video: 1.2 LectureReading: Lecture NotesReading: Workbook 2Video: 1.3 LectureReading: Lecture NotesReading: Workbook 3Video: 1.4 LectureReading: Lecture NotesReading: Workbook 4Video: 1.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 1Video: 2.1 LectureReading: Lecture NotesReading: Workbook 1Video: 2.2 LectureReading: Lecture NotesReading: Workbook 2Video: 2.3 LectureReading: Lecture NotesReading: Workbook 3Video: 2.4 LectureReading: Lecture NotesReading: Workbook 4Video: 2.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 2In this module, you will learn how to ask others to eat together and how to respond to similar suggestions in Korean. After completing the lesson, you will be able to introduce your favorite food, describe how certain foods taste, suggest something to do together and respond to a suggestion.Video: 3.1 LectureReading: Lecture NotesReading: Workbook 1Video: 3.2 LectureReading: Lecture NotesReading: Workbook 2Video: 3.3 LectureReading: Lecture NotesReading: Workbook 3Video: 3.4 LectureReading: Lecture NotesReading: Workbook 4Video: 3.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 3Video: 4.1 LectureReading: Lecture NotesReading: Workbook 1Video: 4.2 LectureReading: Lecture NotesReading: Workbook 2Video: 4.3 LectureReading: Lecture NotesReading: Workbook 3Video: 4.4 LectureReading: Lecture NotesReading: Workbook 4Video: 4.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 4In this module, you will learn how to introduce famous shopping areas in Korean. After completing the lesson, you will be able to talk about where you are going to shop, describe various kinds of stores, talk about what you want to buy, and describe shopping districts in detail.Video: 5.1 LectureReading: Lecture NotesReading: Workbook 1Video: 5.2 LectureReading: Lecture NotesReading: Workbook 2Video: 5.3 LectureReading: Lecture NotesReading: Workbook 3Video: 5.4 LectureReading: Lecture NotesReading: Workbook 4Video: 5.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 5Video: 6.1 LectureReading: Lecture NotesReading: Workbook 1Video: 6.2 LectureReading: Lecture NotesReading: Workbook 2Video: 6.3 LectureReading: Lecture NotesReading: Workbook 3Video: 6.4 LectureReading: Lecture NotesReading: Workbook 4Video: 6.5 LectureReading: Lecture NotesReading: Workbook 5Reading: Vocabulary List 6Shanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Yonsei University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/learn-speak-korean1",
    "Language": "English, Subtitles: Spanish, Chinese (Simplified)",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Mandarin Chinese 1: Chinese for Beginners",
    "Description": "About this course: Mandarin Chinese 1: Chinese for beginners is a beginner's course of Mandarin Chinese. It uses lectures, short plays, interactive exercises and cultural tips to help learners build a fundamental capability of oral Chinese in real-life situations. At the end of the 5-week course, the learners will reach the following proficiency: \n♦ 150 words\n♦ 20 language points\n♦ handling 5 real-life situations\nThis is a beginners' course, therefore no prerequisite is required.WEEK 1Lesson 1 Nǐ hǎo 你好 Hello! Part 1Learning how to greet people;  Learning how to introduce one's name and nationality3 videos, 3 readings, 1 practice quizexpandVideo: Welcome VideoReading: New words 生词Video: Nǐ hǎo 你好 Hello!Practice Quiz: Practice 练习Video: Introduction to phonetics 1 语音入门1Discussion Prompt: Introduce yourselfReading: Written text of conversation (Optional, Don't read it before watching the video)Reading: Complete introduction to Phonetics (optional, read only when you are anxious to know everything about pinyin)Graded: quiz 测验Lesson 1 Nǐ hǎo 你好 Hello! Part 2Learning how to greet people;  Learning how to introduce one's name and nationality2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Nǐ shì nǎ ɡuó rén ？ 你是哪国人？ Where are you from?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Tell us more about yourselfReading: Written text of conversation (optional)Graded: quiz 测验WEEK 2Lesson 2 Xiànzài jǐ diǎn ？ 现在几点？ What's the time? Part 1Learning how to express numbers; Learning how to express time: the time, years, month and dates2 videos, 3 readings, 1 practice quizexpandReading: New words 生词Reading: Numbers 数字Video: Xiànzài jǐ diǎn ？ 现在几点？ What's the time?Practice Quiz: Practice 练习Video: Introduction to phonetics 2 语音入门2Discussion Prompt: Talk about the time when you have your classesReading: Written text of conversation (optional)Graded: Quiz 测验Lesson 2 Xiànzài jǐ diǎn ？ 现在几点？ What's the time? Part 2Learning how to express numbers; Learning how to express time: the time, years, month and dates2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Jīntiān jǐ yuè jǐ hào ？ 今天几月几号？What is the date today?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Talk about your travel scheduleReading: Written text of conversation (optional)Graded: Quiz 测验WEEK 3Lesson 3：Nǐ mǎi  shénme? 你买什么？ What do you want to buy? Part 1Learning how to talk about money; Learning the expressions used in shopping2 videos, 2 readings, 1 practice quizexpandReading: New words    生词Video: Nǐ mǎi shénme ？ 你买什么？ What do you want to buy?Practice Quiz: Practice 练习Video: Introduction to phonetics 3 语音入门 3Discussion Prompt: What should you ask when trying to buy bread (or anything else)?Reading: Written text of conversation (optional)Graded: Quiz  测验Lesson 3：Nǐ mǎi  shénme? 你买什么？ What do you want to buy? Part 2Learning how to talk about money; Learning the expressions used in shopping2 videos, 3 readings, 1 practice quizexpandReading: New words  生词Reading: Colors 颜色Video: Tài ɡuì le， piányi yìdiánr bɑ 。 太贵了，便宜一点儿吧。It's a little expensive.Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Make requests when doing shoppingReading: Written text of conversation (optional)Graded: Quiz  测验WEEK 4Lesson 4 Nǐ jiā yǒu jǐ kǒu rén ？ 你家有几口人? How many people are there in your family? Part 1Learning how to talk about family, occupations and age.2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Nǐ jiā yǒu jǐ kǒu rén?  你家有几口人？  How many people are there in your family?Practice Quiz: Practice 练习Video: Introduction to phonetics 4 语音入门 4Discussion Prompt: Talk about your familyReading: Written text of conversation (optional)Graded: Quiz 测验Lesson 4 Nǐ jiā yǒu jǐ kǒu rén ？ 你家有几口人? How many people are there in your family? Part 2Learning how to talk about family, occupations and age.2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Nǐ bàbɑ zài nǎr ɡōnɡzuò? 你爸爸在哪儿工作？ Where does your father work?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Talk about your job and working placeReading: Written text of conversation (optional)Graded: Quiz 测验WEEK 5Lesson 5 Nǐ xiǎnɡ chī shénme? 你想吃什么? What would you like to eat? Part 1Learning how to order and talk about food.2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Zhè shì càidān， qǐnɡ diǎn cài.  这是菜单，请点菜。This is the menu, please take your order.Practice Quiz: Practice 练习Video: Introduction to phonetics 5 语音入门 5Discussion Prompt: List the expressions that you may use in a restaurantReading: Written text of conversation (optional)Graded: Quiz 测验Lesson 5 Nǐ xiǎnɡ chī shénme? 你想吃什么? What would you like to eat? Part 2Learning how to order and talk about food.3 videos, 3 readings, 1 practice quizexpandReading: New words 生词Video: Nǐ xiǎnɡ chī shénme? 你想吃什么？ What would you like to eat?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Comment on food (or anything) then ask other's opinionReading: Written text of conversation（optional）Video: Learn Chinese at SJTUReading: Visit the website of SJTU Chinese programGraded: Quiz 测验Graded: Talk about yourself and your family.介绍你自己和你的家人Video: Welcome VideoReading: New words 生词Video: Nǐ hǎo 你好 Hello!Practice Quiz: Practice 练习Video: Introduction to phonetics 1 语音入门1Discussion Prompt: Introduce yourselfReading: Written text of conversation (Optional, Don't read it before watching the video)Reading: Complete introduction to Phonetics (optional, read only when you are anxious to know everything about pinyin)Reading: New words 生词Video: Nǐ shì nǎ ɡuó rén ？ 你是哪国人？ Where are you from?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Tell us more about yourselfReading: Written text of conversation (optional)Reading: New words 生词Reading: Numbers 数字Video: Xiànzài jǐ diǎn ？ 现在几点？ What's the time?Practice Quiz: Practice 练习Video: Introduction to phonetics 2 语音入门2Discussion Prompt: Talk about the time when you have your classesReading: Written text of conversation (optional)Reading: New words 生词Video: Jīntiān jǐ yuè jǐ hào ？ 今天几月几号？What is the date today?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Talk about your travel scheduleReading: Written text of conversation (optional)Reading: New words    生词Video: Nǐ mǎi shénme ？ 你买什么？ What do you want to buy?Practice Quiz: Practice 练习Video: Introduction to phonetics 3 语音入门 3Discussion Prompt: What should you ask when trying to buy bread (or anything else)?Reading: Written text of conversation (optional)Reading: New words  生词Reading: Colors 颜色Video: Tài ɡuì le， piányi yìdiánr bɑ 。 太贵了，便宜一点儿吧。It's a little expensive.Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Make requests when doing shoppingReading: Written text of conversation (optional)Reading: New words 生词Video: Nǐ jiā yǒu jǐ kǒu rén?  你家有几口人？  How many people are there in your family?Practice Quiz: Practice 练习Video: Introduction to phonetics 4 语音入门 4Discussion Prompt: Talk about your familyReading: Written text of conversation (optional)Reading: New words 生词Video: Nǐ bàbɑ zài nǎr ɡōnɡzuò? 你爸爸在哪儿工作？ Where does your father work?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Talk about your job and working placeReading: Written text of conversation (optional)Reading: New words 生词Video: Zhè shì càidān， qǐnɡ diǎn cài.  这是菜单，请点菜。This is the menu, please take your order.Practice Quiz: Practice 练习Video: Introduction to phonetics 5 语音入门 5Discussion Prompt: List the expressions that you may use in a restaurantReading: Written text of conversation (optional)Reading: New words 生词Video: Nǐ xiǎnɡ chī shénme? 你想吃什么？ What would you like to eat?Practice Quiz: Practice 练习Video: Cultural tips 文化介绍Discussion Prompt: Comment on food (or anything) then ask other's opinionReading: Written text of conversation（optional）Video: Learn Chinese at SJTUReading: Visit the website of SJTU Chinese programShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Shanghai Jiao Tong University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/mandarin-chinese-1",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "5 weeks, about 3 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Chinese for HSK 1",
    "Description": "About this course: Nǐ hǎo! 你好！Welcome to Chinese for HSK Level 1 - a Chinese course for beginners. My name is YU Bin. I am very happy to meet you here!  \n\nHSK stands for Hànyǔ (Chinese) Shuǐpíng (level) Kǎoshì (test), which is the most important Chinese proficiency test in use today. It assesses non-native Chinese speakers’ abilities in using Chinese in their daily, academic and professional lives. \n\nChinese for HSK Level 1 is the first part of the 6 levels and assesses test takers’ abilities in the application of everyday Chinese. It is the counterpart of Level 1 of the Chinese Language Proficiency Scales for Speakers of Other Languages and the A1 Level of the Common European Framework of Reference for Languages. You will learn:\n\n\t30 video lectures with dialogue role plays by PKU students; \n\tMore than 150 commonly used words; \n\tAround 50 key grammar points;\n\tNew words and texts via audio; \n\tQuizzes for each lesson and HSK test papers;\n\tVideos for 70 basic Chinese characters (optional);\n\tSupplementary materials about China (optional).\n  \nIn short, the course covers the four skills although only listening and reading are tested in HSK. At the end of the course, you will be able to understand and use simple Chinese phrases, meet basic needs for communication and possess the ability to further your Chinese language studies. \n\nHave a fantastic journey of Chinese learning.                                                  \n\nFor more information about HSK please visit: http://english.hanban.org/node_7581.htm.WEEK 1Greetings and numbersIn this week, you will learn about name, nationality, age, phone number and other personal information as well as basic greetings. Together with these topics, you will also have opportunities to practise pinyin. If you have never learnt pinyin, you may need a bit more time on it; if you have already learnt it, you could skip the related contents.  19 videos, 22 readings, 7 practice quizzesexpandVideo: Welcome to Chinese for HSK Level 1Reading: Message from the teamReading: Chinese basicsReading: Pronunciation of initialsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 100 Chinese RadicalsReading: Character practice sheetReading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt:  Share your background and goals/expectationsReading: Pronunciation of finalsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Where are you from? 你是哪国人 Nǐ shì nǎ guó rén?Reading: Combinations of initials and finalsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Video: Dialogue3 (optional)Video: Dialogue4 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Graded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 2Family and school/universityHow do you introduce your family? Do you have any pets? If you are a student, would you like to tell us something about your school or university? At the end of this week, you will be able to answer the questions above in Chinese. 14 videos, 18 readings, 4 practice quizzesexpandReading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Reading: Uses of 二 (èr) and 两(liǎng)Discussion Prompt: Do you have a pet? 你有宠物吗 Nǐ yǒu chǒnɡwù mɑ？ Reading: Tips for learning this lessonVideo: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Talk about the state of your learningGraded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 3Time and weatherWhat time do you get up? When is your birthday? What is the weather like in different places in China? This week, you will learn how to ask and answer questions about the time and the weather.13 videos, 16 readings, 3 practice quizzesexpandReading: Message from the teamVideo: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What time is it?Video: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Where do you live? 你住在哪儿 Nǐ zhù zài nǎr？ Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Any strategies and tips for learning Chinese?Peer Review: Self IntroductionGraded: 测验 Cèyàn QuizGraded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 4Work and hobbiesWhat do you do? Where would you like to work? Do you like watching films? What is your favorite sport? You will be able to answer these questions in Chinese after this week! 15 videos, 13 readings, 3 practice quizzesexpandReading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Learning in MOOCs - advantages and disadvantagesVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What are your hobbies?  你有什么爱好 Nǐ yǒu shénme àihào? Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Graded: 测验 Cèyàn QuizGraded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 5Shopping and foodWhether you like it or hate it, shopping is very much a part of daily life. What do you usually buy? How to ask the price in Chinese? Do you like online shopping? These lessons may give you more confidence when going to a Chinese supermarket or restaurant! 17 videos, 14 readings, 3 practice quizzesexpandReading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know?Discussion Prompt: Can you cook Chinese food? 你会做中国菜吗Nǐ huì zuò Zhōnɡɡuó cài ma?Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What do you like to eat/drink? 你喜欢吃/喝什么 Nǐ xǐhuɑn chī/hē shénme?Graded: 测验 Cèyàn QuizGraded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 6Traffic and directionsHow do you get to your school/university/office? Do you like walking? Where would you like to visit? Can you describe the location of the place? What time is your flight? At the end of this week, you will be able to talk about traffic and directions in Chinese!  16 videos, 14 readings, 3 practice quizzesexpandReading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: How do you get home?Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What do you think is difficult/easy about learning Chinese?Graded: 测验 Cèyàn QuizGraded: 测验 Cèyàn QuizGraded: 周测验 Zhōu cèyàn Weekly testWEEK 7FINAL TEST2 readingsexpandReading: Message from the teamReading: Introduction to HSK Test Level 1Discussion Prompt: Your gains and suggestionsGraded: Listening \u0026 ReadingIn this week, you will learn about name, nationality, age, phone number and other personal information as well as basic greetings. Together with these topics, you will also have opportunities to practise pinyin. If you have never learnt pinyin, you may need a bit more time on it; if you have already learnt it, you could skip the related contents.  Video: Welcome to Chinese for HSK Level 1Reading: Message from the teamReading: Chinese basicsReading: Pronunciation of initialsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 100 Chinese RadicalsReading: Character practice sheetReading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt:  Share your background and goals/expectationsReading: Pronunciation of finalsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Where are you from? 你是哪国人 Nǐ shì nǎ guó rén?Reading: Combinations of initials and finalsPractice Quiz: 拼音练习Pīnyīn liànxí Pinyin practiceVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Video: Dialogue3 (optional)Video: Dialogue4 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Reading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Reading: Uses of 二 (èr) and 两(liǎng)Discussion Prompt: Do you have a pet? 你有宠物吗 Nǐ yǒu chǒnɡwù mɑ？ Reading: Tips for learning this lessonVideo: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Talk about the state of your learningReading: Message from the teamVideo: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What time is it?Video: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureReading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Where do you live? 你住在哪儿 Nǐ zhù zài nǎr？ Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Any strategies and tips for learning Chinese?Peer Review: Self IntroductionReading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: Learning in MOOCs - advantages and disadvantagesVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What are your hobbies?  你有什么爱好 Nǐ yǒu shénme àihào? Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know?Discussion Prompt: Can you cook Chinese food? 你会做中国菜吗Nǐ huì zuò Zhōnɡɡuó cài ma?Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What do you like to eat/drink? 你喜欢吃/喝什么 Nǐ xǐhuɑn chī/hē shénme?How do you get to your school/university/office? Do you like walking? Where would you like to visit? Can you describe the location of the place? What time is your flight? At the end of this week, you will be able to talk about traffic and directions in Chinese!  Reading: Message from the teamVideo: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue1 (optional)Video: Dialogue2 (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: How do you get home?Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Video: LectureVideo: Dialogue (optional)Reading: 生词 Shēnɡcí New wordsReading: 课文 Kèwén TextPractice Quiz: 测验 Cèyàn QuizVideo: 写汉字 Xiě hànzì Writing Chinese characters (optional)Reading: 你知道吗 Nǐ zhīdào mɑ? Did you know? (optional)Discussion Prompt: What do you think is difficult/easy about learning Chinese?Reading: Message from the teamReading: Introduction to HSK Test Level 1Discussion Prompt: Your gains and suggestionsShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Peking University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/hsk-1",
    "Language": "English",
    "Commitment": "6 weeks of study + 1 week final test, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Spanish Vocabulary: Cultural Experience",
    "Description": "About this course: ¡Bienvenidos! This second course in the specialization will build on the basic vocabulary you learned in the first course, and you will begin to build the skills necessary to express your likes and dislikes orally and in writing. You’ll also begin to explore the some of the common cultural experiences of the Spanish-speaking world through a visit to the marketplace. A series of interactive activities and videos will provide opportunities for practice and continued exploration of the cultural context of the Spanish-speaking world.WEEK 1Talking About the Market and FoodThe first module of this course will continue to expand the vocabulary you built in the first course of this specialization - Spanish Vocabulary: Meeting People. Our discussion will focus on food, and we’ll visit an open air market. You’ll be able to express your likes and dislikes using the verb “gustar,” and you will be able to ask culturally appropriate questions. A main focus of the module will be the use of indirect object pronouns and we’ll learn some common useful expressions.14 videos, 4 readings, 5 practice quizzesexpandVideo: Course IntroductionReading: How to be Successful in this CourseVideo: Module IntroductionVideo: Introduction to VocabularioReading: Market and Food Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1 Vocabulario Review APractice Quiz: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Forming QuestionsVideo: Indirect Object PronounsVideo: Expressing Likes and DislikesVideo: Making Requests PolitelyVideo: More Irregular Verbs in the Present TenseVideo: Useful ExpressionsReading: Typing Spanish Accents and PunctuationPractice Quiz: Module 1 Gramática ReviewPractice Quiz: Module 1 Writing PracticeVideo: Perspectivas Introduction: El MercadoVideo: Perspectivas: El MercadoVideo: Perspectivas Summary: El MercadoDiscussion Prompt: A Trip to the MarketPractice Quiz: Perspectivas Comprehension CheckVideo: Module 1 SummaryGraded: Module 1 ReviewGraded: Module 1 Peer ReviewWEEK 2Talking About Daily RoutinesIn this module you’ll begin to discuss your daily and weekly routines using the reflexive pronouns me, te, se, nos, os, and se.  You’ll master the days of the week and calendar months and we’ll practice speaking in the present perfect tense. This module introduces a large number of new words and expressions that will add to your growing vocabulary.12 videos, 2 readings, 5 practice quizzesexpandVideo: Module 2 IntroductionVideo: Introduction to VocabularioReading: Daily Routines Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: Reflexive Pronouns to Express Daily RoutinesVideo: Reflexive Pronouns to Express Changes of StateVideo: Weekly, Monthly, and Yearly Calendar ExpressionsVideo: Two Ways of Expressing Events From the Recent PastVideo: More Expressions with Tener and Dejar DePractice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: Rutina DiariaVideo: Perspectivas: Rutina DiariaVideo: Perspectivas Summary: Rutina DiariaDiscussion Prompt: Your Daily RoutinePractice Quiz: Perspectivas Comprehension CheckVideo: Module 2 SummaryGraded: Module 2 ReviewGraded: Module 2 Peer ReviewWEEK 3Talking About LeisureWrapping up this course, this module covers vocabulary words and expressions related to your free time, or leisure time. In addition, this module introduces the concept of talking about future events using the verb ir with a and an infinitive. We’ll also discuss how to substitute pronouns for direct objects, and you’ll be able to practice using the passive and impersonal voice.13 videos, 2 readings, 5 practice quizzesexpandVideo: Module 3 IntroductionVideo: Introduction to VocabularioReading: Leisure Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Future: Ir + a + InfinitiveVideo: Direct Object PronounsVideo: Indirect and Direct Object Pronouns TogetherVideo: The Passive Voice and Impersonal SubjectsVideo: More Useful ExpressionsPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La MúsicaVideo: Perspectivas: La MúsicaVideo: Perspectivas Summary: La MúsicaDiscussion Prompt: Your Free TimePractice Quiz: Perspectivas Comprehension CheckVideo: Module 3 SummaryVideo: Course SummaryGraded: Module 3 ReviewGraded: Module 3 Peer ReviewThe first module of this course will continue to expand the vocabulary you built in the first course of this specialization - Spanish Vocabulary: Meeting People. Our discussion will focus on food, and we’ll visit an open air market. You’ll be able to express your likes and dislikes using the verb “gustar,” and you will be able to ask culturally appropriate questions. A main focus of the module will be the use of indirect object pronouns and we’ll learn some common useful expressions.Video: Course IntroductionReading: How to be Successful in this CourseVideo: Module IntroductionVideo: Introduction to VocabularioReading: Market and Food Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1 Vocabulario Review APractice Quiz: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Forming QuestionsVideo: Indirect Object PronounsVideo: Expressing Likes and DislikesVideo: Making Requests PolitelyVideo: More Irregular Verbs in the Present TenseVideo: Useful ExpressionsReading: Typing Spanish Accents and PunctuationPractice Quiz: Module 1 Gramática ReviewPractice Quiz: Module 1 Writing PracticeVideo: Perspectivas Introduction: El MercadoVideo: Perspectivas: El MercadoVideo: Perspectivas Summary: El MercadoDiscussion Prompt: A Trip to the MarketPractice Quiz: Perspectivas Comprehension CheckVideo: Module 1 SummaryIn this module you’ll begin to discuss your daily and weekly routines using the reflexive pronouns me, te, se, nos, os, and se.  You’ll master the days of the week and calendar months and we’ll practice speaking in the present perfect tense. This module introduces a large number of new words and expressions that will add to your growing vocabulary.Video: Module 2 IntroductionVideo: Introduction to VocabularioReading: Daily Routines Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: Reflexive Pronouns to Express Daily RoutinesVideo: Reflexive Pronouns to Express Changes of StateVideo: Weekly, Monthly, and Yearly Calendar ExpressionsVideo: Two Ways of Expressing Events From the Recent PastVideo: More Expressions with Tener and Dejar DePractice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: Rutina DiariaVideo: Perspectivas: Rutina DiariaVideo: Perspectivas Summary: Rutina DiariaDiscussion Prompt: Your Daily RoutinePractice Quiz: Perspectivas Comprehension CheckVideo: Module 2 SummaryWrapping up this course, this module covers vocabulary words and expressions related to your free time, or leisure time. In addition, this module introduces the concept of talking about future events using the verb ir with a and an infinitive. We’ll also discuss how to substitute pronouns for direct objects, and you’ll be able to practice using the passive and impersonal voice.Video: Module 3 IntroductionVideo: Introduction to VocabularioReading: Leisure Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Future: Ir + a + InfinitiveVideo: Direct Object PronounsVideo: Indirect and Direct Object Pronouns TogetherVideo: The Passive Voice and Impersonal SubjectsVideo: More Useful ExpressionsPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La MúsicaVideo: Perspectivas: La MúsicaVideo: Perspectivas Summary: La MúsicaDiscussion Prompt: Your Free TimePractice Quiz: Perspectivas Comprehension CheckVideo: Module 3 SummaryVideo: Course SummaryUniversity of California, DavisSpanish Vocabulary: Sports, Travel, and the HomeUniversity of California, DavisSpanish Vocabulary: Careers and Social EventsUniversity of California, DavisSpanish Vocabulary ProjectUniversity of California, DavisSpanish Vocabulary: Meeting PeopleHigher School of EconomicsTowards language universals through lexical semantics: introduction to lexical and semantic typology",
    "Creator": "University of California, Davis",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/spanish-vocabulary-cultural-experience",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "More Chinese for Beginners",
    "Description": "About this course: This is an advanced course for Chinese for beginners.\n\nLearners will expand vocabularies about personal information, daily life, food and drink, healthy, and expressions about greeting, suggestion, agreement, comparison, complaint, prohibition, experience, plan, recommendation, etc. Learners can improve their listening and speaking and know much more about Chinese social cultures. As the same as Chinese for beginners, the course doesn’t ask the learners to know Chinese characters. \n\nRecommended Background: For learners with certain English language ability and better have attended Chinese for beginners.WEEK 1What do you know about him/her?You’re going to learn how to welcome, introduce, exchange greeting, talk about job, tell phone number and address in this module.5 videos, 8 readingsexpandVideo: Welcome To 'More Chinese For Beginners'Video: Pleased to meet you.Reading: New words listReading: Additional Information: AppellationVideo: Long time no see.Reading: New words listReading: Additional Information: GreetingsVideo: They are both teachers.Reading: New words listDiscussion Prompt: 3.TranslationReading: Additional Information:CartoonVideo: May I have your phone number, please?Reading: New words listReading: Additional Information:Address and DateDiscussion Prompt: ReviewGraded: 1.Please give the correct addressing according to the information given.There is a new word in the 5th one. Can you guess the meaning?Graded: 1.MatchGraded: 2.Choose the correct response.Graded: 1.MatchGraded: 2.Choose the correct position(among (A)(B)(C)(D)) of the given word.Graded: 1.Choose the correct expression accordinglyGraded: 2.Choose the correct answer according to what you hearWEEK 2I’m very busy!How about your life? Are you busy at working, learning, cooking? Or you are quite relaxed to enjoy sport and art?  Let’s talk about the life arrangement in this module.4 videos, 8 readings, 2 practice quizzesexpandVideo: I’m working.Reading: New words listPractice Quiz: 2. Tell what he/she/they are doing according to the pictures.（You can type in Pinyin or Chinese characters）Practice Quiz: 3.Ask for some help with the words given（you can type in Pinyin or characters）Reading: Additional Information:Work Overtime and HomeworkVideo: When are you going to get off the work?Reading: New words listReading: Additional Information:BreakfastVideo: Do you have time on Saturday?Reading: New words listDiscussion Prompt: 2.TranslationReading: Additional Information:Folk MusicVideo: What are you doing?Reading: New words listDiscussion Prompt: 2.TranslationReading: Additional Information:Chinese CalligraphyDiscussion Prompt: ReviewGraded: 1.Tell true or false according to the videoGraded: 1.MatchGraded: 2.Tell true or false according to the videoGraded: 3.Fill in the blank with the appropriate wordGraded: 1.Tell true or false according to the video.Graded: 1.Give the response accordinglyWEEK 3It’s so delicious!What Chinese drink and food have you heard? Have you ever tried some? You’re going to learn some name of them in this module and try to describe the taste, and compare them.4 videos, 8 readings, 1 practice quizexpandVideo: Do you like spicy food?Reading: New words listReading: Additional Information:Chinese cuisineVideo: Coffee or tea?Reading: New words listDiscussion Prompt: 1.Ask questions according to the pictures. Reading: Additional Information:Tea and Tea SetVideo: I eat a lot!Reading: New words listDiscussion Prompt: 1.Try to ask questions and give the answers according to the picture.Discussion Prompt: 2.Try to arrange some activities with “xiān……，zài……，zuìhòu……”and appropriate verbs.Reading: Additional Information:Spring FestivalVideo: This is much better than that.Reading: New words listDiscussion Prompt: 1. Describe the pictures Discussion Prompt: 2. TranslationPractice Quiz: 3.Describe one of the pictures that you like most with “zuì(the most)” and the word given.(You can type in Pinyin or Chinese characters)Reading: Additional Information:Mid-Autumn FestivalDiscussion Prompt: ReviewGraded: 1.MatchGraded: 2.Fill in the blank with the appropriate wordWEEK 4What’s the matter?In this module, you are going to learn how to worry, comfort, complain, prohibit in Chinese.4 videos, 7 readings, 1 practice quizexpandVideo: What can we do?Reading: New words listDiscussion Prompt: 2. TranslationReading: Additional Information:Chinese FilmsVideo: You can’t buy anymore!Reading: New words listDiscussion Prompt: 2. TranslationReading: Additional Information:National DressVideo: May I exchange?Reading: New words listDiscussion Prompt: 1.TranslationVideo: Be quiet, please.Reading: New words listPractice Quiz: 1.Please tell the meaning of following signs（you can type in Pinyin or characters）Reading: Additional Information:Chinese paintingDiscussion Prompt: ReviewGraded: 1.MatchGraded: 1.MatchWEEK 5I’m not feeling well.You’re going to talk about healthy including slight illness, environment, sports exercise in this module.4 videos, 6 readingsexpandVideo: I feel headache!Reading: New words listDiscussion Prompt: 2.Give the expression according to the picturesVideo: You should go to the hospital.Reading: New words listDiscussion Prompt: 3. TranslationReading: Additional Information:Traditional Chinese MedicineVideo: I think riding bike is better for your healthy.Reading: New words listDiscussion Prompt: 1.Do you like to drive or ride bike? Can you list at least 3 advantages and disadvantages?Video: I go running every day.Reading: New words listDiscussion Prompt: 1.Please talk about your sport exercise with the following suggesting expressionsReading: Additional Information:ExerciseDiscussion Prompt: ReviewGraded: 1.MatchGraded: 1.MatchGraded: 2.Fill in the blank with correct phrase.WEEK 6When will be the next holiday?Do you have a lot of holidays? How do you spend them? Let’s  talk about transportation, plan, experiences about holiday and travelling. And you can also know some famous site of China.4 videos, 6 readingsexpandVideo: How about your holiday?Reading: New words listDiscussion Prompt: 3.What did you do yesterday? Can you list at least 3 items?Reading: Additional Information:Vacation and trafficVideo: What’s your plan for the coming weekend?Reading: New words listDiscussion Prompt: 2.Talk about your plan for today or tomorrow or this weekendVideo: Have you been to Beijing?Reading: New words listDiscussion Prompt: 1.Try to ask someone if he/she has some experiences for your country with the words givenDiscussion Prompt: 2.Try to tell if you’re interested in the following thingsReading: Additional Information:BeijingVideo: If you like cities, then go to the east.Reading: New words listDiscussion Prompt: 2.Recommend some famous sites in your country with following expressionsDiscussion Prompt: ReviewGraded: 1.MatchGraded: 2.Rearrange the following words accordingly(Please answer with 'abc')Graded: 1.Choose the correct questions for the answers.(not according to the video.)Graded: 1.Choose the correct direction in ChineseVideo: Welcome To 'More Chinese For Beginners'Video: Pleased to meet you.Reading: New words listReading: Additional Information: AppellationVideo: Long time no see.Reading: New words listReading: Additional Information: GreetingsVideo: They are both teachers.Reading: New words listDiscussion Prompt: 3.TranslationReading: Additional Information:CartoonVideo: May I have your phone number, please?Reading: New words listReading: Additional Information:Address and DateDiscussion Prompt: ReviewVideo: I’m working.Reading: New words listPractice Quiz: 2. Tell what he/she/they are doing according to the pictures.（You can type in Pinyin or Chinese characters）Practice Quiz: 3.Ask for some help with the words given（you can type in Pinyin or characters）Reading: Additional Information:Work Overtime and HomeworkVideo: When are you going to get off the work?Reading: New words listReading: Additional Information:BreakfastVideo: Do you have time on Saturday?Reading: New words listDiscussion Prompt: 2.TranslationReading: Additional Information:Folk MusicVideo: What are you doing?Reading: New words listDiscussion Prompt: 2.TranslationReading: Additional Information:Chinese CalligraphyDiscussion Prompt: ReviewVideo: Do you like spicy food?Reading: New words listReading: Additional Information:Chinese cuisineVideo: Coffee or tea?Reading: New words listDiscussion Prompt: 1.Ask questions according to the pictures. Reading: Additional Information:Tea and Tea SetVideo: I eat a lot!Reading: New words listDiscussion Prompt: 1.Try to ask questions and give the answers according to the picture.Discussion Prompt: 2.Try to arrange some activities with “xiān……，zài……，zuìhòu……”and appropriate verbs.Reading: Additional Information:Spring FestivalVideo: This is much better than that.Reading: New words listDiscussion Prompt: 1. Describe the pictures Discussion Prompt: 2. TranslationPractice Quiz: 3.Describe one of the pictures that you like most with “zuì(the most)” and the word given.(You can type in Pinyin or Chinese characters)Reading: Additional Information:Mid-Autumn FestivalDiscussion Prompt: ReviewVideo: What can we do?Reading: New words listDiscussion Prompt: 2. TranslationReading: Additional Information:Chinese FilmsVideo: You can’t buy anymore!Reading: New words listDiscussion Prompt: 2. TranslationReading: Additional Information:National DressVideo: May I exchange?Reading: New words listDiscussion Prompt: 1.TranslationVideo: Be quiet, please.Reading: New words listPractice Quiz: 1.Please tell the meaning of following signs（you can type in Pinyin or characters）Reading: Additional Information:Chinese paintingDiscussion Prompt: ReviewVideo: I feel headache!Reading: New words listDiscussion Prompt: 2.Give the expression according to the picturesVideo: You should go to the hospital.Reading: New words listDiscussion Prompt: 3. TranslationReading: Additional Information:Traditional Chinese MedicineVideo: I think riding bike is better for your healthy.Reading: New words listDiscussion Prompt: 1.Do you like to drive or ride bike? Can you list at least 3 advantages and disadvantages?Video: I go running every day.Reading: New words listDiscussion Prompt: 1.Please talk about your sport exercise with the following suggesting expressionsReading: Additional Information:ExerciseDiscussion Prompt: ReviewVideo: How about your holiday?Reading: New words listDiscussion Prompt: 3.What did you do yesterday? Can you list at least 3 items?Reading: Additional Information:Vacation and trafficVideo: What’s your plan for the coming weekend?Reading: New words listDiscussion Prompt: 2.Talk about your plan for today or tomorrow or this weekendVideo: Have you been to Beijing?Reading: New words listDiscussion Prompt: 1.Try to ask someone if he/she has some experiences for your country with the words givenDiscussion Prompt: 2.Try to tell if you’re interested in the following thingsReading: Additional Information:BeijingVideo: If you like cities, then go to the east.Reading: New words listDiscussion Prompt: 2.Recommend some famous sites in your country with following expressionsDiscussion Prompt: ReviewShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Peking University",
    "Level": "",
    "URL": "https://coursera.org/learn/more-chinese-for-beginners",
    "Language": "English, Subtitles: Spanish, Urdu",
    "Commitment": "6 周课程, 2-4 小时/周",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Chinese for HSK 3 PART I",
    "Description": "About this course: 大家好！Hi, everyone, welcome to join our Chinese for HSK Level 3 course. This is CHEN Li and LU Yun, and we are very happy to meet you here!  \nChinese for HSK3 course is divided into two parts: Part I and Part II. Part I course takes 6 weeks, and you will be learning vocabularies and grammars mainly through the form of dialogues. Part II takes 4 weeks to complete, with the main focus on HSK 3 test practices and strategies.\nChinese for HSK Level 3 is the third part of the 6 levels and assesses test takers’ abilities in the application of everyday Chinese. It is the counterpart of Level 3 of the Chinese Language Proficiency Scales for Speakers of Other Languages and the B1 Level of the Common European Framework of Reference for Languages. You will learn:\n\n\t30 video lectures with dialogue role plays by PKU students; \n\tMore than 300 new words on the basis of HSK 1 and HSK 2; \n\tMore than 60 new grammar points;\n    Review the words you have learnt in HSK 1 and HSK 2 courses.\n\tNew words and texts via audio; \n\tQuizzes for each lesson and HSK test papers;\n\nAt the end of the course, you will be able to communicate in Chinese at a basic level in your daily, academic and professional lives. You can manage most communication in Chinese when travelling in China.\nSpecifically, you will master certain grammar knowledge containing fundamental sentence structure and usage like sentences with “把”, sentences with “被”(passive voice), comparative sentences and rhetorical questions. Moreover, you will master the meaning of fixed structure and usage of sentences like “….for sb…”(对…来说), “increasingly…” (越来越), etc.\nIt does not matter if you complete HSK Level 1-2 or not, as long as you have obtained basic Chinese language competency. Hope you enjoy our Part I course and glad to see you in our next Part II course.\nCHEN Li, LU Yun and Chinese for HSK Level 3 team.WEEK 1Week1  Hobbies and InterestsThis week we will be learning expressions related to hobbies and interests. What's your favorite hobby? Do you know how to discuss your plan and travel place on weekends? At the end of this week, you will be able to answer the questions above in Chinese.  You will learn 55 new words and 11 new grammar points this week.5 videos, 10 readings, 9 practice quizzesexpandVideo: 最大的爱好  zuì dà de àihàoReading: New WordsReading: 最大的爱好  zuì dà de àihào  (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最大的爱好是什么？Nǐ zuì dà  de àihào shì shénme Video: 你经常照相吗？Nǐ jīnɡchánɡ zhàoxiànɡ mɑ?Reading: New wordsReading: 你经常照相吗？Nǐ jīnɡchánɡ zhàoxiànɡ mɑ?(text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你照相的水平高不高？Nǐ zhàoxiànɡ de shuǐpínɡ ɡāobuɡāo？ Video: 没什么打算 Méi shénme dǎsuànReading: New WordsReading: 没什么打算 Méi shénme dǎsuàn (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 这个周末你打算做什么？Zhè ɡe zhōumò nǐ dǎsuàn zuò shénme？ Video: 去哪儿旅游？Qù nǎr lǚyóu?Reading: New WordsReading: 去哪儿旅游？Qù nǎr lǚyóu? (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢去人多的地方旅游吗？Nǐ xǐhuɑn qù rén duō de dìfɑnɡ lǚyóu mɑ？ Video: 你瘦了 Nǐ shòu leReading: New WordsReading: 你瘦了 Nǐ shòu le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常锻炼吗？Nǐ jīnɡchánɡ duànliàn mɑ？Practice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 2Week2  Asking for sick leave \u0026 Sending one’s blessing or comforting others. This week we will be learning expressions related to asking for sick leave, sending one's blessing or comfort others.  What happened to you? Do you feel better? Do you know how to say\" Don't be sad!\"in Chinese? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 52 new words and 10 new grammar points this week.5 videos, 10 readings, 9 practice quizzesexpandVideo: 准备礼物 Zhǔnbèi lǐwùReading: New WordsReading: 准备礼物 Zhǔnbèi lǐwù (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你过生日的时候，谁给你礼物？Nǐ ɡuò shēnɡrì de shíhou,shuí ɡěi nǐ  lǐwù Video: 当然是春节 Dānɡrán shì chūnjiéReading: New WordsReading: 当然是春节 Dānɡrán shì chūnjié (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最喜欢的节日是什么？Nǐ zuì xǐhuɑn de  jiérì shì shénme？Video: 感冒了 Gǎnmào leReading: New WordsReading: 感冒了 Gǎnmào le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 感冒的时候，你吃不吃感冒药？Gǎnmào de shíhou ， nǐ chībuchī ɡǎnmào yào? Video: 腿有点儿疼 Tuǐ yǒudiǎnr ténɡReading: New WordsReading: 腿有点儿疼 Tuǐ yǒudiǎnr ténɡ (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 需要帮助的时候，你告诉谁？Xūyào bānɡmánɡ de shíhou ， nǐ ɡàosu shéi?Video: 我试试 Wǒ shìshiReading: New WordsReading: 我试试 Wǒ shìshi (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 如果遇到不高兴的事，你做什么？Rúɡuǒ yùdào bù ɡāoxìnɡ de shì,nǐ zuò shénme?Practice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 3Week 3  Arrangments and PlansThis week we will be learning expressions related to arrangements and plans.  What programs do you want to watch? Will the bank open tomorrow? Do you know how to say \"it is very convenient by subway\"in Chinese? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 47 new words and 10 new grammar points this week.5 videos, 10 readings, 9 practice quizzesexpandVideo: 你想看什么节目？Nǐ xiǎnɡ kàn shénme jiémù?Reading: New WordsReading: 你想看什么节目？Nǐ xiǎnɡ kàn shénme jiémù? (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你看新闻节目和体育节目吗？Nǐ kàn xīnwén jiémù hé tǐyù jiémù mɑ？Video: 我不能迟到 Wǒ bù nénɡ chídàoReading: New WordsReading: 我不能迟到 Wǒ bù nénɡ chídào (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常骑自行车吗？Nǐ jīnɡchánɡ qí zìxínɡchē mɑ?Video: 看熊猫 Kàn xiónɡmāoReading: New WordsReading: 看熊猫 Kàn xiónɡmāo (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 旅游的时候，你一般带什么？Lǚyóu de shíhou，nǐ yìbān dài shénme？Video: 不在东北边 Bú zài dōnɡběibiɑnReading: New WordsReading: 不在东北边 Bú zài dōnɡběibiɑn (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你家附近有没有地铁站？Nǐ jiā fùjìn yǒu méiyǒu dìtiězhàn?Video: 一直向南走 Yìzhí xiànɡ nán zǒuReading: New WordsReading: 一直向南走 Yìzhí xiànɡ nán zǒu (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 去国外旅游以前，你去银行换钱吗？Qù ɡuówài lǚyóu yǐqián， nǐ qù yínhánɡ huàn qián mɑ？Practice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 4Week 4  Campus Life and Weather This week we will be learning expressions related to campus life and weather. Do you like online shopping? How to talk about exam,scores ,learning plans and learning experience? Are you used to extreme cold weather? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 52 new words and 10 new grammar points this week.5 videos, 10 readings, 9 practice quizzesexpandVideo: 上网买东西 shànɡwǎnɡ mǎi dōnɡxiReading: New WordsReading: 上网买东西 shànɡwǎnɡ mǎi dōnɡxi (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常上网买东西吗？Nǐ jīnɡchánɡ shànɡwǎnɡ mǎi dōnɡxi mɑ？Video: 数学考试太难了 shùxué kǎoshì tài nán leReading: New WordsReading: 数学考试太难了 shùxué kǎoshì tài nán le (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你为什么想学中文？Nǐ wèishénme xiǎnɡ xuéxí zhōnɡwén？Video: 你怎么知道得这么多！Nǐ zěnme zhīdào de zhème duō！Reading: New WordsReading: 你怎么知道得这么多！Nǐ zěnme zhīdào de zhème duō！(text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你一直对什么很感兴趣？Nǐ yìzhí duì shénme hěn ɡǎn xìnɡqù?Video: 你能教我吗？Nǐ nénɡ jiāo wǒ mɑ?Reading: New WordsReading: 你能教我吗？Nǐ nénɡ jiāo wǒ mɑ? (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你会做什么，能教我吗？Nǐ huì zuò shénme ？Nénɡ jiāo wǒ mɑ？Video: 习惯那儿的天气 Xíɡuàn nàr de tiānqìReading: New WordsReading: 习惯那儿的天气 Xíɡuàn nàr de tiānqì (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你习惯很冷的天气吗？Nǐ xíɡuàn hěn lěnɡ de tiānqì mɑ？Practice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 5Week 5  Appearance and EnvironmentThis week we will be learning how to talk about describing someone's appearance and some kind of environment. Who do you look like? What kind of room would you like? What kind of place would you like to go? At the end of this week, you will be able to answer these questions above in Chinese.  You will learn 56 new words and 12 new grammar points this week.5 videos, 10 readings, 9 practice quizzesexpandVideo: 我长得像我奶奶 Wǒ zhǎnɡ de xiànɡ wǒ nǎinɑiReading: New WordsReading: 我长得像我奶奶 Wǒ zhǎnɡ de xiànɡ wǒ nǎinɑi (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你长得像谁？Nǐ zhǎnɡ de xiànɡ shuí？Video: 她长什么样？Tā zhǎnɡ shénmeyànɡ?Reading: New WordsReading: 她长什么样？Tā zhǎnɡ shénmeyànɡ? (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你长什么样？Nǐ zhǎnɡ shénmeyànɡ? Video: 我喜欢的房间 Wǒ xǐhuɑn de fánɡjiānReading: New WordsReading: 我喜欢的房间 Wǒ xǐhuɑn de fánɡjiān (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢住什么样的房间？Nǐ xǐhuɑn zhù shénmeyàng de fángjiān？Video: 我忙着搬家 Wǒ mánɡzhe bānjiāReading: New WordsReading: 我忙着搬家 Wǒ mánɡzhe bānjiā (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最近忙着做什么？Nǐ zuìjìn mánɡzhe zuò shénme？Video: 楼下的咖啡馆 Lóu xià de kāfēiɡuǎnReading: New WordsReading: 楼下的咖啡馆 Lóu xià de kāfēiɡuǎn (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢去什么地方？Nǐ xǐhuɑn qù shénme dìfɑnɡ？Practice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 6Week 6  Commonly used sentence structures learning This week we will be learning the  usage and structure of “把”sentence,  “被”sentence and \"There be\"sentence in Chinese.  You will learn 41 new words and 12 new grammar points this week.5 videos, 10 readings, 8 practice quizzesexpandVideo: 桌子上有什么？Zhuōzi shɑnɡ yǒu shénme？Reading: New WordsReading: 桌子上有什么？Zhuōzi shɑnɡ yǒu shénme？Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你的包里有什么？Nǐ de bāo li yǒu shénme？Video: 我们叫外卖吧 Wǒmen jiào wài mài bɑReading: New WordsReading: 我们叫外卖吧 Wǒmen jiào wài mài bɑ (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常叫外卖吗？Nǐ jīnɡchánɡ jiào wài mài mɑ？Video: 把手机借给我？Bǎ shǒujī jiè ɡěi wǒ?Reading: New WordsReading: 把手机借给我？Bǎ shǒujī jiè ɡěi wǒ?Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 马上要下课了，你打算做什么？Nǎshànɡ yào xià kè le，nǐ dǎsuàn zuò shénme？Video: 钱快被我花完了Qián kuài bèi wǒ huā wán leReading: New WordsReading: 钱快被我花完了Qián kuài bèi wǒ huā wán le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 什么事情让你花了很多时间？Shénme shìqinɡ rànɡ nǐ huā le hěn duō shíjiān？Video: 去机场接阿姨 qù jīchǎnɡ jiē ā yíReading: New WordsReading: 去机场接阿姨 Qù jīchǎnɡ jiē ā yí (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: Anything you want to talk to usPractice Quiz: Listen to the recording and answerGraded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Choose the correct word for each sentence.Graded: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)WEEK 7FINAL TEST2 readingsexpandReading: Introduction to HSK Test Level IIIReading: Writing (15 minutes)Graded: Listening (35 minutes)Graded: Reading ( 25 minutes)This week we will be learning expressions related to hobbies and interests. What's your favorite hobby? Do you know how to discuss your plan and travel place on weekends? At the end of this week, you will be able to answer the questions above in Chinese.  You will learn 55 new words and 11 new grammar points this week.Video: 最大的爱好  zuì dà de àihàoReading: New WordsReading: 最大的爱好  zuì dà de àihào  (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最大的爱好是什么？Nǐ zuì dà  de àihào shì shénme Video: 你经常照相吗？Nǐ jīnɡchánɡ zhàoxiànɡ mɑ?Reading: New wordsReading: 你经常照相吗？Nǐ jīnɡchánɡ zhàoxiànɡ mɑ?(text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你照相的水平高不高？Nǐ zhàoxiànɡ de shuǐpínɡ ɡāobuɡāo？ Video: 没什么打算 Méi shénme dǎsuànReading: New WordsReading: 没什么打算 Méi shénme dǎsuàn (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 这个周末你打算做什么？Zhè ɡe zhōumò nǐ dǎsuàn zuò shénme？ Video: 去哪儿旅游？Qù nǎr lǚyóu?Reading: New WordsReading: 去哪儿旅游？Qù nǎr lǚyóu? (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢去人多的地方旅游吗？Nǐ xǐhuɑn qù rén duō de dìfɑnɡ lǚyóu mɑ？ Video: 你瘦了 Nǐ shòu leReading: New WordsReading: 你瘦了 Nǐ shòu le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常锻炼吗？Nǐ jīnɡchánɡ duànliàn mɑ？Practice Quiz: Listen to the recording and answerThis week we will be learning expressions related to asking for sick leave, sending one's blessing or comfort others.  What happened to you? Do you feel better? Do you know how to say\" Don't be sad!\"in Chinese? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 52 new words and 10 new grammar points this week.Video: 准备礼物 Zhǔnbèi lǐwùReading: New WordsReading: 准备礼物 Zhǔnbèi lǐwù (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你过生日的时候，谁给你礼物？Nǐ ɡuò shēnɡrì de shíhou,shuí ɡěi nǐ  lǐwù Video: 当然是春节 Dānɡrán shì chūnjiéReading: New WordsReading: 当然是春节 Dānɡrán shì chūnjié (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最喜欢的节日是什么？Nǐ zuì xǐhuɑn de  jiérì shì shénme？Video: 感冒了 Gǎnmào leReading: New WordsReading: 感冒了 Gǎnmào le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 感冒的时候，你吃不吃感冒药？Gǎnmào de shíhou ， nǐ chībuchī ɡǎnmào yào? Video: 腿有点儿疼 Tuǐ yǒudiǎnr ténɡReading: New WordsReading: 腿有点儿疼 Tuǐ yǒudiǎnr ténɡ (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 需要帮助的时候，你告诉谁？Xūyào bānɡmánɡ de shíhou ， nǐ ɡàosu shéi?Video: 我试试 Wǒ shìshiReading: New WordsReading: 我试试 Wǒ shìshi (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 如果遇到不高兴的事，你做什么？Rúɡuǒ yùdào bù ɡāoxìnɡ de shì,nǐ zuò shénme?Practice Quiz: Listen to the recording and answerThis week we will be learning expressions related to arrangements and plans.  What programs do you want to watch? Will the bank open tomorrow? Do you know how to say \"it is very convenient by subway\"in Chinese? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 47 new words and 10 new grammar points this week.Video: 你想看什么节目？Nǐ xiǎnɡ kàn shénme jiémù?Reading: New WordsReading: 你想看什么节目？Nǐ xiǎnɡ kàn shénme jiémù? (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你看新闻节目和体育节目吗？Nǐ kàn xīnwén jiémù hé tǐyù jiémù mɑ？Video: 我不能迟到 Wǒ bù nénɡ chídàoReading: New WordsReading: 我不能迟到 Wǒ bù nénɡ chídào (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常骑自行车吗？Nǐ jīnɡchánɡ qí zìxínɡchē mɑ?Video: 看熊猫 Kàn xiónɡmāoReading: New WordsReading: 看熊猫 Kàn xiónɡmāo (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 旅游的时候，你一般带什么？Lǚyóu de shíhou，nǐ yìbān dài shénme？Video: 不在东北边 Bú zài dōnɡběibiɑnReading: New WordsReading: 不在东北边 Bú zài dōnɡběibiɑn (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你家附近有没有地铁站？Nǐ jiā fùjìn yǒu méiyǒu dìtiězhàn?Video: 一直向南走 Yìzhí xiànɡ nán zǒuReading: New WordsReading: 一直向南走 Yìzhí xiànɡ nán zǒu (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 去国外旅游以前，你去银行换钱吗？Qù ɡuówài lǚyóu yǐqián， nǐ qù yínhánɡ huàn qián mɑ？Practice Quiz: Listen to the recording and answerThis week we will be learning expressions related to campus life and weather. Do you like online shopping? How to talk about exam,scores ,learning plans and learning experience? Are you used to extreme cold weather? At the end of this week, you will be able to talk about these topics above in Chinese.  You will learn 52 new words and 10 new grammar points this week.Video: 上网买东西 shànɡwǎnɡ mǎi dōnɡxiReading: New WordsReading: 上网买东西 shànɡwǎnɡ mǎi dōnɡxi (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常上网买东西吗？Nǐ jīnɡchánɡ shànɡwǎnɡ mǎi dōnɡxi mɑ？Video: 数学考试太难了 shùxué kǎoshì tài nán leReading: New WordsReading: 数学考试太难了 shùxué kǎoshì tài nán le (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你为什么想学中文？Nǐ wèishénme xiǎnɡ xuéxí zhōnɡwén？Video: 你怎么知道得这么多！Nǐ zěnme zhīdào de zhème duō！Reading: New WordsReading: 你怎么知道得这么多！Nǐ zěnme zhīdào de zhème duō！(text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你一直对什么很感兴趣？Nǐ yìzhí duì shénme hěn ɡǎn xìnɡqù?Video: 你能教我吗？Nǐ nénɡ jiāo wǒ mɑ?Reading: New WordsReading: 你能教我吗？Nǐ nénɡ jiāo wǒ mɑ? (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你会做什么，能教我吗？Nǐ huì zuò shénme ？Nénɡ jiāo wǒ mɑ？Video: 习惯那儿的天气 Xíɡuàn nàr de tiānqìReading: New WordsReading: 习惯那儿的天气 Xíɡuàn nàr de tiānqì (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你习惯很冷的天气吗？Nǐ xíɡuàn hěn lěnɡ de tiānqì mɑ？Practice Quiz: Listen to the recording and answerThis week we will be learning how to talk about describing someone's appearance and some kind of environment. Who do you look like? What kind of room would you like? What kind of place would you like to go? At the end of this week, you will be able to answer these questions above in Chinese.  You will learn 56 new words and 12 new grammar points this week.Video: 我长得像我奶奶 Wǒ zhǎnɡ de xiànɡ wǒ nǎinɑiReading: New WordsReading: 我长得像我奶奶 Wǒ zhǎnɡ de xiànɡ wǒ nǎinɑi (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你长得像谁？Nǐ zhǎnɡ de xiànɡ shuí？Video: 她长什么样？Tā zhǎnɡ shénmeyànɡ?Reading: New WordsReading: 她长什么样？Tā zhǎnɡ shénmeyànɡ? (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你长什么样？Nǐ zhǎnɡ shénmeyànɡ? Video: 我喜欢的房间 Wǒ xǐhuɑn de fánɡjiānReading: New WordsReading: 我喜欢的房间 Wǒ xǐhuɑn de fánɡjiān (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢住什么样的房间？Nǐ xǐhuɑn zhù shénmeyàng de fángjiān？Video: 我忙着搬家 Wǒ mánɡzhe bānjiāReading: New WordsReading: 我忙着搬家 Wǒ mánɡzhe bānjiā (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你最近忙着做什么？Nǐ zuìjìn mánɡzhe zuò shénme？Video: 楼下的咖啡馆 Lóu xià de kāfēiɡuǎnReading: New WordsReading: 楼下的咖啡馆 Lóu xià de kāfēiɡuǎn (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你喜欢去什么地方？Nǐ xǐhuɑn qù shénme dìfɑnɡ？Practice Quiz: Listen to the recording and answerVideo: 桌子上有什么？Zhuōzi shɑnɡ yǒu shénme？Reading: New WordsReading: 桌子上有什么？Zhuōzi shɑnɡ yǒu shénme？Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你的包里有什么？Nǐ de bāo li yǒu shénme？Video: 我们叫外卖吧 Wǒmen jiào wài mài bɑReading: New WordsReading: 我们叫外卖吧 Wǒmen jiào wài mài bɑ (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 你经常叫外卖吗？Nǐ jīnɡchánɡ jiào wài mài mɑ？Video: 把手机借给我？Bǎ shǒujī jiè ɡěi wǒ?Reading: New WordsReading: 把手机借给我？Bǎ shǒujī jiè ɡěi wǒ?Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 马上要下课了，你打算做什么？Nǎshànɡ yào xià kè le，nǐ dǎsuàn zuò shénme？Video: 钱快被我花完了Qián kuài bèi wǒ huā wán leReading: New WordsReading: 钱快被我花完了Qián kuài bèi wǒ huā wán le (text)Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: 什么事情让你花了很多时间？Shénme shìqinɡ rànɡ nǐ huā le hěn duō shíjiān？Video: 去机场接阿姨 qù jīchǎnɡ jiē ā yíReading: New WordsReading: 去机场接阿姨 Qù jīchǎnɡ jiē ā yí (text)Practice Quiz: Choose the correct word for each sentence.Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example): A跟你B我的爱好C一样(BAC)Discussion Prompt: Anything you want to talk to usPractice Quiz: Listen to the recording and answerReading: Introduction to HSK Test Level IIIReading: Writing (15 minutes)Shanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Shanghai Jiao Tong UniversityLearn Mandarin Chinese: Capstone Project",
    "Creator": "Peking University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/hsk-3",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Chinese for HSK 2",
    "Description": "About this course: Welcome to  HSK level 2 course!  \n\n This course is called “Chinese for HSK Level 2”, which is also the second step towards HSK Level 6. At the end of the 6 weeks, you will be able to express your views towards some simple and common daily life topics.\n\nIn this course, we have\n\t24 lecture videos and in class exercises\n\t44 short videos in complement to the context of learning material\n\tOver 150 new vocabularies, 62 new grammar points as well as relevant pictures and examples\n\tDownloadable practice charts for over 100 basic Chinese Characters\n\tWeekly online quiz and final simulation exam questions\n\nThis course covers the entire content that stated in the HSK Level Two Outline. It does not matter if you complete HSK Level 1 or not, as long as you have obtained basic Chinese language competency, I would like to welcome you to join the journey of learning Chinese with us. I believe you will continue enjoying the happiness that Chinese brings to you.WEEK 1Week 1 Talk about your daily life 1 This week we will be learning expressions related to our daily life,like introducing yourself and meeting each other,daily activities and hobbies. （37 new words,10 grammar points）4 videos, 8 readingsexpandVideo: 第1课Leyendo: 第1课 (Dialogue and Vocabulary)Leyendo: 汉字练习表1(optional)Cuadro de aviso de la discusión: Please introduce yourself.Video: 第2课Leyendo: 第2课 (Dialogue and Vocabulary)Leyendo: 汉字练习表2(optional)Video: 第3课Leyendo: 第3课(Dialogue and Vocabulary)Leyendo: 汉字练习表3(optional)Cuadro de aviso de la discusión: Daily scheduleVideo: 第4课Leyendo: 第4课 (Dialogue and Vocabulary)Leyendo: 汉字练习表4(optional)Cuadro de aviso de la discusión: Your favorite sportGraded: Weekly Quiz, Lesson 1~4WEEK 2Week 2 Talk about your daily life 2This week we will be continuing our learning with daily life expressions, including topics like the weather, habits, dining, shopping , etc.     (36 new words,13 grammar points)4 videos, 8 readingsexpandVideo: 第5课Leyendo: 第5课 (Dialogue and Vocabulary)Leyendo: 汉字练习表5(optional)Video: 第6课Leyendo: 第6课  (Dialogue and Vocabulary)Leyendo: 汉字练习表6(optional)Cuadro de aviso de la discusión: Your hobbyVideo: 第7课Leyendo: 第7课  (Dialogue and Vocabulary)Leyendo: 汉字练习表7(optional)Cuadro de aviso de la discusión: Have you ever tried Chinese food? Video: 第8课Leyendo: 第8课 (Dialogue and Vocabulary)Leyendo: 汉字练习表8(optional)Graded: Weekly Quiz, Lesson 5~8WEEK 3Week 3 Help and ask for helpThis week we will be learning basic questions relate to studying, asking for direction and ways of asking for help as well as expressing gratitude.   (38 new words,12 grammar points)4 videos, 8 readingsexpandVideo: 第9课Leyendo: 第9课  (Dialogue and Vocabulary)Leyendo: 汉字练习表9(optional)Video: 第10课Leyendo: 第10课 (Dialogue and Vocabulary)Leyendo: 汉字练习表10(optional)Video: 第11课Leyendo: 第11课 (Dialogue and Vocabulary)Leyendo: 汉字练习表11(optional)Video: 第12课Leyendo: 第12课  (Dialogue and Vocabulary)Leyendo: 汉字练习表12(optional)Graded: Weekly Quiz, Lesson 9~12WEEK 4Week 4 Invitation and ReplyThis week we will be learning the way of inviting and responding someone in Chinese, as well as expressions regarding acceptance or refusal.   (34 new words,10 grammar points)4 videos, 8 readingsexpandVideo: 第13课Leyendo: 第13课  (Dialogue and Vocabulary)Leyendo: 汉字练习表13(optional)Video: 第14课Leyendo: 第14课  (Dialogue and Vocabulary)Leyendo: 汉字练习表14(optional)Video: 第15课Leyendo: 第15课  (Dialogue and Vocabulary)Leyendo: 汉字练习表15(optional)Video: 第16课Leyendo: 第16课  (Dialogue and Vocabulary)Leyendo: 汉字练习表16(optional)Cuadro de aviso de la discusión: Famous places  in ChinaGraded: Weekly Quiz, Lesson 13~16WEEK 5Week 5 Ask for opinions, comments and suggestionThis week we will be discussing the ways of asking for opinions, comments and making suggestions, as well as topics relate to health, eating habits, learning difficulties, etc.  (32 new words,10 grammar points)4 videos, 9 readingsexpandVideo: 第17课Leyendo: 第17课  (Dialogue and Vocabulary)Leyendo: 汉字练习表17(optional)Video: 第18课Leyendo: 第18课  (Dialogue and Vocabulary)Leyendo: 汉字练习表18(optional)Video: 第19课Leyendo: 第19课 (Dialogue and Vocabulary)Leyendo: 汉字练习表19(optional)Cuadro de aviso de la discusión: Dietary habitVideo: 第20课Leyendo: 第20课  (Dialogue and Vocabulary)Leyendo: 汉字练习表20(optional)Cuadro de aviso de la discusión: Chinese learningLeyendo: SING A SONG in Chinese(optional)Graded: Weekly Quiz, Lesson 17~20WEEK 6Week 6 Discussion personal experience and feelings This is the last week of our learning. The previous three lessons will be discussion on personal life experience and thoughts, such as celebrating a birthday, traveling, etc. The last lesson will be reviewing all vocabulay and grammars from the past six weeks. These vocabulary and sentences are retrieved form HSK level 2 outline.   (24 new words, 7 grammar points, + Review)4 videos, 7 readingsexpandVideo: 第21课Leyendo: 第21课  (Dialogue and Vocabulary)Leyendo: 汉字练习表21(optional)Cuadro de aviso de la discusión: Impressive birthday giftVideo: 第22课Leyendo: 第22课 (Dialogue and Vocabulary)Leyendo: 汉字练习表22(optional)Cuadro de aviso de la discusión: Travel experiencesVideo: 第23课Leyendo: 第23课  (Text and Vocabulary)Leyendo: 汉字练习表23(optional)Video: 第24课Leyendo: 第24课（Review）PDFGraded: Weekly Quiz, Lesson 21~23WEEK 7Final TestIn this week, your task is to take the final exam. If you have passed all the quizzes in the previous weeks, there won’t be any problems for you to pass the final test and the real HSK2 test.1 readingexpandLeyendo: A Letter to StudentsCuadro de aviso de la discusión:  Gains and  SuggestionsGraded: Listening \u0026 Reading    (60 questions)Video: 第1课Leyendo: 第1课 (Dialogue and Vocabulary)Leyendo: 汉字练习表1(optional)Cuadro de aviso de la discusión: Please introduce yourself.Video: 第2课Leyendo: 第2课 (Dialogue and Vocabulary)Leyendo: 汉字练习表2(optional)Video: 第3课Leyendo: 第3课(Dialogue and Vocabulary)Leyendo: 汉字练习表3(optional)Cuadro de aviso de la discusión: Daily scheduleVideo: 第4课Leyendo: 第4课 (Dialogue and Vocabulary)Leyendo: 汉字练习表4(optional)Cuadro de aviso de la discusión: Your favorite sportVideo: 第5课Leyendo: 第5课 (Dialogue and Vocabulary)Leyendo: 汉字练习表5(optional)Video: 第6课Leyendo: 第6课  (Dialogue and Vocabulary)Leyendo: 汉字练习表6(optional)Cuadro de aviso de la discusión: Your hobbyVideo: 第7课Leyendo: 第7课  (Dialogue and Vocabulary)Leyendo: 汉字练习表7(optional)Cuadro de aviso de la discusión: Have you ever tried Chinese food? Video: 第8课Leyendo: 第8课 (Dialogue and Vocabulary)Leyendo: 汉字练习表8(optional)Video: 第9课Leyendo: 第9课  (Dialogue and Vocabulary)Leyendo: 汉字练习表9(optional)Video: 第10课Leyendo: 第10课 (Dialogue and Vocabulary)Leyendo: 汉字练习表10(optional)Video: 第11课Leyendo: 第11课 (Dialogue and Vocabulary)Leyendo: 汉字练习表11(optional)Video: 第12课Leyendo: 第12课  (Dialogue and Vocabulary)Leyendo: 汉字练习表12(optional)Video: 第13课Leyendo: 第13课  (Dialogue and Vocabulary)Leyendo: 汉字练习表13(optional)Video: 第14课Leyendo: 第14课  (Dialogue and Vocabulary)Leyendo: 汉字练习表14(optional)Video: 第15课Leyendo: 第15课  (Dialogue and Vocabulary)Leyendo: 汉字练习表15(optional)Video: 第16课Leyendo: 第16课  (Dialogue and Vocabulary)Leyendo: 汉字练习表16(optional)Cuadro de aviso de la discusión: Famous places  in ChinaVideo: 第17课Leyendo: 第17课  (Dialogue and Vocabulary)Leyendo: 汉字练习表17(optional)Video: 第18课Leyendo: 第18课  (Dialogue and Vocabulary)Leyendo: 汉字练习表18(optional)Video: 第19课Leyendo: 第19课 (Dialogue and Vocabulary)Leyendo: 汉字练习表19(optional)Cuadro de aviso de la discusión: Dietary habitVideo: 第20课Leyendo: 第20课  (Dialogue and Vocabulary)Leyendo: 汉字练习表20(optional)Cuadro de aviso de la discusión: Chinese learningLeyendo: SING A SONG in Chinese(optional)This is the last week of our learning. The previous three lessons will be discussion on personal life experience and thoughts, such as celebrating a birthday, traveling, etc. The last lesson will be reviewing all vocabulay and grammars from the past six weeks. These vocabulary and sentences are retrieved form HSK level 2 outline.   (24 new words, 7 grammar points, + Review)Video: 第21课Leyendo: 第21课  (Dialogue and Vocabulary)Leyendo: 汉字练习表21(optional)Cuadro de aviso de la discusión: Impressive birthday giftVideo: 第22课Leyendo: 第22课 (Dialogue and Vocabulary)Leyendo: 汉字练习表22(optional)Cuadro de aviso de la discusión: Travel experiencesVideo: 第23课Leyendo: 第23课  (Text and Vocabulary)Leyendo: 汉字练习表23(optional)Video: 第24课Leyendo: 第24课（Review）PDFLeyendo: A Letter to StudentsCuadro de aviso de la discusión:  Gains and  SuggestionsShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IShanghai Jiao Tong UniversityLearn Mandarin Chinese: Capstone Project",
    "Creator": "Peking University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/hsk-2",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Spanish Vocabulary: Sports, Travel, and the Home",
    "Description": "About this course: Ready for the big game? Building on the vocabulary and skills that you have already mastered, this third course of the specialization will introduce new vocabulary that will prepare you to discuss sports, pastimes and politics -- important cultural elements of the Spanish-speaking world. You’ll also add new vocabulary relating to travel and living arrangements. This course also introduces the progressive tense and past tense and you will add to your vocabulary of helping verbs.WEEK 1Module 1: Talking About Sports and PastimesWe will kick off this first module with a discussion of sports and favorite pastimes. You will build your Spanish vocabulary in these areas as well as practice talking about ongoing events. We will discuss how to use helping verbs with the present participle, and you will expand your understanding and use of the verb hacer to form new combinations and create new adverbs. We’ll also interact with a soccer (fútbol) player in the perspectivas portion of the module.13 videos, 4 readings, 5 practice quizzesexpandVideo: Course IntroductionReading: How to be Successful in this CourseVideo: Module 1 IntroductionVideo: Introduction to VocabularioReading: Sports and Pastimes Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1: Vocabulario Review APractice Quiz: Module 1: Vocabulario Review BVideo: Introduction to GramáticaVideo: The Progressive TenseVideo: More Helping VerbsVideo: Time Expression with the Present TenseVideo: More Expressions with HacerVideo: Turning Adjectives into AdverbsReading: Typing Accents and Spanish PunctuationPractice Quiz: Module 1 Gramática ReviewPractice Quiz: Module 1 Writing PracticeVideo: Perspectivas Introduction: Los Deportes - FútbolVideo: Perspectivas: Los Deportes - FútbolVideo: Perspectivas Summary: Los Deportes - FútbolDiscussion Prompt: Your Favorite Sport or PastimePractice Quiz: Perspectivas Comprehension CheckVideo: Module 1 SummaryGraded: Module 1 ReviewGraded: Module 1 Peer ReviewWEEK 2Module 2: Talking About TravelIn this module we will add vocabulary that will help you talk about trips and travel. You will also begin to work with the past tense, and describe things that happened in the past. We will also explore the adverbs frequently associated with the past, and you’ll expand your command of the verb hacer to signal “ago”. Finally, in the perspectivas portion of the module, you’ll meet Fer and hear about her adventures in Southeast Asia. 10 videos, 2 readings, 5 practice quizzesexpandVideo: Module 2 IntroductionVideo: Introduction to VocabularioReading: Trips and Vacations Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Preterite TenseVideo: Time Expression with the Preterite to Signal \"Ago\"Video: Adverbs That Go Together with Past EventsPractice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: Los ViajesVideo: Lecture: Perspectivas: Los ViajesVideo: Perspectivas Summary: Los ViajesDiscussion Prompt: Describe a TripPractice Quiz: Perspectivas Comprehension CheckVideo: Module 2 SummaryGraded: Module 2 ReviewGraded: Module 2 Peer ReviewWEEK 3Module 3: Talking About Your Living ArrangementsIn this last module we will discuss living arrangements such as life on the farm or in the city, or living with family or on your own. You will practice narrating stories that happened in the past and compare the imperfect tense to the preterite. We will introduce some irregular preterite verbs and in the perspectivas section, you will listen carefully to Rebeca who will talk about several of the living arrangements she has experienced.11 videos, 2 readings, 5 practice quizzesexpandVideo: Module 3 IntroductionVideo: Introduction to VocabularioReading: The Home Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Imperfect TenseVideo: Some Irregular Verbs in the Preterite TenseVideo: The Contrast Between the Imperfect and Preterite TensesPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La CasaVideo: Perspectivas: La CasaVideo: Perspectivas Summary: La CasaDiscussion Prompt: Your HomePractice Quiz: Perspectivas Comprehension CheckVideo: Module 3 SummaryVideo: Course SummaryGraded: Module 3 ReviewGraded: Module 3 Peer ReviewWe will kick off this first module with a discussion of sports and favorite pastimes. You will build your Spanish vocabulary in these areas as well as practice talking about ongoing events. We will discuss how to use helping verbs with the present participle, and you will expand your understanding and use of the verb hacer to form new combinations and create new adverbs. We’ll also interact with a soccer (fútbol) player in the perspectivas portion of the module.Video: Course IntroductionReading: How to be Successful in this CourseVideo: Module 1 IntroductionVideo: Introduction to VocabularioReading: Sports and Pastimes Vocabulary ListReading: Module 1 Vocabulary ActivityPractice Quiz: Module 1: Vocabulario Review APractice Quiz: Module 1: Vocabulario Review BVideo: Introduction to GramáticaVideo: The Progressive TenseVideo: More Helping VerbsVideo: Time Expression with the Present TenseVideo: More Expressions with HacerVideo: Turning Adjectives into AdverbsReading: Typing Accents and Spanish PunctuationPractice Quiz: Module 1 Gramática ReviewPractice Quiz: Module 1 Writing PracticeVideo: Perspectivas Introduction: Los Deportes - FútbolVideo: Perspectivas: Los Deportes - FútbolVideo: Perspectivas Summary: Los Deportes - FútbolDiscussion Prompt: Your Favorite Sport or PastimePractice Quiz: Perspectivas Comprehension CheckVideo: Module 1 SummaryIn this module we will add vocabulary that will help you talk about trips and travel. You will also begin to work with the past tense, and describe things that happened in the past. We will also explore the adverbs frequently associated with the past, and you’ll expand your command of the verb hacer to signal “ago”. Finally, in the perspectivas portion of the module, you’ll meet Fer and hear about her adventures in Southeast Asia. Video: Module 2 IntroductionVideo: Introduction to VocabularioReading: Trips and Vacations Vocabulary ListReading: Module 2 Vocabulary ActivityPractice Quiz: Module 2 Vocabulario Review APractice Quiz: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Preterite TenseVideo: Time Expression with the Preterite to Signal \"Ago\"Video: Adverbs That Go Together with Past EventsPractice Quiz: Module 2 Gramática ReviewPractice Quiz: Module 2 Writing PracticeVideo: Perspectivas Introduction: Los ViajesVideo: Lecture: Perspectivas: Los ViajesVideo: Perspectivas Summary: Los ViajesDiscussion Prompt: Describe a TripPractice Quiz: Perspectivas Comprehension CheckVideo: Module 2 SummaryIn this last module we will discuss living arrangements such as life on the farm or in the city, or living with family or on your own. You will practice narrating stories that happened in the past and compare the imperfect tense to the preterite. We will introduce some irregular preterite verbs and in the perspectivas section, you will listen carefully to Rebeca who will talk about several of the living arrangements she has experienced.Video: Module 3 IntroductionVideo: Introduction to VocabularioReading: The Home Vocabulary ListReading: Module 3 Vocabulary ActivityPractice Quiz: Module 3 Vocabulario Review APractice Quiz: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: The Imperfect TenseVideo: Some Irregular Verbs in the Preterite TenseVideo: The Contrast Between the Imperfect and Preterite TensesPractice Quiz: Module 3 Gramática ReviewPractice Quiz: Module 3 Writing PracticeVideo: Perspectivas Introduction: La CasaVideo: Perspectivas: La CasaVideo: Perspectivas Summary: La CasaDiscussion Prompt: Your HomePractice Quiz: Perspectivas Comprehension CheckVideo: Module 3 SummaryVideo: Course SummaryUniversity of California, DavisSpanish Vocabulary: Careers and Social EventsUniversity of California, DavisSpanish Vocabulary ProjectUniversity of California, DavisSpanish Vocabulary: Meeting PeopleHigher School of EconomicsTowards language universals through lexical semantics: introduction to lexical and semantic typologyYonsei UniversityLearn to Speak Korean 1",
    "Creator": "University of California, Davis",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/spanish-vocabulary-sports-travel-home",
    "Language": "English",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Spanish Vocabulary: Careers and Social Events",
    "Description": "About this course: ¡Hola! This fourth course will introduce new vocabularies in the areas of dining, fashion, professions and careers and will bring you ever closer to the 500 word threshold for beginning Spanish. The course will also introduce the subjunctive and the future tense so that you can begin to speak about future events, things they desire and pursuing professional goals. This is the final course before you will undertake a project that showcases your mastery of basic Spanish vocabulary and grammar.WEEK 1Module 1: Talking About Cafés and RestaurantsThis module is all about going out and having fun at cafés and restaurants. You’ll build your Spanish vocabulary in these areas as well as learn useful phrases for ordering and inquiring about food at restaurants. We’ll discuss how to use both formal and informal commands, how to make requests, suggestions, and polite refusals using the subjunctive tense, as well as some useful expressions when going out in public. We’ll also interact with a local Mexican restaurant owner from Davis, CA in the Perspectivas section.14 videos, 4 readings, 5 practice quizzesexpandVideo: Course IntroductionМатериал для самостоятельного изучения: How to be Successful in this CourseМатериал для самостоятельного изучения: Typing Spanish Accents and PunctuationVideo: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Cafés and Restaurants Vocabulary ListМатериал для самостоятельного изучения: Module 1 Vocabulary ActivityТренировочный тест: Module 1 Vocabulario Review AТренировочный тест: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Formal and Informal Commands Part 1Video: Formal and Informal Commands Part 2Video: Formal and Informal Commands Part 3Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive Part 1Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive Part 2Video: Lexical Expressions Related to Going Out in PublicТренировочный тест: Module 1 Gramática ReviewТренировочный тест: Module 1 Writing PracticeVideo: Perspectivas Introduction: El RestauranteVideo: Perspectivas: El RestauranteVideo: Perspectivas Summary: El RestauranteВопрос для обсуждения: Your Favorite RestaurantТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryGraded: Module 1 QuizGraded: Module 1 Peer ReviewWEEK 2Module 2: Talking About Clothing and FashionIn this module, you'll learn to talk about clothing and fashion in basic conversations. In the Gramática section, we'll spend a lot of time going over various uses of the subjunctive - wishes, fears, hopes, doubts, comments, and opinions; the subjunctive is very useful. Finally, you'll be introduced to Melissa, a Chicana UC Davis student, who is selecting clothing for an upcoming interview in the Perspectivas section.11 videos, 2 readings, 5 practice quizzesexpandVideo: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Clothing and Fashion Vocabulary ListМатериал для самостоятельного изучения: Module 2 Vocabulary ActivityТренировочный тест: Module 2 Vocabulario Review AТренировочный тест: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: Talking About Things Wished For: The Subjunctive with Adjective ClausesVideo: Talking About Expected or Wished For Events: The Subjunctive with Adverbial ClausesVideo: Talking About Hopes, Fears and Doubts with the SubjunctiveVideo: Making Comments and Expressing Opinions with the SubjunctiveТренировочный тест: Module 2 Gramática ReviewТренировочный тест: Module 2 Writing PracticeVideo: Perspectivas Introduction: La TiendaVideo: Perspectivas: La TiendaVideo: Perspectivas Summary: La TiendaВопрос для обсуждения: Shopping for ClothesТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryGraded: Module 2 QuizGraded: Module 2 Peer ReviewWEEK 3Module 3: Talking About Careers and ProfessionsIn this module, you'll learn to talk about careers and professions. You'll learn a lot of vocabulary related to this topic in the module, including a myriad of common professions. In the Gramática section you'll learn several ways to discuss probable events and making requests using conditional and future tenses. In the Perspectivas section, you'll hear from Cindy, a young educational assistant about her plans to pursue a teaching credential and become a full-time teacher at the elementary school level.13 videos, 2 readings, 5 practice quizzesexpandVideo: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Careers and Professions Vocabulary ListМатериал для самостоятельного изучения: Module 3 Vocabulary ActivityТренировочный тест: Module 3 Vocabulario Review AТренировочный тест: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: Talking About Probable Events Using the Future Part 1Video: Talking About Probable Events Using the Future Part 2Video: Talking About Hypothetical Events Using the ConditionalVideo: Three Ways to Talk About the World: Experiences, Highly Probable Events, Non-ExperiencesVideo: Making Polite Requests with the ConditionalТренировочный тест: Module 3 Gramática ReviewТренировочный тест: Module 3 Writing PracticeVideo: Perspectivas Introduction: Las ProfesionesVideo: Perspectivas: Las ProfesionesVideo: Perspectivas Summary: Las ProfesionesВопрос для обсуждения: What Work You Will DoТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryVideo: Course SummaryGraded: Module 3 ReviewGraded: Module 3 Peer ReviewThis module is all about going out and having fun at cafés and restaurants. You’ll build your Spanish vocabulary in these areas as well as learn useful phrases for ordering and inquiring about food at restaurants. We’ll discuss how to use both formal and informal commands, how to make requests, suggestions, and polite refusals using the subjunctive tense, as well as some useful expressions when going out in public. We’ll also interact with a local Mexican restaurant owner from Davis, CA in the Perspectivas section.Video: Course IntroductionМатериал для самостоятельного изучения: How to be Successful in this CourseМатериал для самостоятельного изучения: Typing Spanish Accents and PunctuationVideo: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Cafés and Restaurants Vocabulary ListМатериал для самостоятельного изучения: Module 1 Vocabulary ActivityТренировочный тест: Module 1 Vocabulario Review AТренировочный тест: Module 1 Vocabulario Review BVideo: Introduction to GramáticaVideo: Formal and Informal Commands Part 1Video: Formal and Informal Commands Part 2Video: Formal and Informal Commands Part 3Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive Part 1Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive Part 2Video: Lexical Expressions Related to Going Out in PublicТренировочный тест: Module 1 Gramática ReviewТренировочный тест: Module 1 Writing PracticeVideo: Perspectivas Introduction: El RestauranteVideo: Perspectivas: El RestauranteVideo: Perspectivas Summary: El RestauranteВопрос для обсуждения: Your Favorite RestaurantТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryIn this module, you'll learn to talk about clothing and fashion in basic conversations. In the Gramática section, we'll spend a lot of time going over various uses of the subjunctive - wishes, fears, hopes, doubts, comments, and opinions; the subjunctive is very useful. Finally, you'll be introduced to Melissa, a Chicana UC Davis student, who is selecting clothing for an upcoming interview in the Perspectivas section.Video: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Clothing and Fashion Vocabulary ListМатериал для самостоятельного изучения: Module 2 Vocabulary ActivityТренировочный тест: Module 2 Vocabulario Review AТренировочный тест: Module 2 Vocabulario Review BVideo: Introduction to GramáticaVideo: Talking About Things Wished For: The Subjunctive with Adjective ClausesVideo: Talking About Expected or Wished For Events: The Subjunctive with Adverbial ClausesVideo: Talking About Hopes, Fears and Doubts with the SubjunctiveVideo: Making Comments and Expressing Opinions with the SubjunctiveТренировочный тест: Module 2 Gramática ReviewТренировочный тест: Module 2 Writing PracticeVideo: Perspectivas Introduction: La TiendaVideo: Perspectivas: La TiendaVideo: Perspectivas Summary: La TiendaВопрос для обсуждения: Shopping for ClothesТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryIn this module, you'll learn to talk about careers and professions. You'll learn a lot of vocabulary related to this topic in the module, including a myriad of common professions. In the Gramática section you'll learn several ways to discuss probable events and making requests using conditional and future tenses. In the Perspectivas section, you'll hear from Cindy, a young educational assistant about her plans to pursue a teaching credential and become a full-time teacher at the elementary school level.Video: Module IntroductionVideo: Introduction to VocabularioМатериал для самостоятельного изучения: Careers and Professions Vocabulary ListМатериал для самостоятельного изучения: Module 3 Vocabulary ActivityТренировочный тест: Module 3 Vocabulario Review AТренировочный тест: Module 3 Vocabulario Review BVideo: Introduction to GramáticaVideo: Talking About Probable Events Using the Future Part 1Video: Talking About Probable Events Using the Future Part 2Video: Talking About Hypothetical Events Using the ConditionalVideo: Three Ways to Talk About the World: Experiences, Highly Probable Events, Non-ExperiencesVideo: Making Polite Requests with the ConditionalТренировочный тест: Module 3 Gramática ReviewТренировочный тест: Module 3 Writing PracticeVideo: Perspectivas Introduction: Las ProfesionesVideo: Perspectivas: Las ProfesionesVideo: Perspectivas Summary: Las ProfesionesВопрос для обсуждения: What Work You Will DoТренировочный тест: Perspectivas Comprehension CheckVideo: Module SummaryVideo: Course SummaryUniversity of California, DavisSpanish Vocabulary: Sports, Travel, and the HomeUniversity of California, DavisSpanish Vocabulary ProjectUniversity of California, DavisSpanish Vocabulary: Meeting PeopleHigher School of EconomicsTowards language universals through lexical semantics: introduction to lexical and semantic typologyYonsei UniversityLearn to Speak Korean 1",
    "Creator": "University of California, Davis",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/spanish-vocabulary-careers",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Towards language universals through lexical semantics: introduction to lexical and semantic typology",
    "Description": "About this course: The aim of the course is to obtain the idea of the lexicon as a complex system and to get the methodology of the typological approach to the lexicon cross-linguistically, as well as to learn about the general mechanisms of semantic shift and their typological relevance.\n\nBy the end of the course the students should know the basic principles of lexical organization, the main parameters of semantic variations in lexicon, and be able to apply the basic methods of the analysis of lexical meaning to different lexical domains.\nThe course is designed for students of linguistic programs (BA, MA, PhD), as well as for teachers and researchers in the named field. \n\nThe course contains the overview of different approaches to the semantic description of lexical items and lexical systems in different languages and discusses the methodology of Moscow Lexical Typology Group (lecture 1). This methodology (“frame approach”) is illustrated with the data of the following domains: aquamotion verbs (lecture 2), verbs of falling (lecture 3), adjectives denoting oldness (lecture  4) and pain metaphors (lecture 5 and 6). The results of the analyses are visualized with specially constructed lexical semantic maps.WEEK 1What is special about lexical typology: methodological issues This lecture is the introduction to the whole course. It describes different approaches to the semantic typology of lexicon and presents research methodology of the Moscow Lexical Typology Group.5 videosexpandVideo: About us. General remarksVideo: Groups and namesVideo: MLEXT MethodologyVideo: Linguistic resources for lexical typologyVideo: Theoretical backgroundGraded: Frames in cross-linguistic comparison: OscillationWEEK 2Does the octopus swim? AQUA-motion in cross-linguistic perspective The lecture considers the project on AQUA-motion verbs in more than 50 languages and describes the possible strategies of colexification of basic situations denoting being in water and motion in water.7 videosexpandVideo: IntroductionVideo: Semantic maps:  Strategies of colexification-1Video: Strategies of colexification-2:  Additional oppositionsVideo: Strategies of colexification-3Video: Meaning shifts-1Video: Meaning shifts-2Video: Lack of standard metaphorsGraded: AQUA-motion verbsWEEK 3Jack and Jill fell down the hill: Typological approach  to verbs of fallingThe lecture describes the results of our research on the typology of verbs of falling, including types of falling and falling metaphors. In addition, it focuses on special cases and several other semantic fields closely related to falling.5 videosexpandVideo: Typology of verbs of motionVideo: Falling: Semantic spaceVideo: Oppositions between the main framesVideo: Related semantic fieldsVideo: Metaphors of fallingGraded: Trajector + GoalWEEK 4How do we think about oldness?This lecture tells about the experiment of a dictionary-based semantic analysis of quality terms describing the domain of OLD in 100 languages. Semantic systems and semantic oppositions within these systems are revealed and it is argued that the linguistic behavior of quality terms is semantically motivated.4 videosexpandVideo: IntroductionVideo: Semantics of ‘OLD’Video: Typological results: How do languages structure the domain of ‘OLD’?Video: Additional oppositionsGraded: How do we think about oldness?WEEK 5Words that change their meaning: pain metaphors and pain constructions. Part 1This lecture introduces the notion of secondary pain terms. Unlike prototypical pain verbs, which have pain as their direct initial meaning, secondary pain terms denote other types of situations, like cutting, burning, etc., while pain is their secondary meaning. The lecture shows that the corresponding semantic shifts are far from trivial.4 videosexpandVideo: IntroductionVideo: General issueVideo: The first questionVideo: Morphology of pain constructionsGraded: Pain metaphors and pain constructionsWEEK 6Words that change their meaning: pain metaphors and pain constructions. Part 2This lecture continues discussing secondary pain terms. It points out the syntactic and semantic peculiarities of this shift to the pain domain and considers their contribution to the theory of metaphor and metonymy.5 videosexpandVideo: Morphosyntax of pain constructionsVideo: Syntax of pain constructions: General remarksVideo: Syntactic patterns of pain constructionsVideo: Semantics of pain constructionsVideo: ConclusionGraded: Pain metaphors and pain constructions. Part 2Video: About us. General remarksVideo: Groups and namesVideo: MLEXT MethodologyVideo: Linguistic resources for lexical typologyVideo: Theoretical backgroundVideo: IntroductionVideo: Semantic maps:  Strategies of colexification-1Video: Strategies of colexification-2:  Additional oppositionsVideo: Strategies of colexification-3Video: Meaning shifts-1Video: Meaning shifts-2Video: Lack of standard metaphorsVideo: Typology of verbs of motionVideo: Falling: Semantic spaceVideo: Oppositions between the main framesVideo: Related semantic fieldsVideo: Metaphors of fallingThis lecture tells about the experiment of a dictionary-based semantic analysis of quality terms describing the domain of OLD in 100 languages. Semantic systems and semantic oppositions within these systems are revealed and it is argued that the linguistic behavior of quality terms is semantically motivated.Video: IntroductionVideo: Semantics of ‘OLD’Video: Typological results: How do languages structure the domain of ‘OLD’?Video: Additional oppositionsThis lecture introduces the notion of secondary pain terms. Unlike prototypical pain verbs, which have pain as their direct initial meaning, secondary pain terms denote other types of situations, like cutting, burning, etc., while pain is their secondary meaning. The lecture shows that the corresponding semantic shifts are far from trivial.Video: IntroductionVideo: General issueVideo: The first questionVideo: Morphology of pain constructionsVideo: Morphosyntax of pain constructionsVideo: Syntax of pain constructions: General remarksVideo: Syntactic patterns of pain constructionsVideo: Semantics of pain constructionsVideo: ConclusionUniversity of California, DavisSpanish Vocabulary: Sports, Travel, and the HomeUniversity of California, DavisSpanish Vocabulary: Careers and Social EventsUniversity of California, DavisSpanish Vocabulary ProjectThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1",
    "Creator": "Higher School of Economics",
    "Level": "Advanced",
    "URL": "https://coursera.org/learn/lexical-semantic-typology",
    "Language": "English",
    "Commitment": "5 hours: 2 hours – video lectures, 3 hours – reading, home tasks, peer review of home tasks ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Spanish Vocabulary Project",
    "Description": "About this course: In this course, we'll imagine that you are applying for an all-expenses paid, educational trip to a Spanish-speaking nation of your choice. You'll introduce yourself to a host family that you'll be staying with, research the rich culture and history of the place you intend to visit and compare it with your own country, and plan out an itinerary of places you plan to see, and things you plan to do and experience while visiting. In addition, you'll summarize the key points of your written report in an oral presentation. This course is challenging and is meant to test everything you've learned in the Spanish Vocabulary specialization. It will provide you an excellent way in which to test what you know and what you still need to work on in your Spanish learning journey.WEEK 1Project OverviewWelcome to the final project for Spanish Vocabulary! In this project, you're going to pretend that you are applying for an all expenses paid, extended trip (5-7 weeks) to a Spanish-speaking nation of your choice where you will be staying with a native host family. As part of the \"application\" process, you need to write a 3-part report and produce a recording of you speaking, summarizing the contents of your report. In this module, you will learn all about the format of the course and be provided with an overview of the entire project and all of the milestones. You'll also choose the Spanish-speaking nation you would like to \"visit\" for the course project.7 videos, 2 readingsexpandVideo: Capstone Course OverviewLecture: Typing Spanish Accents and PunctuationLecture: How to be Successful in this CourseDemande de discussion: Select Your CountryVideo: Gender and Number AgreementVideo: Subject PronounsVideo: Direct Object PronounsVideo: Passive Voice and Impersonal SubjectsVideo: Time Expression with the Present TenseVideo: Useful ExpressionsMilestone 1: Introducing Yourself to Your Host Family (1st Draft)The first milestone is all about introducing yourself to the family you'll be staying with. You'll want to reflect on the material learned in the earlier courses of the specialization, particularly Course 1: Meeting People, and prepare a written introduction to your host family. In this module, you'll turn in a first draft of your introduction for feedback and review from a peer before you turn in the final draft in the next module.9 videos, 4 readingsexpandVideo: Milestone 1 OverviewDemande de discussion: What do you plan to tell your host family?Lecture: Family and Friends Vocabulary ListLecture: Daily Routines Vocabulary ListLecture: Leisure Vocabulary ListLecture: The Home Vocabulary ListVideo: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 1Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 2Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 3Video: Expressions for Physical SensationsVideo: Forming QuestionsVideo: Making Requests PolitelyVideo: Making Polite Requests with the ConditionalVideo: Reflexive Pronouns to Express Daily RoutinesExamen par les pairs: Optional: Milestone 1 First DraftWEEK 2Milestone 1: Introducing Yourself to Your Host Family (Final Draft)In this module, you are to take the feedback you were given on your draft from the last module,  improve your paper, and then submit your final assignment for official peer review and grading.Graded: Milestone 1: Introduce Yourself to Your Host Family (Final Draft)WEEK 3Milestone 2: Culture and History of Your Selected Nation (Research and 1st Draft)For the 2nd milestone in our course project, you are going to research the history and culture of your selected host nation. Search the internet, preferably relying on Spanish-language websites from that country, to determine things like the current and historical political systems, common foods, entertainment, music, arts, traditions, important historical milestones, etc. You'll also be asked to compare what you learn about your host nation with the country or region in which you presently reside to note similarities and differences. In this module, you'll hand in a draft of your report for feedback and review from a peer before you turn in your final draft in the next module.5 videos, 3 readingsexpandVideo: Milestone 2 OverviewLecture: History Vocabulary ListDemande de discussion: What is your research telling you?Lecture: Clothing and Fashion Vocabulary ListLecture: Places and Weather Vocabulary ListVideo: Adverbs that Go Together with Past EventsVideo: The Preterite TenseVideo: The Contrast Between the Imperfect and the Preterite TensesVideo: Two Ways of Expressing Events from the Recent PastExamen par les pairs: Optional: Milestone 2 First DraftWEEK 4Milestone 2: Culture and History of Your Selected Nation (Final Draft)In this module, you are to take the feedback you were given on your draft in the last module, improve your paper, and then submit your final assignment for official peer review and grading.Graded: Culture and History of Your Selected Nation (Final Draft)WEEK 5Milestone 3: Your Trip Plan (Research and 1st Draft)In this module, you will research and write the 1st draft of your trip plan. You'll talk about where you would like to go and  what you would like to see and do while in your chosen country. Again, search the internet, preferably relying on websites from that country, to determine what your trip plan will be. In this module, you'll hand in a draft of your report for feedback and review from a peer before you turn in your final draft in the next module.5 videos, 3 readingsexpandVideo: Module 3 OverviewDemande de discussion: So, what are you going to do?Lecture: Cafés and Restaurants Vocabulary ListLecture: Trips and Vacations Vocabulary ListLecture: Market and Food Vocabulary ListVideo: Talking About Expected or Wished For Events: The Subjunctive with Adverbial ClausesVideo: Talking About Probable Events: Using the Future, Part 1Video: Talking About Probable Events: Using the Future, Part 2Video: Talking Hypothetical Events Using the ConditionalExamen par les pairs: Optional: Milestone 3 First DraftWEEK 6Milestone 3: Your Trip Plan (Final Draft)In this module, you are to take the feedback you were given in the last module, improve your draft, and then submit your final assignment for official peer review and grading. You will also want to begin the process of compiling all of your different milestones into one comprehensive document so that in the final milestone, you'll be prepared to refine your final report and prepare your oral presentation.Graded: Milestone 3: Your Trip Plan (Final Draft)WEEK 7Milestone 4: Final Report and Oral PresentationIn our final milestone for this course, you are going to compile all three of your papers into one, complete report, making any last refinements to make it a strong, and grammatically proficient report. You will also get to demonstrate your proficiency in speaking Spanish by giving a brief, 3-5 minute oral presentation that summarizes the key points and findings from your entire report.2 videosexpandVideo: Module 4 OverviewDemande de discussion: What do you plan to discuss in your oral report?Demande de discussion: Share Your Presentation!Video: Course and Specialization SummaryGraded: Oral Presentation and Final ReportWelcome to the final project for Spanish Vocabulary! In this project, you're going to pretend that you are applying for an all expenses paid, extended trip (5-7 weeks) to a Spanish-speaking nation of your choice where you will be staying with a native host family. As part of the \"application\" process, you need to write a 3-part report and produce a recording of you speaking, summarizing the contents of your report. In this module, you will learn all about the format of the course and be provided with an overview of the entire project and all of the milestones. You'll also choose the Spanish-speaking nation you would like to \"visit\" for the course project.Video: Capstone Course OverviewLecture: Typing Spanish Accents and PunctuationLecture: How to be Successful in this CourseDemande de discussion: Select Your CountryVideo: Gender and Number AgreementVideo: Subject PronounsVideo: Direct Object PronounsVideo: Passive Voice and Impersonal SubjectsVideo: Time Expression with the Present TenseVideo: Useful ExpressionsThe first milestone is all about introducing yourself to the family you'll be staying with. You'll want to reflect on the material learned in the earlier courses of the specialization, particularly Course 1: Meeting People, and prepare a written introduction to your host family. In this module, you'll turn in a first draft of your introduction for feedback and review from a peer before you turn in the final draft in the next module.Video: Milestone 1 OverviewDemande de discussion: What do you plan to tell your host family?Lecture: Family and Friends Vocabulary ListLecture: Daily Routines Vocabulary ListLecture: Leisure Vocabulary ListLecture: The Home Vocabulary ListVideo: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 1Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 2Video: Making Requests, Suggestions, Invitations, and Refusals Using the Subjunctive, Part 3Video: Expressions for Physical SensationsVideo: Forming QuestionsVideo: Making Requests PolitelyVideo: Making Polite Requests with the ConditionalVideo: Reflexive Pronouns to Express Daily RoutinesExamen par les pairs: Optional: Milestone 1 First DraftFor the 2nd milestone in our course project, you are going to research the history and culture of your selected host nation. Search the internet, preferably relying on Spanish-language websites from that country, to determine things like the current and historical political systems, common foods, entertainment, music, arts, traditions, important historical milestones, etc. You'll also be asked to compare what you learn about your host nation with the country or region in which you presently reside to note similarities and differences. In this module, you'll hand in a draft of your report for feedback and review from a peer before you turn in your final draft in the next module.Video: Milestone 2 OverviewLecture: History Vocabulary ListDemande de discussion: What is your research telling you?Lecture: Clothing and Fashion Vocabulary ListLecture: Places and Weather Vocabulary ListVideo: Adverbs that Go Together with Past EventsVideo: The Preterite TenseVideo: The Contrast Between the Imperfect and the Preterite TensesVideo: Two Ways of Expressing Events from the Recent PastExamen par les pairs: Optional: Milestone 2 First DraftIn this module, you will research and write the 1st draft of your trip plan. You'll talk about where you would like to go and  what you would like to see and do while in your chosen country. Again, search the internet, preferably relying on websites from that country, to determine what your trip plan will be. In this module, you'll hand in a draft of your report for feedback and review from a peer before you turn in your final draft in the next module.Video: Module 3 OverviewDemande de discussion: So, what are you going to do?Lecture: Cafés and Restaurants Vocabulary ListLecture: Trips and Vacations Vocabulary ListLecture: Market and Food Vocabulary ListVideo: Talking About Expected or Wished For Events: The Subjunctive with Adverbial ClausesVideo: Talking About Probable Events: Using the Future, Part 1Video: Talking About Probable Events: Using the Future, Part 2Video: Talking Hypothetical Events Using the ConditionalExamen par les pairs: Optional: Milestone 3 First DraftIn this module, you are to take the feedback you were given in the last module, improve your draft, and then submit your final assignment for official peer review and grading. You will also want to begin the process of compiling all of your different milestones into one comprehensive document so that in the final milestone, you'll be prepared to refine your final report and prepare your oral presentation.In our final milestone for this course, you are going to compile all three of your papers into one, complete report, making any last refinements to make it a strong, and grammatically proficient report. You will also get to demonstrate your proficiency in speaking Spanish by giving a brief, 3-5 minute oral presentation that summarizes the key points and findings from your entire report.Video: Module 4 OverviewDemande de discussion: What do you plan to discuss in your oral report?Demande de discussion: Share Your Presentation!Video: Course and Specialization SummaryUniversity of California, DavisSpanish Vocabulary: Sports, Travel, and the HomeUniversity of California, DavisSpanish Vocabulary: Careers and Social EventsUniversity of California, DavisSpanish Vocabulary: Meeting PeopleHigher School of EconomicsTowards language universals through lexical semantics: introduction to lexical and semantic typologyUniversity of Colorado SystemCapstone: Creating A Sustainability Proposal",
    "Creator": "University of California, Davis",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/spanish-vocabulary-project",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Chinese for HSK 3 PART II",
    "Description": "About this course: 大家好！Hi, everyone, welcome to join our Chinese for HSK Level 3 course. This is CHEN Li and LU Yun, and we are very happy to meet you here!  \nChinese for HSK3 course is divided into two parts: Part I and Part II. Part I course takes 6 weeks, and you will be learning vocabularies and grammars mainly through the form of dialogues. Part II takes 4 weeks to complete, with the main focus on HSK 3 test practices and strategies.\nThe HSK (Level 3) test is made up of listening comprehension, reading comprehension and writing sections and contains a total of 80 items.The test will last for 90 minutes in total (including 5 minutes in which the test takers fill in personal information). In this course, You will learn:\n   know about the HSK Level 3 Test \n   know about each type of questions and be familiar with test requirements.\n   Review the words you have learnt in HSK 1 ,HSK 2 and HSK 3 Part I courses.\n   A lot of Practices from Sample Test and Official Examination Paper of HSK Level 3.\n   Help to improve your Chinese aural comprehension abilities and test skills.\n   Quizzes for each lesson and HSK test papers.\nIt does not matter if you complete HSK Level 1-2 or not, as long as you have obtained basic Chinese language competency. Hope you enjoy our courses\nCHEN Li, LU Yun and Chinese for HSK Level 3 team.WEEK 1Week 1 Introduction of HSK Level 3 and Test Strategies HSK Level 3 is constituted of listening, reading and writing, and our goal is to learn each type of questions and be familiar with test requirements.  Learning to “read pictures”, understanding the key information from pictures. We choose some items from Sample Test Paper of HSK Level 3 to practice together.6 videos, 3 readings, 11 practice quizzesexpandVideo: 听力Tīng Lì（第1-第10题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第11-第20题）Practice Quiz: True or FalseReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from the 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Practice Quiz: Listening-Select corresponding picturesPractice Quiz: Reading-Correlate the sentencesPractice Quiz: Reading-Choose the best answer from 3 choices providedPractice Quiz: Writing-Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-ListeningWEEK 2Week 2 Practices and Test Strategies Understanding the key information from sentences and texts.Paying attention to the usage of some adv. words (eg.其实,actually, in fact) and position of \"地“、”得“. We choose some items from H31001 Official Examination Paper of HSK Level 3 to practice together.5 videos, 2 readings, 6 practice quizzesexpandVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-Reading Part I and Reading Part IIGraded: Listening-True or FalseGraded: Reading-Choose the correct word for each sentenceGraded: Reading-Choose the best answer from 3 choices providesGraded: Writing-Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)WEEK 3Week 3 Practices and Test StrategiesMake judgement of time, place, reason and personal relationship based on looking for clues from reading materials. Paying attention to the antonyms of words. We choose some items from H31003 Official Examination Paper of HSK Level 3 to practice together.5 videos, 2 readings, 6 practice quizzesexpandVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: True of FalseReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providesVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-Reading Part IIIGraded: Listening-Choosing the best answer according to the dialogues between two personsGraded: Reading-Correlate the sentencesGraded: Reading-Choose the best answer from 3 choices providesGraded: Writing-Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)WEEK 4Week 4 Practices and Test Strategies Learning to \"read the choices\"and the questions. Paying attention to some prepositional phrases. We choose some items from H31005 Official Examination Paper of HSK Level 3 to practice together.5 videos, 2 readings, 6 practice quizzesexpandVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-WritingGraded: Listening-Choosing the best answer according to the dialogues between two personsGraded: Reading-Choose the correct word for each sentenceGraded: Reading-Choose the best answer from 3 choices providesGraded: Writing-Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)WEEK 5FINAL TEST1 readingexpandReading: Writing (15 minutes)Graded: Listening (35 minutes)Graded: Reading (25 minutes)HSK Level 3 is constituted of listening, reading and writing, and our goal is to learn each type of questions and be familiar with test requirements.  Learning to “read pictures”, understanding the key information from pictures. We choose some items from Sample Test Paper of HSK Level 3 to practice together.Video: 听力Tīng Lì（第1-第10题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第11-第20题）Practice Quiz: True or FalseReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from the 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Practice Quiz: Listening-Select corresponding picturesPractice Quiz: Reading-Correlate the sentencesPractice Quiz: Reading-Choose the best answer from 3 choices providedPractice Quiz: Writing-Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-ListeningVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-Reading Part I and Reading Part IIVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: True of FalseReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providesVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-Reading Part IIIVideo: 听力Tīng Lì（第1-第20题）Practice Quiz: Select corresponding picturesReading: TapescriptsVideo: 听力Tīng Lì（第21-第40题）Practice Quiz: Choose the best answer according to the dialogues between two personsReading: TapescriptsVideo: 阅读Yuè Dú （第41题-第60题）Practice Quiz: Correlate the sentencesPractice Quiz: Choose the correct word for each sentenceVideo: 阅读Yuè Dú （第61题-第70题）Practice Quiz: Choose the best answer from 3 choices providedVideo: 书写Shū Xiě（第71题-第80题）Practice Quiz: Write the correct order of the sentence.例如(Lìrú,for example)：A跟你B我的爱好C一样(BAC)Discussion Prompt: Weekly Discussion-WritingReading: Writing (15 minutes)Shanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART IShanghai Jiao Tong UniversityLearn Mandarin Chinese: Capstone Project",
    "Creator": "Peking University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/hsk-3-part2",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Mandarin Chinese 2: Chinese for Beginners",
    "Description": "About this course: Mandarin Chinese 2: Chinese for beginners is a beginner's course of Mandarin Chinese in continuation of Mandarin Chinese 1: Chinese for beginners. It uses lectures, short plays, interactive exercises and cultural tips to help learners build a fundamental capability of oral Chinese in real-life situations. At the end of the 5-lesson course, the learners will reach the following proficiency: \n♦ 300 words\n♦ 40 language points\n♦ handling 10 real-life situations\nCompleting \"Mandarin Chinese 1: Chinese for beginners\" or having attended  Chinese courses of any types for at least 15 hours is the prerequisite.WEEK 1Lesson 6 Qù túshūɡuǎn zěnme zǒu ？ 去图书馆怎么走？ How to get to the library? Part 1(Please complete Mandarin Chinese 1: Chinese for beginners before you start this module)Learning how to ask for directions and places; Learning how to talk to taxi drivers1 video, 3 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Qù túshūɡuǎn zěnme zǒu ？ 去图书馆怎么走？ How to get to the library?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese Characters 1 汉字入门1Вопрос для обсуждения: Asking for directions/placesМатериал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 6 Qù túshūɡuǎn zěnme zǒu? 去图书馆怎么走？ How to get to the library? Part 2Learning how to ask for directions and places; Learning how to talk to taxi drivers2 videos, 2 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Shīfu，wǒ yào qù jīchǎnɡ.  师傅，我要去机场。Shifu, I need to go to the airport.Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Please list the expressions you would probably use when taking a taxi.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 2Lesson 7 Nǐ de diànhuà hàomǎ shì duōshǎo? 你的电话号码是多少？What's your phone number? part 1Learning how to ask for phone numbers; Learning how to talk about hobbies and leisure activities1 video, 3 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Tā zhǎnɡ dé tǐnɡ shuài de. 他长得挺帅的。 He looks quite handsome.Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 2 汉字入门2Вопрос для обсуждения: Describe a friend.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 7 Nǐ de diànhuà hàomǎ shì duōshǎo? 你的电话号码是多少？What's your phone number? part 2Learning how to ask for phone numbers; Learning how to talk about hobbies and leisure activities2 videos, 2 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Nǐ de diànhuà hàomǎ shì duōshǎo? 你的电话号码是多少？ What's your phone number?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Ask for your friend's phone number.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 3Lesson 8  Nǐ zhǎo wǒ yǒu shénme shì?  你找我有什么事？ What's up? Part 1Learning how to make phone calls; Learning how to make an appointment1 video, 3 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Qǐnɡwèn nǐ shì Wánɡ Hàomínɡ mɑ？ 请问你是王浩明吗？ Is this Wang Haoming speaking?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 3 汉字入门3Вопрос для обсуждения: Make an invitationМатериал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 8  Nǐ zhǎo wǒ yǒu shénme shì?  你找我有什么事？ What's up? Part 2Learning how to make phone calls; Learning how to make an appointment2 videos, 2 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Nǐ zhǎo wǒ yǒu shénme shì?  你找我有什么事？ What's up?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Leave a message.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 4Lesson 9 Wǒ de shǒujī ne? 我的手机呢？ Where is my cell phone? Part 1Learning how to express the location of things and places1 video, 4 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Материал для самостоятельного изучения: Learn to express locationsVideo: Wǒ de shǒujī ne? 我的手机呢？ Where is my cell phone?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese Characters 4 汉字入门4Вопрос для обсуждения: Describe the location of 3 items.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 9 Wǒ de shǒujī ne? 我的手机呢？ Where is my cell phone? Part 2Learning how to express the location of things and places2 videos, 2 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Nǐ jiā zài nǎr? 你家在哪儿？ Where is your home?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Describe the location of your home.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 5Lesson 10 Nǐ zěnme le? 你怎么了？ Are you feeling sick? Part 1Learning some vocabulary for the human body; Learning how to ask about and describe one’s health1 video, 4 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Материал для самостоятельного изучения: Learn the body parts.Video: Nǐ zěnme le? 你怎么了？ Are you feeling sick?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 5 汉字入门5Вопрос для обсуждения: Describe your illness.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 10 Nǐ zěnme le? 你怎么了？ Are you feeling sick? Part 2Learning some vocabulary for the human body; Learning how to ask about and describe one’s health2 videos, 2 readings, 1 practice quizexpandМатериал для самостоятельного изучения: New words 生词Video: Nǐ nǎr bù shūfu? 你哪儿不舒服？ Where exactly do you feel uncomfortable?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: See a doctor.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Graded: Leave a long messageМатериал для самостоятельного изучения: New words 生词Video: Qù túshūɡuǎn zěnme zǒu ？ 去图书馆怎么走？ How to get to the library?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese Characters 1 汉字入门1Вопрос для обсуждения: Asking for directions/placesМатериал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Shīfu，wǒ yào qù jīchǎnɡ.  师傅，我要去机场。Shifu, I need to go to the airport.Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Please list the expressions you would probably use when taking a taxi.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Tā zhǎnɡ dé tǐnɡ shuài de. 他长得挺帅的。 He looks quite handsome.Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 2 汉字入门2Вопрос для обсуждения: Describe a friend.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Nǐ de diànhuà hàomǎ shì duōshǎo? 你的电话号码是多少？ What's your phone number?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Ask for your friend's phone number.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Qǐnɡwèn nǐ shì Wánɡ Hàomínɡ mɑ？ 请问你是王浩明吗？ Is this Wang Haoming speaking?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 3 汉字入门3Вопрос для обсуждения: Make an invitationМатериал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Nǐ zhǎo wǒ yǒu shénme shì?  你找我有什么事？ What's up?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Leave a message.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Материал для самостоятельного изучения: Learn to express locationsVideo: Wǒ de shǒujī ne? 我的手机呢？ Where is my cell phone?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese Characters 4 汉字入门4Вопрос для обсуждения: Describe the location of 3 items.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Nǐ jiā zài nǎr? 你家在哪儿？ Where is your home?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: Describe the location of your home.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Материал для самостоятельного изучения: Learn the body parts.Video: Nǐ zěnme le? 你怎么了？ Are you feeling sick?Тренировочный тест: Practice 练习Материал для самостоятельного изучения: Introduction to Chinese characters 5 汉字入门5Вопрос для обсуждения: Describe your illness.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Материал для самостоятельного изучения: New words 生词Video: Nǐ nǎr bù shūfu? 你哪儿不舒服？ Where exactly do you feel uncomfortable?Тренировочный тест: Practice 练习Video: Cultural tips 文化介绍Вопрос для обсуждения: See a doctor.Материал для самостоятельного изучения: Written text of conversation (Optional, Don't read it before watching the video)Shanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART IShanghai Jiao Tong UniversityLearn Mandarin Chinese: Capstone Project",
    "Creator": "Shanghai Jiao Tong University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/mandarin-chinese-2",
    "Language": "English",
    "Commitment": "5 weeks, about 3 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Mandarin Chinese 3: Chinese for Beginners",
    "Description": "About this course: Mandarin Chinese 3: Chinese for beginners is a beginner's course of Mandarin Chinese in continuation of Mandarin Chinese 2: Chinese for beginners. It uses lectures, short plays, interactive exercises and cultural tips to help learners build a fundamental capability of oral Chinese in real-life situations. At the end of the 5-lesson course, the learners will reach the following proficiency: \n♦ 500 words\n♦ 60 language points\n♦ handling 15 real-life situations.\nCompleting \"Learn Mandarin Chinese 2: Chinese for beginners\" or having attended  Chinese courses of any types for at least 30 hours is the prerequisite.WEEK 1Lesson 11 Wǒ xiǎnɡ jiè jǐ běn Hànyǔ shū 我想借几本汉语书 I want to borrow some Chinese books Part 1(Please  start this module after completing Mandarin Chinese 2: Chinese for beginners or having corresponding proficiency level)Learning the expressions related to the library; Learning how to express capability and possibility1 video, 3 readings, 1 practice quizexpandReading: New words 生词Video: Nǐ huì shuō Zhōnɡwén mɑ？ 你会说中文吗？Can you speak Chinese?Practice Quiz: Practice 练习Discussion Prompt: Tell us what you are able/not able to do.Reading: Learning to write Chinese Characters 1 学写汉字 1 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验 Lesson 11 Wǒ xiǎnɡ jiè jǐ běn Hànyǔ shū 我想借几本汉语书 I want to borrow some Chinese books Part 2Learning the expressions related to the library; Learning how to express capability and possibility2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ xiǎnɡ jiè jǐ běn Hànyǔ shū 我想借几本汉语书 I want to borrow some Chinese booksPractice Quiz: Practice 练习Discussion Prompt: Talking about the possibility of doing somethingVideo: Cultural tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 2Lesson 12 Wǒ xiǎnɡ huàn Rénmínbì 我想换人民币 I would like to exchange for RMB  Part 1Learning the expressions related to the bank; Learning how to express big numbers1 video, 3 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ xiǎnɡ huàn Rénmínbì 我想换人民币 I would like to exchange for RMBPractice Quiz: Practice 练习Discussion Prompt: Express big numbersReading: Learning to write Chinese Characters 2 学写汉字 2 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 12 Wǒ xiǎnɡ huàn Rénmínbì 我想换人民币 I would like to exchange for RMB  Part 2Learning the expressions related to the bank; Learning how to express big numbers2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ yào bàn yì zhānɡ xīn kǎ 我要办一张新卡 I need to get a new cardPractice Quiz: Practice 练习Discussion Prompt: Ask for money exchange and getting a new cardVideo: Cultural tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 3Lesson 13 Qǐnɡ bǎ zhuōzi shōushi yíxiàr 请把桌子收拾一下儿 Please clear the table  Part 1Learning the expressions for housework; Learning the “bǎ” sentence1 video, 3 readings, 1 practice quizexpandReading: New words 生词Video: Qǐnɡ bǎ zhuōzi shōushi yíxiàr 请把桌子收拾一下儿 Please clear the tablePractice Quiz: Practice 练习Discussion Prompt: Use \"bǎ\" sentences to mean \"dispose of\" or \"give direction\"Reading: Learning to write Chinese Characters 3 学写汉字 3 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验 Lesson 13 Qǐnɡ bǎ zhuōzi shōushi yíxiàr 请把桌子收拾一下儿 Please clear the table Part 2Learning the expressions for housework; Learning the “bǎ” sentence2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Mínɡtiān shì Jiékè de shēnɡrì    明天是杰克的生日   Tomorrow is Jack’s birthdayPractice Quiz: Practice 练习Discussion Prompt: Prepare your friend's birthday partyVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 4Lesson 14 Wǒ xiǎnɡ qù lǚyóu 我想去旅游 I want to take a trip Part 1Learning the expressions related to travel; Learning how to talk about travel plans1 video, 3 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ xiǎnɡ qù lǚyóu 我想去旅游 I want to take a tripPractice Quiz: Practice 练习Discussion Prompt: Tell us the places you want to visitReading: Learning to write Chinese Characters 4 学写汉字 4 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验 Lesson 14 Wǒ xiǎnɡ qù lǚyóu 我想去旅游 I want to take a trip Part 2Learning the expressions for housework; Learning the “bǎ” sentence2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ méi qù ɡuò Běijīnɡ 我没去过北京 I haven't been to BeijingPractice Quiz: Practice 练习Discussion Prompt: Talk about your travel planVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验WEEK 5Lesson 15 Wǒ xiǎnɡ dìnɡ yì zhānɡ jīpiào 我想订一张机票 I want to book a flight ticket   Part 1Learning how to book flight tickets and hotel rooms; Learning the expressions used in the airport1 video, 3 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ xiǎnɡ dìnɡ yì zhānɡ jīpiào 我想订一张机票 I want to book a flight ticketPractice Quiz: Practice 练习Discussion Prompt: Book a flight ticket for yourselfReading: Learning to write Chinese Characters 5 学写汉字 5（Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Lesson 15 Wǒ xiǎnɡ dìnɡ yì zhānɡ jīpiào 我想订一张机票 I want to book a flight ticket   Part 2Learning how to book flight tickets and hotel rooms; Learning the expressions used in the airport2 videos, 2 readings, 1 practice quizexpandReading: New words 生词Video: Wǒ yào bànlǐ dēnɡjīpái 我要办理登机牌 I would like to get a boarding passPractice Quiz: Practice 练习Discussion Prompt: Book a hotel roomVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Graded: Quiz 测验Graded: Talk about your recent travel experienceReading: New words 生词Video: Nǐ huì shuō Zhōnɡwén mɑ？ 你会说中文吗？Can you speak Chinese?Practice Quiz: Practice 练习Discussion Prompt: Tell us what you are able/not able to do.Reading: Learning to write Chinese Characters 1 学写汉字 1 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ xiǎnɡ jiè jǐ běn Hànyǔ shū 我想借几本汉语书 I want to borrow some Chinese booksPractice Quiz: Practice 练习Discussion Prompt: Talking about the possibility of doing somethingVideo: Cultural tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ xiǎnɡ huàn Rénmínbì 我想换人民币 I would like to exchange for RMBPractice Quiz: Practice 练习Discussion Prompt: Express big numbersReading: Learning to write Chinese Characters 2 学写汉字 2 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ yào bàn yì zhānɡ xīn kǎ 我要办一张新卡 I need to get a new cardPractice Quiz: Practice 练习Discussion Prompt: Ask for money exchange and getting a new cardVideo: Cultural tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Qǐnɡ bǎ zhuōzi shōushi yíxiàr 请把桌子收拾一下儿 Please clear the tablePractice Quiz: Practice 练习Discussion Prompt: Use \"bǎ\" sentences to mean \"dispose of\" or \"give direction\"Reading: Learning to write Chinese Characters 3 学写汉字 3 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Mínɡtiān shì Jiékè de shēnɡrì    明天是杰克的生日   Tomorrow is Jack’s birthdayPractice Quiz: Practice 练习Discussion Prompt: Prepare your friend's birthday partyVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ xiǎnɡ qù lǚyóu 我想去旅游 I want to take a tripPractice Quiz: Practice 练习Discussion Prompt: Tell us the places you want to visitReading: Learning to write Chinese Characters 4 学写汉字 4 （Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ méi qù ɡuò Běijīnɡ 我没去过北京 I haven't been to BeijingPractice Quiz: Practice 练习Discussion Prompt: Talk about your travel planVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ xiǎnɡ dìnɡ yì zhānɡ jīpiào 我想订一张机票 I want to book a flight ticketPractice Quiz: Practice 练习Discussion Prompt: Book a flight ticket for yourselfReading: Learning to write Chinese Characters 5 学写汉字 5（Optional）Discussion Prompt: Write the characters by yourself (optional)Reading: Written text of conversation (Optional, Don't read it before watching the video)Reading: New words 生词Video: Wǒ yào bànlǐ dēnɡjīpái 我要办理登机牌 I would like to get a boarding passPractice Quiz: Practice 练习Discussion Prompt: Book a hotel roomVideo: Cultural Tips 文化介绍Reading: Written text of conversation (Optional, Don't read it before watching the video)Peking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART IShanghai Jiao Tong UniversityLearn Mandarin Chinese: Capstone Project",
    "Creator": "Shanghai Jiao Tong University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/mandarin-chinese-3",
    "Language": "English",
    "Commitment": "5 weeks, about 3 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Learn Mandarin Chinese: Capstone Project",
    "Description": "About this course: Learn Mandarin Chinese: Capstone Project is a beginner's course of Mandarin Chinese in continuation of Mandarin Chinese 3:\nChinese for Beginners. In this course, learners are required to complete a few tasks of using Chinese languages in simulated real life situations. Some guidance on taking and passing HSK (Chinese proficiency test) will also be provided. By completing this course, the learners will finish the learning of the whole series and be standing at the threshold of intermediate Chinese proficiency.WEEK 1Review of Course 1 Review lesson 1-56 videos, 3 readingsexpandVideo: Welcome to capstone projectReading: How to pass the capstone project and your optionsReading: About the retrospective videosVideo: Review Lesson 1 (greetings)Video: Review Lesson 2 (number/time)Video: Review Lesson 3 (shopping)Video: Review Lesson 4 (family/occupations)Video: Review Lesson 5 (food/restaurant)Discussion Prompt: Do you still have any questions regarding course 1?Reading: About the comprehensive testsGraded: Comprehensive test for course 1 (listening part)Graded: Comprehensive test for course 1 (reading part)WEEK 2Extensive practice for course 1Oral practice based on lesson 1 to lesson 5/HSK 1 sample test1 video, 2 readings, 2 practice quizzesexpandDiscussion Prompt: Please share your thoughts on the peer-reviewed assginmentReading: Introduction of HSK and its sample testsPractice Quiz: HSK 1 sample test (listening part)Practice Quiz: HSK 1 sample test (reading part)Video: A Chinese songReading: Let's take the real HSK 1!Graded: Describe a day in ChinaWEEK 3Review of Course 2 Review lesson 6 - 105 videosexpandVideo: Review Lesson 6  (directions and places/taxi)Video: Review Lesson 7 (phone numbers/hobbies)Video: Review Lesson 8 (phone-call/appointments)Video: Review Lesson 9 (location of things and places)Video: Review Lesson 10  (body and health)Discussion Prompt: Do you still have any questions regarding course 2?Graded: Comprehensive test for course 2 (listening part)Graded: Comprehensive test for course 2 (reading part)WEEK 4Extensive practice for course 2Oral practice based on lesson 1 to lesson 5/HSK 2 sample test1 video, 2 practice quizzesexpandPractice Quiz: HSK 2 sample test (trial 1) Listening PartPractice Quiz: HSK 2 sample test (trial 1) Reading PartVideo: A Chinese songGraded: Describe the experience of seeing a doctorWEEK 5Review of Course 3Review lesson 11 - 155 videosexpandVideo: Review lesson 11 (capability and possibility)Video: Review lesson 12 (bank and big numbers)Video: Review lesson 13 (housework and \"ba\" sentence)Video: Review lesson 14 (travel and travel plans)Video: Review lesson 15 (flight and hotel)Discussion Prompt: Do you still have any questions regarding course 3?Graded: Comprehensive test for course 3 (listening part)Graded: Comprehensive test for course 3 (reading part)WEEK 6Extensive practice for course 3Oral practice based on lesson 1 to lesson 5/HSK 2 sample test3 videos, 2 readings, 2 practice quizzesexpandPractice Quiz: HSK 2 sample test (trial 2) Listening PartPractice Quiz: HSK 2 sample test (trial 2) Reading PartVideo: A Chinese songReading: Let's take the real HSK 2!Video: Farewell videoVideo: Welcome to SJTU if you intend to continue learning Chinese...Reading: Visit the website of SJTU Chinese programGraded: Plan your weekendVideo: Welcome to capstone projectReading: How to pass the capstone project and your optionsReading: About the retrospective videosVideo: Review Lesson 1 (greetings)Video: Review Lesson 2 (number/time)Video: Review Lesson 3 (shopping)Video: Review Lesson 4 (family/occupations)Video: Review Lesson 5 (food/restaurant)Discussion Prompt: Do you still have any questions regarding course 1?Reading: About the comprehensive testsDiscussion Prompt: Please share your thoughts on the peer-reviewed assginmentReading: Introduction of HSK and its sample testsPractice Quiz: HSK 1 sample test (listening part)Practice Quiz: HSK 1 sample test (reading part)Video: A Chinese songReading: Let's take the real HSK 1!Video: Review Lesson 6  (directions and places/taxi)Video: Review Lesson 7 (phone numbers/hobbies)Video: Review Lesson 8 (phone-call/appointments)Video: Review Lesson 9 (location of things and places)Video: Review Lesson 10  (body and health)Discussion Prompt: Do you still have any questions regarding course 2?Practice Quiz: HSK 2 sample test (trial 1) Listening PartPractice Quiz: HSK 2 sample test (trial 1) Reading PartVideo: A Chinese songVideo: Review lesson 11 (capability and possibility)Video: Review lesson 12 (bank and big numbers)Video: Review lesson 13 (housework and \"ba\" sentence)Video: Review lesson 14 (travel and travel plans)Video: Review lesson 15 (flight and hotel)Discussion Prompt: Do you still have any questions regarding course 3?Practice Quiz: HSK 2 sample test (trial 2) Listening PartPractice Quiz: HSK 2 sample test (trial 2) Reading PartVideo: A Chinese songReading: Let's take the real HSK 2!Video: Farewell videoVideo: Welcome to SJTU if you intend to continue learning Chinese...Reading: Visit the website of SJTU Chinese programShanghai Jiao Tong UniversityMandarin Chinese 3: Chinese for BeginnersPeking UniversityChinese for HSK 3 PART IIShanghai Jiao Tong UniversityMandarin Chinese 2: Chinese for BeginnersPeking UniversityChinese for HSK 2Peking UniversityChinese for HSK 3 PART I",
    "Creator": "Shanghai Jiao Tong University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/learn-mandarin-project",
    "Language": "English, Subtitles: Spanish, German",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Financial Markets",
    "Description": "About this course: An overview of the ideas, methods, and institutions that permit human society to manage risks and foster enterprise.  Emphasis on financially-savvy leadership skills. Description of practices today and analysis of prospects for the future. Introduction to risk management and behavioral finance principles to understand the real-world functioning of securities, insurance, and banking industries.  The ultimate goal of this course is using such industries effectively and towards a better society.WEEK 1Module 1Welcome to the course! In this opening module, you will learn the basics of financial markets, insurance, and CAPM (Capital Asset Pricing Model). This module serves as the foundation of this course. 23 videosexpandVideo: Welcome videoVideo: Financial Markets IntroductionVideo: Your Teaching Assistant, Arun!Video: Good and EvilDiscussion Prompt: Why is this course important to you? Video: VaR and Stress TestsVideo: S\u0026P 500Video: Joe McNay StoryVideo: Distribution and OutliersVideo: Chalk Talk - CovarianceVideo: Insurance FundamentalsVideo: Insurance MilestonesVideo: Insurance is a Local PhenomenonVideo: Health InsuranceVideo: DisastersVideo: Eggs in One BasketVideo: Salon - RiskVideo: CAPMVideo: Chalk Talk: BetaVideo: Chalk Talk: CAPM and DiversificationVideo: Short SalesVideo: Calculating the Optimal PortfolioVideo: Efficient Portfolio FrontierVideo: Chalk Talk - Gordon Growth ModelGraded: Lesson #1 QuizGraded: Lesson #2 QuizGraded: Lession #3 QuizGraded: Lesson #4 QuizGraded: Module 1 Honors QuizWEEK 2Module 2In this next module, dive into some details of behavioral finance, forecasting, pricing, debt, and inflation. 17 videosexpandVideo: Invention Takes TimeVideo: Salon - InnovationVideo: Limited LiabilityVideo: Inflation Indexed DebtVideo: Unidad de FomentoVideo: Real Estate: Risk Management DevicesVideo: ForecastingVideo: Intuition of EfficiencyVideo: Price as PDVVideo: Doubting EfficiencyVideo: Introduction to Behavioral FinanceVideo: Prospect TheoryVideo: Chalk Talk - More on Prospect TheoryVideo: Logical FallaciesVideo: The BrainVideo: Magical ThinkingVideo: Personality DisordersGraded: Lesson #5 QuizGraded: Lesson #6 QuizGraded: Lesson #7 QuizGraded: Module 2 Honors QuizWEEK 3Module 3Stocks, bonds, dividends, shares, market caps; what are these? Who needs them? Why? Module 3 explores these concepts, along with corporation basics and some basic financial markets history. 18 videosexpandVideo: 1982 Savings AccountVideo: Federal Funds and Interest RatesVideo: Compound InterestVideo: Discount BondsVideo: Consol and AnnuityVideo: Forward Rates and Expectation TheoryVideo: InflationVideo: LeverageVideo: Market Capitalization by CountryVideo: The CorporationVideo: Shares and DividendsVideo: Common vs. PreferredVideo: Corporate CharterVideo: Corporations Raise MoneyVideo: DilutionVideo: Share RepurchaseVideo: PDV of Expected DividendsVideo: Why do firms pay dividends?Graded: Lesson #8 QuizGraded: Lesson #9 QuizGraded: Module 3 Honors QuizWEEK 4Module 4Take a look into the recent past, exploring recessions, bubbles, the mortgage crisis, and regulation. 22 videosexpandVideo: Salon - RecessionsVideo: History of Mortgage LendingVideo: Commercial Real Estate VehiclesVideo: Mortgages, part 1Video: Mortgages, part 2Video: PMI, CMOS, CDOSVideo: Post Crisis RegulationVideo: Chalk Talks - Excess ReservesVideo: The Bubble, part 1Video: The Bubble, part 2Video: The Bubble, part 3Video: Salon - BubblesVideo: Regulation OverviewVideo: Salon - Regulation and housingVideo: Within Firm Regulation, part 1Video: Within Firm Regulation, part 2Video: Trade GroupsVideo: Local RegulationVideo: National Regulation, part 1Video: National Regulation, part 2Video: National Regulation, part 3Video: International RegulationGraded: Lesson #10 QuizGraded: Lesson #11 QuizGraded: Financialization of HousingGraded: Module 4 Honors QuizWEEK 5Module 5Options and bond markets are explored in module 5, important components of financial markets. 16 videosexpandVideo: Salon - Student LoansVideo: Forwards and Futures IntroductionVideo: Forward ContractsVideo: Futures ContractsVideo: Rice FuturesVideo: Wheat FuturesVideo: Buying, Selling, and SettlementVideo: Fair Value in Futures ContractsVideo: Oil FuturesVideo: SPI \u0026 FFR FuturesVideo: Options OverviewVideo: Reading Options PricingVideo: Why Options existVideo: Ubiquity of OptionsVideo: Put / Call parityVideo: Using Options to HedgeGraded: Lesson #12 QuizGraded: Lesson #13 QuizGraded: Module 5 Honors QuizWEEK 6Module 6In module 6, Professor Shiller introduces investment banking, underwriting processes, brokers, dealers, exchanges, and new innovations in financial markets. 19 videosexpandVideo: Investment Banks IntroductionVideo: The Underwriting ProcessVideo: IPOsVideo: Goldman Sachs and John WhiteheadVideo: Ratings AgenciesVideo: Glass SteagallVideo: Net Worth of the USVideo: The Prudent PersonVideo: Salon - AdvisorsVideo: Mutual Funds and ETFsVideo: Brokers and DealersVideo: ExchangesVideo: Limit Order BookVideo: High Frequency TradingVideo: Payment for Order FlowVideo: Government DebtVideo: Government involvement in CorporationsVideo: Municipal FinanceVideo: Government Social InsuranceGraded: Lesson #14 QuizGraded: Lesson #15 QuizGraded: Lesson #16 QuizGraded: Module 6 Honors QuizWEEK 7MODULE 7Professor Shiller's final module includes lectures about nonprofits and corporations, and your career in finance. 14 videosexpandVideo: NonprofitsVideo: CooperativesVideo: Alternative FormsVideo: Salon - Public vs. PrivateVideo: Critics of Modern FinanceVideo: Democratization of FinanceVideo: Salon - Democratization of FinanceVideo: Finance and WarVideo: Finance and Population GrowthVideo: The Importance of Financial TheoryVideo: Wealth and PovertyVideo: Your Career and FinanceVideo: Interview with Roger FergusonVideo: Interview with Lei ZhangGraded: Lesson #17 QuizGraded: Lesson #18 QuizGraded: Final ExamVideo: Welcome videoVideo: Financial Markets IntroductionVideo: Your Teaching Assistant, Arun!Video: Good and EvilDiscussion Prompt: Why is this course important to you? Video: VaR and Stress TestsVideo: S\u0026P 500Video: Joe McNay StoryVideo: Distribution and OutliersVideo: Chalk Talk - CovarianceVideo: Insurance FundamentalsVideo: Insurance MilestonesVideo: Insurance is a Local PhenomenonVideo: Health InsuranceVideo: DisastersVideo: Eggs in One BasketVideo: Salon - RiskVideo: CAPMVideo: Chalk Talk: BetaVideo: Chalk Talk: CAPM and DiversificationVideo: Short SalesVideo: Calculating the Optimal PortfolioVideo: Efficient Portfolio FrontierVideo: Chalk Talk - Gordon Growth ModelVideo: Invention Takes TimeVideo: Salon - InnovationVideo: Limited LiabilityVideo: Inflation Indexed DebtVideo: Unidad de FomentoVideo: Real Estate: Risk Management DevicesVideo: ForecastingVideo: Intuition of EfficiencyVideo: Price as PDVVideo: Doubting EfficiencyVideo: Introduction to Behavioral FinanceVideo: Prospect TheoryVideo: Chalk Talk - More on Prospect TheoryVideo: Logical FallaciesVideo: The BrainVideo: Magical ThinkingVideo: Personality DisordersVideo: 1982 Savings AccountVideo: Federal Funds and Interest RatesVideo: Compound InterestVideo: Discount BondsVideo: Consol and AnnuityVideo: Forward Rates and Expectation TheoryVideo: InflationVideo: LeverageVideo: Market Capitalization by CountryVideo: The CorporationVideo: Shares and DividendsVideo: Common vs. PreferredVideo: Corporate CharterVideo: Corporations Raise MoneyVideo: DilutionVideo: Share RepurchaseVideo: PDV of Expected DividendsVideo: Why do firms pay dividends?Video: Salon - RecessionsVideo: History of Mortgage LendingVideo: Commercial Real Estate VehiclesVideo: Mortgages, part 1Video: Mortgages, part 2Video: PMI, CMOS, CDOSVideo: Post Crisis RegulationVideo: Chalk Talks - Excess ReservesVideo: The Bubble, part 1Video: The Bubble, part 2Video: The Bubble, part 3Video: Salon - BubblesVideo: Regulation OverviewVideo: Salon - Regulation and housingVideo: Within Firm Regulation, part 1Video: Within Firm Regulation, part 2Video: Trade GroupsVideo: Local RegulationVideo: National Regulation, part 1Video: National Regulation, part 2Video: National Regulation, part 3Video: International RegulationVideo: Salon - Student LoansVideo: Forwards and Futures IntroductionVideo: Forward ContractsVideo: Futures ContractsVideo: Rice FuturesVideo: Wheat FuturesVideo: Buying, Selling, and SettlementVideo: Fair Value in Futures ContractsVideo: Oil FuturesVideo: SPI \u0026 FFR FuturesVideo: Options OverviewVideo: Reading Options PricingVideo: Why Options existVideo: Ubiquity of OptionsVideo: Put / Call parityVideo: Using Options to HedgeVideo: Investment Banks IntroductionVideo: The Underwriting ProcessVideo: IPOsVideo: Goldman Sachs and John WhiteheadVideo: Ratings AgenciesVideo: Glass SteagallVideo: Net Worth of the USVideo: The Prudent PersonVideo: Salon - AdvisorsVideo: Mutual Funds and ETFsVideo: Brokers and DealersVideo: ExchangesVideo: Limit Order BookVideo: High Frequency TradingVideo: Payment for Order FlowVideo: Government DebtVideo: Government involvement in CorporationsVideo: Municipal FinanceVideo: Government Social InsuranceVideo: NonprofitsVideo: CooperativesVideo: Alternative FormsVideo: Salon - Public vs. PrivateVideo: Critics of Modern FinanceVideo: Democratization of FinanceVideo: Salon - Democratization of FinanceVideo: Finance and WarVideo: Finance and Population GrowthVideo: The Importance of Financial TheoryVideo: Wealth and PovertyVideo: Your Career and FinanceVideo: Interview with Roger FergusonVideo: Interview with Lei ZhangUniversity of GenevaUnderstanding Financial MarketsYale UniversityThe Global Financial CrisisColumbia UniversityFinancial Engineering and Risk Management Part IUniversity of GenevaPortfolio and Risk ManagementColumbia UniversityFinancial Engineering and Risk Management Part II",
    "Creator": "Yale University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/financial-markets-global",
    "Language": "English",
    "Commitment": "7 weeks of study, 3 - 4 hours per week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Game Theory",
    "Description": "About this course: Popularized by movies such as \"A Beautiful Mind,\" game theory is the mathematical modeling of strategic interaction among rational (and irrational) agents. Beyond what we call `games' in common language, such as chess, poker, soccer, etc., it includes the modeling of conflict among nations, political campaigns, competition among firms, and trading behavior in markets such as the NYSE. How could you begin to model keyword auctions, and peer to peer file-sharing networks, without accounting for the incentives of the people using them? The course will provide the basics: representing games and strategies, the extensive form (which computer scientists call game trees), Bayesian games (modeling things like auctions), repeated and stochastic games, and more. We'll include a variety of examples including classic games and a few applications.\n\nYou can find a full syllabus and description of the course here:  http://web.stanford.edu/~jacksonm/GTOC-Syllabus.html \n\nThere is also an advanced follow-up course to this one, for people already familiar with game theory:  https://www.coursera.org/learn/gametheory2/\n\nYou can find an introductory video here:  http://web.stanford.edu/~jacksonm/Intro_Networks.mp4WEEK 1Week 1: Introduction and OverviewIntroduction, overview, uses of game theory, some applications and examples, and formal definitions of: the normal form, payoffs, strategies, pure strategy Nash equilibrium, dominant strategies11 videos, 2 readings, 1 practice quizexpandVideo: Introductory VideoReading: SyllabusVideo: 1-1 Game Theory Intro - TCP Backoff Discussion Prompt: Play the TCP game if you likeVideo: 1-2 Self-Interested Agents and Utility Theory Video: 1-3 Defining Games Video: 1-4 Examples of Games Discussion Prompt: Play some games after Lecture 1.4 if you likeVideo: 1-5 Nash Equilibrium Intro Video: 1-6 Strategic Reasoning Discussion Prompt: Play Keynes Beauty Contest Game if you likeVideo: 1-7 Best Response and Nash Equilibrium Video: 1-8 Nash Equilibrium of Example Games Video: 1-9 Dominant Strategies Video: 1-10 Pareto Optimality Practice Quiz: In-Video Quizzes Week 1Reading: A Brief Introduction to the Basics of Game TheoryGraded: Problem Set 1WEEK 2Week 2: Mixed-Strategy Nash Equilibriumpure and mixed strategy Nash equilibria7 videos, 1 practice quizexpandVideo: 2-1 Mixed Strategies and Nash Equilibrium (I) Video: 2-2 Mixed Strategies and Nash Equilibrium (II)Video: 2-3 Computing Mixed Nash Equilibrium Video: 2-4 Hardness Beyond 2x2 Games - Basic Video: 2-4 Hardness Beyond 2x2 Games - Advanced Video: 2-5 Example: Mixed Strategy Nash Video: 2-6 Data: Professional Sports and Mixed Strategies Practice Quiz: In-Video Quizzes Week 2Graded: Problem Set 2WEEK 3Week 3: Alternate Solution ConceptsIterative removal of strictly dominated strategies, minimax strategies and the minimax theorem for zero-sum game, correlated equilibria6 videos, 1 practice quizexpandVideo: 3-1 Beyond the Nash Equilibrium Video: 3-2 Strictly Dominated Strategies \u0026 Iterative Removal Video: 3-3 Dominated Strategies \u0026 Iterative Removal: An Application Video: 3-4 Maxmin Strategies Video: 3-4 Maxmin Strategies - AdvancedVideo: 3-5 Correlated Equilibrium: Intuition Practice Quiz: In-Video Quizzes Week 3Graded: Problem Set 3WEEK 4Week 4: Extensive-Form GamesPerfect information games: trees, players assigned to nodes, payoffs, backward Induction, subgame perfect equilibrium, introduction to imperfect-information games, mixed versus behavioral strategies.\n10 videos, 1 practice quizexpandVideo: 4-1 Perfect Information Extensive Form: Taste Video: 4-2 Formalizing Perfect Information Extensive Form Games Discussion Prompt: Play the Centipede Game if you likeVideo: 4-3 Perfect Information Extensive Form: Strategies, BR, NE Video: 4-4 Subgame Perfection Video: 4-5 Backward Induction Video: 4-6 Subgame Perfect Application: Ultimatum BargainingVideo: 4-7 Imperfect Information Extensive Form: Poker Video: 4-8 Imperfect Information Extensive Form: Definition, Strategies Video: 4-9 Mixed and Behavioral Strategies Discussion Prompt: Play the Rainbow Warship game if you likeVideo: 4-10 Incomplete Information in the Extensive Form: Beyond Subgame Perfection Practice Quiz: In-Video Quizzes Week 4Graded: Problem Set 4WEEK 5Week 5: Repeated GamesRepeated prisoners dilemma, finite and infinite repeated games, limited-average versus future-discounted reward, folk theorems, stochastic games and learning.\n7 videos, 1 practice quizexpandVideo: 5-1 Repeated Games Discussion Prompt: Play some repeated games if you likeVideo: 5-2 Infinitely Repeated Games: Utility Video: 5-3 Stochastic Games Video: 5-4 Learning in Repeated Games Discussion Prompt: Play the repeated battle of the sexes gameVideo: 5-5 Equilibria of Infinitely Repeated Games Video: 5-6 Discounted Repeated Games Video: 5-7 A Folk Theorem for Discounted Repeated Games Practice Quiz: In-Video Quizzes Week 5Graded: Problem Set 5WEEK 6Week 6: Bayesian GamesGeneral definitions, ex ante/interim Bayesian Nash equilibrium.\n6 videos, 1 practice quizexpandVideo: 6-1 Bayesian Games: Taste Video: 6-2 Bayesian Games: First Definition Video: 6-2 Bayesian Games: First Defintion (yoav)Video: 6-3 Bayesian Games: Second Definition Video: 6-4 Analyzing Bayesian Games Video: 6-5 Analyzing Bayesian Games: Another Example Practice Quiz: In-Video Quizzes Week 6Graded: Problem Set 6WEEK 7Week 7: Coalitional GamesTransferable utility cooperative games, Shapley value, Core, applications.5 videos, 1 practice quizexpandVideo: 7-1 Coalitional Game Theory: Taste Video: 7-2 Coalitional Game Theory: Definitions Video: 7-3 The Shapley Value Video: 7-4 The Core Video: 7-5 Comparing the Core and Shapley value in an Example Practice Quiz: In-Video Quizzes Week 7Graded: Problem Set 7WEEK 8Week 8: Final ExamThe description goes hereGraded: Final ExamVideo: Introductory VideoReading: SyllabusVideo: 1-1 Game Theory Intro - TCP Backoff Discussion Prompt: Play the TCP game if you likeVideo: 1-2 Self-Interested Agents and Utility Theory Video: 1-3 Defining Games Video: 1-4 Examples of Games Discussion Prompt: Play some games after Lecture 1.4 if you likeVideo: 1-5 Nash Equilibrium Intro Video: 1-6 Strategic Reasoning Discussion Prompt: Play Keynes Beauty Contest Game if you likeVideo: 1-7 Best Response and Nash Equilibrium Video: 1-8 Nash Equilibrium of Example Games Video: 1-9 Dominant Strategies Video: 1-10 Pareto Optimality Practice Quiz: In-Video Quizzes Week 1Reading: A Brief Introduction to the Basics of Game TheoryVideo: 2-1 Mixed Strategies and Nash Equilibrium (I) Video: 2-2 Mixed Strategies and Nash Equilibrium (II)Video: 2-3 Computing Mixed Nash Equilibrium Video: 2-4 Hardness Beyond 2x2 Games - Basic Video: 2-4 Hardness Beyond 2x2 Games - Advanced Video: 2-5 Example: Mixed Strategy Nash Video: 2-6 Data: Professional Sports and Mixed Strategies Practice Quiz: In-Video Quizzes Week 2Video: 3-1 Beyond the Nash Equilibrium Video: 3-2 Strictly Dominated Strategies \u0026 Iterative Removal Video: 3-3 Dominated Strategies \u0026 Iterative Removal: An Application Video: 3-4 Maxmin Strategies Video: 3-4 Maxmin Strategies - AdvancedVideo: 3-5 Correlated Equilibrium: Intuition Practice Quiz: In-Video Quizzes Week 3Video: 4-1 Perfect Information Extensive Form: Taste Video: 4-2 Formalizing Perfect Information Extensive Form Games Discussion Prompt: Play the Centipede Game if you likeVideo: 4-3 Perfect Information Extensive Form: Strategies, BR, NE Video: 4-4 Subgame Perfection Video: 4-5 Backward Induction Video: 4-6 Subgame Perfect Application: Ultimatum BargainingVideo: 4-7 Imperfect Information Extensive Form: Poker Video: 4-8 Imperfect Information Extensive Form: Definition, Strategies Video: 4-9 Mixed and Behavioral Strategies Discussion Prompt: Play the Rainbow Warship game if you likeVideo: 4-10 Incomplete Information in the Extensive Form: Beyond Subgame Perfection Practice Quiz: In-Video Quizzes Week 4Video: 5-1 Repeated Games Discussion Prompt: Play some repeated games if you likeVideo: 5-2 Infinitely Repeated Games: Utility Video: 5-3 Stochastic Games Video: 5-4 Learning in Repeated Games Discussion Prompt: Play the repeated battle of the sexes gameVideo: 5-5 Equilibria of Infinitely Repeated Games Video: 5-6 Discounted Repeated Games Video: 5-7 A Folk Theorem for Discounted Repeated Games Practice Quiz: In-Video Quizzes Week 5Video: 6-1 Bayesian Games: Taste Video: 6-2 Bayesian Games: First Definition Video: 6-2 Bayesian Games: First Defintion (yoav)Video: 6-3 Bayesian Games: Second Definition Video: 6-4 Analyzing Bayesian Games Video: 6-5 Analyzing Bayesian Games: Another Example Practice Quiz: In-Video Quizzes Week 6Video: 7-1 Coalitional Game Theory: Taste Video: 7-2 Coalitional Game Theory: Definitions Video: 7-3 The Shapley Value Video: 7-4 The Core Video: 7-5 Comparing the Core and Shapley value in an Example Practice Quiz: In-Video Quizzes Week 7Stanford University, The University of British ColumbiaGame Theory II: Advanced ApplicationsWesleyan UniversityIntroduction to Complex AnalysisStanford UniversityIntroduction to Mathematical ThinkingHigher School of EconomicsIntroduction to Enumerative CombinatoricsUniversity of California, Santa CruzBayesian Statistics: From Concept to Data Analysis",
    "Creator": "Stanford University, The University of British Columbia",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/game-theory-1",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Marketing in a Digital World",
    "Description": "About this course: This course examines how digital tools, such as the Internet, smartphones, and 3D printing, are revolutionizing the world of marketing by shifting the balance of power from firms to consumers. Marketing in a Digital World is one of the most popular courses on Coursera with over 150,000 Learners and is rated by Class Central as one of the Top 50 MOOCs of All Time (https://www.class-central.com/report/top-moocs/).\n\nThis course is part of the iMBA offered by the University of Illinois, a flexible, fully-accredited online MBA at an incredibly competitive price. For more information, please see the Resource page in this course and onlinemba.illinois.edu.WEEK 1Course Overview and Digital Tools for Developing Innovative New ProductsIn this module, you will become familiar with the course, your instructor, your classmates, and our learning environment. Then, you will learn how new digital tools are enabling customers to take a more active role in developing and branding the products they consume.13 videos, 10 readings, 3 practice quizzesexpandReading: Learner StoriesVideo: Welcome to Marketing in a Digital WorldReading: SyllabusVideo: What is Marketing?Reading: GlossaryReading: Brand DescriptionsReading: Social MediaReading: NEW!! PRE-COURSE SURVEYPractice Quiz: Orientation QuizReading: Module 1 OverviewReading: Module 1 ReadingsVideo: Basic Concept: ProductVideo: Digital Marketing IQ: ProductPractice Quiz: Module 1 Basic Concept Practice QuizVideo: Digital Concept: Co-Creation, Part 1Video: Digital Concept: Co-Creation, Part 2Video: Digital Concept: Co-Creation, Part 3Reading: Optional Resources for Local Motors CaseVideo: Case Study Intro: Local MotorsVideo: Case Study Summary: Local MotorsVideo: Digital Concept: Doppelgänger Brands, Part 1Video: Digital Concept: Doppelgänger Brands, Part 2Peer Review: OPTIONAL: Doppelgänger Brand Image ActivityPractice Quiz: Module 1 Digital Concepts Practice Quiz Video: Exercise: Ideas.Lego.comVideo: Campus Spotlight: John RogersReading: Professor John A. RogersGraded: Case Discussion: Local MotorsGraded: Lego Ideas ExerciseGraded: Digital Tools for Developing Innovative New Products QuizWEEK 2Digital Tools for Persuading Customers to Buy Your ProductsHow are products promoted in our digital world? In this module, you learn how new digital tools are enabling customers to take a more active role in promotional activities.10 videos, 4 readings, 2 practice quizzesexpandReading: Module 2 OverviewReading: Module 2 ReadingsVideo: Basic Concept: PromotionVideo: Digital Marketing IQ: PromotionPractice Quiz: Module 2 Basic Concept Practice QuizVideo: Digital Concept: Authenticity, Part 1Video: Digital Concept: Authenticity, Part 2Reading: Optional Resources for Pepsi Refresh CaseVideo: Case Study Intro: Pepsi RefreshVideo: Case Study Summary: Pepsi RefreshVideo: Digital Concept: User Generated Content, Part 1Video: Digital Concept: User Generated Content, Part 2Practice Quiz: Module 2 Digital Concepts Practice QuizVideo: Exercise: Wikipedia.orgVideo: Campus Spotlight: Alan CraigReading: Professor Alan CraigGraded: Case Discussion: Pepsi RefreshGraded: Wikipedia ExerciseGraded: Digital Tools for Persuading Customers to Buy Your Products QuizWEEK 3Digital Tools for Effectively Distributing Your ProductsHow are products being placed and distributed in our digital world? In this module, you learn how new digital tools are dramatically altering the distribution of products and revolutionizing the retail landscape.12 videos, 5 readings, 2 practice quizzesexpandReading: Module 3 OverviewReading: Module 3 ReadingsVideo: Basic Concept: PlacementVideo: Digital Marketing IQ:  PlacementPractice Quiz: Module 3 Basic Concept Practice QuizVideo: Digital Concept: New Retail, Part 1Video: Digital Concept: New Retail, Part 2Reading: Optional Resources for Threadless CaseVideo: Case Study Intro: ThreadlessVideo: Case Study Summary: ThreadlessVideo: Digital Concept: 3D Printing, Part 1Video: Digital Concept: 3D Printing, Part 2Practice Quiz: Module 3 Digital Concepts Practice QuizVideo: Exercise: Thingiverse.comVideo: Thingiverse Exercise Follow-UpReading: OPTIONAL: Try out a 3D PrinterVideo: OPTIONAL: Video Demonstration of Printing at 3D HubsVideo: Campus Spotlight: Travis RossReading: Travis RossGraded: Case Discussion: ThreadlessGraded: Thingiverse ExerciseGraded: Digital Tools for Effectively Distributing Your Products QuizWEEK 4Digital Tools for Setting the Right Prices for Your ProductsHow are products priced in our digital world? In this module, you will learn how new digital tools are enabling customers to take a more active role in both evaluating and setting the prices they pay for the products they buy.12 videos, 5 readings, 2 practice quizzesexpandReading: Module 4 OverviewReading: Module 4 ReadingsVideo: Basic Concept: PriceVideo: Digital Marketing IQ: PricePractice Quiz: Module 4 Basic Concept Practice QuizVideo: Digital Concept: Pay What You Want, Part 1Video: Digital Concept: Pay What You Want, Part 2Reading: Optional Resources for Radiohead CaseVideo: Case Study Intro: RadioheadVideo: Case Study Summary: RadioheadVideo: Radiohead Case Study Follow-UpVideo: Digital Concept: Price Comparison Tools, Part 1Video: Digital Concept: Price Comparison Tools, Part 2Practice Quiz: Module 4 Digital Concepts Practice QuizVideo: Exercise: RedLaser.comVideo: Campus Spotlight: Hari SundaramReading: Professor Hari SundaramVideo: Marketing in a Digital World ConclusionReading: Post-course surveyGraded: Case Discussion: RadioheadGraded: RedLaser ExerciseGraded: Digital Tools for Setting the Right Prices for Your Products QuizIn this module, you will become familiar with the course, your instructor, your classmates, and our learning environment. Then, you will learn how new digital tools are enabling customers to take a more active role in developing and branding the products they consume.Reading: Learner StoriesVideo: Welcome to Marketing in a Digital WorldReading: SyllabusVideo: What is Marketing?Reading: GlossaryReading: Brand DescriptionsReading: Social MediaReading: NEW!! PRE-COURSE SURVEYPractice Quiz: Orientation QuizReading: Module 1 OverviewReading: Module 1 ReadingsVideo: Basic Concept: ProductVideo: Digital Marketing IQ: ProductPractice Quiz: Module 1 Basic Concept Practice QuizVideo: Digital Concept: Co-Creation, Part 1Video: Digital Concept: Co-Creation, Part 2Video: Digital Concept: Co-Creation, Part 3Reading: Optional Resources for Local Motors CaseVideo: Case Study Intro: Local MotorsVideo: Case Study Summary: Local MotorsVideo: Digital Concept: Doppelgänger Brands, Part 1Video: Digital Concept: Doppelgänger Brands, Part 2Peer Review: OPTIONAL: Doppelgänger Brand Image ActivityPractice Quiz: Module 1 Digital Concepts Practice Quiz Video: Exercise: Ideas.Lego.comVideo: Campus Spotlight: John RogersReading: Professor John A. RogersReading: Module 2 OverviewReading: Module 2 ReadingsVideo: Basic Concept: PromotionVideo: Digital Marketing IQ: PromotionPractice Quiz: Module 2 Basic Concept Practice QuizVideo: Digital Concept: Authenticity, Part 1Video: Digital Concept: Authenticity, Part 2Reading: Optional Resources for Pepsi Refresh CaseVideo: Case Study Intro: Pepsi RefreshVideo: Case Study Summary: Pepsi RefreshVideo: Digital Concept: User Generated Content, Part 1Video: Digital Concept: User Generated Content, Part 2Practice Quiz: Module 2 Digital Concepts Practice QuizVideo: Exercise: Wikipedia.orgVideo: Campus Spotlight: Alan CraigReading: Professor Alan CraigReading: Module 3 OverviewReading: Module 3 ReadingsVideo: Basic Concept: PlacementVideo: Digital Marketing IQ:  PlacementPractice Quiz: Module 3 Basic Concept Practice QuizVideo: Digital Concept: New Retail, Part 1Video: Digital Concept: New Retail, Part 2Reading: Optional Resources for Threadless CaseVideo: Case Study Intro: ThreadlessVideo: Case Study Summary: ThreadlessVideo: Digital Concept: 3D Printing, Part 1Video: Digital Concept: 3D Printing, Part 2Practice Quiz: Module 3 Digital Concepts Practice QuizVideo: Exercise: Thingiverse.comVideo: Thingiverse Exercise Follow-UpReading: OPTIONAL: Try out a 3D PrinterVideo: OPTIONAL: Video Demonstration of Printing at 3D HubsVideo: Campus Spotlight: Travis RossReading: Travis RossReading: Module 4 OverviewReading: Module 4 ReadingsVideo: Basic Concept: PriceVideo: Digital Marketing IQ: PricePractice Quiz: Module 4 Basic Concept Practice QuizVideo: Digital Concept: Pay What You Want, Part 1Video: Digital Concept: Pay What You Want, Part 2Reading: Optional Resources for Radiohead CaseVideo: Case Study Intro: RadioheadVideo: Case Study Summary: RadioheadVideo: Radiohead Case Study Follow-UpVideo: Digital Concept: Price Comparison Tools, Part 1Video: Digital Concept: Price Comparison Tools, Part 2Practice Quiz: Module 4 Digital Concepts Practice QuizVideo: Exercise: RedLaser.comVideo: Campus Spotlight: Hari SundaramReading: Professor Hari SundaramVideo: Marketing in a Digital World ConclusionReading: Post-course surveyUniversity of Illinois at Urbana-ChampaignDigital Marketing Channels: The LandscapeUniversity of Illinois at Urbana-ChampaignDigital Analytics for Marketing Professionals: Marketing Analytics in TheoryUniversity of Illinois at Urbana-ChampaignDigital Analytics for Marketing Professionals: Marketing Analytics in PracticeUniversity of Illinois at Urbana-ChampaignDigital Marketing Channels: PlanningNorthwestern UniversityEngagement \u0026 Nurture Marketing Strategies",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/marketing-digital",
    "Language": "English, Subtitles: Chinese (Simplified), Portuguese (Brazilian), Vietnamese, Turkish, Spanish",
    "Commitment": "4 weeks of study, 6-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Model Thinking",
    "Description": "About this course: We live in a complex world with diverse people, firms, and governments whose behaviors aggregate to produce novel, unexpected phenomena. We see political uprisings, market crashes, and a never ending array of social trends. How do we make sense of it? Models. Evidence shows that people who think with models consistently outperform those who don't. And, moreover people who think with lots of models outperform people who use only one. Why do models make us better thinkers? Models help us to better organize information - to make sense of that fire hose or hairball of data (choose your metaphor) available on the Internet. Models improve our abilities to make accurate forecasts. They help us make better decisions and adopt more effective strategies. They even can improve our ability to design institutions and procedures. In this class, I present a starter kit of models: I start with models of tipping points. I move on to cover models explain the wisdom of crowds, models that show why some countries are rich and some are poor, and models that help unpack the strategic decisions of firm and politicians. \n\nThe models covered in this class provide a foundation for future social science classes, whether they be in economics, political science, business, or sociology. Mastering this material will give you a huge leg up in advanced courses. They also help you in life. Here's how the course will work. For each model, I present a short, easily digestible overview lecture. Then, I'll dig deeper. I'll go into the technical details of the model. Those technical lectures won't require calculus but be prepared for some algebra. For all the lectures, I'll offer some questions and we'll have quizzes and even a final exam. If you decide to do the deep dive, and take all the quizzes and the exam, you'll receive a Course Certificate. If you just decide to follow along for the introductory lectures to gain some exposure that's fine too. It's all free. And it's all here to help make you a better thinker!WEEK 1Why Model \u0026 Segregation/Peer EffectsIn these lectures, I describe some of the reasons why a person would want to take a modeling course. These reasons fall into four broad categories: 1)To be an intelligent citizen of the world 2) To be a clearer thinker 3) To understand and use data 4) To better decide, strategize, and design. There are two readings for this section. These should be read either after the first video or at the completion of all of the videos.We now jump directly into some models. We contrast two types of models that explain a single phenomenon, namely that people tend to live and interact with people who look, think, and act like themselves. After an introductory lecture, we cover famous models by Schelling and Granovetter that cover these phenomena. We follows those with a fun model about standing ovations that I wrote with my friend John Miller.\n\n12 videos, 6 readingsexpandReading: WelcomeReading: Grading PolicyReading: Course FAQReading: SyllabusReading: Help us learn more about you!Video: Thanks and WelcomeVideo: Why Model?Video: Intelligent Citizens of the WorldVideo: Thinking More ClearlyVideo: Using and Understanding DataVideo: Using Models to Decide, Strategize, and DesignReading: Segregation and Peer EffectsVideo: Sorting and Peer Effects IntroductionVideo: Schelling's Segregation ModelVideo: Measuring SegregationVideo: Peer EffectsVideo: The Standing Ovation ModelVideo: The Identification ProblemGraded: Why Model? \u0026 Segregation and Peer EffectsWEEK 2Aggregation \u0026 Decision ModelsIn this section, we explore the mysteries of aggregation, i.e. adding things up. We start by considering how numbers aggregate, focusing on the Central Limit Theorem. We then turn to adding up rules. We consider the Game of Life and one dimensional cellular automata models. Both models show how simple rules can combine to produce interesting phenomena. Last, we consider aggregating preferences. Here we see how individual preferences can be rational, but the aggregates need not be.There exist many great places on the web to read more about the Central Limit Theorem, the Binomial Distribution, Six Sigma, The Game of LIfe, and so on. I've included some links to get you started. The readings for cellular automata and for diverse preferences are short excerpts from my books Complex Adaptive Social Systems and The Difference Respectively.12 videos, 1 readingexpandVideo: AggregationVideo: Central Limit TheoremVideo: Six SigmaVideo: Game of LifeVideo: Cellular AutomataVideo: Preference AggregationReading: Decision ModelsVideo: Introduction to Decision MakingVideo: Multi-Criterion Decision MakingVideo: Spatial Choice ModelsVideo: Probability: The BasicsVideo: Decision TreesVideo: Value of InformationGraded: Aggregation \u0026 Decision ModelsWEEK 3Thinking Electrons: Modeling People \u0026 Categorical and Linear ModelsIn this section, we study various ways that social scientists model people. We study and contrast three different models. The rational actor approach,behavioral models , and rule based models . These lectures provide context for many of the models that follow. There's no specific reading for these lectures though I mention several books on behavioral economics that you may want to consider. Also, if you find the race to the bottom game interesting just type \"Rosemary Nagel Race to the Bottom\" into a search engine and you'll get several good links. You can also find good introductions to \"Zero Intelligence Traders\" by typing that in as well.12 videos, 1 readingexpandVideo: Thinking Electrons: Modeling PeopleVideo: Rational Actor ModelsVideo: Behavioral ModelsVideo: Rule Based ModelsVideo: When Does Behavior Matter?Reading: Categorical and Linear ModelsVideo: Introduction to Linear ModelsVideo: Categorical ModelsVideo: Linear ModelsVideo: Fitting Lines to DataVideo: Reading Regression OutputVideo: From Linear to NonlinearVideo: The Big Coefficient vs The New RealityGraded: Modules Thinking Electrons: Modeling People \u0026 Categorical and Linear ModelsWEEK 4Tipping Points \u0026 Economic GrowthIn this section, we cover tipping points. We focus on two models. A percolation model from physics that we apply to banks and a model of the spread of diseases. The disease model is more complicated so I break that into two parts. The first part focuses on the diffusion. The second part adds recovery. The readings for this section consist of two excerpts from the book I'm writing on models. One covers diffusion. The other covers tips. There is also a technical paper on tipping points that I've included in a link. I wrote it with PJ Lamberson and it will be published in the Quarterly Journal of Political Science. I've included this to provide you a glimpse of what technical social science papers look like. You don't need to read it in full, but I strongly recommend the introduction. It also contains a wonderful reference list.13 videos, 1 readingexpandVideo: Tipping PointsVideo: Percolation ModelsVideo: Contagion Models 1: DiffusionVideo: Contagion Models 2: SIS ModelVideo: Classifying Tipping PointsVideo: Measuring TipsReading: Economic GrowthVideo: Introduction To GrowthVideo: Exponential GrowthVideo: Basic Growth ModelVideo: Solow Growth ModelVideo: Will China Continue to Grow?Video: Why Do Some Countries Not Grow?Video: Piketty's Capital: The Power of Simple ModelGraded: Modules Tipping Points \u0026 Economic GrowthWEEK 5Diversity and Innovation \u0026 Markov ProcessesIn this section, we cover some models of problem solving to show the role that diversity plays in innovation. We see how diverse perspectives (problem representations) and heuristics enable groups of problem solvers to outperform individuals. We also introduce some new concepts like \"rugged landscapes\" and \"local optima\". In the last lecture, we'll see the awesome power of recombination and how it contributes to growth. The readings for this chapters consist on an excerpt from my book The Difference courtesy of Princeton University Press.10 videos, 1 readingexpandVideo: Problem Solving and InnovationVideo: Perspectives and InnovationVideo: HeuristicsVideo: Teams and Problem SolvingVideo: RecombinationReading: Markov ProcessesVideo: Markov ModelsVideo: A Simple Markov ModelVideo: Markov Model of DemocratizationVideo: Markov Convergence TheoremVideo: Exapting the Markov ModelGraded: Diversity and Innovation \u0026 Markov ProcessesWEEK 6Midterm ExamGraded: Modules 1-10WEEK 7Lyapunov Functions \u0026 Coordination and CultureModels can help us to determine the nature of outcomes produced by a system: will the system produce an equilibrium, a cycle, randomness, or complexity? In this set of lectures, we cover Lyapunov Functions. These are a technique that will enable us to identify many systems that go to equilibrium. In addition, they enable us to put bounds on how quickly the equilibrium will be attained. In this set of lectures, we learn the formal definition of Lyapunov Functions and see how to apply them in a variety of settings. We also see where they don't apply and even study a problem where no one knows whether or not the system goes to equilibrium or not.11 videos, 1 readingexpandVideo: Lyapunov FunctionsVideo: The Organization of CitiesVideo: Exchange Economies and ExternalitiesVideo: Time to Convergence and OptimalityVideo: Lyapunov: Fun and DeepVideo: Lyapunov or MarkovReading: Coordination and CultureVideo: Coordination and CultureVideo: What Is Culture And Why Do We Care?Video: Pure Coordination GameVideo: Emergence of CultureVideo: Coordination and Consistency Graded: Lyapunov Functions \u0026 Coordination and CultureWEEK 8Path Dependence \u0026 NetworksIn this set of lectures, we cover path dependence. We do so using some very simple urn models. The most famous of which is the Polya Process. These models are very simple but they enable us to unpack the logic of what makes a process path dependent. We also relate path dependence to increasing returns and to tipping points. The reading for this lecture is a paper that I wrote that is published in the Quarterly Journal of Political Science10 videos, 1 readingexpandVideo: Path DependenceVideo: Urn ModelsVideo: Mathematics on Urn ModelsVideo: Path Dependence and ChaosVideo: Path Dependence and Increasing ReturnsVideo: Path Dependent or Tipping PointReading: NetworksVideo: NetworksVideo: The Structure of NetworksVideo: The Logic of Network FormationVideo: Network FunctionGraded: Path Dependence \u0026 NetworksWEEK 9Randomness and Random Walks \u0026 Colonel BlottoIn this section, we first discuss randomness and its various sources. We then discuss how performance can depend on skill and luck, where luck is modeled as randomness. We then learn a basic random walk model, which we apply to the Efficient Market Hypothesis, the ideas that market prices contain all relevant information so that what's left is randomness. We conclude by discussing finite memory random walk model that can be used to model competition. The reading for this section is a paper on distinguishing skill from luck by Michael Mauboussin.11 videos, 1 readingexpandVideo: Randomness and Random Walk ModelsVideo: Sources of RandomnessVideo: Skill and LuckVideo: Random WalksVideo: Random Walks and Wall StreetVideo: Finite Memory Random WalksReading: Colonel BlottoVideo: Colonel Blotto GameVideo: Blotto: No Best StrategyVideo: Applications of Colonel BlottoVideo: Blotto: Troop AdvantagesVideo: Blotto and CompetitionGraded: Randomness and Random Walks \u0026 Colonel BlottoWEEK 10Prisoners' Dilemma and Collective Action \u0026 Mechanism DesignIn this section, we cover the Prisoners' Dilemma, Collective Action Problems and Common Pool Resource Problems. We begin by discussion the Prisoners' Dilemma and showing how individual incentives can produce undesirable social outcomes. We then cover seven ways to produce cooperation. Five of these will be covered in the paper by Nowak and Sigmund listed below. We conclude by talking about collective action and common pool resource problems and how they require deep careful thinking to solve. There's a wonderful piece to read on this by the Nobel Prize winner Elinor Ostrom.9 videos, 1 readingexpandVideo: Intro: The Prisoners' Dilemma and Collective ActionVideo: The Prisoners' Dilemma GameVideo: Seven Ways To CooperationVideo: Collective Action and Common Pool Resource ProblemsVideo: No PanaceaReading: Mechanism DesignVideo: Mechanism DesignVideo: Hidden Action and Hidden InformationVideo: AuctionsVideo: Public ProjectsGraded: Prisoners' Dilemma and Collective Action \u0026 Mechanism DesignWEEK 11Learning Models: Replicator Dynamics \u0026 Prediction and the Many Model ThinkerIn this section, we cover replicator dynamics and Fisher's fundamental theorem. Replicator dynamics have been used to explain learning as well as evolution. Fisher's theorem demonstrates how the rate of adaptation increases with the amount of variation. We conclude by describing how to make sense of both Fisher's theorem and our results on six sigma and variation reduction. The readings for this section are very short. The second reading on Fisher's theorem is rather technical. Both are excerpts from Diversity and Complexity.8 videos, 1 readingexpandVideo: Replicator DynamicsVideo: The Replicator EquationVideo: Fisher's TheoremVideo: Variation or Six SigmaReading: Prediction and The Many Model ThinkerVideo: PredictionVideo: Linear ModelsVideo: Diversity Prediction TheoremVideo: The Many Model ThinkerGraded: Learning Models: Replicator Dynamics \u0026 Prediction and the Many Model ThinkerWEEK 12Final ExamThe description goes here1 readingexpandReading: Post-course SurveyGraded: Modules 12-21In these lectures, I describe some of the reasons why a person would want to take a modeling course. These reasons fall into four broad categories: 1)To be an intelligent citizen of the world 2) To be a clearer thinker 3) To understand and use data 4) To better decide, strategize, and design. There are two readings for this section. These should be read either after the first video or at the completion of all of the videos.We now jump directly into some models. We contrast two types of models that explain a single phenomenon, namely that people tend to live and interact with people who look, think, and act like themselves. After an introductory lecture, we cover famous models by Schelling and Granovetter that cover these phenomena. We follows those with a fun model about standing ovations that I wrote with my friend John Miller.\n\nReading: WelcomeReading: Grading PolicyReading: Course FAQReading: SyllabusReading: Help us learn more about you!Video: Thanks and WelcomeVideo: Why Model?Video: Intelligent Citizens of the WorldVideo: Thinking More ClearlyVideo: Using and Understanding DataVideo: Using Models to Decide, Strategize, and DesignReading: Segregation and Peer EffectsVideo: Sorting and Peer Effects IntroductionVideo: Schelling's Segregation ModelVideo: Measuring SegregationVideo: Peer EffectsVideo: The Standing Ovation ModelVideo: The Identification ProblemIn this section, we explore the mysteries of aggregation, i.e. adding things up. We start by considering how numbers aggregate, focusing on the Central Limit Theorem. We then turn to adding up rules. We consider the Game of Life and one dimensional cellular automata models. Both models show how simple rules can combine to produce interesting phenomena. Last, we consider aggregating preferences. Here we see how individual preferences can be rational, but the aggregates need not be.There exist many great places on the web to read more about the Central Limit Theorem, the Binomial Distribution, Six Sigma, The Game of LIfe, and so on. I've included some links to get you started. The readings for cellular automata and for diverse preferences are short excerpts from my books Complex Adaptive Social Systems and The Difference Respectively.Video: AggregationVideo: Central Limit TheoremVideo: Six SigmaVideo: Game of LifeVideo: Cellular AutomataVideo: Preference AggregationReading: Decision ModelsVideo: Introduction to Decision MakingVideo: Multi-Criterion Decision MakingVideo: Spatial Choice ModelsVideo: Probability: The BasicsVideo: Decision TreesVideo: Value of InformationIn this section, we study various ways that social scientists model people. We study and contrast three different models. The rational actor approach,behavioral models , and rule based models . These lectures provide context for many of the models that follow. There's no specific reading for these lectures though I mention several books on behavioral economics that you may want to consider. Also, if you find the race to the bottom game interesting just type \"Rosemary Nagel Race to the Bottom\" into a search engine and you'll get several good links. You can also find good introductions to \"Zero Intelligence Traders\" by typing that in as well.Video: Thinking Electrons: Modeling PeopleVideo: Rational Actor ModelsVideo: Behavioral ModelsVideo: Rule Based ModelsVideo: When Does Behavior Matter?Reading: Categorical and Linear ModelsVideo: Introduction to Linear ModelsVideo: Categorical ModelsVideo: Linear ModelsVideo: Fitting Lines to DataVideo: Reading Regression OutputVideo: From Linear to NonlinearVideo: The Big Coefficient vs The New RealityIn this section, we cover tipping points. We focus on two models. A percolation model from physics that we apply to banks and a model of the spread of diseases. The disease model is more complicated so I break that into two parts. The first part focuses on the diffusion. The second part adds recovery. The readings for this section consist of two excerpts from the book I'm writing on models. One covers diffusion. The other covers tips. There is also a technical paper on tipping points that I've included in a link. I wrote it with PJ Lamberson and it will be published in the Quarterly Journal of Political Science. I've included this to provide you a glimpse of what technical social science papers look like. You don't need to read it in full, but I strongly recommend the introduction. It also contains a wonderful reference list.Video: Tipping PointsVideo: Percolation ModelsVideo: Contagion Models 1: DiffusionVideo: Contagion Models 2: SIS ModelVideo: Classifying Tipping PointsVideo: Measuring TipsReading: Economic GrowthVideo: Introduction To GrowthVideo: Exponential GrowthVideo: Basic Growth ModelVideo: Solow Growth ModelVideo: Will China Continue to Grow?Video: Why Do Some Countries Not Grow?Video: Piketty's Capital: The Power of Simple ModelIn this section, we cover some models of problem solving to show the role that diversity plays in innovation. We see how diverse perspectives (problem representations) and heuristics enable groups of problem solvers to outperform individuals. We also introduce some new concepts like \"rugged landscapes\" and \"local optima\". In the last lecture, we'll see the awesome power of recombination and how it contributes to growth. The readings for this chapters consist on an excerpt from my book The Difference courtesy of Princeton University Press.Video: Problem Solving and InnovationVideo: Perspectives and InnovationVideo: HeuristicsVideo: Teams and Problem SolvingVideo: RecombinationReading: Markov ProcessesVideo: Markov ModelsVideo: A Simple Markov ModelVideo: Markov Model of DemocratizationVideo: Markov Convergence TheoremVideo: Exapting the Markov ModelModels can help us to determine the nature of outcomes produced by a system: will the system produce an equilibrium, a cycle, randomness, or complexity? In this set of lectures, we cover Lyapunov Functions. These are a technique that will enable us to identify many systems that go to equilibrium. In addition, they enable us to put bounds on how quickly the equilibrium will be attained. In this set of lectures, we learn the formal definition of Lyapunov Functions and see how to apply them in a variety of settings. We also see where they don't apply and even study a problem where no one knows whether or not the system goes to equilibrium or not.Video: Lyapunov FunctionsVideo: The Organization of CitiesVideo: Exchange Economies and ExternalitiesVideo: Time to Convergence and OptimalityVideo: Lyapunov: Fun and DeepVideo: Lyapunov or MarkovReading: Coordination and CultureVideo: Coordination and CultureVideo: What Is Culture And Why Do We Care?Video: Pure Coordination GameVideo: Emergence of CultureVideo: Coordination and Consistency In this set of lectures, we cover path dependence. We do so using some very simple urn models. The most famous of which is the Polya Process. These models are very simple but they enable us to unpack the logic of what makes a process path dependent. We also relate path dependence to increasing returns and to tipping points. The reading for this lecture is a paper that I wrote that is published in the Quarterly Journal of Political ScienceVideo: Path DependenceVideo: Urn ModelsVideo: Mathematics on Urn ModelsVideo: Path Dependence and ChaosVideo: Path Dependence and Increasing ReturnsVideo: Path Dependent or Tipping PointReading: NetworksVideo: NetworksVideo: The Structure of NetworksVideo: The Logic of Network FormationVideo: Network FunctionIn this section, we first discuss randomness and its various sources. We then discuss how performance can depend on skill and luck, where luck is modeled as randomness. We then learn a basic random walk model, which we apply to the Efficient Market Hypothesis, the ideas that market prices contain all relevant information so that what's left is randomness. We conclude by discussing finite memory random walk model that can be used to model competition. The reading for this section is a paper on distinguishing skill from luck by Michael Mauboussin.Video: Randomness and Random Walk ModelsVideo: Sources of RandomnessVideo: Skill and LuckVideo: Random WalksVideo: Random Walks and Wall StreetVideo: Finite Memory Random WalksReading: Colonel BlottoVideo: Colonel Blotto GameVideo: Blotto: No Best StrategyVideo: Applications of Colonel BlottoVideo: Blotto: Troop AdvantagesVideo: Blotto and CompetitionIn this section, we cover the Prisoners' Dilemma, Collective Action Problems and Common Pool Resource Problems. We begin by discussion the Prisoners' Dilemma and showing how individual incentives can produce undesirable social outcomes. We then cover seven ways to produce cooperation. Five of these will be covered in the paper by Nowak and Sigmund listed below. We conclude by talking about collective action and common pool resource problems and how they require deep careful thinking to solve. There's a wonderful piece to read on this by the Nobel Prize winner Elinor Ostrom.Video: Intro: The Prisoners' Dilemma and Collective ActionVideo: The Prisoners' Dilemma GameVideo: Seven Ways To CooperationVideo: Collective Action and Common Pool Resource ProblemsVideo: No PanaceaReading: Mechanism DesignVideo: Mechanism DesignVideo: Hidden Action and Hidden InformationVideo: AuctionsVideo: Public ProjectsIn this section, we cover replicator dynamics and Fisher's fundamental theorem. Replicator dynamics have been used to explain learning as well as evolution. Fisher's theorem demonstrates how the rate of adaptation increases with the amount of variation. We conclude by describing how to make sense of both Fisher's theorem and our results on six sigma and variation reduction. The readings for this section are very short. The second reading on Fisher's theorem is rather technical. Both are excerpts from Diversity and Complexity.Video: Replicator DynamicsVideo: The Replicator EquationVideo: Fisher's TheoremVideo: Variation or Six SigmaReading: Prediction and The Many Model ThinkerVideo: PredictionVideo: Linear ModelsVideo: Diversity Prediction TheoremVideo: The Many Model ThinkerReading: Post-course SurveyDuke UniversityThink Again II: How to Reason DeductivelyDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again IV: How to Avoid FallaciesDuke UniversityThink Again I: How to Understand ArgumentsErasmus University RotterdamEconometrics: Methods and Applications",
    "Creator": "University of Michigan",
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    "Language": "English, Subtitles: Portuguese (Brazilian), Turkish, Ukrainian, Chinese (Simplified)",
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  },
  {
    "Title": "Microeconomics Principles",
    "Description": "About this course: This course offers an introduction to the functions of individual decision-makers—both consumers and producers—within the larger economic system. Emphasis is on the nature and functions of product markets, the theory of the firm under varying conditions of competition and monopoly, and the role of government in promoting efficiency in the economy.\n\nMost people make the incorrect assumption that economics is ONLY the study of money. My primary goal in this course is to shatter this belief. During this course, we will be addressing the above questions as well as many more relating to:\n\n-the environment\n-love and marriage\n-crime\n-labor markets\n-education\n-politics\n-sports\n-business\n\nMy main goal is to show you the way economists think and how to use this analytical system to answer questions related not only to these and other important human issues, but to anything you end up doing with your life after this class. After all, as you will quickly find out, I believe that everything is economics!WEEK 1Course OrientationYou will become familiar with the course, your classmates, and our learning environment. The orientation will also help you obtain the technical skills required for the course.1 video, 4 readings, 1 practice quizexpandReading: SyllabusVideo: Microeconomic Principles at a GlanceReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Updating Your ProfileDiscussion Prompt: Getting to Know Your ClassmatesReading: Social MediaIntroduction and Basic PrinciplesWelcome to your first week in Microeconomics Principles! As you will quickly see, the things you learn in this class will probably help you see the world in a different way. Economics is not just about money, as you may have incorrectly assumed. On the contrary, as you will learn in this lesson, economics is about how society distributes scarce resources. And, since almost anything in the world is a scarce resource, from fossil fuels to nice guys, we can apply the rules of economics to pretty much anything. 6 videos, 1 readingexpandReading: Week 1 OverviewVideo: 1.1. Welcome to Principles of MicroeconomicsVideo: 2.1. What is Economics?Video: 2.2. Opportunity CostsVideo: 2.3. Net Marginal Benefit PrincipleVideo: 2.4. The Invisible Hand PrincipleVideo: 2.5. TradeDiscussion Prompt: Week 1 Discussion QuestionsGraded: Week 1 QuizWEEK 2Supply and DemandWelcome to your second week in Microeconomics Principles! This module we will cover the hallmark framework of the field: the supply and demand model. I am sure that if you knew any economics words before enrolling in this course those two words were supply and demand. This module you will finally learn what all the fuss is about.17 videos, 1 readingexpandReading: Week 2 OverviewVideo: 1.1. What is a Market?Video: 1.2. The Market for Romantic RelationshipsVideo: 2.1. The Determinants of DemandVideo: 2.2. The Demand Function, Schedule, and CurveVideo: 2.3. Introducing Comparative Statistics: Changes in the PriceVideo: 2.4. A Change in Demand, Part 1Video: 2.5. A Change in Demand, Part 2Video: 3.1. The Determinants of SupplyVideo: 3.2. The Supply Equation, Schedule, and CurveVideo: 3.3. Price of an Input ChangesVideo: 3.4. A Change in TechnologyVideo: 4.1. Supply Surplus, Supply Shortage, and Equilibrium PriceVideo: 5.1. Changes in Demand: Price of Related GoodsVideo: 5.2. Changes in Demand: Consumer PreferencesVideo: 5.3. A Change in SupplyVideo: 5.4. Simultaneous Change in Supply and DemandVideo: 6.1. Demand and Supply ConclusionDiscussion Prompt: Week 2 Discussion QuestionsGraded: Week 2 QuizWEEK 3Market Efficiency and Government PoliciesWelcome to Week 3! Last module we introduced the supply and demand model to explain how free markets work. One of the main concepts we learned about free markets was that they tend to gravitate toward an “equilibrium” price and quantity. This module we will use the same conceptual model to answer one important question: Are free markets the best way to distribute society’s resources?10 videos, 1 readingexpandReading: Week 3 OverviewVideo: 1.1. Do We Need Silly Products?Video: 2.1. What is Consumer Surplus?Video: 2.2. Consumer Surplus and the Demand CurveVideo: 3.1. What is Producer Surplus?Video: 3.2. Producer Surplus and the Supply CurveVideo: 4.1. Total Surplus: The Graphical Argument for Free MarketsVideo: 5.1. Price CeilingsVideo: 5.2. Price FloorsVideo: 6.1. Could We Reduce the Shortage of Human Organs?Video: 6.2. Application: Playoff Tickets and Scalping LawsDiscussion Prompt: Week 3 Discussion QuestionsGraded: Week 3 QuizWEEK 4ElasticitiesWelcome to the fourth week! This module we will cover one of my favorite economics concepts: elasticity. It is one of my favorites because of how useful it is to analyze policy implications, as well as its usefulness for business managers. This will be obvious to you when you read one of the discussion topics for this module: Should we legalize marijuana?14 videos, 1 readingexpandReading: Week 4 OverviewVideo: 1.1. Introduction to ElasticityVideo: 2.1. Definition and Classifying Price Elasticities of DemandVideo: 2.2. Price Elasticity of Demand and RevenueVideo: 2.3. Determinants of Price Elasticity of DemandVideo: 2.4. Price Elasticities of Demand and the Linear Demand CurveVideo: 3.1. Income Elasticity of DemandVideo: 3.2. Cross-Price Elasticity of DemandVideo: 4.1. Definition of Price Elasticity of SupplyVideo: 4.2. Determinants of Price Elasticity of SupplyVideo: 5.1. Introduction to Per-Unit TaxesVideo: 5.2. The Distributional Effects of TaxVideo: 5.3. Taxes and SurplusVideo: 6.1. Should Black Dog Increase the Price of Their Sandwiches?Video: 6.2. Other Applications of Price ElasticityDiscussion Prompt: Week 4 Discussion QuestionsGraded: Week 4 QuizWEEK 5Production and CostsWelcome to your fifth week! This module we will begin covering the theory of the firm, which will take us basically three modules to finish. Economists call this section of the course, \"The Economics of the Lemonade Stand.\" And that title makes perfect sense, since the concepts we cover can be used by anyone, from someone owning a lemonade stand, to a car manufacturing company, to a hair salon, to a burrito stand, etc.9 videos, 1 readingexpandReading: Week 5 OverviewVideo: 1.1. Introduction to ProductionVideo: 2.1. Demonstration: The Production of Tennis BallsVideo: 2.2. The Production Process at a GlanceVideo: 2.3. A Numerical Example: Cooks in the KitchenVideo: 3.1. Fixed, Variable, and Total CostsVideo: 3.2. Marginal CostsVideo: 3.3. Cost CurvesVideo: 4.1. Back to Black DogVideo: 4.2. ApplicationsDiscussion Prompt: Week 5 Discussion QuestionsGraded: Week 5 QuizWEEK 6Competitive OutputWelcome to your sixth week! This module we continue our discussion of the firm by focusing on those firms working in a perfectly competitive (or competitive) environment. 10 videos, 1 readingexpandReading: Week 6 OverviewVideo: 1.1. Introduction to Competitive OutputVideo: 2.1. The Maximizing Profit AssumptionVideo: 2.2. The Profit EquationVideo: 2.3. The Profit Maximizing RuleVideo: 3.1. Perfect CompetitionVideo: 4.1. The Short-run DecisionVideo: 4.2. Long-run Competitive OutputVideo: 4.3. Using the Long-run Equilibrium ModelVideo: 4.4. The Long-run Supply CurveVideo: 5.1. Conclusion to Competitive OutputDiscussion Prompt: Week 6 Discussion QuestionsGraded: Week 6 QuizWEEK 7Firms with Market PowerSo, why is it that when you fly the person sitting next to you in the plane probably paid a different price for the ticket than what you paid for it? And why does Starbucks charge so much for its coffee even though you can buy coffee at Dunkin’ Donuts for almost half of that price? This module we are finishing our discussion of the firm by focusing on cases that should be more familiar to you than the perfect competition examples we have been using. 10 videos, 1 readingexpandReading: Week 7 OverviewVideo: 1.1. Pricing with Market Power: An IntroductionVideo: 2.1. Market Structures With Pricing PowerVideo: 2.2. Sources of Market PowerVideo: 3.1. When Marginal Revenue is Less than PriceVideo: 3.2. Marginal Revenue and the Price Elasticity of DemandVideo: 4.1. Perfect Price DiscriminationVideo: 4.2. Imperfect Price DiscriminationVideo: 4.3. Other Pricing StrategiesVideo: 5.1. The Social Cost of Market PowerVideo: 6.1. Pricing with Market Power: ConclusionDiscussion Prompt: Week 7 Discussion QuestionsGraded: Week 7 QuizWEEK 8Public Goods, Common Resources, and ExternalitiesAnd so we have arrived at the last week. This course has gone too fast! This module we will be discussing market failures. A market failure is a situation when the market does not do a good job of distributing resources among members of society. In fact, in all of these cases the market IS the problem.13 videos, 1 readingexpandReading: Week 8 OverviewVideo: 1.1. Introduction to Public Goods, Common Resources, and ExternalitiesVideo: 2.1. How to Classify GoodsVideo: 2.2. What Type of Good is This?Video: 3.1. The Public Goods GameVideo: 3.2. Public GoodsVideo: 3.3. Solving the Free RiderVideo: 4.1. The Tragedy of the CommonsVideo: 4.2. How to Deal with the Tragedy of the CommonsVideo: 5.1. Negative ExternalitiesVideo: 5.2. Positive ExternalitiesVideo: 5.3. Private SolutionsVideo: 5.4. Governmental SolutionsVideo: 6.1. Conclusion to Public Goods, Common Resources, and ExternalitiesDiscussion Prompt: Week 8 Discussion QuestionsDiscussion Prompt: Final ReflectionsGraded: Week 8 QuizReading: SyllabusVideo: Microeconomic Principles at a GlanceReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Updating Your ProfileDiscussion Prompt: Getting to Know Your ClassmatesReading: Social MediaWelcome to your first week in Microeconomics Principles! As you will quickly see, the things you learn in this class will probably help you see the world in a different way. Economics is not just about money, as you may have incorrectly assumed. On the contrary, as you will learn in this lesson, economics is about how society distributes scarce resources. And, since almost anything in the world is a scarce resource, from fossil fuels to nice guys, we can apply the rules of economics to pretty much anything. Reading: Week 1 OverviewVideo: 1.1. Welcome to Principles of MicroeconomicsVideo: 2.1. What is Economics?Video: 2.2. Opportunity CostsVideo: 2.3. Net Marginal Benefit PrincipleVideo: 2.4. The Invisible Hand PrincipleVideo: 2.5. TradeDiscussion Prompt: Week 1 Discussion QuestionsWelcome to your second week in Microeconomics Principles! This module we will cover the hallmark framework of the field: the supply and demand model. I am sure that if you knew any economics words before enrolling in this course those two words were supply and demand. This module you will finally learn what all the fuss is about.Reading: Week 2 OverviewVideo: 1.1. What is a Market?Video: 1.2. The Market for Romantic RelationshipsVideo: 2.1. The Determinants of DemandVideo: 2.2. The Demand Function, Schedule, and CurveVideo: 2.3. Introducing Comparative Statistics: Changes in the PriceVideo: 2.4. A Change in Demand, Part 1Video: 2.5. A Change in Demand, Part 2Video: 3.1. The Determinants of SupplyVideo: 3.2. The Supply Equation, Schedule, and CurveVideo: 3.3. Price of an Input ChangesVideo: 3.4. A Change in TechnologyVideo: 4.1. Supply Surplus, Supply Shortage, and Equilibrium PriceVideo: 5.1. Changes in Demand: Price of Related GoodsVideo: 5.2. Changes in Demand: Consumer PreferencesVideo: 5.3. A Change in SupplyVideo: 5.4. Simultaneous Change in Supply and DemandVideo: 6.1. Demand and Supply ConclusionDiscussion Prompt: Week 2 Discussion QuestionsWelcome to Week 3! Last module we introduced the supply and demand model to explain how free markets work. One of the main concepts we learned about free markets was that they tend to gravitate toward an “equilibrium” price and quantity. This module we will use the same conceptual model to answer one important question: Are free markets the best way to distribute society’s resources?Reading: Week 3 OverviewVideo: 1.1. Do We Need Silly Products?Video: 2.1. What is Consumer Surplus?Video: 2.2. Consumer Surplus and the Demand CurveVideo: 3.1. What is Producer Surplus?Video: 3.2. Producer Surplus and the Supply CurveVideo: 4.1. Total Surplus: The Graphical Argument for Free MarketsVideo: 5.1. Price CeilingsVideo: 5.2. Price FloorsVideo: 6.1. Could We Reduce the Shortage of Human Organs?Video: 6.2. Application: Playoff Tickets and Scalping LawsDiscussion Prompt: Week 3 Discussion QuestionsWelcome to the fourth week! This module we will cover one of my favorite economics concepts: elasticity. It is one of my favorites because of how useful it is to analyze policy implications, as well as its usefulness for business managers. This will be obvious to you when you read one of the discussion topics for this module: Should we legalize marijuana?Reading: Week 4 OverviewVideo: 1.1. Introduction to ElasticityVideo: 2.1. Definition and Classifying Price Elasticities of DemandVideo: 2.2. Price Elasticity of Demand and RevenueVideo: 2.3. Determinants of Price Elasticity of DemandVideo: 2.4. Price Elasticities of Demand and the Linear Demand CurveVideo: 3.1. Income Elasticity of DemandVideo: 3.2. Cross-Price Elasticity of DemandVideo: 4.1. Definition of Price Elasticity of SupplyVideo: 4.2. Determinants of Price Elasticity of SupplyVideo: 5.1. Introduction to Per-Unit TaxesVideo: 5.2. The Distributional Effects of TaxVideo: 5.3. Taxes and SurplusVideo: 6.1. Should Black Dog Increase the Price of Their Sandwiches?Video: 6.2. Other Applications of Price ElasticityDiscussion Prompt: Week 4 Discussion QuestionsWelcome to your fifth week! This module we will begin covering the theory of the firm, which will take us basically three modules to finish. Economists call this section of the course, \"The Economics of the Lemonade Stand.\" And that title makes perfect sense, since the concepts we cover can be used by anyone, from someone owning a lemonade stand, to a car manufacturing company, to a hair salon, to a burrito stand, etc.Reading: Week 5 OverviewVideo: 1.1. Introduction to ProductionVideo: 2.1. Demonstration: The Production of Tennis BallsVideo: 2.2. The Production Process at a GlanceVideo: 2.3. A Numerical Example: Cooks in the KitchenVideo: 3.1. Fixed, Variable, and Total CostsVideo: 3.2. Marginal CostsVideo: 3.3. Cost CurvesVideo: 4.1. Back to Black DogVideo: 4.2. ApplicationsDiscussion Prompt: Week 5 Discussion QuestionsReading: Week 6 OverviewVideo: 1.1. Introduction to Competitive OutputVideo: 2.1. The Maximizing Profit AssumptionVideo: 2.2. The Profit EquationVideo: 2.3. The Profit Maximizing RuleVideo: 3.1. Perfect CompetitionVideo: 4.1. The Short-run DecisionVideo: 4.2. Long-run Competitive OutputVideo: 4.3. Using the Long-run Equilibrium ModelVideo: 4.4. The Long-run Supply CurveVideo: 5.1. Conclusion to Competitive OutputDiscussion Prompt: Week 6 Discussion QuestionsSo, why is it that when you fly the person sitting next to you in the plane probably paid a different price for the ticket than what you paid for it? And why does Starbucks charge so much for its coffee even though you can buy coffee at Dunkin’ Donuts for almost half of that price? This module we are finishing our discussion of the firm by focusing on cases that should be more familiar to you than the perfect competition examples we have been using. Reading: Week 7 OverviewVideo: 1.1. Pricing with Market Power: An IntroductionVideo: 2.1. Market Structures With Pricing PowerVideo: 2.2. Sources of Market PowerVideo: 3.1. When Marginal Revenue is Less than PriceVideo: 3.2. Marginal Revenue and the Price Elasticity of DemandVideo: 4.1. Perfect Price DiscriminationVideo: 4.2. Imperfect Price DiscriminationVideo: 4.3. Other Pricing StrategiesVideo: 5.1. The Social Cost of Market PowerVideo: 6.1. Pricing with Market Power: ConclusionDiscussion Prompt: Week 7 Discussion QuestionsAnd so we have arrived at the last week. This course has gone too fast! This module we will be discussing market failures. A market failure is a situation when the market does not do a good job of distributing resources among members of society. In fact, in all of these cases the market IS the problem.Reading: Week 8 OverviewVideo: 1.1. Introduction to Public Goods, Common Resources, and ExternalitiesVideo: 2.1. How to Classify GoodsVideo: 2.2. What Type of Good is This?Video: 3.1. The Public Goods GameVideo: 3.2. Public GoodsVideo: 3.3. Solving the Free RiderVideo: 4.1. The Tragedy of the CommonsVideo: 4.2. How to Deal with the Tragedy of the CommonsVideo: 5.1. Negative ExternalitiesVideo: 5.2. Positive ExternalitiesVideo: 5.3. Private SolutionsVideo: 5.4. Governmental SolutionsVideo: 6.1. Conclusion to Public Goods, Common Resources, and ExternalitiesDiscussion Prompt: Week 8 Discussion QuestionsDiscussion Prompt: Final ReflectionsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real WorldIE Business SchoolUnderstanding economic policymakingUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and Allocations",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/microeconomics",
    "Language": "English, Subtitles: Spanish, Chinese (Simplified)",
    "Commitment": "Customizable based on your level of interest",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Power of Macroeconomics: Economic Principles in the Real World",
    "Description": "About this course: In this course, you will learn all of the major principles of macroeconomics normally taught in a quarter or semester course to college undergraduates or MBA students.   \n\nPerhaps more importantly, you will also learn how to apply these principles to a wide variety of situations in both your personal and professional lives. In this way, the Power of Macroeconomics will help you prosper in an increasingly competitive and globalized environment.\n\nThis course is also available in Portuguese. To join the fully translated Portuguese version, visit this page: https://www.coursera.org/learn/macroeconomia-pt/WEEK 1Welcome1 video, 1 reading, 1 practice quizexpandReading: SyllabusPractice Quiz: Check Your Economics Knowledge (Ungraded)Video: An Overview of Modern Macroeconomics WEEK 2An Overview of Modern Macroeconomics5 videos, 1 readingexpandReading: Module OverviewVideo: The Big Four Macroeconomic Issues Video: Major Macroeconomic Policy Tools Video: The Major Schools of MacroeconomicsVideo: Demand-Pull Inflation Versus Cost-Push Inflation, The Keynesian Dilemma \u0026 Rise of Monetarism Video: From Supply Side Economics and The New Classicals Back to Keynesianism Graded: An Overview of Modern Macroeconomics WEEK 3The Aggregate Supply-Aggregate Demand Model and the Classical-Keynesian Debate6 videos, 1 readingexpandReading: Module OverviewVideo: Keynesian Economics is BornVideo: The Two Pillars of Classical Economics Video: Why Classical Economics Failed Video: The AS-AD Framework Video: Why the AS and AD Curves Shift Video: Three Ranges of the Economy Graded: The Aggregate Supply-Aggregate Demand Model and the Classical-Keynesian DebateWEEK 4The Keynesian Model and Fiscal Policy5 videos, 1 readingexpandReading: Module OverviewVideo: Introduction to the Keynesian Model Video: Analysis of the Keynesian Model Video: The Keynesian Expenditures Functions Video: The Keynesian Multiplier and Closing Recessionary or Inflationary GapsVideo: Strengths and Weakness of the Keynesian Model Graded: The Keynesian Model and Fiscal PolicyWEEK 5The Federal Reserve and Monetary Policy7 videos, 1 readingexpandReading: Module OverviewVideo: The Federal Reserve and Monetary Policy Video: All About Money Video: All About Interest Rates Video: Determinants of Money Demand Video: How Paper Money is Created and the Money Multiplier Video: An Example of a Central Bank- The U.S. Federal Reserve Video: Monetary Versus Fiscal PolicyGraded: The Federal Reserve and Monetary PolicyWEEK 6Unemployment, Inflation, and Stagflation8 videos, 1 readingexpandReading: Module OverviewVideo: Some Basic Unemployment Concepts Video: Unemployment Defined and Measured Video: Okun's Law Video: Demand-Pull Versus Cost-Push Inflation and the Keynesian DilemmaVideo: Inflation, Inflationary Expectations, and the Phillips Curve Video: The Natural Rate of Unemployment and Inflationary Spirals Video: Monetarist Versus Keynesian Cures for InflationVideo: Supply Side Economics and the \"Laffer Curve\" Graded: Unemployment, Inflation, and Stagflation WEEK 7The Warring Schools of Macroeconomics7 videos, 1 readingexpandReading: Module OverviewVideo: A \"Mid-Course\" Appraisal by Prof Navarro Video: New Classical Economics and Rational Versus Adaptive Expectations Video: The Great Recession of 2007 and Quantitative Easing Video: How to Forecast the Business Cycles and Structural Trade ImbalancesVideo: What Causes Macroeconomic Instability and is the Economy \"Self-Correcting\"? Video: Rules Versus Discretion Video: A Balanced Budget Rule, Crowding Out, and Where the Warring Schools Converge Graded: The Warring Schools of MacroeconomicsWEEK 8Economic Growth and Productivity5 videos, 1 readingexpandReading: Module OverviewVideo: Overview of the Four Wheels of Growth Video: The Four Wheels of Growth in DetailVideo: The Growth Models of Adam Smith and Thomas Malthus Video: Solow's Neoclassical Growth ModelVideo: The Pros and Cons of Growth and How to Stimulate Growth Graded: Economic Growth and ProductivityWEEK 9Budget Deficits and the Public Debt6 videos, 1 readingexpandReading: Module OverviewVideo: Budget Deficits and the Public Debt Defined Video: The Debt-to-GDP Ratio, Real Versus Nominal Deficit, Structural Versus Cyclical Deficit  Video: Calculating the Structural and Cyclical Parts of the Budget Deficit Video: Financing Budget Deficits and Associated Problems; The Balanced Budget Multiplier Video: Budget Deficit Pros and Cons Video: Impacts of Budget Deficits and Debt on Investment and Productivity?Graded: Budget Deficits and the Public DebtWEEK 10International Trade and Protectionism5 videos, 1 readingexpandReading: Module OverviewVideo: Absolute Versus Comparative Advantage Video: The Nuts and Bolts of Comparative Advantage and the Gains from Trade Video: Tariff, Quotas, Trade Barriers, Protectionism, and the Dead Weight LossVideo: The Pros and Cons of Protectionism Video: The Limitations of Ricardian Free Trade in the Real World and the Case of ChinaGraded: International Trade and ProtectionismWEEK 11Exchange Rates, The Balance of Payments, and Trade Deficits8 videos, 1 readingexpandReading: Module OverviewVideo: Are Trade Deficits a Problem? Video: Some Balance of Payments Accounting Video: Exchange Rates Defined and Why They Move Video: Floating Versus Fixed Echange Rates, the Gold Standard, and Hume's Gold Specie Flow Adjustment Mechanism Video: The Dollar Standard and Its Collapse Video: Today's Hybrid Exchange Rate System, Currency Blocs, and Fixed PegsVideo: How Chronic Trade Deficits Can Persist, the Multiplier Link and Global Coordination of Fiscal and Monetary Policies Video: The European Monetary System, Germany as a Case Study, and the Benefits of Policy Coordination Graded: Exchange Rates, The Balance of Payments, and Trade DeficitsWEEK 12The Economics of Developing Countries5 videos, 1 readingexpandReading: Module OverviewVideo: The Four Elements of Development Video: Human Resources, Natural Resources, and Land Ownership Patterns Video: The Importance of Capital Formation and Technological ChangeVideo: Why Some Countries Prosper, the Cycle of Poverty, and Nine Policies to Promote GrowthVideo: Closing RemarksGraded: The Economics of Developing CountriesWEEK 13Final Exam1 readingexpandReading: Learning ResourcesGraded: Final ExamReading: SyllabusPractice Quiz: Check Your Economics Knowledge (Ungraded)Video: An Overview of Modern Macroeconomics Reading: Module OverviewVideo: The Big Four Macroeconomic Issues Video: Major Macroeconomic Policy Tools Video: The Major Schools of MacroeconomicsVideo: Demand-Pull Inflation Versus Cost-Push Inflation, The Keynesian Dilemma \u0026 Rise of Monetarism Video: From Supply Side Economics and The New Classicals Back to Keynesianism Reading: Module OverviewVideo: Keynesian Economics is BornVideo: The Two Pillars of Classical Economics Video: Why Classical Economics Failed Video: The AS-AD Framework Video: Why the AS and AD Curves Shift Video: Three Ranges of the Economy Reading: Module OverviewVideo: Introduction to the Keynesian Model Video: Analysis of the Keynesian Model Video: The Keynesian Expenditures Functions Video: The Keynesian Multiplier and Closing Recessionary or Inflationary GapsVideo: Strengths and Weakness of the Keynesian Model Reading: Module OverviewVideo: The Federal Reserve and Monetary Policy Video: All About Money Video: All About Interest Rates Video: Determinants of Money Demand Video: How Paper Money is Created and the Money Multiplier Video: An Example of a Central Bank- The U.S. Federal Reserve Video: Monetary Versus Fiscal PolicyReading: Module OverviewVideo: Some Basic Unemployment Concepts Video: Unemployment Defined and Measured Video: Okun's Law Video: Demand-Pull Versus Cost-Push Inflation and the Keynesian DilemmaVideo: Inflation, Inflationary Expectations, and the Phillips Curve Video: The Natural Rate of Unemployment and Inflationary Spirals Video: Monetarist Versus Keynesian Cures for InflationVideo: Supply Side Economics and the \"Laffer Curve\" Reading: Module OverviewVideo: A \"Mid-Course\" Appraisal by Prof Navarro Video: New Classical Economics and Rational Versus Adaptive Expectations Video: The Great Recession of 2007 and Quantitative Easing Video: How to Forecast the Business Cycles and Structural Trade ImbalancesVideo: What Causes Macroeconomic Instability and is the Economy \"Self-Correcting\"? Video: Rules Versus Discretion Video: A Balanced Budget Rule, Crowding Out, and Where the Warring Schools Converge Reading: Module OverviewVideo: Overview of the Four Wheels of Growth Video: The Four Wheels of Growth in DetailVideo: The Growth Models of Adam Smith and Thomas Malthus Video: Solow's Neoclassical Growth ModelVideo: The Pros and Cons of Growth and How to Stimulate Growth Reading: Module OverviewVideo: Budget Deficits and the Public Debt Defined Video: The Debt-to-GDP Ratio, Real Versus Nominal Deficit, Structural Versus Cyclical Deficit  Video: Calculating the Structural and Cyclical Parts of the Budget Deficit Video: Financing Budget Deficits and Associated Problems; The Balanced Budget Multiplier Video: Budget Deficit Pros and Cons Video: Impacts of Budget Deficits and Debt on Investment and Productivity?Reading: Module OverviewVideo: Absolute Versus Comparative Advantage Video: The Nuts and Bolts of Comparative Advantage and the Gains from Trade Video: Tariff, Quotas, Trade Barriers, Protectionism, and the Dead Weight LossVideo: The Pros and Cons of Protectionism Video: The Limitations of Ricardian Free Trade in the Real World and the Case of ChinaReading: Module OverviewVideo: Are Trade Deficits a Problem? Video: Some Balance of Payments Accounting Video: Exchange Rates Defined and Why They Move Video: Floating Versus Fixed Echange Rates, the Gold Standard, and Hume's Gold Specie Flow Adjustment Mechanism Video: The Dollar Standard and Its Collapse Video: Today's Hybrid Exchange Rate System, Currency Blocs, and Fixed PegsVideo: How Chronic Trade Deficits Can Persist, the Multiplier Link and Global Coordination of Fiscal and Monetary Policies Video: The European Monetary System, Germany as a Case Study, and the Benefits of Policy Coordination Reading: Module OverviewVideo: The Four Elements of Development Video: Human Resources, Natural Resources, and Land Ownership Patterns Video: The Importance of Capital Formation and Technological ChangeVideo: Why Some Countries Prosper, the Cycle of Poverty, and Nine Policies to Promote GrowthVideo: Closing RemarksReading: Learning ResourcesUniversity of California, IrvineThe Power of Microeconomics: Economic Principles in the Real WorldIE Business SchoolUnderstanding economic policymakingUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsYale UniversityThe Global Financial CrisisUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic Performance",
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  {
    "Title": "Introduction to Neuroeconomics: How the Brain Makes Decisions",
    "Description": "About this course: Economics, psychology, and neuroscience are converging today into a unified discipline of Neuroeconomics with the ultimate aim of creating a single, general theory of human decision-making. \n\nNeuroeconomics provides biologists, economists, psychologists and social scientists with a deeper understanding of how they make their own decisions and how others decide. Neuroscience, when allied with psychology and economics, creates powerful new models to explain why we make decisions. Neurobiological mechanisms of decision-making, decisions under risk, trust and cooperation will be central issues in this course. You will be provided with the most recent evidence from brain-imaging techniques (fMRI, TMS, etc.) and introduced to the explanatory models behind them.\n\nThe course does not require any prior study of economics and neuroscience; however, it might require you to study novel interdisciplinary materials. The course provides an introduction to the methodology, assumptions, and main findings of  Neuroeconomics. Our students have different backgrounds; therefore, I have adapted and simplified the course to allow all students to understand the interdisciplinary content. This course will help you to start your progress in the field of Neuroeconomics and to further develop your skills during other more advanced courses and trainings in the future. For some topics, the course will also provide supplementary videos to reveal the opinions of leading experts in the field. Each module provides optional reading material.\n\nThe course structure is as follows: During each video, you will have to answer some relevant questions. Your answers will not affect your final grade. At the end of each module, you must complete a quiz consisting of 15 questions. To pass the course, you must reach a satisfactory standard in all the course modules by completing all graded quizzes and the final exam. In addition to watching video lectures and taking quizzes, you will receive an invitation to join our forum. We plan to join the discussions in the forum on a weekly basis.\n\nWelcome to Neuroeconomics World!WEEK 1 Introduction to the CourseWelcome to the new field of Neuroeconomics!\n\nI hope you have an opportunity to reserve some time to explore the course content, course logic and our grading policy. The course consists of nine lectures covering main topics of Neuroeconomics. This class is completely self-paced: You can learn as fast as you like.\n\nThe course does not require any prior study of economics and neuroscience; however, it might require you to study novel interdisciplinary materials. The course provides an introduction to the methodology, assumptions, and main findings of Neuroeconomics. Our students have different backgrounds; therefore, I have adapted and simplified the course to allow all students to understand the interdisciplinary content. This course will help you to start your progress in the field of Neuroeconomics and to further develop your skills during other more advanced courses and trainings in the future.\n\nHave a good time with this new field of science!\n\nBest regards,\nVasily Klucharev1 video, 5 readingsexpandVideo: About the CourseReading: Pre-Course SurveyReading: Grading and LogisticsReading: Suggested ReadingsReading: Course PlanReading: About the InstructorIntroduction and Scope of NeuroeconomicsThis lecture will provide an introduction to the course and a historical overview of the field and will explore major assumptions of Neuroeconomics. We'll discuss the need for Neuroeconomics and the limitations of the traditional fields of economics, psychology, and neuroscience. Can we predict decisions based on neural activity? Can we change human decisions using brain stimulation techniques? Does Neuroeconomics change views on free will and free decisions? This lecture will deal with these and other questions. Overall, I'll try to convince you that Neuroeconomics radically transforms the way we normally think about human behavior. Have a good time with a new field of science!5 videos, 1 readingexpandVideo: Neuroeconomics as a Multidisciplinary FieldVideo: Origin of NeuroeconomicsVideo: Neuroeconomics \u0026 Decision-making TheoryVideo: The Scope of NeuroeconomicsVideo: Some Philosophical Implications of NeuroeconomicsReading: Readings and ResourcesGraded: Introduction and Scope of NeuroeconomicsWEEK 2Neuroanatomy, Neurophysiology, and Neuroimaging: Tools of Neuroeconomics We will start with a short introduction to cognitive neuroscience, brain anatomy, and brain functions and continue with a discussion of various methods of measuring brain activity, including brain imaging methods (EEG, MEG, fMRI), transcranial brain stimulation (TMS), cell recording, and data visualization, and interpretation of the results. The main goal of this lecture is to help you read and understand results of Neuroeconomics papers. I will introduce terminology and experimental methods that we will use throughout the whole course.4 videos, 1 readingexpandVideo: A Brief Intro to Neuroanatomy and NeurophysiologyVideo: Methods of Cognitive Neuroscience. Lesions, Brain StimulationVideo: Single-cell Recordings, EEG \u0026 MEGVideo: Functional Magnetic Resonance Imaging (fMRI)Reading: Readings and ResourcesGraded: Neuroanatomy and NeurophysiologyWEEK 3Introducing Brain Models of Decision-Making and Choice Now we will start our journey in Neuroeconomic theories and findings. You will learn the main features of the Diffusion Model, the most popular theoretical model of decision-making in Neuroeconomics. We will apply this model to single-neuron activity in a monkey cortex and to the human brain in order to understand how brains program decisions. For advanced students, I recommend a guest lecture provided by Dr. Sebastian Horn (Max Planck Institute for Human Development, Berlin), who gives a more fundamental explanation of the drift diffusion model. Enjoy Neuroeconomics!7 videos, 1 readingexpandVideo: Perceptual DecisionsVideo: Introduction to Diffusion ModelVideo: Diffusion Model vs. Race ModelVideo: Perceptual Decision Making in the Human BrainVideo: Collective Decisions of Honey Bees \u0026 Diffusion MechanismVideo: Guest Lecture 1: Dr. Sebastian Horn – Some Notes on Drift Diffusion Model [Expert Opinion]Video: Guest Lecture 1: Dr. Sebastian Horn – Some Notes on Drift Diffusion Model. Part IIReading: Readings and ResourcesGraded:  Decision-Making WEEK 4Neural Representation of Subjective ValueWhy do we make decisions? Perhaps we do so to activate our neurons. During this lecture, we will discuss how neurons assign values to different options during the decision-making process. We will also discuss the central role of the nucleus accumbens and orbitofrontal cortex in the valuation process. To make adaptive decisions, we must evaluate the costs and benefits of available options. Neuroeconomics has set itself the ambitious goal of understanding the brain mechanisms that are responsible for these evaluative processes. Neuroeconomics has also focused on describing the neural signals related to learning the value of stimuli and actions. Overall, this lecture will present some key ideas of Neuroeconomics. 6 videos, 1 readingexpandVideo: Value, Utility, and BrainVideo: The Nucleus Accumbens - The Core Valuation RegionVideo: The Nucleus Accumbens \u0026 Expected ValueVideo: The Nucleus Accumbens: Shopping, Marketing, and LearningVideo: The Orbitofrontal Cortex \u0026 Decision ValuesVideo: The Diffusion Model \u0026 Valuation ProcessReading: Readings and ResourcesGraded: The Nucleus Accumbens WEEK 5Affective Mechanisms of Decision-Making The influence of emotions on decision-making is largely ignored in decision theories. Our objective in this lecture is to explore the role of emotion in decision-making and to introduce theories and basic findings of Neuroeconomics in this context. For example, the neuroeconomic studies of decision-making in neurological patients who can no longer process emotional information normally suggest that people make judgments based not only on evaluations of the values of options and probabilities of outcomes but often primarily on emotions.4 videos, 1 readingexpandVideo: Innate Reactions to Emotional StimuliVideo: Emotions as HeuristicsVideo: Amygdala – an Emotional ComputerVideo: Emotions, Consciousness, and Optimal DecisionsReading: Readings and ResourcesGraded: Emotional Stimuli WEEK 6Dual Process Theory of Decision-Making: Toward a Neuroeconomics PerspectiveStudies in Neuroeconomics have found evidence suggesting that the brain may employ multiple levels of processing when making decisions, and this conclusion is consistent with dual-processing theories that have received extensive theoretical consideration in the field of cognitive psychology. During this lecture, we will discuss the classic and cutting-edge research studies supporting dual process theory. Additionally, I recommend you to attend the guest lecture provided by Dr. Samuel McClure (Stanford University), who is a leading neuroeconomist investigating dual-process mechanisms.5 videos, 1 readingexpandVideo: Valuation System at a GlanceVideo: Dual Process Theory \u0026 NeuroeconomicsVideo: Modulation of the Value Signal by the DLPFCVideo: Self-regulation \u0026 DLPFCVideo: Samuel McClure – \"Dual or Single?\" [Expert Opinion]Reading: Readings and ResourcesGraded: Valuation SystemWEEK 7Decision-Making under Risk: Toward a Neuroeconomics MechanismMany of our decisions involve uncertainty or imperfect knowledge about how our choices lead to outcomes. The important aspect of uncertainty most commonly considered by economists and neuroeconomists is risk, which refers to situations in which we know the probabilities of possible outcomes. For example, if you play roulette in Monte Carlo, you are making a decision under risk since you know the probability of winning and thus how much you should expect to lose. Here I will introduce a neuroeconomic approach to studying decisions under risk and an anticipatory affect model suggesting that the balance of activity in the set brain areas (insular cortex and nucleus accumbens) promotes either approach toward or avoidance of risk. Additionally, Dr. Brian Knutson (Stanford University) provides his comments on the functional role of the nucleus accumbens in a guest lecture.5 videos, 1 readingexpandVideo: Risk as Uncertainty of the OutcomeVideo: Anticipatory Affect ModelVideo: Neuroeconomics of Risk AversionVideo: \"Decision Weights\", Framing Effect, and Prospect TheoryVideo: Brian Knutson – \"The Nucleus Accumbens: Rewards and Risks...\" [Expert Opinion]Reading: Readings and ResourcesGraded: Risk WEEK 8The Social Brain: Games in the BrainAncient Greek philosophers observed that we are fundamentally a social species. Indeed, the human brain has evolved to deal with complex social interactions. Day by day, we collectively analyze problems or situations and evaluate alternative courses of action within social groups. Game theory has proven useful in the investigation of the neural basis of social interactions and social decision-making. In particular, researchers have investigated what happens in the brains of subjects involved in games where each player can choose between cooperative and non-cooperative behaviors or between altruistic and selfish behaviors. Here we will apply game theory to studying the neural mechanism of decisions to cooperate or to defect. I will also introduce the mirror neurons mechanism of social interaction.4 videos, 1 readingexpandVideo: Game Theory as a Tool to Study Decisions in GroupsVideo: The Prisoner's Dilemma as a Model of CooperationVideo: A Neural Basis for Social CooperationVideo: Mirror Neurons: Understanding Goals via a SimulationReading: Readings and ResourcesGraded: Game Theory WEEK 9 Evolutionary Perspective of Decision-Making Neuroeconomics investigates the origins of human decision-making by examining whether similar choice biases are seen in nonhuman primates, our closest phylogenetic relatives. Comparative studies can identify shared versus human-unique tendencies in decision-making. Here we will compare animal and human decision-making mechanisms. I will also introduce the theory of biological markets. At the beginning of the lecture, we will discuss the ontogenetic origin of human cooperation.4 videos, 1 readingexpandVideo: Ontogenetic and Evolutionary Origin of CooperationVideo: Biological Market TheoryVideo: Trading with CapuchinsVideo: Do Capuchin Monkeys Reject Unequal Pay? The End!Reading: Readings and ResourcesGraded: CooperationFinal ExamThis is the final quiz. To pass, you must answer at least 24 out of 30 questions correctly. Good luck with your exams!1 readingexpandReading: Post-Course SurveyGraded: Final ExamWelcome to the new field of Neuroeconomics!\n\nI hope you have an opportunity to reserve some time to explore the course content, course logic and our grading policy. The course consists of nine lectures covering main topics of Neuroeconomics. This class is completely self-paced: You can learn as fast as you like.\n\nThe course does not require any prior study of economics and neuroscience; however, it might require you to study novel interdisciplinary materials. The course provides an introduction to the methodology, assumptions, and main findings of Neuroeconomics. Our students have different backgrounds; therefore, I have adapted and simplified the course to allow all students to understand the interdisciplinary content. This course will help you to start your progress in the field of Neuroeconomics and to further develop your skills during other more advanced courses and trainings in the future.\n\nHave a good time with this new field of science!\n\nBest regards,\nVasily KlucharevVideo: About the CourseReading: Pre-Course SurveyReading: Grading and LogisticsReading: Suggested ReadingsReading: Course PlanReading: About the InstructorThis lecture will provide an introduction to the course and a historical overview of the field and will explore major assumptions of Neuroeconomics. We'll discuss the need for Neuroeconomics and the limitations of the traditional fields of economics, psychology, and neuroscience. Can we predict decisions based on neural activity? Can we change human decisions using brain stimulation techniques? Does Neuroeconomics change views on free will and free decisions? This lecture will deal with these and other questions. Overall, I'll try to convince you that Neuroeconomics radically transforms the way we normally think about human behavior. Have a good time with a new field of science!Video: Neuroeconomics as a Multidisciplinary FieldVideo: Origin of NeuroeconomicsVideo: Neuroeconomics \u0026 Decision-making TheoryVideo: The Scope of NeuroeconomicsVideo: Some Philosophical Implications of NeuroeconomicsReading: Readings and ResourcesWe will start with a short introduction to cognitive neuroscience, brain anatomy, and brain functions and continue with a discussion of various methods of measuring brain activity, including brain imaging methods (EEG, MEG, fMRI), transcranial brain stimulation (TMS), cell recording, and data visualization, and interpretation of the results. The main goal of this lecture is to help you read and understand results of Neuroeconomics papers. I will introduce terminology and experimental methods that we will use throughout the whole course.Video: A Brief Intro to Neuroanatomy and NeurophysiologyVideo: Methods of Cognitive Neuroscience. Lesions, Brain StimulationVideo: Single-cell Recordings, EEG \u0026 MEGVideo: Functional Magnetic Resonance Imaging (fMRI)Reading: Readings and ResourcesNow we will start our journey in Neuroeconomic theories and findings. You will learn the main features of the Diffusion Model, the most popular theoretical model of decision-making in Neuroeconomics. We will apply this model to single-neuron activity in a monkey cortex and to the human brain in order to understand how brains program decisions. For advanced students, I recommend a guest lecture provided by Dr. Sebastian Horn (Max Planck Institute for Human Development, Berlin), who gives a more fundamental explanation of the drift diffusion model. Enjoy Neuroeconomics!Video: Perceptual DecisionsVideo: Introduction to Diffusion ModelVideo: Diffusion Model vs. Race ModelVideo: Perceptual Decision Making in the Human BrainVideo: Collective Decisions of Honey Bees \u0026 Diffusion MechanismVideo: Guest Lecture 1: Dr. Sebastian Horn – Some Notes on Drift Diffusion Model [Expert Opinion]Video: Guest Lecture 1: Dr. Sebastian Horn – Some Notes on Drift Diffusion Model. Part IIReading: Readings and ResourcesWhy do we make decisions? Perhaps we do so to activate our neurons. During this lecture, we will discuss how neurons assign values to different options during the decision-making process. We will also discuss the central role of the nucleus accumbens and orbitofrontal cortex in the valuation process. To make adaptive decisions, we must evaluate the costs and benefits of available options. Neuroeconomics has set itself the ambitious goal of understanding the brain mechanisms that are responsible for these evaluative processes. Neuroeconomics has also focused on describing the neural signals related to learning the value of stimuli and actions. Overall, this lecture will present some key ideas of Neuroeconomics. Video: Value, Utility, and BrainVideo: The Nucleus Accumbens - The Core Valuation RegionVideo: The Nucleus Accumbens \u0026 Expected ValueVideo: The Nucleus Accumbens: Shopping, Marketing, and LearningVideo: The Orbitofrontal Cortex \u0026 Decision ValuesVideo: The Diffusion Model \u0026 Valuation ProcessReading: Readings and ResourcesThe influence of emotions on decision-making is largely ignored in decision theories. Our objective in this lecture is to explore the role of emotion in decision-making and to introduce theories and basic findings of Neuroeconomics in this context. For example, the neuroeconomic studies of decision-making in neurological patients who can no longer process emotional information normally suggest that people make judgments based not only on evaluations of the values of options and probabilities of outcomes but often primarily on emotions.Video: Innate Reactions to Emotional StimuliVideo: Emotions as HeuristicsVideo: Amygdala – an Emotional ComputerVideo: Emotions, Consciousness, and Optimal DecisionsReading: Readings and ResourcesStudies in Neuroeconomics have found evidence suggesting that the brain may employ multiple levels of processing when making decisions, and this conclusion is consistent with dual-processing theories that have received extensive theoretical consideration in the field of cognitive psychology. During this lecture, we will discuss the classic and cutting-edge research studies supporting dual process theory. Additionally, I recommend you to attend the guest lecture provided by Dr. Samuel McClure (Stanford University), who is a leading neuroeconomist investigating dual-process mechanisms.Video: Valuation System at a GlanceVideo: Dual Process Theory \u0026 NeuroeconomicsVideo: Modulation of the Value Signal by the DLPFCVideo: Self-regulation \u0026 DLPFCVideo: Samuel McClure – \"Dual or Single?\" [Expert Opinion]Reading: Readings and ResourcesMany of our decisions involve uncertainty or imperfect knowledge about how our choices lead to outcomes. The important aspect of uncertainty most commonly considered by economists and neuroeconomists is risk, which refers to situations in which we know the probabilities of possible outcomes. For example, if you play roulette in Monte Carlo, you are making a decision under risk since you know the probability of winning and thus how much you should expect to lose. Here I will introduce a neuroeconomic approach to studying decisions under risk and an anticipatory affect model suggesting that the balance of activity in the set brain areas (insular cortex and nucleus accumbens) promotes either approach toward or avoidance of risk. Additionally, Dr. Brian Knutson (Stanford University) provides his comments on the functional role of the nucleus accumbens in a guest lecture.Video: Risk as Uncertainty of the OutcomeVideo: Anticipatory Affect ModelVideo: Neuroeconomics of Risk AversionVideo: \"Decision Weights\", Framing Effect, and Prospect TheoryVideo: Brian Knutson – \"The Nucleus Accumbens: Rewards and Risks...\" [Expert Opinion]Reading: Readings and ResourcesAncient Greek philosophers observed that we are fundamentally a social species. Indeed, the human brain has evolved to deal with complex social interactions. Day by day, we collectively analyze problems or situations and evaluate alternative courses of action within social groups. Game theory has proven useful in the investigation of the neural basis of social interactions and social decision-making. In particular, researchers have investigated what happens in the brains of subjects involved in games where each player can choose between cooperative and non-cooperative behaviors or between altruistic and selfish behaviors. Here we will apply game theory to studying the neural mechanism of decisions to cooperate or to defect. I will also introduce the mirror neurons mechanism of social interaction.Video: Game Theory as a Tool to Study Decisions in GroupsVideo: The Prisoner's Dilemma as a Model of CooperationVideo: A Neural Basis for Social CooperationVideo: Mirror Neurons: Understanding Goals via a SimulationReading: Readings and ResourcesNeuroeconomics investigates the origins of human decision-making by examining whether similar choice biases are seen in nonhuman primates, our closest phylogenetic relatives. Comparative studies can identify shared versus human-unique tendencies in decision-making. Here we will compare animal and human decision-making mechanisms. I will also introduce the theory of biological markets. At the beginning of the lecture, we will discuss the ontogenetic origin of human cooperation.Video: Ontogenetic and Evolutionary Origin of CooperationVideo: Biological Market TheoryVideo: Trading with CapuchinsVideo: Do Capuchin Monkeys Reject Unequal Pay? The End!Reading: Readings and ResourcesReading: Post-Course SurveyDuke UniversityThe Brain and SpaceThe University of ChicagoUnderstanding the Brain: The Neurobiology of Everyday LifePeking UniversityAdvanced Neurobiology IHebrew University of JerusalemSynapses, Neurons and Brains Duke UniversityMedical Neuroscience",
    "Creator": "Higher School of Economics",
    "Level": "",
    "URL": "https://coursera.org/learn/neuroeconomics",
    "Language": "English",
    "Commitment": "9 weeks of study, 2-3 hours/week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Organizational Analysis",
    "Description": "About this course: In this introductory, self-paced course, you will learn multiple theories of organizational behavior and apply them to actual cases of organizational change.\n\nOrganizations are groups whose members coordinate their behaviors in order to accomplish a shared goal. They can be found nearly everywhere in today’s society: universities, start-ups, classrooms, hospitals, non-profits, government bureaus, corporations, restaurants, grocery stores, and professional associations are some of many examples of organizations.\n\nOrganizations are as varied and complex as they are ubiquitous: they differ in size and internal structure; they can entail a multiplicity of goals and tasks (some of which are planned and others unplanned!); they are made up of individuals whose goals and motivations may differ from those of the group; and they must interact with other organizations and deal with environmental constraints in order to be successful. This complexity frequently results in a myriad of problems for organizational participants and the organization’s survival.\n\nIn this course, we will use organizational theories to systematically analyze how an organization operates and can best be managed. Organizational theories highlight certain features of an organization’s structure and environment, as well as its processes of negotiation, production, and change. Each provides a lens for interpreting novel organizational situations and developing a sense for how individual and group behaviors are organized. Theories are valuable for the analyst and manager because most organizational problems are unique to the circumstances and cannot be solved by simple rules of thumb. Armed with a toolset of organizational theories, you will be able to systematically identify important features of an organization and the events transforming it; choose a theoretical framework most applicable to the observed mode of organizing; and use that theory to determine which actions will best redirect the organization in desired directions.\n\nIn sum, the course has three goals: to become familiar with a series of real-world organizational phenomena; to learn different theoretical perspectives that can elucidate these phenomena; and to apply these different ways of “seeing” and managing organizations to cases. In such a fashion, the course is designed to actively bridge theory and practice, exposing students to a variety of conceptual tools and ways to negotiate novel situations.WEEK 1Module 1 - Introduction 11 videosexpandVideo: Lecture 1 - Introduction to Organizations - Part 1Video: Lecture 1 - Introduction to Organizations - Part 2Video: Lecture 2 - Analytic Features of Organizations - Part 1Video: Lecture 2 - Analytic Features of Organizations - Part 2Video: Lecture 3 - Case Applications - Part 1Video: Lecture 3 - Case Applications - Part 2Video: Module 1 - SSC1 - Introduction and Multiunit Organizations (2013)Video: Module 1 - SSC2 - Social Movements and Temporary Organizing (2013)Video: Module 1 - SSC3 - Leaders (2013)Video: Module 1 - SSC4 - Resistance to Change (2013)Video: Module 1 - SSC5 - Open Organization (2013)Graded: Quiz: Module 1 - QuizWEEK 2Module 2 - Decisions by Rational and Rule-based ProceduresIn this module, we will present a general introduction and discussion to decision-making in organizations. We will relate various rational system views of organizations that tend to focus on administrative units, or leaders of organizations.11 videosexpandVideo: Lecture 4 - Rational Actor - Part 1Video: Lecture 4 - Rational Actor - Part 2Video: Lecture 5 - Example: Cuban Missile Crisis - Part 1Video: Lecture 5 - Example: Cuban Missile Crisis - Part 2Video: Lecture 5 - Example: Cuban Missile Crisis - Part 3 Video: Lecture 6 - Chicago Public School Reforms - Part 1 Video: Lecture 6 - Chicago Public School Reforms - Part 2 Video: Module 2 - SSC1 - What Logic in Your Firm? (2013)Video: Module 2 - SSC2 - Superstition (2013)Video: Module 2 - SSC3 - What Decision Theory Is Right? (2013)Video: Module 2 - SSC4 - Culture and Intuition (2013)Graded: Module 2 - QuizWEEK 3Module 3 - Decisions by Dominant CoalitionsThis module will give a more elaborate depiction of that model, and focus on its core process of exchange and coalition formation. Within organizations, you will frequently confront coalitions of interests, and you will come to realize that collective action and organizational reforms are impossible if you do not build and manage a coalition to get things done. Therefore, we turn now to Coalition theory. To relate this theory, throughout this chapter we will draw heavily on the writings by James G March (1962, 1994: chapter 4) and Kevin Hula (1999) concerning coalition formation.11 videosexpandVideo: Lecture 7 - Review and Example - Part 1 Video: Lecture 7 - Review and Example - Part 2 Video: Lecture 8 - Exchange and Coalitions - Part 1 Video: Lecture 8 - Exchange and Coalitions - Part 2 Video: Lecture 9 - Hula and Lobbying Coalitions - Part 1 Video: Lecture 9 - Hula and Lobbying Coalitions - Part 2 Video: Module 3 - SSC 1 - Coalition Leaders (2013)Video: Module 3 - SSC 2 - Are Coalitions Temporary? (2013)Video: Module 3 - SSC 3 - Why Is Ambiguity Good? (2013)Video: Module 3 - SSC 4 - Prioritizing Your Threads! (2013)Video: Module 3 - SSC 5 - Invisible Resistance - (2013)Graded: Module 3 - QuizWEEK 4Module 4 - Organized AnarchyThis module introduces you to the basic features of decision making in organized anarchies, or what some call a “garbage can theory’ of organizations. What do we mean that the decision process resembled an organized anarchy? Well, for example, some of them have a hard time coming up with their group’s platform and identity. Also, some of the group’s proposed solutions changed over the course of bargaining – some initially proposed universal vouchers only to promote targeted vouchers in the end. Almost all of the groups thought in terms of an identity and what that entailed. And they also thought about other’s identities and interests when trying to manipulate the situation in their favor.8 videosexpandVideo: Lecture 10 - Organized Anarchy - Part 1 Video: Lecture 10 - Organized Anarchy - Part 2 Video: Lecture 10 - Organized Anarchy - Part 3 Video: Lecture 11 - Applications - Part 1 Video: Lecture 11 - Applications - Part 2 Video: Module 4 - SSC 1- Managing Organized Anarchy (2013)Video: Module 4 - SSC 2 - Brainstorming (2013)Video: Module 4 - SSC 3 - Deadline (2013)Graded: Module 4 - QuizWEEK 5Module 5 - Organizational LearningIn this module, we will describe the theory of organizational learning and what it entails. In the most general terms, the organizational learning perspective concerns adaptation and learning from experience. But how does an organization learn? Organizations learn by encoding inferences from history into organizational structures (so best practices into rules, routines, and roles), people, technologies (curricula), and culture (norms, beliefs) that guide behavior. That is, organizations reflect on what works well or not, and then encode that knowledge into its organizational elements (participants, technology/tasks, social structure) so it can remember.12 videosexpandVideo: Lecture 12 - Organizational Learning - Part 1 Video: Lecture 12 - Organizational Learning - Part 2 Video: Lecture 12 - Organizational Learning - Part 3Video: Lecture 13 - Cases - Part 1 Video: Lecture 13 - Cases - Part 2 Video: Module 5 - SSC 1 - Learning from Failure (2013)Video: Module 5 - SSC 2 - Strong Culture as Obstacle to Adaptation (2013)Video: Module 5 - SSC 3 - Organizations Can't Learn? (2013)Video: Module 5 - SSC 1 - Managing Resistance to Organizational Learning (2012)Video: Module 5 - SSC 2 - World of Warcraft (2012)Video: Module 5 - SSC 3 - Forgetting and Radical Change (2012)Video: Module 5 - SSC 4 - Remembering and Promoting Learning (2012)Graded: Module 5 - QuizWEEK 6Module 6 - Organizational CultureIn this module, we will cover organizational culture. We will look carefully at Gideon Kunda’s book, Engineering Culture, to put into question the organizational culture ideal. Within an organizational culture, actors make sense of their existence according to identities and norms, and these are often constructs afforded by the organization they are in. Think of the culture at firms like Apple or Facebook – all have an identity and norms surrounding their performance of it. As such, the motive in an organizational culture is the expression and fulfillment of an identity – a strong intrinsic motivator! An organizational culture entails normative (valued) and cognitive (implicit) aspects of organizational social structures. These are deep structural facets that guide interaction. 11 videosexpandVideo: Lecture 14 - Organizational Culture - Part 1Video: Lecture 14 - Organizational Culture - Part 2Video: Lecture 15 - Engineering Organizational Culture - Part 1 Video: Lecture 15 - Engineering Organizational Culture - Part 2 Video: Module 6 - SSC1 - Teleworking (2013)Video: Module 6 - SSC2 - Individual Self (2013)Video: Module 6 - SSC3 - Dress Code (2013)Video: Module 6 - SSC1 - Change in Large Organizations et al. (2012)Video: Module 6 - SSC2 - Strategies of Creating Organizational Culture (2012)Video: Module 6 - SSC3 - Desirable Organizational Culture (2012)Video: Module 6 - SSC4 - Merging Cultures (2012)Graded: Module 6 - QuizWEEK 7Module 7 - Resource Dependency TheoryThe theory we will discuss in this chapter is Resource Dependence Theory, and it views an organization in terms of its resource dependencies with other firms in the environment.11 videosexpandVideo: Lecture 16 - Resource Dependency Theory - Part 1 Video: Lecture 16 - Resource Dependency Theory - Part 2 Video: Lecture 17 - Case Applications - Part 1 Video: Lecture 17 - Case Applications - Part 2 Video: Module 7 - SSC 1 - Powerful Resources (2013)Video: Module 7 - SSC 2 - Outsourcing (2013)Video: Module 7 - SSC 3 - Improving Forums (2013)Video: Module 7 - SSC 2 - In Out Focus (2012)Video: Module 7 - SSC 1 - 5Qs (2012)Video: Module 7 - SSC 3 - Stanford and Sharing Resources (2012)Video: Module 7 - SSC 4 - Why Education? (2012)Graded: Module 7 - QuizWEEK 8Module 8 - NetworksIn this module, we will describe how organization’s researchers look at social networks within organizations. In addition, we will describe how some theorists contend there is a network form of organization that is distinct from hierarchical organizations and markets. So we will relate two perspectives: a purely analytic one that describes networks within organizations, and a theoretical one concerning a prescribed form of inter- organizational association that can result in better outputs.13 videosexpandVideo: Lecture 18 - Network Analysis of Organizations - Part 1 Video: Lecture 18 - Network Analysis of Organizations - Part 2 Video: Lecture 19 - Peer Influence and Network Formation - Part 1 Video: Lecture 19 - Peer Influence and Network Formation - Part 2 Video: Lecture 20 - Network Forms of Organization - Part 1 Video: Lecture 20 - Network Forms of Organization - Part 2 Video: Module 8 - SSC 1 - Managing Network Forms of Organization (2013)Video: Module 8 - SSC 2 - Culture and Networks (2013)Video: Module 8 - SSC 3 - Multiple Theories to One Case (2013)Video: Module 8 - SSC 1 - Network Manager (2012)Video: Module 8 - SSC 2 - Technological Proximity and Work at Home (2012)Video: Module 8 - SSC 3 - Grapevine and Personal Relations in Work (2012)Video: Module 8 - SSC 4 - Examples and Suited to Small Non-Profit (2012)Graded: Module 8 - QuizWEEK 9Module 9 - Institutional TheoryIn this module, we will continue our discussion of organizations as open-systems whose survival depends on their relation with the environment. In particular, we will discuss one of the prevailing organizational theories stemming from sociology, called “neoinstitutional theory.” In oversimplified terms, one can think of neoinstitutional theory as arguing that an organization’s survival de- pends on its fit with the cultural environment. That is, a firm’s success depends on whether it adopts structures that are deemed rational and legitimate in the external environment; that the firm mirrors environmental beliefs about what a legitimate organization of that type should look like. Neoinstitutional theory has always been one of the harder theories for students to fully grasp, so we have organized the chapter to be a little repetitive. We will discuss many of the core concepts twice and relate them in different ways so you get a better sense for what this theory conveys.11 videosexpandVideo: Lecture 21 - Institutions and Organizational Legitimacy - Part 1Video: Lecture 21 - Institutions and Organizational Legitimacy - Part 2 Video: Lecture 22 - Theory and Application - Part 1 Video: Lecture 22 - Theory and Application - Part 2Video: Lecture 23 - Management and Applications - Part 1 Video: Lecture 23 - Management and Applications - Part 2 Video: Module 9 - SSC 1 - MOOC's (2012)Video: Module 9 - SSC 2 - More Questions (2012)Video: Module 9 - SSC 3 - (2012)Video: Module 9 - SSC 1 - Will MOOCs be the Education of the Future? (2013)Video: Module 9 - SSC 2 - Bad Organizations (2013)Graded: Module 9 - QuizWEEK 10Module 10 - Population Ecology and Course SummaryIn this module, we conclude our study of organizations as open systems whose survival and success depends on their reaction to the environment. We introduce a 10th and final theory called “Population Ecology”. There is a long history of work that applies biological and natural selection metaphors to organizations (Scott 2003:117; Davis and Powell 1992:342-354), let alone to the study of society.12 videosexpandVideo: Lecture 24 - Population Ecology - Part 1 Video: Lecture 24 - Population Ecology - Part 2 Video: Lecture 24 - Population Ecology - Part 3 Video: Lecture 24 - Population Ecology - Part 4 Video: Lecture 24 - Population Ecology - Part 5 Video: Lecture 25 - Course Summary - Part 1 Video: Lecture 25 - Course Summary - Part 2 Video: Lecture 25 - Course Summary - Part 3 Video: Lecture 25 - Course Summary - Part 4 Video: Module 10 - SSC 1 (2012) - Organizational Ecology and Job SecurityVideo: Module 10 - SSC 2 (2012) - Summary Doc and other TheoriesVideo: Module 10 - SSC 3 (2012) - Analyst and Take-away: FutureGraded: Module 10 - QuizWEEK 11Final ExamFinal exam for the course. Graded: Final ExamVideo: Lecture 1 - Introduction to Organizations - Part 1Video: Lecture 1 - Introduction to Organizations - Part 2Video: Lecture 2 - Analytic Features of Organizations - Part 1Video: Lecture 2 - Analytic Features of Organizations - Part 2Video: Lecture 3 - Case Applications - Part 1Video: Lecture 3 - Case Applications - Part 2Video: Module 1 - SSC1 - Introduction and Multiunit Organizations (2013)Video: Module 1 - SSC2 - Social Movements and Temporary Organizing (2013)Video: Module 1 - SSC3 - Leaders (2013)Video: Module 1 - SSC4 - Resistance to Change (2013)Video: Module 1 - SSC5 - Open Organization (2013)Video: Lecture 4 - Rational Actor - Part 1Video: Lecture 4 - Rational Actor - Part 2Video: Lecture 5 - Example: Cuban Missile Crisis - Part 1Video: Lecture 5 - Example: Cuban Missile Crisis - Part 2Video: Lecture 5 - Example: Cuban Missile Crisis - Part 3 Video: Lecture 6 - Chicago Public School Reforms - Part 1 Video: Lecture 6 - Chicago Public School Reforms - Part 2 Video: Module 2 - SSC1 - What Logic in Your Firm? (2013)Video: Module 2 - SSC2 - Superstition (2013)Video: Module 2 - SSC3 - What Decision Theory Is Right? (2013)Video: Module 2 - SSC4 - Culture and Intuition (2013)This module will give a more elaborate depiction of that model, and focus on its core process of exchange and coalition formation. Within organizations, you will frequently confront coalitions of interests, and you will come to realize that collective action and organizational reforms are impossible if you do not build and manage a coalition to get things done. Therefore, we turn now to Coalition theory. To relate this theory, throughout this chapter we will draw heavily on the writings by James G March (1962, 1994: chapter 4) and Kevin Hula (1999) concerning coalition formation.Video: Lecture 7 - Review and Example - Part 1 Video: Lecture 7 - Review and Example - Part 2 Video: Lecture 8 - Exchange and Coalitions - Part 1 Video: Lecture 8 - Exchange and Coalitions - Part 2 Video: Lecture 9 - Hula and Lobbying Coalitions - Part 1 Video: Lecture 9 - Hula and Lobbying Coalitions - Part 2 Video: Module 3 - SSC 1 - Coalition Leaders (2013)Video: Module 3 - SSC 2 - Are Coalitions Temporary? (2013)Video: Module 3 - SSC 3 - Why Is Ambiguity Good? (2013)Video: Module 3 - SSC 4 - Prioritizing Your Threads! (2013)Video: Module 3 - SSC 5 - Invisible Resistance - (2013)This module introduces you to the basic features of decision making in organized anarchies, or what some call a “garbage can theory’ of organizations. What do we mean that the decision process resembled an organized anarchy? Well, for example, some of them have a hard time coming up with their group’s platform and identity. Also, some of the group’s proposed solutions changed over the course of bargaining – some initially proposed universal vouchers only to promote targeted vouchers in the end. Almost all of the groups thought in terms of an identity and what that entailed. And they also thought about other’s identities and interests when trying to manipulate the situation in their favor.Video: Lecture 10 - Organized Anarchy - Part 1 Video: Lecture 10 - Organized Anarchy - Part 2 Video: Lecture 10 - Organized Anarchy - Part 3 Video: Lecture 11 - Applications - Part 1 Video: Lecture 11 - Applications - Part 2 Video: Module 4 - SSC 1- Managing Organized Anarchy (2013)Video: Module 4 - SSC 2 - Brainstorming (2013)Video: Module 4 - SSC 3 - Deadline (2013)In this module, we will describe the theory of organizational learning and what it entails. In the most general terms, the organizational learning perspective concerns adaptation and learning from experience. But how does an organization learn? Organizations learn by encoding inferences from history into organizational structures (so best practices into rules, routines, and roles), people, technologies (curricula), and culture (norms, beliefs) that guide behavior. That is, organizations reflect on what works well or not, and then encode that knowledge into its organizational elements (participants, technology/tasks, social structure) so it can remember.Video: Lecture 12 - Organizational Learning - Part 1 Video: Lecture 12 - Organizational Learning - Part 2 Video: Lecture 12 - Organizational Learning - Part 3Video: Lecture 13 - Cases - Part 1 Video: Lecture 13 - Cases - Part 2 Video: Module 5 - SSC 1 - Learning from Failure (2013)Video: Module 5 - SSC 2 - Strong Culture as Obstacle to Adaptation (2013)Video: Module 5 - SSC 3 - Organizations Can't Learn? (2013)Video: Module 5 - SSC 1 - Managing Resistance to Organizational Learning (2012)Video: Module 5 - SSC 2 - World of Warcraft (2012)Video: Module 5 - SSC 3 - Forgetting and Radical Change (2012)Video: Module 5 - SSC 4 - Remembering and Promoting Learning (2012)In this module, we will cover organizational culture. We will look carefully at Gideon Kunda’s book, Engineering Culture, to put into question the organizational culture ideal. Within an organizational culture, actors make sense of their existence according to identities and norms, and these are often constructs afforded by the organization they are in. Think of the culture at firms like Apple or Facebook – all have an identity and norms surrounding their performance of it. As such, the motive in an organizational culture is the expression and fulfillment of an identity – a strong intrinsic motivator! An organizational culture entails normative (valued) and cognitive (implicit) aspects of organizational social structures. These are deep structural facets that guide interaction. Video: Lecture 14 - Organizational Culture - Part 1Video: Lecture 14 - Organizational Culture - Part 2Video: Lecture 15 - Engineering Organizational Culture - Part 1 Video: Lecture 15 - Engineering Organizational Culture - Part 2 Video: Module 6 - SSC1 - Teleworking (2013)Video: Module 6 - SSC2 - Individual Self (2013)Video: Module 6 - SSC3 - Dress Code (2013)Video: Module 6 - SSC1 - Change in Large Organizations et al. (2012)Video: Module 6 - SSC2 - Strategies of Creating Organizational Culture (2012)Video: Module 6 - SSC3 - Desirable Organizational Culture (2012)Video: Module 6 - SSC4 - Merging Cultures (2012)Video: Lecture 16 - Resource Dependency Theory - Part 1 Video: Lecture 16 - Resource Dependency Theory - Part 2 Video: Lecture 17 - Case Applications - Part 1 Video: Lecture 17 - Case Applications - Part 2 Video: Module 7 - SSC 1 - Powerful Resources (2013)Video: Module 7 - SSC 2 - Outsourcing (2013)Video: Module 7 - SSC 3 - Improving Forums (2013)Video: Module 7 - SSC 2 - In Out Focus (2012)Video: Module 7 - SSC 1 - 5Qs (2012)Video: Module 7 - SSC 3 - Stanford and Sharing Resources (2012)Video: Module 7 - SSC 4 - Why Education? (2012)In this module, we will describe how organization’s researchers look at social networks within organizations. In addition, we will describe how some theorists contend there is a network form of organization that is distinct from hierarchical organizations and markets. So we will relate two perspectives: a purely analytic one that describes networks within organizations, and a theoretical one concerning a prescribed form of inter- organizational association that can result in better outputs.Video: Lecture 18 - Network Analysis of Organizations - Part 1 Video: Lecture 18 - Network Analysis of Organizations - Part 2 Video: Lecture 19 - Peer Influence and Network Formation - Part 1 Video: Lecture 19 - Peer Influence and Network Formation - Part 2 Video: Lecture 20 - Network Forms of Organization - Part 1 Video: Lecture 20 - Network Forms of Organization - Part 2 Video: Module 8 - SSC 1 - Managing Network Forms of Organization (2013)Video: Module 8 - SSC 2 - Culture and Networks (2013)Video: Module 8 - SSC 3 - Multiple Theories to One Case (2013)Video: Module 8 - SSC 1 - Network Manager (2012)Video: Module 8 - SSC 2 - Technological Proximity and Work at Home (2012)Video: Module 8 - SSC 3 - Grapevine and Personal Relations in Work (2012)Video: Module 8 - SSC 4 - Examples and Suited to Small Non-Profit (2012)In this module, we will continue our discussion of organizations as open-systems whose survival depends on their relation with the environment. In particular, we will discuss one of the prevailing organizational theories stemming from sociology, called “neoinstitutional theory.” In oversimplified terms, one can think of neoinstitutional theory as arguing that an organization’s survival de- pends on its fit with the cultural environment. That is, a firm’s success depends on whether it adopts structures that are deemed rational and legitimate in the external environment; that the firm mirrors environmental beliefs about what a legitimate organization of that type should look like. Neoinstitutional theory has always been one of the harder theories for students to fully grasp, so we have organized the chapter to be a little repetitive. We will discuss many of the core concepts twice and relate them in different ways so you get a better sense for what this theory conveys.Video: Lecture 21 - Institutions and Organizational Legitimacy - Part 1Video: Lecture 21 - Institutions and Organizational Legitimacy - Part 2 Video: Lecture 22 - Theory and Application - Part 1 Video: Lecture 22 - Theory and Application - Part 2Video: Lecture 23 - Management and Applications - Part 1 Video: Lecture 23 - Management and Applications - Part 2 Video: Module 9 - SSC 1 - MOOC's (2012)Video: Module 9 - SSC 2 - More Questions (2012)Video: Module 9 - SSC 3 - (2012)Video: Module 9 - SSC 1 - Will MOOCs be the Education of the Future? (2013)Video: Module 9 - SSC 2 - Bad Organizations (2013)In this module, we conclude our study of organizations as open systems whose survival and success depends on their reaction to the environment. We introduce a 10th and final theory called “Population Ecology”. There is a long history of work that applies biological and natural selection metaphors to organizations (Scott 2003:117; Davis and Powell 1992:342-354), let alone to the study of society.Video: Lecture 24 - Population Ecology - Part 1 Video: Lecture 24 - Population Ecology - Part 2 Video: Lecture 24 - Population Ecology - Part 3 Video: Lecture 24 - Population Ecology - Part 4 Video: Lecture 24 - Population Ecology - Part 5 Video: Lecture 25 - Course Summary - Part 1 Video: Lecture 25 - Course Summary - Part 2 Video: Lecture 25 - Course Summary - Part 3 Video: Lecture 25 - Course Summary - Part 4 Video: Module 10 - SSC 1 (2012) - Organizational Ecology and Job SecurityVideo: Module 10 - SSC 2 (2012) - Summary Doc and other TheoriesVideo: Module 10 - SSC 3 (2012) - Analyst and Take-away: FutureUniversity of MinnesotaManaging Employee PerformanceUniversity of MinnesotaRecruiting, Hiring, and Onboarding EmployeesUniversity of MinnesotaManaging Employee CompensationUniversity of MinnesotaPreparing to Manage Human ResourcesUniversity of London, Birkbeck, University of LondonThe Manager's Toolkit: A Practical Guide to Managing People at Work",
    "Creator": "Stanford University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/organizational-analysis",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Introduction to Ancient Egypt and Its Civilization",
    "Description": "About this course: Colossal pyramids, imposing temples, golden treasures, enigmatic hieroglyphs, powerful pharaohs, strange gods, and mysterious mummies are features of Ancient Egyptian culture that have fascinated people over the millennia.  The Bible refers to its gods, rulers, and pyramids. Neighboring cultures in the ancient Near East and Mediterranean wrote about its god-like kings and its seemingly endless supply of gold.  The Greeks and Romans describe aspects of Egypt's culture and history.\n\nAs the 19th century began, the Napoleonic campaign in Egypt highlighted the wonders of this ancient land, and public interest soared.  Not long after, Champollion deciphered Egypt's hieroglyphs and paved the way for other scholars to reveal that Egyptian texts dealt with medicine, dentistry, veterinary practices, mathematics, literature, and accounting, and many other topics. Then, early in the 20th century, Howard Carter discovered the tomb of Tutankhamun and its fabulous contents. Exhibitions of this treasure a few decades later resulted in the world's first blockbuster, and its revival in the 21st century has kept interest alive.\n\nJoin Dr. David Silverman, Professor of Egyptology at Penn, Curator in Charge of the Egyptian Section of the Penn Museum, and curator of the Tutankhamun exhibitions  on a guided tour of the mysteries and wonders of this ancient land.  He has developed this online course and set it in the galleries of the world famous Penn Museum.  He uses many original Egyptian artifacts to illustrate his lectures as he guides students as they make their own discovery of this fascinating culture.WEEK 1Welcome to the Course This module includes a discussion thread to introduce yourself, and suggested readings and resources. 1 video, 2 readingsexpandVideo: Course IntroductionDiscussion Prompt: Introduce Yourself!Reading: Suggested Course TextbookReading: Additional Readings and ResourcesWEEK 2History and Chronology10 videos, 1 readingexpandVideo: History and Chronology Part 1Video: History and Chronology Part 2Video: History and Chronology Part 3Video: History and Chronology Part 4Video: History and Chronology Part 5Video: History and Chronology Part 6Video: History and Chronology Part 7Video: History and Chronology Part 8Video: History and Chronology Part 9Video: History and Chronology Part 10Discussion Prompt: The Kingdoms vs. the Intermediate PeriodsReading: Suggested \u0026 Further ReadingGraded: History and Chronology QuizWEEK 3The Pharaoh and Kingship7 videos, 1 readingexpandVideo: The Pharaoh and Kingship Part 1Video: The Pharaoh and Kingship Part 2Video: The Pharaoh and Kingship Part 3Video: The Pharaoh and Kingship Part 4Video: The Pharaoh and Kingship Part 5Video: The Pharaoh and Kingship Part 6Video: The Pharaoh and Kingship Part 7Discussion Prompt: Ancient Egyptian Kingship vs. Modern LeadershipReading: Suggested \u0026 Further ReadingGraded: The Pharaoh and Kingship QuizWEEK 4Gods and Goddesses11 videos, 1 readingexpandVideo: Gods and Goddesses Part 1Video: Gods and Goddesses Part 2Video: Gods and Goddesses Part 3Video: Gods and Goddesses Part 4Video: Gods and Goddesses Part 5Video: Gods and Goddesses Part 6Video: Gods and Goddesses Part 7Video: Gods and Goddesses Part 8Video: Gods and Goddesses Part 9Video: Gods and Goddesses Part 10Video: Gods and Goddesses Part 11Discussion Prompt: Your Favorite Creation MythReading: Suggested \u0026 Further ReadingGraded: Gods and Goddesses QuizWEEK 5The Pyramids and the Sphinx10 videos, 1 readingexpandVideo: The Pyramids and the Sphinx Part 1Video: The Pyramids and the Sphinx Part 2Video: The Pyramids and the Sphinx Part 3Video: The Pyramids and the Sphinx Part 4Video: The Pyramids and the Sphinx Part 5Video: The Pyramids and the Sphinx Part 6Video: The Pyramids and the Sphinx Part 7Video: The Pyramids and the Sphinx Part 8Video: The Pyramids and the Sphinx Part 9Video: The Pyramids and the Sphinx Part 10Discussion Prompt: Evolution of Royal BurialsReading: Suggested \u0026 Further ReadingGraded: The Pyramids and the Sphinx QuizWEEK 6Mummies and Mummification7 videos, 1 readingexpandVideo: Mummies and Mummification Part 1Video: Mummies and Mummification Part 2Video: Mummies and Mummification Part 3Video: Mummies and Mummification Part 4Video: Mummies and Mummification Part 5Video: Mummies and Mummification Part 6Video: In the Artifact LabDiscussion Prompt: Why Mummify? Reading: Suggested \u0026 Further ReadingGraded: Mummies and Mummification QuizVideo: Course IntroductionDiscussion Prompt: Introduce Yourself!Reading: Suggested Course TextbookReading: Additional Readings and ResourcesVideo: History and Chronology Part 1Video: History and Chronology Part 2Video: History and Chronology Part 3Video: History and Chronology Part 4Video: History and Chronology Part 5Video: History and Chronology Part 6Video: History and Chronology Part 7Video: History and Chronology Part 8Video: History and Chronology Part 9Video: History and Chronology Part 10Discussion Prompt: The Kingdoms vs. the Intermediate PeriodsReading: Suggested \u0026 Further ReadingVideo: The Pharaoh and Kingship Part 1Video: The Pharaoh and Kingship Part 2Video: The Pharaoh and Kingship Part 3Video: The Pharaoh and Kingship Part 4Video: The Pharaoh and Kingship Part 5Video: The Pharaoh and Kingship Part 6Video: The Pharaoh and Kingship Part 7Discussion Prompt: Ancient Egyptian Kingship vs. Modern LeadershipReading: Suggested \u0026 Further ReadingVideo: Gods and Goddesses Part 1Video: Gods and Goddesses Part 2Video: Gods and Goddesses Part 3Video: Gods and Goddesses Part 4Video: Gods and Goddesses Part 5Video: Gods and Goddesses Part 6Video: Gods and Goddesses Part 7Video: Gods and Goddesses Part 8Video: Gods and Goddesses Part 9Video: Gods and Goddesses Part 10Video: Gods and Goddesses Part 11Discussion Prompt: Your Favorite Creation MythReading: Suggested \u0026 Further ReadingVideo: The Pyramids and the Sphinx Part 1Video: The Pyramids and the Sphinx Part 2Video: The Pyramids and the Sphinx Part 3Video: The Pyramids and the Sphinx Part 4Video: The Pyramids and the Sphinx Part 5Video: The Pyramids and the Sphinx Part 6Video: The Pyramids and the Sphinx Part 7Video: The Pyramids and the Sphinx Part 8Video: The Pyramids and the Sphinx Part 9Video: The Pyramids and the Sphinx Part 10Discussion Prompt: Evolution of Royal BurialsReading: Suggested \u0026 Further ReadingVideo: Mummies and Mummification Part 1Video: Mummies and Mummification Part 2Video: Mummies and Mummification Part 3Video: Mummies and Mummification Part 4Video: Mummies and Mummification Part 5Video: Mummies and Mummification Part 6Video: In the Artifact LabDiscussion Prompt: Why Mummify? Reading: Suggested \u0026 Further ReadingUniversity of ArizonaRoman Art and ArchaeologyYeshiva UniversityArch of Titus: Rome and the MenorahWesleyan UniversityThe Ancient GreeksTel Aviv UniversityThe Fall and Rise of JerusalemUniversity of AlbertaPaleontology: Ancient Marine Reptiles",
    "Creator": "University of Pennsylvania",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/introancientegypt",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Economics of Money and Banking",
    "Description": "About this course: The last three or four decades have seen a remarkable evolution in the institutions that comprise the modern monetary system. The financial crisis of 2007-2009 is a wakeup call that we need a similar evolution in the analytical apparatus and theories that we use to understand that system. Produced and sponsored by the Institute for New Economic Thinking, this course is an attempt to begin the process of new economic thinking by reviving and updating some forgotten traditions in monetary thought that have become newly relevant.\n\nThree features of the new system are central.\n\nMost important, the intertwining of previously separate capital markets and money markets has produced a system with new dynamics as well as new vulnerabilities. The financial crisis revealed those vulnerabilities for all to see. The result was two years of desperate innovation by central banking authorities as they tried first this, and then that, in an effort to stem the collapse.  \n\nSecond, the global character of the crisis has revealed the global character of the system, which is something new in postwar history but not at all new from a longer time perspective.  Central bank cooperation was key to stemming the collapse, and the details of that cooperation hint at the outlines of an emerging new international monetary order. \n\nThird, absolutely central to the crisis was the operation of key derivative contracts, most importantly credit default swaps and foreign exchange swaps. Modern money cannot be understood separately from modern finance, nor can modern monetary theory be constructed separately from modern financial theory. That's the reason this course places dealers, in both capital markets and money markets, at the very center of the picture, as profit-seeking suppliers of market liquidity to the new system of market-based credit.WEEK 1IntroductionThe first two lectures paint a picture of the monetary system as the essential infrastructure of a decentralized market economy.   The second lecture, \"The Natural Hierarchy of Money\", is a kind of high-level overview of the entire course, so don't expect to fully understand it until you look back after completing the rest of the course.  Nevertheless it provides essential orientation for what comes after.  Lectures notes for these and subsequent lectures may be found in the very first segment of this module.  12 videos, 2 readingsexpandReading: Lecture Notes (for download)Video: The Big PictureVideo: Prerequisites?Video: What is a Bank, a Shadow Bank, a Central Bank?Video: Central ThemesVideo: Reading: Allyn YoungReading: Allyn YoungVideo: FT: The Eurocrisis, Liquidity vs. SolvencyVideo: Hierarchy of Financial InstrumentsVideo: Hierarchy of Financial InstitutionsVideo: Dynamics of the HierarchyVideo: Discipline and Elasticity, Currency Principle and Banking PrincipleVideo: Hierarchy of Market MakersVideo: Managing the HierarchyWEEK 2Introduction, continuedThe next two lectures are meant to introduce a key analytical tool, the balance sheet approach to monetary economics, that we will be using repeatedly throughout the course.  As inspiration, first I provide a concrete example of how the approach works by \"translating\" the Allyn Young reading into the balance sheet language.  I follow that with a more systematic introduction to this essential tool.20 videos, 1 reading, 1 practice quizexpandVideo: FT: Quantitative Easing and the FedVideo: Allyn Young: Money and Economic OrthodoxyVideo: National Banking System Before the FedVideo: Civil War Finance, Bonds, and LoansVideo: Civil War Finance, Legal TendersVideo: National Banking System, OriginsVideo: National Banking System, InstabilityVideo: Federal Reserve System, PlanVideo: Federal Reserve System, ActualVideo: FT: Dealer of Last ResortVideo: Reading: Hyman MinskyVideo: Sources and Uses AccountsVideo: Payments: Money and CreditVideo: Payments: Discipline and ElasticityVideo: The Survival ConstraintReading: Hyman MinskyVideo: Payment Example: Money and CreditVideo: Flow of Funds AccountsVideo: The Survival Constraint, ReduxVideo: Liquidity, Long and ShortVideo: Financial Fragility, Flows and StocksPractice Quiz: IntroductionWEEK 3Banking as a Clearing SystemIn the next four lectures, we build intuition by viewing banking as a payments system, in which every participant faces a daily settlement constraint (a survival constraint).  From this point of view, the wholesale money market plays a key role by allowing banks to relax the discipline of a binding settlement constraint, delaying final payment by putting settlement off until a later date.   The relative importance of the various money markets has changed since the 2008 crisis--Fed Funds is now less important--but the conceptual framework remains valid, indeed not only for dollar money markets but also for non-dollar money markets.20 videos, 1 reading, 1 practice quizexpandVideo: FT: Martin Wolf on QE3Video: One Big BankVideo: Multiple Banks, A ChallengeVideo: Reading: Charles F. DunbarReading: DunbarVideo: Correspondent Banking, Bilateral BalancesVideo: Correspondent Banking, System NetworkVideo: Clearinghouse, Normal OperationsVideo: Clearinghouse, Private Lender of Last ResortVideo: Central Bank ClearingVideo: Central Bank CooperationVideo: FT: European Bank DeleveragingVideo: What are Fed Funds?Video: Payment Settlement versus Required ReservesVideo: Payment Elasticity/Discipline, Public and PrivateVideo: The Function of the Fed Funds MarketVideo: Payment versus Funding: An ExampleVideo: Brokers versus DealersVideo: Payments Imbalances and the Fed Funds RateVideo: Secured versus Unsecured Interbank CreditVideo: Required Reserves, ReduxPractice Quiz: Banking as a Clearing SystemWEEK 4Banking as a Clearing System, continuedThe next two lectures extend the payments system frame to non-banks by bringing in repo markets, and to the international monetary system by bringing in Eurodollar markets.   Here, as in the previous two lectures, the emphasis is on settlement, and so implicitly on so-called \"funding liquidity\".  The last three segments of the Eurodollar lecture, on the failure of two seemingly obvious arbitrage conditions, are meant to motivate the shift to market-making and \"market liquidity\" in the next module.   20 videos, 1 readingexpandVideo: FT: The Impact of QE3Video: Money Market Interest Rate PatternsVideo: What is Repo?Video: Repo in Balance SheetsVideo: Comparison with Fed FundsVideo: Legal Construction of RepoVideo: Security Dealers Balance SheetVideo: Repo, Modern Finance, and the FedReading: BagehotVideo: Interest Rate Spreads: Before the CrisisVideo: Interest Rate Spreads: After the CrisisVideo: FT: Ring-fencing and the Volcker RuleVideo: The Eurodollar Market in CrisisVideo: What are Eurodollars?Video: Why is There a Eurodollar Market?Video: Eurodollar as Global Funding MarketVideo: Liquidity Challenge of Eurodollar BanksVideo: FRA as Implicit Swap of IOUsVideo: Forward Parity, Interest Rates, EHVideo: Forward Parity, Exchange Rates, UIPVideo: Forward Rates are NOT Expected Spot RatesGraded: Banking as a Clearing System, continuedWEEK 5Banking as Market Making\"Market liquidity\" is supplied by dealers who stand ready to absorb temporary imbalances in supply and demand by taking the imbalance onto their own balance sheets, for a price.  From this point of view, banks can be considered a special kind of dealer, since they absorb imbalances in payment flows.   The first lecture is meant to build intuition by using our familiar balance sheet method to make sense of how this all worked in a system much simpler than our own.  The second lecture introduces a formal model of the economics of the dealer function, which we will be using throughout the rest of the course. 16 videos, 1 readingexpandVideo: FT: Depreciation of Iran's CurrencyVideo: Reading: John HicksReading: HicksVideo: Bagehot's World, Wholesale Money MarketVideo: Economizing on Notes: Deposits, AcceptancesVideo: Managing Cash Flow: Discount, RediscountVideo: Market Rate of InterestVideo: Central Bank and Bank RateVideo: The Bagehot Rule, Origin of Monetary PolicyVideo: Limits on Central Banking: Internal vs. External DrainVideo: FT: Asymmetric Credit Growth in EuropeVideo: Market Liquidity, Dealers, and InventoriesVideo: Two-Sided Dealer BasicsVideo: Economics of the Dealer Function: the Treynor ModelVideo: Leveraged Dealer BasicsVideo: Real World DealersVideo: Arbitrage and the Assumption of Perfect LiquidityGraded: Banking as Market MakingWEEK 6Banking as Market Making, continuedHere we adapt the Treynor model to banks, which we conceptualize as dealers in money, specifically term funding.  Like Treynor's security dealers, banks supply market liquidity for a price.  But sometimes, in a financial crisis, demand for market liquidity overwhelms supply, and that's where the central bank comes in, as dealer of last resort in money markets.  And if the crisis is big enough, as 2007-2009, the central bank comes in as dealer of last resort in capital markets as well.16 videos, 1 readingexpandVideo: FT: Money Market Mutual FundsVideo: Banks as Money Dealers, a PuzzleVideo: Security Dealers as Money Dealers, Matched and Speculative BookVideo: Adapting Treynor to Liquidity RiskReading: TreynorVideo: Digression: Evolution of American BankingVideo: The Fed in the Fed Funds MarketVideo: Return to the Initial PuzzleVideo: FT: Citibank and the SIVsVideo: The Art of Central BankingVideo: Evolution of Monetary Policy: 1951-1987Video: The Taylor Rule: 1987-2007Video: Monetary Transmission MechanismVideo: Anatomy of a Normal CrisisVideo: Anatomy of a Serious CrisisVideo: Should the Fed Intervene or Not?Video: The Fed as Dealer of Last Resort: 2007-2009Graded: Banking as Market Making, continuedWEEK 7Midterm review and examThe first twelve lectures have introduced all of the main concepts of the course.  The midterm exam gives you a chance to test whether you have mastered these concepts before extending them into new areas in the second part of the course.  But before you try the exam, first use the review lecture, and the questions from students, to review the main concepts.10 videosexpandVideo: FT:  Trade Credit and the EurocrisisVideo: Inspiration:  The Origin of the FedVideo: Central Bank Operations, Normal TimesVideo: Central Bank Operations, Crisis TimesVideo: Settlement Risk, Payments, and Market-makingVideo: Q:  Standard and Subordinate CoinVideo: Q:  War Finance as Financial CrisisVideo: Q:  Forward ParityVideo: Q:  Payments, CHIPS and FedwireVideo: Q:  Fed Balance Sheet OperationsGraded: MidtermWEEK 8International Money and BankingThe next four lectures extend the \"money view\" perspective to the larger world of multiple national monies by thinking about the international monetary system as a payment system, and by thinking of banks as market makers in foreign exchange.  The first lecture is introductory and conceptual, while the second builds intuition by \"translating\" Mundell's account of the development of the international monetary system into money view language (similar to what we did at the beginning of the course for Allyn Young's account of the development of the US monetary system).18 videos, 1 readingexpandVideo: FT: Autonomy of Bank of JapanVideo: Key Currencies as a Hierarchical SystemVideo: What is Money?  Chartalism versus MetallismVideo: Chartalism as a Theory of MoneyVideo: Quantity Theory of MoneyVideo: Purchasing Power ParityVideo: Metallism as a theory of moneyVideo: A Money View of International Payments, FX DealersVideo: Chartallism, Metallism, and the Money View ComparedVideo: Private and Public Money:  A Hybrid SystemVideo: Hybridity in FX Market-makingVideo: FT: Costs of Japan's Monetary PolicyVideo: Reading:  Robert MundellReading: MundellVideo: Act 1 (1900-1933): Confrontation of the Fed with the Gold StandardVideo: Act 2 (1934-1971):  Contradiction Between Keynesian National Management and the Bretton Woods Fixed Rate SystemVideo: The Dollar SystemVideo: Act 3 (1972-1999):  Flexible exchange, Learning from ExperienceVideo: Act 4:  Global Financial Crisis, Limits of Central Bank CooperationGraded: International Money and BankingWEEK 9International Money and Banking, continuedThe next two lectures use the Treynor model to understand how exchange rates are determined in dealer markets.  In the second, we confront directly the puzzle we observed earlier in the course, namely why uncovered interest parity (UIP) fails to hold in real world markets.15 videos, 1 readingexpandVideo: FT: European Money Market Funds Shifting to Asia and European Core CountriesVideo: International Transactions under the Gold StandardVideo: Dealer Model for Foreign ExchangeVideo: Central Banking, Defense of Domestic ExchangeVideo: Bank of England, Defense Against External DrainVideo: Toward a Theory of Exchange, Without the Gold StandardVideo: FT: High Frequency TradingVideo: Uncovered Interest Parity (UIP) and the Expectations Hypothesis of the Term Structure (EH)Video: FX Dealers Under the Gold Standard, ReduxVideo: Private FX Dealing SystemVideo: Economics of the Dealer Function, Speculative DealerVideo: Economics of the Dealer Function, Matched-book DealerVideo: Digression:  Why do UIP and EH Fail?Video: Central Bank as FX Dealer of Last ResortVideo: Reading: McCauley on Internationalization of RenminbiReading: KindlebergerGraded: International Money and Banking, continuedWEEK 10Banking as Advance ClearingThe next four lectures extend the money view to the larger financial world of capital markets, where the price of risk is determined in dealer markets for swaps of various kinds.  The first lecture is a kind of conceptual introduction, while the second translates the standard finance account of forwards and futures into money view terms, as key building block for what comes after.19 videos, 1 readingexpandVideo: FT: Shadow BankingVideo: Bagehot's World: Separation of Money Markets and Capital MarketsVideo: The New World: Integration of Money Markets and Capital MarketsVideo: Funding Liquidity Versus Market LiquidityVideo: Digression: Schumpeter on Banking and Economic DevelopmentVideo: Payment Versus FundingVideo: Reading:  Gurley and ShawReading: Gurley and ShawVideo: Financial Evolution: Indirect Finance to Direct FinanceVideo: Banking Evolution: Loan-based Credit to Market-based CreditVideo: Preview: Central Banking and Shadow BankingVideo: FT: Argentina in Court to Fight Debt RulingVideo: Banking as Advance ClearingVideo: Forwards versus FuturesVideo: Forward Contracts, Fluctuations in Value and Final Cash FlowVideo: Futures Contracts, Fluctuations in Value and Daily Cash FlowsVideo: Cash and Carry Arbitrage, DefinedVideo: Cash and Carry Arbitrage, Explained as Liquidity RiskVideo: Cash and Carry Arbitrage, Explained as Counterparty RiskVideo: Cash and Carry Arbitrage, as a Natural Banking BusinessGraded: Banking as Advance ClearingWEEK 11Banking as Advance Clearing, continuedIn the modern economy, the price of risk is determined in swap markets that distinguish specific forms of risk, most importantly interest rate swaps and credit default swaps.  The Treynor model can be adapted to understand how the price of risk is formed in dealer markets.19 videos, 1 readingexpandVideo: FT: Sovereign Debt CrisesVideo: Reading: FOMC Report (1952)Reading: FOMCVideo: Treasury-swap Spread, a PuzzleVideo: What is a Swap?Video: Why swap? An Example from StigumVideo: Market Making in SwapsVideo: Money Market Swaps, ExampleVideo: Life in Arbitrage LandVideo: Treasury-swap Spread, Liquidity Risk or Counterparty Risk?Video: FT: Internationalization of the EuroVideo: Credit IndicesVideo: Fischer Black (1970), Risk-free SecurityVideo: What is a Credit Default Swap (CDS)?Video: Corporate BondsVideo: CDS PricingVideo: Market Making in CDSVideo: Example:  Negative Basis Trade and Liquidity RiskVideo: Example: Private backstop of Marketmaking in CDSVideo: Example: Synthetic CDO as Collateral PrepaymentGraded: Banking as Advance Clearing, continuedWEEK 12  Money in the Real WorldIn this final module, we bring the entire course together.  These two lectures build on everything that came before, and show how all the pieces fit together into a unified whole.  Specifically, the first lecture uses the conceptual apparatus of the money view to make sense of shadow banking as the quintessential form of banking for the modern financially globalized world.  And the second lecture shows how the conceptual apparatus of the money view fits with standard economics view and finance view, by drawing attention to dimensions of the world from which the standard views abstract.17 videos, 1 readingexpandVideo: FT: Regulation of Shadow BankingVideo: Shadow Banking vs Traditional BankingVideo: Liquidity and Solvency BackstopsVideo: Global DimensionVideo: Evolution of Modern FinanceVideo: What is Shadow Banking?Reading: Shadow BankingVideo: Backstopping the Market MakersVideo: Regulation of Systemic RiskVideo: Regulation of Collateral and Payment FlowsVideo: Private Backstop and PublicVideo: FT: Future of BankingVideo: Three World ViewsVideo: Economics View: Commodity ExchangeVideo: Finance View: RiskVideo: The Education of Fischer BlackVideo: Steps From the Finance View to the Money ViewVideo: A Money View of Economics and FinanceGraded: Money in the Real WorldWEEK 13Final ExamThe previous module operated in effect as a review of the entire course, so if you were able to make sense of those lectures, you are ready for the final.  But maybe you first want to have a look back at the second lecture, \"The Natural Hierarchy of Money\", for a high-level summary of the essential concepts of the money view.  For almost everybody, the money view is a new and unfamiliar way of thinking about the world, and it takes a while to get used to it.  The purpose of this course is to plant the seed, by demonstrating the value of this way of thinking for making sense of real world problems.  Once you are done with the final exam, the real work begins, of using the money view to make sense of whatever real world problems confront you in your own daily life.Graded: Final ExamThe first two lectures paint a picture of the monetary system as the essential infrastructure of a decentralized market economy.   The second lecture, \"The Natural Hierarchy of Money\", is a kind of high-level overview of the entire course, so don't expect to fully understand it until you look back after completing the rest of the course.  Nevertheless it provides essential orientation for what comes after.  Lectures notes for these and subsequent lectures may be found in the very first segment of this module.  Reading: Lecture Notes (for download)Video: The Big PictureVideo: Prerequisites?Video: What is a Bank, a Shadow Bank, a Central Bank?Video: Central ThemesVideo: Reading: Allyn YoungReading: Allyn YoungVideo: FT: The Eurocrisis, Liquidity vs. SolvencyVideo: Hierarchy of Financial InstrumentsVideo: Hierarchy of Financial InstitutionsVideo: Dynamics of the HierarchyVideo: Discipline and Elasticity, Currency Principle and Banking PrincipleVideo: Hierarchy of Market MakersVideo: Managing the HierarchyThe next two lectures are meant to introduce a key analytical tool, the balance sheet approach to monetary economics, that we will be using repeatedly throughout the course.  As inspiration, first I provide a concrete example of how the approach works by \"translating\" the Allyn Young reading into the balance sheet language.  I follow that with a more systematic introduction to this essential tool.Video: FT: Quantitative Easing and the FedVideo: Allyn Young: Money and Economic OrthodoxyVideo: National Banking System Before the FedVideo: Civil War Finance, Bonds, and LoansVideo: Civil War Finance, Legal TendersVideo: National Banking System, OriginsVideo: National Banking System, InstabilityVideo: Federal Reserve System, PlanVideo: Federal Reserve System, ActualVideo: FT: Dealer of Last ResortVideo: Reading: Hyman MinskyVideo: Sources and Uses AccountsVideo: Payments: Money and CreditVideo: Payments: Discipline and ElasticityVideo: The Survival ConstraintReading: Hyman MinskyVideo: Payment Example: Money and CreditVideo: Flow of Funds AccountsVideo: The Survival Constraint, ReduxVideo: Liquidity, Long and ShortVideo: Financial Fragility, Flows and StocksPractice Quiz: IntroductionIn the next four lectures, we build intuition by viewing banking as a payments system, in which every participant faces a daily settlement constraint (a survival constraint).  From this point of view, the wholesale money market plays a key role by allowing banks to relax the discipline of a binding settlement constraint, delaying final payment by putting settlement off until a later date.   The relative importance of the various money markets has changed since the 2008 crisis--Fed Funds is now less important--but the conceptual framework remains valid, indeed not only for dollar money markets but also for non-dollar money markets.Video: FT: Martin Wolf on QE3Video: One Big BankVideo: Multiple Banks, A ChallengeVideo: Reading: Charles F. DunbarReading: DunbarVideo: Correspondent Banking, Bilateral BalancesVideo: Correspondent Banking, System NetworkVideo: Clearinghouse, Normal OperationsVideo: Clearinghouse, Private Lender of Last ResortVideo: Central Bank ClearingVideo: Central Bank CooperationVideo: FT: European Bank DeleveragingVideo: What are Fed Funds?Video: Payment Settlement versus Required ReservesVideo: Payment Elasticity/Discipline, Public and PrivateVideo: The Function of the Fed Funds MarketVideo: Payment versus Funding: An ExampleVideo: Brokers versus DealersVideo: Payments Imbalances and the Fed Funds RateVideo: Secured versus Unsecured Interbank CreditVideo: Required Reserves, ReduxPractice Quiz: Banking as a Clearing SystemThe next two lectures extend the payments system frame to non-banks by bringing in repo markets, and to the international monetary system by bringing in Eurodollar markets.   Here, as in the previous two lectures, the emphasis is on settlement, and so implicitly on so-called \"funding liquidity\".  The last three segments of the Eurodollar lecture, on the failure of two seemingly obvious arbitrage conditions, are meant to motivate the shift to market-making and \"market liquidity\" in the next module.   Video: FT: The Impact of QE3Video: Money Market Interest Rate PatternsVideo: What is Repo?Video: Repo in Balance SheetsVideo: Comparison with Fed FundsVideo: Legal Construction of RepoVideo: Security Dealers Balance SheetVideo: Repo, Modern Finance, and the FedReading: BagehotVideo: Interest Rate Spreads: Before the CrisisVideo: Interest Rate Spreads: After the CrisisVideo: FT: Ring-fencing and the Volcker RuleVideo: The Eurodollar Market in CrisisVideo: What are Eurodollars?Video: Why is There a Eurodollar Market?Video: Eurodollar as Global Funding MarketVideo: Liquidity Challenge of Eurodollar BanksVideo: FRA as Implicit Swap of IOUsVideo: Forward Parity, Interest Rates, EHVideo: Forward Parity, Exchange Rates, UIPVideo: Forward Rates are NOT Expected Spot Rates\"Market liquidity\" is supplied by dealers who stand ready to absorb temporary imbalances in supply and demand by taking the imbalance onto their own balance sheets, for a price.  From this point of view, banks can be considered a special kind of dealer, since they absorb imbalances in payment flows.   The first lecture is meant to build intuition by using our familiar balance sheet method to make sense of how this all worked in a system much simpler than our own.  The second lecture introduces a formal model of the economics of the dealer function, which we will be using throughout the rest of the course. Video: FT: Depreciation of Iran's CurrencyVideo: Reading: John HicksReading: HicksVideo: Bagehot's World, Wholesale Money MarketVideo: Economizing on Notes: Deposits, AcceptancesVideo: Managing Cash Flow: Discount, RediscountVideo: Market Rate of InterestVideo: Central Bank and Bank RateVideo: The Bagehot Rule, Origin of Monetary PolicyVideo: Limits on Central Banking: Internal vs. External DrainVideo: FT: Asymmetric Credit Growth in EuropeVideo: Market Liquidity, Dealers, and InventoriesVideo: Two-Sided Dealer BasicsVideo: Economics of the Dealer Function: the Treynor ModelVideo: Leveraged Dealer BasicsVideo: Real World DealersVideo: Arbitrage and the Assumption of Perfect LiquidityHere we adapt the Treynor model to banks, which we conceptualize as dealers in money, specifically term funding.  Like Treynor's security dealers, banks supply market liquidity for a price.  But sometimes, in a financial crisis, demand for market liquidity overwhelms supply, and that's where the central bank comes in, as dealer of last resort in money markets.  And if the crisis is big enough, as 2007-2009, the central bank comes in as dealer of last resort in capital markets as well.Video: FT: Money Market Mutual FundsVideo: Banks as Money Dealers, a PuzzleVideo: Security Dealers as Money Dealers, Matched and Speculative BookVideo: Adapting Treynor to Liquidity RiskReading: TreynorVideo: Digression: Evolution of American BankingVideo: The Fed in the Fed Funds MarketVideo: Return to the Initial PuzzleVideo: FT: Citibank and the SIVsVideo: The Art of Central BankingVideo: Evolution of Monetary Policy: 1951-1987Video: The Taylor Rule: 1987-2007Video: Monetary Transmission MechanismVideo: Anatomy of a Normal CrisisVideo: Anatomy of a Serious CrisisVideo: Should the Fed Intervene or Not?Video: The Fed as Dealer of Last Resort: 2007-2009The first twelve lectures have introduced all of the main concepts of the course.  The midterm exam gives you a chance to test whether you have mastered these concepts before extending them into new areas in the second part of the course.  But before you try the exam, first use the review lecture, and the questions from students, to review the main concepts.Video: FT:  Trade Credit and the EurocrisisVideo: Inspiration:  The Origin of the FedVideo: Central Bank Operations, Normal TimesVideo: Central Bank Operations, Crisis TimesVideo: Settlement Risk, Payments, and Market-makingVideo: Q:  Standard and Subordinate CoinVideo: Q:  War Finance as Financial CrisisVideo: Q:  Forward ParityVideo: Q:  Payments, CHIPS and FedwireVideo: Q:  Fed Balance Sheet OperationsThe next four lectures extend the \"money view\" perspective to the larger world of multiple national monies by thinking about the international monetary system as a payment system, and by thinking of banks as market makers in foreign exchange.  The first lecture is introductory and conceptual, while the second builds intuition by \"translating\" Mundell's account of the development of the international monetary system into money view language (similar to what we did at the beginning of the course for Allyn Young's account of the development of the US monetary system).Video: FT: Autonomy of Bank of JapanVideo: Key Currencies as a Hierarchical SystemVideo: What is Money?  Chartalism versus MetallismVideo: Chartalism as a Theory of MoneyVideo: Quantity Theory of MoneyVideo: Purchasing Power ParityVideo: Metallism as a theory of moneyVideo: A Money View of International Payments, FX DealersVideo: Chartallism, Metallism, and the Money View ComparedVideo: Private and Public Money:  A Hybrid SystemVideo: Hybridity in FX Market-makingVideo: FT: Costs of Japan's Monetary PolicyVideo: Reading:  Robert MundellReading: MundellVideo: Act 1 (1900-1933): Confrontation of the Fed with the Gold StandardVideo: Act 2 (1934-1971):  Contradiction Between Keynesian National Management and the Bretton Woods Fixed Rate SystemVideo: The Dollar SystemVideo: Act 3 (1972-1999):  Flexible exchange, Learning from ExperienceVideo: Act 4:  Global Financial Crisis, Limits of Central Bank CooperationThe next two lectures use the Treynor model to understand how exchange rates are determined in dealer markets.  In the second, we confront directly the puzzle we observed earlier in the course, namely why uncovered interest parity (UIP) fails to hold in real world markets.Video: FT: European Money Market Funds Shifting to Asia and European Core CountriesVideo: International Transactions under the Gold StandardVideo: Dealer Model for Foreign ExchangeVideo: Central Banking, Defense of Domestic ExchangeVideo: Bank of England, Defense Against External DrainVideo: Toward a Theory of Exchange, Without the Gold StandardVideo: FT: High Frequency TradingVideo: Uncovered Interest Parity (UIP) and the Expectations Hypothesis of the Term Structure (EH)Video: FX Dealers Under the Gold Standard, ReduxVideo: Private FX Dealing SystemVideo: Economics of the Dealer Function, Speculative DealerVideo: Economics of the Dealer Function, Matched-book DealerVideo: Digression:  Why do UIP and EH Fail?Video: Central Bank as FX Dealer of Last ResortVideo: Reading: McCauley on Internationalization of RenminbiReading: KindlebergerThe next four lectures extend the money view to the larger financial world of capital markets, where the price of risk is determined in dealer markets for swaps of various kinds.  The first lecture is a kind of conceptual introduction, while the second translates the standard finance account of forwards and futures into money view terms, as key building block for what comes after.Video: FT: Shadow BankingVideo: Bagehot's World: Separation of Money Markets and Capital MarketsVideo: The New World: Integration of Money Markets and Capital MarketsVideo: Funding Liquidity Versus Market LiquidityVideo: Digression: Schumpeter on Banking and Economic DevelopmentVideo: Payment Versus FundingVideo: Reading:  Gurley and ShawReading: Gurley and ShawVideo: Financial Evolution: Indirect Finance to Direct FinanceVideo: Banking Evolution: Loan-based Credit to Market-based CreditVideo: Preview: Central Banking and Shadow BankingVideo: FT: Argentina in Court to Fight Debt RulingVideo: Banking as Advance ClearingVideo: Forwards versus FuturesVideo: Forward Contracts, Fluctuations in Value and Final Cash FlowVideo: Futures Contracts, Fluctuations in Value and Daily Cash FlowsVideo: Cash and Carry Arbitrage, DefinedVideo: Cash and Carry Arbitrage, Explained as Liquidity RiskVideo: Cash and Carry Arbitrage, Explained as Counterparty RiskVideo: Cash and Carry Arbitrage, as a Natural Banking BusinessIn the modern economy, the price of risk is determined in swap markets that distinguish specific forms of risk, most importantly interest rate swaps and credit default swaps.  The Treynor model can be adapted to understand how the price of risk is formed in dealer markets.Video: FT: Sovereign Debt CrisesVideo: Reading: FOMC Report (1952)Reading: FOMCVideo: Treasury-swap Spread, a PuzzleVideo: What is a Swap?Video: Why swap? An Example from StigumVideo: Market Making in SwapsVideo: Money Market Swaps, ExampleVideo: Life in Arbitrage LandVideo: Treasury-swap Spread, Liquidity Risk or Counterparty Risk?Video: FT: Internationalization of the EuroVideo: Credit IndicesVideo: Fischer Black (1970), Risk-free SecurityVideo: What is a Credit Default Swap (CDS)?Video: Corporate BondsVideo: CDS PricingVideo: Market Making in CDSVideo: Example:  Negative Basis Trade and Liquidity RiskVideo: Example: Private backstop of Marketmaking in CDSVideo: Example: Synthetic CDO as Collateral PrepaymentIn this final module, we bring the entire course together.  These two lectures build on everything that came before, and show how all the pieces fit together into a unified whole.  Specifically, the first lecture uses the conceptual apparatus of the money view to make sense of shadow banking as the quintessential form of banking for the modern financially globalized world.  And the second lecture shows how the conceptual apparatus of the money view fits with standard economics view and finance view, by drawing attention to dimensions of the world from which the standard views abstract.Video: FT: Regulation of Shadow BankingVideo: Shadow Banking vs Traditional BankingVideo: Liquidity and Solvency BackstopsVideo: Global DimensionVideo: Evolution of Modern FinanceVideo: What is Shadow Banking?Reading: Shadow BankingVideo: Backstopping the Market MakersVideo: Regulation of Systemic RiskVideo: Regulation of Collateral and Payment FlowsVideo: Private Backstop and PublicVideo: FT: Future of BankingVideo: Three World ViewsVideo: Economics View: Commodity ExchangeVideo: Finance View: RiskVideo: The Education of Fischer BlackVideo: Steps From the Finance View to the Money ViewVideo: A Money View of Economics and FinanceThe previous module operated in effect as a review of the entire course, so if you were able to make sense of those lectures, you are ready for the final.  But maybe you first want to have a look back at the second lecture, \"The Natural Hierarchy of Money\", for a high-level summary of the essential concepts of the money view.  For almost everybody, the money view is a new and unfamiliar way of thinking about the world, and it takes a while to get used to it.  The purpose of this course is to plant the seed, by demonstrating the value of this way of thinking for making sense of real world problems.  Once you are done with the final exam, the real work begins, of using the money view to make sense of whatever real world problems confront you in your own daily life.Yale UniversityThe Global Financial CrisisUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real WorldUniversity of PennsylvaniaMicroeconomics: When Markets FailErasmus University RotterdamEconometrics: Methods and ApplicationsIE Business SchoolUnderstanding economic policymaking",
    "Creator": "Columbia University",
    "Level": "",
    "URL": "https://coursera.org/learn/money-banking",
    "Language": "English",
    "Commitment": "13 weeks of study, 5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Trading Basics",
    "Description": "About this course: The purpose of this course is to equip you with the knowledge required to comprehend the financial statements of a company and understand the various transactions that take place in the stock market so that you can replicate the strategies discovered by the extant academic literature.\n\nThe first part of the course provides a brief introduction to financial statements and various common filings of firms. You will learn how to obtain information regarding a company's performance from them and use the information to build trading strategies.  Next, you are taught basic asset pricing theories so that you will be able to calculate the expected returns of a stock or a portfolio. Finally, you will be introduced to the actual functioning of asset markets, type of players in the market, different types of orders and the efficient ways and opportune time to execute them, trading costs and ways of minimizing them, the concept of liquidity .etc. This knowledge is required to develop efficient algorithm to execute various trading strategies.WEEK 1Basics of Financial StatementsThis module provides a brief introduction to financial statements and various common filings. These are the most important sources for obtaining information regarding a company's performance. Most strategies are indeed based on financial statements.  After completing this module you will be able to get the important details from the balance sheets.12 videos, 1 readingexpandVideo: IntroductionVideo: 1. Introduction to accountingVideo: 2. The balance sheetVideo: 3. AssetsVideo: 4. LiabilitiesVideo: 5. Shareholders’ EquityVideo: 6. Income StatementVideo: 7. Expenses 1Video: 8. Expenses 2Video: 9. Statement of Cash FlowsVideo: 10. Cash Flows from OperationsVideo: 11. Cash Flows from Investments and FinancingLeyendo: 10 Things to Know About Every Cash Flow StatementCuadro de aviso de la discusión: Manchester United Graded: Quiz 1WEEK 2Financial Statement AnalysisThe purpose of this module is to equip you with the skills required to identify accounting information required for building trading strategies. After completing this module you will be able to calculate the key financial ratios.5 videos, 1 readingexpandVideo: 1. Financial Statement AnalysisVideo: 2. Profitability ratiosVideo: 3. Activity RatiosVideo: 4. Solvency and Liquidity RatiosVideo: 5. DuPont IdentityLeyendo: What are the limitations of ratio analysis?Graded: Quiz 2WEEK 3Asset pricing theoriesBefore you start trading, you should first be able to calculate the expected return from a stock. The expected return comes from various asset pricing models such as Capital Asset Pricing Model (CAPM), Arbitrage Pricing Theory (APT) and Fama-French Three Factor Model. The purpose of this module is to equip you with the skills required to calculate the expected returns of a stock (or) a portfolio. After completing this module you will be able to calculate the expected returns of a stock.9 videos, 1 readingexpandVideo: 1. Expected returns and riskVideo: 2. DiversificationVideo: 3. CAPMVideo: 4. CAPM BetaVideo: 5. Multifactor ModelsVideo: 6. APTVideo: 7. ArbitrageVideo: 8. Arbitrage-Free PriceVideo: 9. Risk FactorsLeyendo: The 15-Stock Diversification MythCuadro de aviso de la discusión: Asset pricing modelsGraded: Quiz 3WEEK 4Basics of Market MicrostructureThis module will provide a detailed introduction to the actual functioning of asset markets. The module will cover essential details such as type of players in the market, different type of orders and the efficient ways and opportune time to execute them, trading costs and ways of minimizing them, the concept of liquidity .etc. This is required to develop efficient algorithm to execute various trading strategies. After completing this module you will have a clear idea of different types of orders and which orders to use when.11 videos, 1 readingexpandVideo: 1. Market and Limit OrdersVideo: 2. Limit Order BookVideo: 3. More Limit Order BookVideo: 4. Limit Price PlacementVideo: 5. Stop-Loss OrdersVideo: 6. Short-SellingVideo: 7. Other Order InstructionsVideo: 8. LiquidityVideo: 9. Transaction CostsVideo: 10. Implicit Transaction CostsVideo: 11. Implementation ShortfallLeyendo: Is the market microstructure of stock markets important?Cuadro de aviso de la discusión: LiquidityGraded: Quiz 4This module provides a brief introduction to financial statements and various common filings. These are the most important sources for obtaining information regarding a company's performance. Most strategies are indeed based on financial statements.  After completing this module you will be able to get the important details from the balance sheets.Video: IntroductionVideo: 1. Introduction to accountingVideo: 2. The balance sheetVideo: 3. AssetsVideo: 4. LiabilitiesVideo: 5. Shareholders’ EquityVideo: 6. Income StatementVideo: 7. Expenses 1Video: 8. Expenses 2Video: 9. Statement of Cash FlowsVideo: 10. Cash Flows from OperationsVideo: 11. Cash Flows from Investments and FinancingLeyendo: 10 Things to Know About Every Cash Flow StatementCuadro de aviso de la discusión: Manchester United Video: 1. Financial Statement AnalysisVideo: 2. Profitability ratiosVideo: 3. Activity RatiosVideo: 4. Solvency and Liquidity RatiosVideo: 5. DuPont IdentityLeyendo: What are the limitations of ratio analysis?Before you start trading, you should first be able to calculate the expected return from a stock. The expected return comes from various asset pricing models such as Capital Asset Pricing Model (CAPM), Arbitrage Pricing Theory (APT) and Fama-French Three Factor Model. The purpose of this module is to equip you with the skills required to calculate the expected returns of a stock (or) a portfolio. After completing this module you will be able to calculate the expected returns of a stock.Video: 1. Expected returns and riskVideo: 2. DiversificationVideo: 3. CAPMVideo: 4. CAPM BetaVideo: 5. Multifactor ModelsVideo: 6. APTVideo: 7. ArbitrageVideo: 8. Arbitrage-Free PriceVideo: 9. Risk FactorsLeyendo: The 15-Stock Diversification MythCuadro de aviso de la discusión: Asset pricing modelsThis module will provide a detailed introduction to the actual functioning of asset markets. The module will cover essential details such as type of players in the market, different type of orders and the efficient ways and opportune time to execute them, trading costs and ways of minimizing them, the concept of liquidity .etc. This is required to develop efficient algorithm to execute various trading strategies. After completing this module you will have a clear idea of different types of orders and which orders to use when.Video: 1. Market and Limit OrdersVideo: 2. Limit Order BookVideo: 3. More Limit Order BookVideo: 4. Limit Price PlacementVideo: 5. Stop-Loss OrdersVideo: 6. Short-SellingVideo: 7. Other Order InstructionsVideo: 8. LiquidityVideo: 9. Transaction CostsVideo: 10. Implicit Transaction CostsVideo: 11. Implementation ShortfallLeyendo: Is the market microstructure of stock markets important?Cuadro de aviso de la discusión: LiquidityIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/trading-basics",
    "Language": "English",
    "Commitment": "The estimated workload for this course is 3 to 4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Welcome to Game Theory",
    "Description": "About this course: This course provides a brief introduction to game theory. Our main goal is to understand the basic ideas behind the key concepts in game theory, such as equilibrium, rationality, and cooperation. The course uses very little mathematics, and it is ideal for those who are looking for a conceptual introduction to game theory.\n\nBusiness competition, political campaigns, the struggle for existence by animals and plants, and so on, can all be regarded as a kind of “game,” in which individuals try to do their best against others. Game theory provides a general framework to describe and analyze how individuals behave in such “strategic” situations.\n\nThis course focuses on the key concepts in game theory, and attempts to outline the informal basic ideas that are often hidden behind mathematical definitions. Game theory has been applied to a number of disciplines, including economics, political science, psychology, sociology, biology, and computer science. Therefore, a warm welcome is extended to audiences from all fields who are interested in what game theory is all about.WEEK 1Why Do We Need Game Theory, and What Does it Tell Us?Is it possible to analyze a wide variety of social and economic problems using a unified framework? In the first module, we address this question. We will see that the concept of rational decision making is useful, but it is not quite sufficient to provide governing principles. Motivated examples and some history of game theory will be provided. You will also be asked to play a simple card game to see how it feels to make your decisions strategically.12 videos, 4 readings, 3 practice quizzesexpandVideo: Course PreviewReading: Course DescriptionReading: SyllabusVideo: 1-1 What is Game Theory? Video: 1-2 Modelling Social Problems as a \"Game\" Video: 1-3 In Search for the Governing PrincipleVideo: 1-4 Concerns About a Mathematical Theory of Human Behavior Practice Quiz: Practice Quiz 1.1Video: 1-5 Let's Play a Game Video: Card Game Tutorial (No Audio)Reading: Card Game Challenge InstructionVideo: 1-6 John Nash Discovered the Governing Principle Video: 1-7 Nash EquilibriumPractice Quiz: Practice Quiz 1.2Video: 1-8 Traffic Game in Reality Reading: (Supplementary Reading Material) Convergence to Nash Equilibrium in the Traffic GameVideo: 1-9 Location Game Video: 1-10 Policies of Two Parties Practice Quiz: Practice Quiz 1.3Graded: Graded Quiz 1WEEK 2Understanding Nash equilibriumThe basic solution concept of game theory is Nash equilibrium. In Module 2, we try to understand this central concept through various examples and ask the following crucial question: how do players come to play a Nash equilibrium?10 videos, 3 practice quizzesexpandVideo: 2-1 Nash Equilibrium and the Prisoner’s Dilemma Video: 2-2 Coordination Game and Self-Fulfilling Prophecy Video: 2-3 Market Competition Practice Quiz: Practice Quiz 2.1Video: 2-4 Why Do People Come to Play Nash Equilibrium? Part IVideo: 2-5 Why Do People Come to Play Nash Equilibrium? Part II Video: 2-6 Why Do People Come to Play Nash Equilibrium? Part III Video: 2-7 Stylized Facts and Nash Equilibrium Practice Quiz: Practice Quiz 2.2Video: 2-8 Make Yourself Unpredictable: Mixed Strategy Equilibrium Video: 2-9 Sports Games and Game Theory Video: 2-10 Nash Equilibrium Exists in All Games Practice Quiz: Practice Quiz 2.3Graded: Graded Quiz 2WEEK 3Rationality, Knowledge, and Evolution in GamesIn Module 3, we will dig deeper into the relationship between rationality and Nash equilibrium. We will consider the whole spectrum of possible intellectual capacities of players, spanning the range from unlimited ability for sophisticated reasoning to absolute zero intelligence. In the end, you will see that Nash equilibrium can emerge under a fairly wide range of intellectual capacities of players.9 videos, 1 reading, 3 practice quizzesexpandVideo: 3-1 Digression: The Card Game Revisited Video: 3-2 Digression: How You Played the Card Game and Addressing the Concerns about Game TheoryReading: Aggregated Result of the Card Game ChallengeVideo: 3-3 “Payoffs” in a Game: What Exactly Are Those Numbers? Practice Quiz: Practice Quiz 3.1Video: 3-4 What Does it Mean That a Player is Rational? Video: 3-5 Domination: Strategies That Are “Obviously Good or Bad”Video: 3-6 Common Knowledge of Rationality Practice Quiz: Practice Quiz 3.2Video: 3-7 Low Rationality: What Happens if Players Are Not Very Smart?Video: 3-8 Game Theory Under Zero-Intelligence: Biological Evolution Video: 3-9 Fig Wasps Play a Nash Equilibrium Practice Quiz: Practice Quiz 3.3Graded: Graded Quiz 3WEEK 4Sustaining CooperationThe final module is devoted to the most important and most general message of game theory: rational behavior quite often leads to a socially undesirable outcome. We will first try to understand the basic reason for this, and then see how this insight of game theory has made fundamental impacts in the natural and social sciences. Finally, we will learn some general methods to overcome this problem.11 videos, 1 reading, 3 practice quizzesexpandVideo: 4-1 Group Rationality and The Rationality of IndividualsVideo: 4-2 Why is Group Rationality Different From Rationality of Individuals? Practice Quiz: Practice Quiz 4.1Video: 4-3 Group Rationality vs. Rationality of Individuals in Biological Evolution Video: 4-4 Group Rationality vs. Rationality of Individuals in Social Thought Video: 4-5 How to Enforce Socially Desirable OutcomesPractice Quiz: Practice Quiz 4.2Video: 4-6 Cooperation of gas Stations in Long-Term Relationship Part I: Need For Cooperation Video: 4-7 Cooperation of Gas Stations in Long-Term Relationship Part II: Mechanism of CooperationReading: (Supplementary Reading Material) Why People Discount Future Payoff\u000b?Video: 4-8 Reputation and Brand NameVideo: 4-9 Cooperation in Loosely Knit OrganizationVideo: 4-10 Summary of the Course Practice Quiz: Practice Quiz 4.3Video: Final MessageGraded: Graded Quiz 4Is it possible to analyze a wide variety of social and economic problems using a unified framework? In the first module, we address this question. We will see that the concept of rational decision making is useful, but it is not quite sufficient to provide governing principles. Motivated examples and some history of game theory will be provided. You will also be asked to play a simple card game to see how it feels to make your decisions strategically.Video: Course PreviewReading: Course DescriptionReading: SyllabusVideo: 1-1 What is Game Theory? Video: 1-2 Modelling Social Problems as a \"Game\" Video: 1-3 In Search for the Governing PrincipleVideo: 1-4 Concerns About a Mathematical Theory of Human Behavior Practice Quiz: Practice Quiz 1.1Video: 1-5 Let's Play a Game Video: Card Game Tutorial (No Audio)Reading: Card Game Challenge InstructionVideo: 1-6 John Nash Discovered the Governing Principle Video: 1-7 Nash EquilibriumPractice Quiz: Practice Quiz 1.2Video: 1-8 Traffic Game in Reality Reading: (Supplementary Reading Material) Convergence to Nash Equilibrium in the Traffic GameVideo: 1-9 Location Game Video: 1-10 Policies of Two Parties Practice Quiz: Practice Quiz 1.3Video: 2-1 Nash Equilibrium and the Prisoner’s Dilemma Video: 2-2 Coordination Game and Self-Fulfilling Prophecy Video: 2-3 Market Competition Practice Quiz: Practice Quiz 2.1Video: 2-4 Why Do People Come to Play Nash Equilibrium? Part IVideo: 2-5 Why Do People Come to Play Nash Equilibrium? Part II Video: 2-6 Why Do People Come to Play Nash Equilibrium? Part III Video: 2-7 Stylized Facts and Nash Equilibrium Practice Quiz: Practice Quiz 2.2Video: 2-8 Make Yourself Unpredictable: Mixed Strategy Equilibrium Video: 2-9 Sports Games and Game Theory Video: 2-10 Nash Equilibrium Exists in All Games Practice Quiz: Practice Quiz 2.3In Module 3, we will dig deeper into the relationship between rationality and Nash equilibrium. We will consider the whole spectrum of possible intellectual capacities of players, spanning the range from unlimited ability for sophisticated reasoning to absolute zero intelligence. In the end, you will see that Nash equilibrium can emerge under a fairly wide range of intellectual capacities of players.Video: 3-1 Digression: The Card Game Revisited Video: 3-2 Digression: How You Played the Card Game and Addressing the Concerns about Game TheoryReading: Aggregated Result of the Card Game ChallengeVideo: 3-3 “Payoffs” in a Game: What Exactly Are Those Numbers? Practice Quiz: Practice Quiz 3.1Video: 3-4 What Does it Mean That a Player is Rational? Video: 3-5 Domination: Strategies That Are “Obviously Good or Bad”Video: 3-6 Common Knowledge of Rationality Practice Quiz: Practice Quiz 3.2Video: 3-7 Low Rationality: What Happens if Players Are Not Very Smart?Video: 3-8 Game Theory Under Zero-Intelligence: Biological Evolution Video: 3-9 Fig Wasps Play a Nash Equilibrium Practice Quiz: Practice Quiz 3.3The final module is devoted to the most important and most general message of game theory: rational behavior quite often leads to a socially undesirable outcome. We will first try to understand the basic reason for this, and then see how this insight of game theory has made fundamental impacts in the natural and social sciences. Finally, we will learn some general methods to overcome this problem.Video: 4-1 Group Rationality and The Rationality of IndividualsVideo: 4-2 Why is Group Rationality Different From Rationality of Individuals? Practice Quiz: Practice Quiz 4.1Video: 4-3 Group Rationality vs. Rationality of Individuals in Biological Evolution Video: 4-4 Group Rationality vs. Rationality of Individuals in Social Thought Video: 4-5 How to Enforce Socially Desirable OutcomesPractice Quiz: Practice Quiz 4.2Video: 4-6 Cooperation of gas Stations in Long-Term Relationship Part I: Need For Cooperation Video: 4-7 Cooperation of Gas Stations in Long-Term Relationship Part II: Mechanism of CooperationReading: (Supplementary Reading Material) Why People Discount Future Payoff\u000b?Video: 4-8 Reputation and Brand NameVideo: 4-9 Cooperation in Loosely Knit OrganizationVideo: 4-10 Summary of the Course Practice Quiz: Practice Quiz 4.3Video: Final MessageErasmus University RotterdamEconometrics: Methods and ApplicationsStanford University, The University of British ColumbiaGame TheoryStanford University, The University of British ColumbiaGame Theory II: Advanced ApplicationsUniversity of PennsylvaniaMicroeconomics: When Markets FailIE Business SchoolUnderstanding economic policymaking",
    "Creator": "The University of Tokyo",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/game-theory-introduction",
    "Language": "English",
    "Commitment": "3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Social and Economic Networks:  Models and Analysis",
    "Description": "About this course: Learn how to model social and economic networks and their impact on human behavior.  How do networks form, why do they exhibit certain patterns, and how does their structure impact diffusion, learning, and other behaviors?   We will bring together models and techniques from economics, sociology, math, physics, statistics and computer science to answer these questions.\n\nThe course begins with some empirical background on social and economic networks, and an overview of concepts used to describe and measure networks. Next, we will cover a set of models of how networks form, including random network models as well as strategic formation models, and some hybrids. We will then discuss a series of models of how networks impact behavior, including contagion, diffusion, learning, and peer influences.\n\nYou can find a more detailed syllabus here:  http://web.stanford.edu/~jacksonm/Networks-Online-Syllabus.pdf \n\nYou can find a short introductory videao here: http://web.stanford.edu/~jacksonm/Intro_Networks.mp4WEEK 1Introduction, Empirical Background and Definitions  Examples of Social Networks and their Impact, Definitions, Measures and Properties: Degrees, Diameters, Small Worlds, Weak and Strong Ties, Degree Distributions12 videos, 3 readings, 2 practice quizzesexpandVideo: An Introduction to the CourseReading: SyllabusVideo: 1.1: IntroductionVideo: 1.2: Examples and Challenges Video: 1.2.5 Background Definitions and Notation (Basic - Skip if familiar  8:23)Video: 1.3: Definitions and Notation Video: 1.4: Diameter Video: 1.5: Diameter and Trees Video: 1.6: Diameters of Random Graphs (Optional/Advanced 11:12)Video: 1.7: Diameters in the World Video: 1.8: Degree Distributions Video: 1.9: Clustering Video: 1.10: Week 1 WrapPractice Quiz: Quiz Week 1Practice Quiz: Optional: Empirical Analysis of Network Data using Gephi or PajekReading: Slides from Lecture 1, with ReferencesReading: OPTIONAL - Advanced Problem Set 1Graded: Problem Set 1WEEK 2Background, Definitions, and Measures ContinuedHomophily, Dynamics, Centrality Measures: Degree, Betweenness, Closeness, Eigenvector, and Katz-Bonacich. Erdos and Renyi Random Networks: Thresholds and Phase Transitions11 videos, 3 readings, 2 practice quizzesexpandVideo: 2.1: HomophilyVideo: 2.2: Dynamics and Tie Strength Video: 2.3: Centrality Measures Video: 2.4: Centrality – Eigenvector Measures Video: 2.5a: Application - Centrality Measures Video: 2.5b: Application – Diffusion Centrality Video: 2.6: Random Networks Video: 2.7: Random Networks - Thresholds and Phase Transitions Video: 2.8: A Threshold Theorem (optional/advanced 13:00)Video: 2.9: A Small World Model Video: 2.10 Week 2 WrapPractice Quiz: Quiz Week 2Practice Quiz: Optional: Empirical Analysis of Network DataReading: Slides from Lecture 2, with referencesReading: OPTIONAL - Advanced Problem Set 2Reading: OPTIONAL - Solutions to Advanced PS 1Graded: Problem Set 2WEEK 3Random NetworksPoisson Random Networks, Exponential Random Graph Models, Growing Random Networks, Preferential Attachment and Power Laws, Hybrid models of Network Formation.12 videos, 3 readings, 3 practice quizzesexpandVideo: 3.1: Growing Random NetworksVideo: 3.2: Mean Field Approximations Video: 3.3: Preferential Attachment Video: 3.4: Hybrid Models Video: 3.5: Fitting Hybrid Models Video: 3.6: Block Models Video: 3.7: ERGMs Video: 3.8: Estimating ERGMs Video: 3.9: SERGMs Video: 3.10: SUGMs Video: 3.11: Estimating SUGMs (Optional/Advanced 21:03)Video: 3.12: Week 3 WrapPractice Quiz: Quiz Week 3Practice Quiz: Optional: Empirical Analysis of Network DataPractice Quiz: Optional:  Using Statnet in R to Estimate an ERGMReading: Slides from Lecture 3, with referencesReading: OPTIONAL - Advanced Problem Set 3Reading: OPTIONAL - Solutions to Advanced PS 2Graded: Problem Set 3WEEK 4Strategic Network FormationGame Theoretic Modeling of Network Formation, The Connections Model, The Conflict between Incentives and Efficiency, Dynamics, Directed Networks, Hybrid Models of Choice and Chance.15 videos, 3 readings, 1 practice quizexpandVideo: 4.1: Strategic Network FormationVideo: 4.2: Pairwise Stability and Efficiency Video: 4.3: Connections Model Video: 4.4: Efficiency in the Connections Model (Optional/Advanced 12:41)Video: 4.5: Pairwise Stability in the Connections Model Video: 4.6:  Externalities and the Coauthor Model Video: 4.7: Network Formation and Transfers Video: 4.8: Heterogeneity in Strategic Models Video: 4.9: SUGMs and Strategic Network Formation (Optional/Advanced 13:47)Video: 4.10: Pairwise Nash Stability (Optional/Advanced 11:34)Video: 4.11: Dynamic Strategic Network Formation (Optional/Advanced 11:57)Video: 4.12: Evolution and Stochastics (Optinoal/Advanced 16:05)Video: 4.13: Directed Network Formation (Optional/Advanced 16:38)Video: 4.14: Application Structural Model (Optional/Advanced 35:06)Video: 4.15: Week 4 WrapPractice Quiz: Quiz Week 4Reading: Slides from Lecture 4, with referencesReading: OPTIONAL - Advanced Problem Set 4Reading: OPTIONAL - Solutions to Advanced PS 3Graded: Problem Set 4WEEK 5Diffusion on NetworksEmpirical Background, The Bass Model, Random Network Models of Contagion, The SIS model, Fitting a Simulated Model to Data.12 videos, 3 readings, 2 practice quizzesexpandVideo: 5.1: DiffusionVideo: 5.2: Bass ModelVideo: 5.3: Diffusion on Random Networks Video: 5.4: Giant Component Poisson Case Video: 5.5: SIS ModelVideo: 5.6: Solving the SIS Model Video: 5.7: Solving the SIS Model - Ordering (Optional/Advanced 24:16)Video: 5.8a: Fitting a Diffusion Model to Data (Optional/Advanced 22:47)Video: 5.8b: Application:  Financial Contagions (Optional/Advanced 12:47)Video: 5.8c: Application: Financial Contagions - Simulations (Optional/Advanced 13:41)Video: 5.9: Diffusion Summary Video: 5.10: Week 5 WrapPractice Quiz: Quiz Week 5Practice Quiz: Optional: Empirical Analysis of Network DataReading: OPTIONAL - Advanced Problem Set 5Reading: OPTIONAL - Solutions to Advanced PS 4Reading: Slides from Lecture 5, with referencesGraded: Problem Set 5WEEK 6Learning on NetworksBayesian Learning on Networks, The DeGroot Model of Learning on a Network, Convergence of Beliefs, The Wisdom of Crowds, How Influence depends on Network Position..9 videos, 3 readings, 1 practice quizexpandVideo: 6.1: LearningVideo: 6.2: DeGroot Model Video: 6.3: Convergence in DeGroot Model Video: 6.4: Proof of Convergence Theorem (Optional/Advanced 10:25)Video: 6.5: Influence Video: 6.6: Examples of Influence Video: 6.7: Information Aggregation Video: 6.8: Learning Summary Video: 6.9: Week 6 WrapPractice Quiz: Quiz Week 6Reading: Slides from Lecture 6, with referencesReading: OPTIONAL - Advanced Problem Set 6Reading: OPTIONAL - Solutions to Advanced PS 5Graded: Problem Set 6WEEK 7Games on NetworksNetwork Games, Peer Influences: Strategic Complements and Substitutes, the Relation between Network Structure and Behavior, A Linear Quadratic Game, Repeated Interactions and Network Structures.10 videos, 4 readings, 1 practice quizexpandVideo: 7.1: Games on NetworksVideo: 7.2: Complements and Substitutes Video: 7.3: Properties of Equilibria Video: 7.4: Multiple Equilibria Video: 7.5: An Application Video: 7.6: Beyond 0-1 Choices Video: 7.7: A Linear Quadratic Model Video: 7.8: RepeatedGames and Networks Video: 7.9: Week 7 Wrap Video: 7.9b: Course WrapPractice Quiz: Quiz Week 7Reading: Slides from Lecture 7, with referencesReading: OPTIONAL - Advanced Problem Set 7Reading: OPTIONAL - Solutions to Advanced PS 6Reading: OPTIONAL - Solutions to Advanced PS 7Graded: Problem Set 7WEEK 8Final ExamThe description goes hereGraded: FinalVideo: An Introduction to the CourseReading: SyllabusVideo: 1.1: IntroductionVideo: 1.2: Examples and Challenges Video: 1.2.5 Background Definitions and Notation (Basic - Skip if familiar  8:23)Video: 1.3: Definitions and Notation Video: 1.4: Diameter Video: 1.5: Diameter and Trees Video: 1.6: Diameters of Random Graphs (Optional/Advanced 11:12)Video: 1.7: Diameters in the World Video: 1.8: Degree Distributions Video: 1.9: Clustering Video: 1.10: Week 1 WrapPractice Quiz: Quiz Week 1Practice Quiz: Optional: Empirical Analysis of Network Data using Gephi or PajekReading: Slides from Lecture 1, with ReferencesReading: OPTIONAL - Advanced Problem Set 1Video: 2.1: HomophilyVideo: 2.2: Dynamics and Tie Strength Video: 2.3: Centrality Measures Video: 2.4: Centrality – Eigenvector Measures Video: 2.5a: Application - Centrality Measures Video: 2.5b: Application – Diffusion Centrality Video: 2.6: Random Networks Video: 2.7: Random Networks - Thresholds and Phase Transitions Video: 2.8: A Threshold Theorem (optional/advanced 13:00)Video: 2.9: A Small World Model Video: 2.10 Week 2 WrapPractice Quiz: Quiz Week 2Practice Quiz: Optional: Empirical Analysis of Network DataReading: Slides from Lecture 2, with referencesReading: OPTIONAL - Advanced Problem Set 2Reading: OPTIONAL - Solutions to Advanced PS 1Video: 3.1: Growing Random NetworksVideo: 3.2: Mean Field Approximations Video: 3.3: Preferential Attachment Video: 3.4: Hybrid Models Video: 3.5: Fitting Hybrid Models Video: 3.6: Block Models Video: 3.7: ERGMs Video: 3.8: Estimating ERGMs Video: 3.9: SERGMs Video: 3.10: SUGMs Video: 3.11: Estimating SUGMs (Optional/Advanced 21:03)Video: 3.12: Week 3 WrapPractice Quiz: Quiz Week 3Practice Quiz: Optional: Empirical Analysis of Network DataPractice Quiz: Optional:  Using Statnet in R to Estimate an ERGMReading: Slides from Lecture 3, with referencesReading: OPTIONAL - Advanced Problem Set 3Reading: OPTIONAL - Solutions to Advanced PS 2Video: 4.1: Strategic Network FormationVideo: 4.2: Pairwise Stability and Efficiency Video: 4.3: Connections Model Video: 4.4: Efficiency in the Connections Model (Optional/Advanced 12:41)Video: 4.5: Pairwise Stability in the Connections Model Video: 4.6:  Externalities and the Coauthor Model Video: 4.7: Network Formation and Transfers Video: 4.8: Heterogeneity in Strategic Models Video: 4.9: SUGMs and Strategic Network Formation (Optional/Advanced 13:47)Video: 4.10: Pairwise Nash Stability (Optional/Advanced 11:34)Video: 4.11: Dynamic Strategic Network Formation (Optional/Advanced 11:57)Video: 4.12: Evolution and Stochastics (Optinoal/Advanced 16:05)Video: 4.13: Directed Network Formation (Optional/Advanced 16:38)Video: 4.14: Application Structural Model (Optional/Advanced 35:06)Video: 4.15: Week 4 WrapPractice Quiz: Quiz Week 4Reading: Slides from Lecture 4, with referencesReading: OPTIONAL - Advanced Problem Set 4Reading: OPTIONAL - Solutions to Advanced PS 3Video: 5.1: DiffusionVideo: 5.2: Bass ModelVideo: 5.3: Diffusion on Random Networks Video: 5.4: Giant Component Poisson Case Video: 5.5: SIS ModelVideo: 5.6: Solving the SIS Model Video: 5.7: Solving the SIS Model - Ordering (Optional/Advanced 24:16)Video: 5.8a: Fitting a Diffusion Model to Data (Optional/Advanced 22:47)Video: 5.8b: Application:  Financial Contagions (Optional/Advanced 12:47)Video: 5.8c: Application: Financial Contagions - Simulations (Optional/Advanced 13:41)Video: 5.9: Diffusion Summary Video: 5.10: Week 5 WrapPractice Quiz: Quiz Week 5Practice Quiz: Optional: Empirical Analysis of Network DataReading: OPTIONAL - Advanced Problem Set 5Reading: OPTIONAL - Solutions to Advanced PS 4Reading: Slides from Lecture 5, with referencesVideo: 6.1: LearningVideo: 6.2: DeGroot Model Video: 6.3: Convergence in DeGroot Model Video: 6.4: Proof of Convergence Theorem (Optional/Advanced 10:25)Video: 6.5: Influence Video: 6.6: Examples of Influence Video: 6.7: Information Aggregation Video: 6.8: Learning Summary Video: 6.9: Week 6 WrapPractice Quiz: Quiz Week 6Reading: Slides from Lecture 6, with referencesReading: OPTIONAL - Advanced Problem Set 6Reading: OPTIONAL - Solutions to Advanced PS 5Video: 7.1: Games on NetworksVideo: 7.2: Complements and Substitutes Video: 7.3: Properties of Equilibria Video: 7.4: Multiple Equilibria Video: 7.5: An Application Video: 7.6: Beyond 0-1 Choices Video: 7.7: A Linear Quadratic Model Video: 7.8: RepeatedGames and Networks Video: 7.9: Week 7 Wrap Video: 7.9b: Course WrapPractice Quiz: Quiz Week 7Reading: Slides from Lecture 7, with referencesReading: OPTIONAL - Advanced Problem Set 7Reading: OPTIONAL - Solutions to Advanced PS 6Reading: OPTIONAL - Solutions to Advanced PS 7Erasmus University RotterdamEconometrics: Methods and ApplicationsUniversity of California, Santa CruzBayesian Statistics: From Concept to Data AnalysisJohns Hopkins UniversityAdvanced Linear Models for Data Science 1: Least SquaresStanford University, The University of British ColumbiaGame Theory II: Advanced ApplicationsJohns Hopkins UniversityAdvanced Linear Models for Data Science 2: Statistical Linear Models",
    "Creator": "Stanford University",
    "Level": "Advanced",
    "URL": "https://coursera.org/learn/social-economic-networks",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Politics and Economics of International Energy",
    "Description": "About this course: Energy issues have always been important in international relations, but in recent years may have become even more important than in the past due to the widespread awareness of existing limits to energy sources and negative climate impacts. The course discusses global trends in energy consumption and production, various available scenarios for potential developments in the coming decades, the availability of oil reserves and the evolution of the oil industry. It then discusses natural gas and highlights the differences between oil and gas. It will also discuss renewable energy sources, nuclear energy and EU energy policy.\n\nThe course aims at providing students whose main interest is in international relations a background on energy resources, technology and economic realities to allow them to correctly interpret the political impact of current developments. It also aims at providing students, who already have a technical background in energy science or engineering, with the broad global view of energy issues that will allow them to better understand the social, economic and political impact of their technical knowledge.\n\n\nABOUT THE INSTRUCTOR :\n\nGiacomo Luciani\n\nScientific Advisor for the Master in International Energy at the Paris School of International Affairs (PSIA) Sciences Po, Giacomo Luciani is also Adjunct Professor at the Graduate Institute of International and Development Studies, Geneva and Director of the Executive Master in International Oil and Gas Leadership. For the period 2010-13 he was appointed Princeton University Global Scholar, attached to the Woodrow Wilson School and the Department of Near Eastern Studies. His research focuses on the political economy of the Middle East and North Africa and on global energy issues.\n\nRECOMMENDED BACKGROUND :\n\nThe course requires no special scientific, mathematical or economic background; all key concepts are clearly and elementarily explained. It is expected that it will be of interest to undergraduate and graduate students in schools where an equivalent course is not offered (this being the case for the vast majority of schools).\n\n\nUSPC\nSorbonne Paris Cité\nSupported by Université Sorbonne Paris Cité\n\n\nIDEX\nInvestissements d'Avenir\nFunded by Investissements d'Avenir - 'ANR.\n\nInfo : \nCourse content : Licence Creative Commons BY NC SAWEEK 1 Week #1 : Introduction to global energy trends and scenariosThis module presents the Introduction to global energy consumption, Energy scenarios, Energy transition and poverty7 videos, 5 readingsexpandVideo: IntroductionVideo: Global energy consumptionVideo: What is a scenario ?Lecture: Example #1: BP energy scenarioLecture: Example #2: Shell energy scenarioLecture: Example #3: IEA energy scenarioVideo: Energy transitionVideo: Interview with Professor Manfred Hafner part 1Video: Interview with Professor Manfred Hafner part 2Lecture: COP 21Video: Energy povertyLecture: Fighting PovertyDemande de discussion: Discussion week #1 :Graded: Quiz  AssessmentWEEK 2Week #2 : Oil formation, exploration and productionThis module presents the Introduction to oil formation and exploration, Oil extraction methods, Environmental management in oil production7 videos, 7 readingsexpandVideo: IntroductionVideo: How fossil fuels were formed ?Lecture: How fossil fuels were formed ? ExternalVideo: Seismic explorationLecture: Seismic exploration ExternalVideo: How is oil extracted from the ground ?Lecture: Traditional oil drilling methodLecture: Offshore drilling methodLecture: Hydraulic fracturingLecture: Oil sandsVideo: Environmental management in oil productionLecture: Oil spill in the gulf of MexicoVideo: Interview with Professor Nadine Bret-Rouzaut part 1Video: Interview with Professor Nadine Bret-Rouzaut part 2Demande de discussion: Discussion week #2Graded: Quiz AssessmentWEEK 3Week #3 : Global oil reserves and resourcesThis module presents the Introduction to liquid fuels, Definition and issues about oil reserves, Oil production and the impact of non-conventional oil11 videos, 3 readingsexpandVideo: IntroductionVideo: Classification of liquid fuelsVideo: Definition of oil reserves part 1Video: Definition of oil reserves part 2Lecture: Issues about reservesLecture: The Kashagan caseVideo: Distribution of reservesVideo: Oil production scenarios and the role of OPEC - part 1Video: Oil production scenarios and the role of OPEC - part 2Video: Recent evolution of oil productionLecture: Shale oil revolution in the United StatesVideo: Interview with Professor Jean-Pierre Favennec - part 1Video: Interview with Professor Jean-Pierre Favennec - part 2Video: Interview with Professor Jean-Pierre Favennec - part 3Demande de discussion: Discussion week #3Graded: Quiz AssessmentWEEK 4Week #4 : The economics of natural gasThis module presents the Introduction to natural gas, The international gas market, New gas developments7 videos, 4 readingsexpandVideo: IntroductionVideo: What is natural gas and where is it found? - part 1Video: What is natural gas and where is it found? - part 2Video: Gas uses and gas networksVideo: Gas transportation: pipelines and LNGLecture: Major FLNG and pipeline projectsVideo: Gas prices - part 1Video: Gas prices - part 2Lecture: Shale and other unconventional gasLecture: Gas to liquids (GTL)Lecture: Gas in transportationDemande de discussion: Discussion week #4Graded: Quiz AssessmentWEEK 5 Week #5 : The geopolitics of natural gasThis module presents the Introduction to geopolitics of gas, Geopolitics in the Far and Near Est11 videos, 1 readingexpandVideo: IntroductionVideo: Geopolitics of soviet gas and the collapse of soviet unionVideo: The Ukrainian crises of 2006 and 2009 and EU’s responseVideo: Russian initiatives to bypass the UkraineVideo: Opening the door to gas from the SoutheastLecture: Gas MapVideo: China and the geopolitics of gas in the Far EastVideo: Geopolitics of gas in the Near EastVideo: Recent evolution of gas production part 1Video: Recent evolution of gas production part 2Video: Interview with Professor Thierry Bros - part 1Video: Interview with Professor Thierry Bros - part 2Demande de discussion: Discussion week #5Graded: Quiz AssessmentWEEK 6Week#6 : Renewable energy sourcesThis module presents the Introduction to renewable energy, Types of renewable energy, Renewable energy integration, Energy efficiency\n7 videos, 6 readingsexpandVideo: IntroductionVideo: The multiple sources of renewable energy - part 1Video: The multiple sources of renewable energy - part 2Video: The multiple sources of renewable energy - part 3Video: The multiple sources of renewable energy - part 4Lecture: Renewable sources for heatLecture: Renewable sources for transportVideo: Renewable sources for power generation: HydroLecture: Renewable sources for power generation: Solar and windVideo: Intermittency and system integrationLecture: Power storageLecture: Energy Efficiency: BuildingsLecture: Energy Efficiency: Electric Vehicles (EV)Demande de discussion: Discussion week #6Graded: Quiz AssessmentWEEK 7Week #7 : Nuclear EnergyThis module presents the Introduction to Nuclear Energy, Nuclear Energy for electricity generation, Safety of Nuclear Energy8 videos, 2 readingsexpandVideo: IntroductionLecture: Atoms for peace - President EisenhowerVideo: The Rationale for Nuclear EnergyVideo: The Economics of Nuclear EnergyVideo: Nuclear Energy after FukushimaLecture: The disposal of Nuclear wasteVideo: Interview with Professor Bertrand Barré - part 1Video: Interview with Professor Bertrand Barré - part 2Video: Nuclear Energy and non-proliferationVideo: Alternative Nuclear technologiesDemande de discussion: Discussion week #7Graded: Quiz AssessmentWEEK 8Week #8 : Dilemmas of (European) energy policyThis module presents the Introduction to energy policy, The three pillars of EU energy policy5 videos, 3 readingsexpandVideo: IntroductionVideo: Energy in the European UnionLecture: A new chance for Europe ?Lecture: The price of electricity / Le montant de la factureVideo: Energy and competitivenessVideo: Energy security of supplyVideo: Towards a low-carbon economyLecture: Paris agreement impactDemande de discussion: Discussion week #8Graded: Quiz AssessmentVideo: IntroductionVideo: Global energy consumptionVideo: What is a scenario ?Lecture: Example #1: BP energy scenarioLecture: Example #2: Shell energy scenarioLecture: Example #3: IEA energy scenarioVideo: Energy transitionVideo: Interview with Professor Manfred Hafner part 1Video: Interview with Professor Manfred Hafner part 2Lecture: COP 21Video: Energy povertyLecture: Fighting PovertyDemande de discussion: Discussion week #1 :Video: IntroductionVideo: How fossil fuels were formed ?Lecture: How fossil fuels were formed ? ExternalVideo: Seismic explorationLecture: Seismic exploration ExternalVideo: How is oil extracted from the ground ?Lecture: Traditional oil drilling methodLecture: Offshore drilling methodLecture: Hydraulic fracturingLecture: Oil sandsVideo: Environmental management in oil productionLecture: Oil spill in the gulf of MexicoVideo: Interview with Professor Nadine Bret-Rouzaut part 1Video: Interview with Professor Nadine Bret-Rouzaut part 2Demande de discussion: Discussion week #2Video: IntroductionVideo: Classification of liquid fuelsVideo: Definition of oil reserves part 1Video: Definition of oil reserves part 2Lecture: Issues about reservesLecture: The Kashagan caseVideo: Distribution of reservesVideo: Oil production scenarios and the role of OPEC - part 1Video: Oil production scenarios and the role of OPEC - part 2Video: Recent evolution of oil productionLecture: Shale oil revolution in the United StatesVideo: Interview with Professor Jean-Pierre Favennec - part 1Video: Interview with Professor Jean-Pierre Favennec - part 2Video: Interview with Professor Jean-Pierre Favennec - part 3Demande de discussion: Discussion week #3Video: IntroductionVideo: What is natural gas and where is it found? - part 1Video: What is natural gas and where is it found? - part 2Video: Gas uses and gas networksVideo: Gas transportation: pipelines and LNGLecture: Major FLNG and pipeline projectsVideo: Gas prices - part 1Video: Gas prices - part 2Lecture: Shale and other unconventional gasLecture: Gas to liquids (GTL)Lecture: Gas in transportationDemande de discussion: Discussion week #4Video: IntroductionVideo: Geopolitics of soviet gas and the collapse of soviet unionVideo: The Ukrainian crises of 2006 and 2009 and EU’s responseVideo: Russian initiatives to bypass the UkraineVideo: Opening the door to gas from the SoutheastLecture: Gas MapVideo: China and the geopolitics of gas in the Far EastVideo: Geopolitics of gas in the Near EastVideo: Recent evolution of gas production part 1Video: Recent evolution of gas production part 2Video: Interview with Professor Thierry Bros - part 1Video: Interview with Professor Thierry Bros - part 2Demande de discussion: Discussion week #5Video: IntroductionVideo: The multiple sources of renewable energy - part 1Video: The multiple sources of renewable energy - part 2Video: The multiple sources of renewable energy - part 3Video: The multiple sources of renewable energy - part 4Lecture: Renewable sources for heatLecture: Renewable sources for transportVideo: Renewable sources for power generation: HydroLecture: Renewable sources for power generation: Solar and windVideo: Intermittency and system integrationLecture: Power storageLecture: Energy Efficiency: BuildingsLecture: Energy Efficiency: Electric Vehicles (EV)Demande de discussion: Discussion week #6Video: IntroductionLecture: Atoms for peace - President EisenhowerVideo: The Rationale for Nuclear EnergyVideo: The Economics of Nuclear EnergyVideo: Nuclear Energy after FukushimaLecture: The disposal of Nuclear wasteVideo: Interview with Professor Bertrand Barré - part 1Video: Interview with Professor Bertrand Barré - part 2Video: Nuclear Energy and non-proliferationVideo: Alternative Nuclear technologiesDemande de discussion: Discussion week #7Video: IntroductionVideo: Energy in the European UnionLecture: A new chance for Europe ?Lecture: The price of electricity / Le montant de la factureVideo: Energy and competitivenessVideo: Energy security of supplyVideo: Towards a low-carbon economyLecture: Paris agreement impactDemande de discussion: Discussion week #8Lund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesLund UniversityGreening the Economy: Lessons from ScandinaviaUniversiteit LeidenPolitical Economy of Institutions and DevelopmentUniversity of GenevaWater Resources Management and Policy",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/global-energy",
    "Language": "English, Subtitles: French",
    "Commitment": "8 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Introduction to Financial Markets",
    "Description": "About this course: Learn the general concepts of financial markets and economy.  You will see the difference between primary and secondary markets and learn about markets for different products. You will also look at various economic Indicators and their influence on the markets. After completing this course, you will have a much stronger background of financial markets and ready to go to the next stage in the Specialization. This course is designed to help students with very little or no finance background to learn the basics of investments.WEEK 1Equity MarketsIn this module you will be introduced to equity markets and trading in equity markets.11 videosexpandVideo: 0. IntroductionVideo: 1. Equities Market : All you wanted to knowVideo: 2. Secondary Markets : The basicsVideo: 3. Market timing and movement : Pattern's emergeVideo: 4. Understanding financial information : A guideVideo: 5. Types of orders : A primerVideo: 6. Building your portfolio : Start nowVideo: 7. Diversification : Never to forgetDiscussion Prompt: Stock Price InformationVideo: 8. Matching your investments and knowledge : Go with your gutVideo: 9. Trading rules : For all times - Part 1Video: 10. Trading rules : For all times - Part 2Discussion Prompt: Trading rulesGraded: Quiz 1WEEK 2Currency MarketsIn this module you will be exposed to currency markets and different currencies traded in these markets. The they are given a brief overview on how to trade in the currency markets.12 videosexpandVideo: 1. The foreign exchange markets : Overview of basicsVideo: 2. Around the world in a trading day : A round upVideo: 3. Foreign Exchange Markets and Other Financial Markets : The complete spectrumVideo: 1. The Mechanics of Currency Trading : Must followVideo: 2. Profit and Loss : Don't take it personallyVideo: 3. Understanding currency codes and Trading Strategies : Make you a winnerVideo: 4. Short term high frequency trading : Finding DirectionVideo: 5. Medium term directional trading : Define your strategyVideo: 6. Developing a disciplined trading plan : Never to forgetVideo: 7. Getting started with real money : A golden opportunityVideo: 8. Types of orders : For all your requirementsVideo: 9. Managing the trade : Lesson's LearnedGraded: Quiz 2WEEK 3Fixed Income MarketsIn this module you will be exposed to the fixed income markets. Various types of fixed income securities available in the market are discussed. Learners are also taught the bond terminology.7 videosexpandVideo: 1. Bonds : What are they?Video: 2. Interest Rates or Yields : Finding DirectionVideo: 3. Calling a Bond : Expect the unexpectedVideo: 4. Bond Ratings : Necessary, not OptionalDiscussion Prompt: Bond RatingsVideo: 1. Government Bonds : The favored asset classVideo: 2. Agency BondsVideo: 3. Municipal Bonds : Not all bonds are equalGraded: Quiz 3WEEK 4Macroeconomic FundamentalsThis module focuses on key economic indicators that are monitored closely by the finance community. You will learn to examine these economic indicators in the context of business cycles.12 videosexpandVideo: 1. Jobs report : Country's fuelVideo: 2. Consumer Confidence Index (CCI) : How confident are you?Video: 3. GDP : The back bone of the economyVideo: 4. Industrial Production and Capacity UtilizationVideo: 5. Consumer Price Index (CPI) : Fixed income investor's enemyVideo: 6. Producer Price Index (PPI) : A must knowDiscussion Prompt: Business CycleVideo: 1. Housing Starts : Navigating through troubled waterVideo: 2. Retail Sales : Good for financial healthVideo: 3. Manufacturing Survey : Possible, but not probable consequencesVideo: 4. Yield Curve : Warning signsVideo: 5. Monetary Policy : Central bank's toolVideo: ConclusionGraded: Quiz 4Video: 0. IntroductionVideo: 1. Equities Market : All you wanted to knowVideo: 2. Secondary Markets : The basicsVideo: 3. Market timing and movement : Pattern's emergeVideo: 4. Understanding financial information : A guideVideo: 5. Types of orders : A primerVideo: 6. Building your portfolio : Start nowVideo: 7. Diversification : Never to forgetDiscussion Prompt: Stock Price InformationVideo: 8. Matching your investments and knowledge : Go with your gutVideo: 9. Trading rules : For all times - Part 1Video: 10. Trading rules : For all times - Part 2Discussion Prompt: Trading rulesVideo: 1. The foreign exchange markets : Overview of basicsVideo: 2. Around the world in a trading day : A round upVideo: 3. Foreign Exchange Markets and Other Financial Markets : The complete spectrumVideo: 1. The Mechanics of Currency Trading : Must followVideo: 2. Profit and Loss : Don't take it personallyVideo: 3. Understanding currency codes and Trading Strategies : Make you a winnerVideo: 4. Short term high frequency trading : Finding DirectionVideo: 5. Medium term directional trading : Define your strategyVideo: 6. Developing a disciplined trading plan : Never to forgetVideo: 7. Getting started with real money : A golden opportunityVideo: 8. Types of orders : For all your requirementsVideo: 9. Managing the trade : Lesson's LearnedVideo: 1. Bonds : What are they?Video: 2. Interest Rates or Yields : Finding DirectionVideo: 3. Calling a Bond : Expect the unexpectedVideo: 4. Bond Ratings : Necessary, not OptionalDiscussion Prompt: Bond RatingsVideo: 1. Government Bonds : The favored asset classVideo: 2. Agency BondsVideo: 3. Municipal Bonds : Not all bonds are equalVideo: 1. Jobs report : Country's fuelVideo: 2. Consumer Confidence Index (CCI) : How confident are you?Video: 3. GDP : The back bone of the economyVideo: 4. Industrial Production and Capacity UtilizationVideo: 5. Consumer Price Index (CPI) : Fixed income investor's enemyVideo: 6. Producer Price Index (PPI) : A must knowDiscussion Prompt: Business CycleVideo: 1. Housing Starts : Navigating through troubled waterVideo: 2. Retail Sales : Good for financial healthVideo: 3. Manufacturing Survey : Possible, but not probable consequencesVideo: 4. Yield Curve : Warning signsVideo: 5. Monetary Policy : Central bank's toolVideo: ConclusionIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessTrading BasicsIndian School of BusinessDesign your own trading strategy – Culminating Project",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/financial-markets-intro",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Political Economy of Institutions and Development",
    "Description": "About this course: This course is part of the SDG initiative \u003chttp://www.sdginitiative.org/\u003e addressing the UN Sustainable Development Goals, specifically for the following SDGs [1, 8, 10 and 16]. We hope you will join in our efforts to reach the SDG’s in small but measurable and actionable ways, cooperating with Development Done Differently. Expand your impact. You can create a better world.\n\nIn today’s world, politics and economics are interconnected, but what is the nature of this connectivity? What are the power relationships that shape the world economy today and create new challenges for international institutions facing globalization? What makes some countries wealthier than others? Do we face cultural diversity or fragmentation? Does the type of governance effect economic development and social change or is it the other way around? How do we measure it and how trustworthy is the data?  These issues and many more will be examined in this course along with a wide library of sources and a biting criticism.WEEK 1Introduction into this courseWelcome to this course! Here we present the instructor and his team, what we will do in the upcoming modules, and what is exactly Political Economy. You play an important role in this module. \nWe would also like to hear who you are and what are your expectations from this course. Don't forget to read before that our academic standards and tips and tricks that will help you succeed in this course. Good luck!4 videos, 6 readingsexpandVideo: TrailerLecture: Welcome to Leiden UniversityLecture: Meet the instructor \u0026 his teamLecture: Tips for studying onlineLecture: Being successful in an international virtual learning communityLecture: Behaving in an academic wayDemande de discussion: Introduce yourself Video: Introduction to Political EconomyVideo: The Evolution of Political EconomyVideo: International Political EconomyLecture: Reading for International Political EconomyDemande de discussion: Look at your own area or country through the lens of international political economyWEEK 2Data used in Political EconomyBasic Data. Reviews the basic data of population, output and development used to make international comparisons between countries.11 videos, 1 readingexpandVideo: Mapping the WorldVideo: Visualization: World MapsDemande de discussion: Do you know an interesting map?Video: Political Economy and DataVideo: PopulationVideo: Visualization: World Map of PopulationVideo: Output (GDP current values)Video: Visualization: World Map of GDP (Current Values)Video: Output (GDP PPP)Video: Visualization: World Map of GDP PPPVideo: PovertyVideo: Visualization: World Map of Human Development IndexDemande de discussion: How does your area or country compare?Lecture: Reading for Data in Political EconomyGraded: Data used in Political EconomyWEEK 3TrustTrust. Argues for the centrality of trust in explanations of differences in wealth and poverty between nations but highlights difficulties in measuring it and in explaining the direct of causality.6 videos, 1 readingexpandVideo: Trust and Social CapitalVideo: Measuring TrustVideo: Trust results  and CriticismVideo: Visualization: World Map of TrustVideo: Causes and ConsequencesVideo: Correlation and RegressionDemande de discussion: How does trust measure in your area or country?Lecture: Reading for TrustGraded: TrustWEEK 4Society and FragmentationInequality and Fragmentation. Examines how society can be fragmented along lines of religion, language, ethnicity and income9 videos, 1 readingexpandVideo: Ethnic FragmentationVideo: Visualization: World Map of Ethnic FragmentationVideo: Linguistic FragmentationVideo: Visualization: World Map of Linguistic DiversityVideo: Religious FragmentationVideo: Visualization: World Map of Religious DiversityVideo: Income and Wealth InequalityVideo: Visualization: World Map of Income InequalityVideo: Inequality, Fragmentation and TrustDemande de discussion: Is your area or country fragmented in any way?Lecture: Society and FragmentationGraded: Society and FragmentationWEEK 5GovernanceGovernance. Argues that good governance provides a transparent and stable environment for risk assessment and decision-making and contributes to welfare and growth. The question is how to get it. 8 videos, 1 readingexpandVideo: Good GovernanceVideo: Measuring GovernanceVideo: Democracy and GrowthVideo: Visualization: World Map of DemocracyVideo: Rule of Law and GrowthVideo: Visualization: World Map of Rule of LawVideo: Corruption and GrowthVideo: Visualization: World Map of CorruptionDemande de discussion: How is the governance where you live?Lecture: Reading for GovernanceGraded: GovernanceWEEK 6Economic DevelopmentDevelopment Assistance. Assesses the motivations for development assistance but raises doubts about the extent to which it can overcome local issues.4 videos, 1 readingexpandVideo: State FailureVideo: Who Gives Foreign Aid, to Whom, and WhyVideo: The Real Aid GiversVideo: Aid EffectivenessDemande de discussion: Do you give money to foreign charities?Lecture: Reading for Economic DevelopmentGraded: Economic DevelopmentWEEK 7GlobalisationLet us now focus on the international context of the elements we've seen so far. Globalisation - what is it really? What are the benefits it is supposed to confer and what is the role, if any, left for national governments in today's world?8 videos, 1 readingexpandVideo: Globalisation. The DebateVideo: World map of economic globalisationVideo: TradeVideo: World map of tradeVideo: Foreign Direct InvestmentVideo: FDI modulesVideo: Financial MarketsVideo: The Globalised World EconomyDemande de discussion: Do you notice globalisation in your culture?Lecture: Globalisation DiscourseGraded: GlobalisationWEEK 8International organizationsInternational organization. What role do they play in the world economy? 4 videos, 1 readingexpandVideo: OriginsVideo: TradeVideo: FinanceVideo: ReflectionDemande de discussion: Do you think International organisations are still legitimate?Lecture: International InstitutionsGraded: International OrganisationsWEEK 9Non Governmental actorsEven though they do not belong to any establishment or an institution, certain non- governmental institutions can have a lot of power and influence. Who are those actors? How much power do they really have? We will dive into these question in this module!8 videos, 2 readingsexpandVideo: CitiesVideo: Big BusinessVideo: Transnational Advocacy GroupsVideo: Supra-State ActorsDemande de discussion: Can you think of the challenges that non governmental organizations are facing todayLecture: New ActorsLecture: SDG initiative and SDG talk - Learn. Act. Impact.Video: The SDG initiative and your case studyVideo: Defining your case studyVideo: What effects the sustainability of your projectVideo: The form of your assignmentGraded: Non - Governmental OrganizationsGraded: Configure your own worldWEEK 10FinalThe final exam! Good luck!Graded: Final ExamWEEK 11Extra Material Not for the test - but very good for your general knowledge!12 videosexpandVideo: The Invisible Hand - Adam SmithVideo: Utilitarianism - Jeremy BenthamVideo: Relative Backwardness - Alexander GerschenkronVideo: Classical Liberalism  - Friedrich August von HayekVideo: Keynesianism - John Maynard KeynesVideo: Critical Political Economy - Robert CoxVideo: The Take Off - Walt W. RostowVideo: Marxism - Karl MarxVideo: Small States - Peter KatzensteinVideo: World Systems Theory - Immanuel WallersteinVideo: New Institutional Economics- Ronald CoaseVideo: Economic Structuralism- Raúl PrebischWelcome to this course! Here we present the instructor and his team, what we will do in the upcoming modules, and what is exactly Political Economy. You play an important role in this module. \nWe would also like to hear who you are and what are your expectations from this course. Don't forget to read before that our academic standards and tips and tricks that will help you succeed in this course. Good luck!Video: TrailerLecture: Welcome to Leiden UniversityLecture: Meet the instructor \u0026 his teamLecture: Tips for studying onlineLecture: Being successful in an international virtual learning communityLecture: Behaving in an academic wayDemande de discussion: Introduce yourself Video: Introduction to Political EconomyVideo: The Evolution of Political EconomyVideo: International Political EconomyLecture: Reading for International Political EconomyDemande de discussion: Look at your own area or country through the lens of international political economyVideo: Mapping the WorldVideo: Visualization: World MapsDemande de discussion: Do you know an interesting map?Video: Political Economy and DataVideo: PopulationVideo: Visualization: World Map of PopulationVideo: Output (GDP current values)Video: Visualization: World Map of GDP (Current Values)Video: Output (GDP PPP)Video: Visualization: World Map of GDP PPPVideo: PovertyVideo: Visualization: World Map of Human Development IndexDemande de discussion: How does your area or country compare?Lecture: Reading for Data in Political EconomyVideo: Trust and Social CapitalVideo: Measuring TrustVideo: Trust results  and CriticismVideo: Visualization: World Map of TrustVideo: Causes and ConsequencesVideo: Correlation and RegressionDemande de discussion: How does trust measure in your area or country?Lecture: Reading for TrustVideo: Ethnic FragmentationVideo: Visualization: World Map of Ethnic FragmentationVideo: Linguistic FragmentationVideo: Visualization: World Map of Linguistic DiversityVideo: Religious FragmentationVideo: Visualization: World Map of Religious DiversityVideo: Income and Wealth InequalityVideo: Visualization: World Map of Income InequalityVideo: Inequality, Fragmentation and TrustDemande de discussion: Is your area or country fragmented in any way?Lecture: Society and FragmentationVideo: Good GovernanceVideo: Measuring GovernanceVideo: Democracy and GrowthVideo: Visualization: World Map of DemocracyVideo: Rule of Law and GrowthVideo: Visualization: World Map of Rule of LawVideo: Corruption and GrowthVideo: Visualization: World Map of CorruptionDemande de discussion: How is the governance where you live?Lecture: Reading for GovernanceVideo: State FailureVideo: Who Gives Foreign Aid, to Whom, and WhyVideo: The Real Aid GiversVideo: Aid EffectivenessDemande de discussion: Do you give money to foreign charities?Lecture: Reading for Economic DevelopmentVideo: Globalisation. The DebateVideo: World map of economic globalisationVideo: TradeVideo: World map of tradeVideo: Foreign Direct InvestmentVideo: FDI modulesVideo: Financial MarketsVideo: The Globalised World EconomyDemande de discussion: Do you notice globalisation in your culture?Lecture: Globalisation DiscourseVideo: OriginsVideo: TradeVideo: FinanceVideo: ReflectionDemande de discussion: Do you think International organisations are still legitimate?Lecture: International InstitutionsVideo: CitiesVideo: Big BusinessVideo: Transnational Advocacy GroupsVideo: Supra-State ActorsDemande de discussion: Can you think of the challenges that non governmental organizations are facing todayLecture: New ActorsLecture: SDG initiative and SDG talk - Learn. Act. Impact.Video: The SDG initiative and your case studyVideo: Defining your case studyVideo: What effects the sustainability of your projectVideo: The form of your assignmentVideo: The Invisible Hand - Adam SmithVideo: Utilitarianism - Jeremy BenthamVideo: Relative Backwardness - Alexander GerschenkronVideo: Classical Liberalism  - Friedrich August von HayekVideo: Keynesianism - John Maynard KeynesVideo: Critical Political Economy - Robert CoxVideo: The Take Off - Walt W. RostowVideo: Marxism - Karl MarxVideo: Small States - Peter KatzensteinVideo: World Systems Theory - Immanuel WallersteinVideo: New Institutional Economics- Ronald CoaseVideo: Economic Structuralism- Raúl PrebischThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceSciences PoGeopolitics of EuropeUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenThe Changing Global Order",
    "Creator": "Universiteit Leiden",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/political-economy",
    "Language": "English, Subtitles: French",
    "Commitment": "6-8 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Marketing in an Analog World",
    "Description": "About this course: Our new Digital World is dramatically changing the way in products are created, promoted, distributed, and consumed. Although these changes have been revolutionary, we still live in an Analog (or physical) World. For example, even today, over 90% of all sales are still conducted in Analog stores. Thus, both marketers and consumers must simultaneously navigate both the Analog and Digital Worlds on a daily basis. Although the Digital Revolution has received considerable attention in recent years, the impact of this revolution upon the Analog World has been largely ignored. This course examines this issue by asking, \"How has the Digital Revolution impacted Marketing in an Analog World?\n\nThis course will begin with an exploration of the key differences between the Analog and the Digital and then examine four ways in which the Analog World has been affected by the Digital Revolution: Domination, Resistance, Synergy, and Transformation. This course will contain several examples of each of these concepts and explore their implications for both marketers and consumers. This course will also employ a variety of learning techniques, including video lectures, case studies, hands-on exercises, and interviews with leading marketing scholars. The learning approach will be highly interactive; you will have the opportunity to engage in a variety of hands-on activities and be a member of a rich learning community. I hope you will join us in this educational adventure.WEEK 1Course Overview and Module 1 Digital Dominance of the Analog World12 videos, 8 readings, 1 practice quizexpandReading: SyllabusReading: GlossaryReading: Brand DescriptionsReading: Readings, Videos, \u0026 AudioReading: Course DiagramVideo: Course IntroductionVideo: Digital vs. Analog (Side 1)Video: Digital vs. Analog (Side 2)Practice Quiz: Orientation QuizReading: Module 1 OverviewReading: Module 1 ReadingsVideo: Basic Concept: DominationVideo: Vicarious Learning Activity: TypewriterVideo: Lecture 1: Efficiency (Side 1)Video: Lecture 1: Efficiency (Side 2)Reading: Optional Resources for U of I Credit Union CaseVideo: Case Study: U of I Credit UnionVideo: Lecture 2: Democracy (Side 1)Video: Lecture 2: Democracy (Side 2)Video: Exercise: Purchase OnlineVideo: Research Insights: Donna HoffmanGraded: Case Discussion: U of I Credit UnionGraded: Exercise: Purchase Online Graded: Digital Dominance QuizWEEK 2Analog Resistance9 videos, 3 readingsexpandReading: Module 2 OverviewReading: Module 2 ReadingsVideo: Basic Concept: ResistanceVideo: Vicarious Learning Activity: Adult Coloring BooksVideo: Lecture 1: Physicality (Side 1)Video: Lecture 1: Physicality (Side 2)Reading: Optional Resources for Willard Airport CaseVideo: Case Study: Willard AirportVideo: Lecture 2: Protection (Side 1)Video: Lecture 2: Protection (Side 2)Video: Exercise: Visit a Physical Store 1Video: Research Insights: Markus GieslerGraded: Case Discussion: Willard AirportGraded: Exercise: Visit a Physical Store [1] Graded: Analog Resistance QuizWEEK 3Digital \u0026 Analog Symmetry9 videos, 3 readingsexpandReading: Module 3 OverviewReading: Module 3 ReadingsVideo: Basic Concept: SynergyVideo: Vicarious Learning Activity: Ink HunterVideo: Lecture 1: Glocal (Side 1)Video: Lecture 1: Glocal (Side 2)Reading: Optional Resources for Amazon@IllinoisVideo: Case Study: Amazon@IllinoisVideo: Lecture 2: TouchTech (Side 1)Video: Lecture 2: TouchTech (Side 2)Video: Exercise: Augmented Reality AppVideo: Research Insights: David BellGraded: Case Discussion: Amazon@IllinoisGraded: Exercise: Augmented Reality AppGraded: Digital \u0026 Analog Synergy QuizWEEK 4Analog Transformation10 videos, 3 readingsexpandReading: Module 4 OverviewReading: Module 4 ReadingsVideo: Basic Concept: TransformationVideo: Vicarious Learning Activity: Thingiverse CustomizerVideo: Lecture 1: Embracing (Side 1)Video: Lecture 1: Embracing (Side 2)Reading: Optional Resources for Illini AthleticsVideo: Case Study: Illinois AthleticsVideo: Lecture 2: Distancing (Side 1)Video: Lecture 2: Distancing (Side 2)Video: Exercise: Visit a Physical Store 2Video: Research Insights: Wayne HoyerVideo: Course Wrap UpGraded: Case Discussion: Illinois AthleticsGraded: Exercise: Visit a Physical Store [2]Graded: Analog Transformation QuizReading: SyllabusReading: GlossaryReading: Brand DescriptionsReading: Readings, Videos, \u0026 AudioReading: Course DiagramVideo: Course IntroductionVideo: Digital vs. Analog (Side 1)Video: Digital vs. Analog (Side 2)Practice Quiz: Orientation QuizReading: Module 1 OverviewReading: Module 1 ReadingsVideo: Basic Concept: DominationVideo: Vicarious Learning Activity: TypewriterVideo: Lecture 1: Efficiency (Side 1)Video: Lecture 1: Efficiency (Side 2)Reading: Optional Resources for U of I Credit Union CaseVideo: Case Study: U of I Credit UnionVideo: Lecture 2: Democracy (Side 1)Video: Lecture 2: Democracy (Side 2)Video: Exercise: Purchase OnlineVideo: Research Insights: Donna HoffmanReading: Module 2 OverviewReading: Module 2 ReadingsVideo: Basic Concept: ResistanceVideo: Vicarious Learning Activity: Adult Coloring BooksVideo: Lecture 1: Physicality (Side 1)Video: Lecture 1: Physicality (Side 2)Reading: Optional Resources for Willard Airport CaseVideo: Case Study: Willard AirportVideo: Lecture 2: Protection (Side 1)Video: Lecture 2: Protection (Side 2)Video: Exercise: Visit a Physical Store 1Video: Research Insights: Markus GieslerReading: Module 3 OverviewReading: Module 3 ReadingsVideo: Basic Concept: SynergyVideo: Vicarious Learning Activity: Ink HunterVideo: Lecture 1: Glocal (Side 1)Video: Lecture 1: Glocal (Side 2)Reading: Optional Resources for Amazon@IllinoisVideo: Case Study: Amazon@IllinoisVideo: Lecture 2: TouchTech (Side 1)Video: Lecture 2: TouchTech (Side 2)Video: Exercise: Augmented Reality AppVideo: Research Insights: David BellReading: Module 4 OverviewReading: Module 4 ReadingsVideo: Basic Concept: TransformationVideo: Vicarious Learning Activity: Thingiverse CustomizerVideo: Lecture 1: Embracing (Side 1)Video: Lecture 1: Embracing (Side 2)Reading: Optional Resources for Illini AthleticsVideo: Case Study: Illinois AthleticsVideo: Lecture 2: Distancing (Side 1)Video: Lecture 2: Distancing (Side 2)Video: Exercise: Visit a Physical Store 2Video: Research Insights: Wayne HoyerVideo: Course Wrap UpUniversity of Illinois at Urbana-ChampaignEntrepreneurship II: Practices and ApproachesUniversity of Illinois at Urbana-ChampaignStrategic Innovation: Innovation at the Frontier: An Exploration of Cutting-Edge TopicsUniversity of Illinois at Urbana-ChampaignCreativity Toolkit II: Creative CollaborationUniversity of Illinois at Urbana-ChampaignEntrepreneurship I: Principles and ConceptsUniversity of Illinois at Urbana-ChampaignStrategic Innovation: Building and Sustaining Innovative Organizations",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/marketing-analog",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Game Theory II: Advanced Applications",
    "Description": "About this course: Popularized by movies such as \"A Beautiful Mind\", game theory is the mathematical modeling of strategic interaction among rational (and irrational) agents.  Over four weeks of lectures, this advanced course considers how to design interactions between agents in order to achieve good social outcomes. Three main topics are covered:  social choice theory (i.e., collective decision making and voting systems), mechanism design, and auctions.\n\nIn the first week we consider the problem of aggregating different agents' preferences, discussing voting rules and the challenges faced in collective decision making. We present some of the most important theoretical results in the area: notably, Arrow's Theorem, which proves that there is no \"perfect\" voting system, and also the Gibbard-Satterthwaite and Muller-Satterthwaite Theorems.  We move on to consider the problem of making collective decisions when agents are self interested and can strategically misreport their preferences. We explain \"mechanism design\" -- a broad framework for designing interactions between self-interested agents -- and give some key theoretical results. Our third week focuses on the problem of designing mechanisms to maximize aggregate happiness across agents, and presents the powerful family of Vickrey-Clarke-Groves mechanisms.  The course wraps up with a fourth week that considers the problem of allocating scarce resources among self-interested agents, and that provides an introduction to auction theory.\n\nYou can find a full syllabus and description of the course here:  http://web.stanford.edu/~jacksonm/GTOC-II-Syllabus.html \n\nThere is also a predecessor course to this one, for those who want to learn or remind themselves of the basic concepts of game theory: https://www.coursera.org/learn/game-theory-1  \n\nAn intro video can be found here:   http://web.stanford.edu/~jacksonm/Game-Theory-2-Intro.mp4WEEK 1Social ChoiceThe description goes here8 videos, 1 reading, 3 practice quizzesexpandVideo: An Introduction to the CourseReading: SyllabusVideo: 1.1 Social Choice: Taste Video: 1.2 Social Choice: Voting Scheme Video: 1.3 Paradoxical Outcomes Video: 1.4 Impossibility of Non-Paradoxical Social Welfare Functions Video: 1.5 Arrow's Theorem Video: 1.6 Impossibility of Non-Pardoxical Social Choice Functions Video: 1.7 Single-Peaked Preferences Practice Quiz: Unit 1.2 QuizPractice Quiz: Unit 1.3 QuizPractice Quiz: Unit 1.5 QuizGraded: Problem Set 1WEEK 2Mechanism DesignThe description goes here9 videos, 1 reading, 5 practice quizzesexpandVideo: 2.1 Mechanism Design: Taste Video: 2.2 Implementation Video: 2.3 Mechanism Design:  ExamplesVideo: 2.4 Revelation Principle Video: 2.5 Revelation Principle: ExamplesVideo: 2.6 Impossibility of General Dominant-Strategy Implementation Video: 2.7 Transferable Utility Video: 2.8 Transferable Utility ExampleVideo: 2.9 Mechanism Design as an Optimization Problem Practice Quiz: Unit 2.2 QuizPractice Quiz: Unit 2.4 QuizPractice Quiz: Unit 2.6 QuizPractice Quiz: Unit 2.8 QuizPractice Quiz: Unit 2.9 QuizReading: Reading on the theory of Mechanism DesignGraded: Problem Set 2WEEK 3Efficient MechanismsThe description goes here6 videos, 3 practice quizzesexpandVideo: 3.1 VCG: Taste Video: 3.2 VCG: Definitions Video: 3.3 VCG: Examples Video: 3.4 VCG: Limitations Video: 3.5 VCG: Individual Rationality and Budget Balance in VCG Video: 3.6 VCG: The Myerson-Satterthwaite Theorem Practice Quiz: Unit 3.2 QuizPractice Quiz: Unit 3.3 QuizPractice Quiz: Unit 3.6 QuizGraded: Problem Set 3WEEK 4AuctionsThe description goes here7 videos, 4 practice quizzesexpandVideo: 4.1 Auctions: Taste Video: 4.2 Auctions: Taxonomy Video: 4.3 Bidding in Second-Price Auctions Video: 4.4 Bidding in First-Price Auctions Video: 4.5 Revenue Equivalence Video: 4.6 Optimal Auctions Video: 4.7 More Advanced Auctions Practice Quiz: Unit 4.2 QuizPractice Quiz: Unit 4.3 QuizPractice Quiz: Unit 4.4 QuizPractice Quiz: Unit 4.6 QuizGraded: Problem Set 4WEEK 5Final ExamThe description goes hereGraded: FINAL EXAMVideo: An Introduction to the CourseReading: SyllabusVideo: 1.1 Social Choice: Taste Video: 1.2 Social Choice: Voting Scheme Video: 1.3 Paradoxical Outcomes Video: 1.4 Impossibility of Non-Paradoxical Social Welfare Functions Video: 1.5 Arrow's Theorem Video: 1.6 Impossibility of Non-Pardoxical Social Choice Functions Video: 1.7 Single-Peaked Preferences Practice Quiz: Unit 1.2 QuizPractice Quiz: Unit 1.3 QuizPractice Quiz: Unit 1.5 QuizVideo: 2.1 Mechanism Design: Taste Video: 2.2 Implementation Video: 2.3 Mechanism Design:  ExamplesVideo: 2.4 Revelation Principle Video: 2.5 Revelation Principle: ExamplesVideo: 2.6 Impossibility of General Dominant-Strategy Implementation Video: 2.7 Transferable Utility Video: 2.8 Transferable Utility ExampleVideo: 2.9 Mechanism Design as an Optimization Problem Practice Quiz: Unit 2.2 QuizPractice Quiz: Unit 2.4 QuizPractice Quiz: Unit 2.6 QuizPractice Quiz: Unit 2.8 QuizPractice Quiz: Unit 2.9 QuizReading: Reading on the theory of Mechanism DesignVideo: 3.1 VCG: Taste Video: 3.2 VCG: Definitions Video: 3.3 VCG: Examples Video: 3.4 VCG: Limitations Video: 3.5 VCG: Individual Rationality and Budget Balance in VCG Video: 3.6 VCG: The Myerson-Satterthwaite Theorem Practice Quiz: Unit 3.2 QuizPractice Quiz: Unit 3.3 QuizPractice Quiz: Unit 3.6 QuizVideo: 4.1 Auctions: Taste Video: 4.2 Auctions: Taxonomy Video: 4.3 Bidding in Second-Price Auctions Video: 4.4 Bidding in First-Price Auctions Video: 4.5 Revenue Equivalence Video: 4.6 Optimal Auctions Video: 4.7 More Advanced Auctions Practice Quiz: Unit 4.2 QuizPractice Quiz: Unit 4.3 QuizPractice Quiz: Unit 4.4 QuizPractice Quiz: Unit 4.6 QuizHigher School of EconomicsIntroduction to Enumerative CombinatoricsThe University of Melbourne, The Chinese University of Hong KongBasic Modeling for Discrete OptimizationThe University of Melbourne, The Chinese University of Hong KongAdvanced Modeling for Discrete OptimizationHigher School of EconomicsIntroduction to Galois TheoryThe University of MelbourneDiscrete Optimization",
    "Creator": "Stanford University, The University of British Columbia",
    "Level": "Advanced",
    "URL": "https://coursera.org/learn/game-theory-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "The Global Financial Crisis",
    "Description": "About this course: Former U.S. Secretary of the Treasury Timothy F. Geithner and Professor Andrew Metrick survey the causes, events, policy responses, and aftermath of the recent global financial crisis.WEEK 1Introduction to The Global Financial Crisis6 videos, 4 readingsexpandVideo: Introduction to The Global Financial CrisisМатериал для самостоятельного изучения: Introduction to The Global Financial Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What is a Financial Crisis?Video: Lecture: Why Study the Global Financial Crisis?Video: Lecture: Course ThemesVideo: Lecture: Course OrganizationМатериал для самостоятельного изучения: Before You BeginVideo: Question and AnswerМатериал для самостоятельного изучения: Recommended Additional ReadingsThe Common Causes of Financial Crises5 videos, 2 readings, 5 practice quizzesexpandVideo: Lecture: Why Does This Matter?Тренировочный тест: Module 2, Quiz 1Материал для самостоятельного изучения: Why study the Global Financial Crisis? SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What Causes Financial Crises? Part 1Тренировочный тест: Module 2, Quiz 2Video: Lecture: What Causes Financial Crises? Part 2Тренировочный тест: Module 2, Quiz 3Video: Lecture: Causes of the 2008-2009 Financial CrisisТренировочный тест: Module 2, Quiz 4Video: Lecture: What did We Miss and Why Did We Miss it?Тренировочный тест: Module 2, Quiz 5Graded: Module 2, Wrap UpWEEK 2Housing and Mortgages9 videos, 2 readings, 7 practice quizzesexpandVideo: Introduction: Housing and MortgagesМатериал для самостоятельного изучения: Housing and Mortgages SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Housing Bubbles and Financial CrisesТренировочный тест: Module 3, Quiz 1Video: Lecture: Mortgages: Fixed and AdjustableТренировочный тест: Module 3, Quiz 2Video: Lecture: Prime MortgagesТренировочный тест: Module 3, Quiz 3Video: Lecture: Nonprime MortgagesТренировочный тест: Module 3, Quiz 4Video: Lecture: Why Subprime Mortgages?Тренировочный тест: Module 3, Quiz 5Video: Lecture: Some Foreclosure FactsТренировочный тест: Module 3, Quiz 6Video: Lecture: Crisis TerminologyТренировочный тест: Module 3, Quiz 7Video: Summary: Housing and MortgagesGraded: Module 3, Wrap UpWEEK 3Safe Assets and the Global Savings Glut12 videos, 2 readings, 10 practice quizzesexpandVideo: Introduction: Safe Assets and the Global Savings GlutМатериал для самостоятельного изучения: Safe Assets and the Global Savings Glut SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Shadow BankingТренировочный тест: Module 4, Quiz 1Video: Lecture: Safe AssetsТренировочный тест: Module 4, Quiz 2Video: Lecture: The Global Savings Glut HypothesisТренировочный тест: Module 4, Quiz 3Video: Lecture: Global Savings Glut Data, Part IТренировочный тест: Module 4, Quiz 4Video: Lecture: Global Savings Glut Data, Part IIТренировочный тест: Module 4, Quiz 5Video: Lecture: Safe Asset SupplyТренировочный тест: Module 4, Quiz 6Video: Lecture: Manufacturing Safe AssetsТренировочный тест: Module 4, Quiz 7Video: Lecture: Securitization: OverviewТренировочный тест: Module 4, Quiz 8Video: Lecture: Securitization: Data, Part IТренировочный тест: Module 4, Quiz 9Video: Lecture: Securitization: Data, Part IIТренировочный тест: Module 4, Quiz 10Video: Summary: Safe Assets and the Global Savings GlutGraded: Module 4, Wrap UpWEEK 4The Housing Crisis10 videos, 2 readings, 8 practice quizzesexpandVideo: Introduction: The Housing CrisisМатериал для самостоятельного изучения: The Housing Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What Caused the Housing CrisisТренировочный тест: Module 5, Quiz 1Video: Lecture: 3 HypothesesТренировочный тест: Module 5, Quiz 2Video: Lecture: Bad Behavior, Part IТренировочный тест: Module 5, Quiz 3Video: Lecture: Hypothesis 1: Bad Behavior, Part IIТренировочный тест: Module 5, Quiz 4Video: Lecture: Bad Behavior, Part IIIТренировочный тест: Module 5, Quiz 5Video: Lecture: Government Failure, Part IТренировочный тест: Module 5, Quiz 6Video: Lecture: Hypothesis 2: Government Failure, Part IIТренировочный тест: Module 5, Quiz 7Video: Lecture: Hypothesis 3: Bubble ThinkingТренировочный тест: Module 5, Quiz 8Video: Summary: The Housing CrisisGraded: Module 5, Wrap UpWEEK 5Anxiety, Part I12 videos, 2 readings, 10 practice quizzesexpandVideo: Introduction: Anxiety, Part IМатериал для самостоятельного изучения: Anxiety, Part I SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Some Notable Events in 2007Тренировочный тест: Module 6, Quiz 1Video: Lecture: ABXТренировочный тест: Module 6, Quiz 2Video: Lecture: ABX DataТренировочный тест: Module 6, Quiz 3Video: Lecture: Anxiety Spreads to Interbank MarketsТренировочный тест: Module 6, Quiz 4Video: Lecture: LIBOR-OISТренировочный тест: Module 6, Quiz 5Video: Lecture: LIBOR-OIS DataТренировочный тест: Module 6, Quiz 6Video: Lecture: Asset-Backed Commercial PaperТренировочный тест: Module 6, Quiz 7Video: Lecture: ABCP DataТренировочный тест: Module 6, Quiz 8Video: Lecture: ABCP Runs, Part IТренировочный тест: Module 6, Quiz 9Video: Lecture: ABCP Runs, Part IIТренировочный тест: Module 6, Quiz 10Video: Lecture: Module 6 SummaryGraded: Module 6, Wrap UpWEEK 6Anxiety, Part II9 videos, 2 readings, 7 practice quizzesexpandVideo: Introduction: Anxiety, Part IIМатериал для самостоятельного изучения: Anxiety, Part II SlidesМатериал для самостоятельного изучения: Suggested ReadingVideo: Lecture: Northern Rock: NarrativeТренировочный тест: Module 7, Quiz 1Video: Lecture: Northern Rock and the Global Financial CrisisТренировочный тест: Module 7, Quiz 2Video: Lecture: The \"Monolines\"Тренировочный тест: Module 7, Quiz 3Video: Lecture: Auction Rate SecuritiesТренировочный тест: Module 7, Quiz 4Video: Lecture: Bear Stearns, Part IТренировочный тест: Module 7, Quiz 5Video: Lecture: Bear Stearns, Part IIТренировочный тест: Module 7, Quiz 6Video: Lecture: Bear Stearns, Part IIIТренировочный тест: Module 7, Quiz 7Video: Summary: Anxiety, Part IIGraded: Module 7, Wrap UpWEEK 7Panic9 videos, 2 readings, 8 practice quizzesexpandVideo: Introduction: PanicМатериал для самостоятельного изучения: Panic SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Shadow BankingТренировочный тест: Module 8, Quiz 1Video: Lecture: RepoТренировочный тест: Module 8, Quiz 2Video: Lecture:  The GSEsТренировочный тест: Module 8, Quiz 3Video: Lecture: Lehman BrothersТренировочный тест: Module 8, Quiz 4Video: Lecture: MMMFsТренировочный тест: Module 8, Quiz 5Video: Lecture: AIGТренировочный тест: Module 8, Quiz 6Video: Lecture: The Run on RepoТренировочный тест: Module 8, Quiz 7Video: Lecture: Module 8 SummaryТренировочный тест: Module 8, Quiz 8Graded: Module 8, Wrap UpWEEK 8Our Responses to the Crisis10 videos, 2 readings, 10 practice quizzesexpandVideo: Lecture: United States Financial CapacityТренировочный тест: Module 9, Quiz 1Материал для самостоятельного изучения: Our Responses to the Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Phase 1: Letting It BurnТренировочный тест: Module 9, Quiz 2Video: Lecture: Phase 1: Letting it Burn - Framework for Crisis ResolutionТренировочный тест: Module 9, Quiz 3Video: Lecture: Phase 2: Early Escalation - The Policy ResponseТренировочный тест: Module 9, Quiz 4Video: Lecture: Phase 3: Breaking the Panic - Market DevelopmentsТренировочный тест: Module 9, Quiz 5Video: Lecture: Triage in a PanicТренировочный тест: Module 9, Quiz 6Video: Lecture: Phase 4: Resolution - Market DevelopmentsТренировочный тест: Module 9, Quiz 7Video: Lecture: Phase 4: Resolution: What We DidТренировочный тест: Module 9, Quiz 8Video: Lecture: The Stress TestТренировочный тест: Module 9, Quiz 9Video: Lecture: Housing ResponseТренировочный тест: Module 9, Quiz 10Graded: Module 9, Wrap UpWEEK 9 Responding to Future Crises6 videos, 2 readings, 5 practice quizzesexpandVideo: Lecture: What Have We Learned? Outcomes: Prisms 1-5Тренировочный тест: Module 10, Quiz 1Материал для самостоятельного изучения: Responding to Future Crises SlidesМатериал для самостоятельного изучения: Suggest ReadingsVideo: Lecture: What Have We Learned? Outcomes: Prisms 6-10Тренировочный тест: Module 10, Quiz 2Video: Lecture: Unfinished BusinessТренировочный тест: Module 10, Quiz 3Video: Lecture: Playbook: Rule 1-5Тренировочный тест: Module 10, Quiz 4Video: Lecture: Playbook: Rule 6-10Тренировочный тест: Module 10, Quiz 5Video: Lecture: Responding to Future Crises ConclusionGraded: Module 10, Wrap UpWEEK 10Europe in the Global Financial Crisis8 videos, 2 readings, 6 practice quizzesexpandVideo: Introduction: Europe in the Global Financial CrisisМатериал для самостоятельного изучения: Europe in the Global Financial Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: The Euro: BackgroundТренировочный тест: Module 11, Quiz 1Video: Lecture: European Growth and UnemploymentТренировочный тест: Module 11, Quiz 2Video: Lecture: Three Connected CrisesТренировочный тест: Module 11, Quiz 3Video: Lecture: TimelineТренировочный тест: Module 11, Quiz 4Video: Lecture: IrelandТренировочный тест: Module 11, Quiz 5Video: Lecture: IcelandТренировочный тест: Module 11, Quiz 6Video: Summary: Europe in the Global Financial CrisisGraded: Module 11, Wrap UpWEEK 11The Eurozone Crisis12 videos, 2 readings, 10 practice quizzesexpandVideo: Introduction: The Eurozone CrisisМатериал для самостоятельного изучения: The Eurozone Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Eurozone Crisis: OverviewТренировочный тест: Module 12, Quiz 1Video: Lecture: Eurozone Crisis: Timeline, Part IТренировочный тест: Module 12, Quiz 2Video: Lecture: Eurozone Crisis: Timeline, Part IIТренировочный тест: Module 12, Quiz 3Video: Lecture: Eurozone Crisis: Timeline, Part IIIТренировочный тест: Module 12, Quiz 4Video: The Economics of the EuroТренировочный тест: Module 12, Quiz 5Video: Lecture: Ireland and Iceland Revisited, Part IТренировочный тест: Module 12, Quiz 6Video: Lecture: Ireland and Iceland Revisited, Part IIТренировочный тест: Module 12, Quiz 7Video: Lecture: Ireland and Iceland Revisited, AftermathТренировочный тест: Module 12, Quiz 8Video: Lecture: Internal DevaluationsТренировочный тест: Module 12, Quiz 9Video: The Euro and the Gold Standard: Lessons from the Great DepressionТренировочный тест: Module 12, Quiz 10Video: Summary: The Eurozone CrisisGraded: Module 12, Wrap UpCourse SummaryCourse Summary1 video, 1 readingexpandVideo: Course SummaryМатериал для самостоятельного изучения: Summary SlidesVideo: Introduction to The Global Financial CrisisМатериал для самостоятельного изучения: Introduction to The Global Financial Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What is a Financial Crisis?Video: Lecture: Why Study the Global Financial Crisis?Video: Lecture: Course ThemesVideo: Lecture: Course OrganizationМатериал для самостоятельного изучения: Before You BeginVideo: Question and AnswerМатериал для самостоятельного изучения: Recommended Additional ReadingsVideo: Lecture: Why Does This Matter?Тренировочный тест: Module 2, Quiz 1Материал для самостоятельного изучения: Why study the Global Financial Crisis? SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What Causes Financial Crises? Part 1Тренировочный тест: Module 2, Quiz 2Video: Lecture: What Causes Financial Crises? Part 2Тренировочный тест: Module 2, Quiz 3Video: Lecture: Causes of the 2008-2009 Financial CrisisТренировочный тест: Module 2, Quiz 4Video: Lecture: What did We Miss and Why Did We Miss it?Тренировочный тест: Module 2, Quiz 5Video: Introduction: Housing and MortgagesМатериал для самостоятельного изучения: Housing and Mortgages SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Housing Bubbles and Financial CrisesТренировочный тест: Module 3, Quiz 1Video: Lecture: Mortgages: Fixed and AdjustableТренировочный тест: Module 3, Quiz 2Video: Lecture: Prime MortgagesТренировочный тест: Module 3, Quiz 3Video: Lecture: Nonprime MortgagesТренировочный тест: Module 3, Quiz 4Video: Lecture: Why Subprime Mortgages?Тренировочный тест: Module 3, Quiz 5Video: Lecture: Some Foreclosure FactsТренировочный тест: Module 3, Quiz 6Video: Lecture: Crisis TerminologyТренировочный тест: Module 3, Quiz 7Video: Summary: Housing and MortgagesVideo: Introduction: Safe Assets and the Global Savings GlutМатериал для самостоятельного изучения: Safe Assets and the Global Savings Glut SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Shadow BankingТренировочный тест: Module 4, Quiz 1Video: Lecture: Safe AssetsТренировочный тест: Module 4, Quiz 2Video: Lecture: The Global Savings Glut HypothesisТренировочный тест: Module 4, Quiz 3Video: Lecture: Global Savings Glut Data, Part IТренировочный тест: Module 4, Quiz 4Video: Lecture: Global Savings Glut Data, Part IIТренировочный тест: Module 4, Quiz 5Video: Lecture: Safe Asset SupplyТренировочный тест: Module 4, Quiz 6Video: Lecture: Manufacturing Safe AssetsТренировочный тест: Module 4, Quiz 7Video: Lecture: Securitization: OverviewТренировочный тест: Module 4, Quiz 8Video: Lecture: Securitization: Data, Part IТренировочный тест: Module 4, Quiz 9Video: Lecture: Securitization: Data, Part IIТренировочный тест: Module 4, Quiz 10Video: Summary: Safe Assets and the Global Savings GlutVideo: Introduction: The Housing CrisisМатериал для самостоятельного изучения: The Housing Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: What Caused the Housing CrisisТренировочный тест: Module 5, Quiz 1Video: Lecture: 3 HypothesesТренировочный тест: Module 5, Quiz 2Video: Lecture: Bad Behavior, Part IТренировочный тест: Module 5, Quiz 3Video: Lecture: Hypothesis 1: Bad Behavior, Part IIТренировочный тест: Module 5, Quiz 4Video: Lecture: Bad Behavior, Part IIIТренировочный тест: Module 5, Quiz 5Video: Lecture: Government Failure, Part IТренировочный тест: Module 5, Quiz 6Video: Lecture: Hypothesis 2: Government Failure, Part IIТренировочный тест: Module 5, Quiz 7Video: Lecture: Hypothesis 3: Bubble ThinkingТренировочный тест: Module 5, Quiz 8Video: Summary: The Housing CrisisVideo: Introduction: Anxiety, Part IМатериал для самостоятельного изучения: Anxiety, Part I SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Some Notable Events in 2007Тренировочный тест: Module 6, Quiz 1Video: Lecture: ABXТренировочный тест: Module 6, Quiz 2Video: Lecture: ABX DataТренировочный тест: Module 6, Quiz 3Video: Lecture: Anxiety Spreads to Interbank MarketsТренировочный тест: Module 6, Quiz 4Video: Lecture: LIBOR-OISТренировочный тест: Module 6, Quiz 5Video: Lecture: LIBOR-OIS DataТренировочный тест: Module 6, Quiz 6Video: Lecture: Asset-Backed Commercial PaperТренировочный тест: Module 6, Quiz 7Video: Lecture: ABCP DataТренировочный тест: Module 6, Quiz 8Video: Lecture: ABCP Runs, Part IТренировочный тест: Module 6, Quiz 9Video: Lecture: ABCP Runs, Part IIТренировочный тест: Module 6, Quiz 10Video: Lecture: Module 6 SummaryVideo: Introduction: Anxiety, Part IIМатериал для самостоятельного изучения: Anxiety, Part II SlidesМатериал для самостоятельного изучения: Suggested ReadingVideo: Lecture: Northern Rock: NarrativeТренировочный тест: Module 7, Quiz 1Video: Lecture: Northern Rock and the Global Financial CrisisТренировочный тест: Module 7, Quiz 2Video: Lecture: The \"Monolines\"Тренировочный тест: Module 7, Quiz 3Video: Lecture: Auction Rate SecuritiesТренировочный тест: Module 7, Quiz 4Video: Lecture: Bear Stearns, Part IТренировочный тест: Module 7, Quiz 5Video: Lecture: Bear Stearns, Part IIТренировочный тест: Module 7, Quiz 6Video: Lecture: Bear Stearns, Part IIIТренировочный тест: Module 7, Quiz 7Video: Summary: Anxiety, Part IIVideo: Introduction: PanicМатериал для самостоятельного изучения: Panic SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Shadow BankingТренировочный тест: Module 8, Quiz 1Video: Lecture: RepoТренировочный тест: Module 8, Quiz 2Video: Lecture:  The GSEsТренировочный тест: Module 8, Quiz 3Video: Lecture: Lehman BrothersТренировочный тест: Module 8, Quiz 4Video: Lecture: MMMFsТренировочный тест: Module 8, Quiz 5Video: Lecture: AIGТренировочный тест: Module 8, Quiz 6Video: Lecture: The Run on RepoТренировочный тест: Module 8, Quiz 7Video: Lecture: Module 8 SummaryТренировочный тест: Module 8, Quiz 8Video: Lecture: United States Financial CapacityТренировочный тест: Module 9, Quiz 1Материал для самостоятельного изучения: Our Responses to the Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Phase 1: Letting It BurnТренировочный тест: Module 9, Quiz 2Video: Lecture: Phase 1: Letting it Burn - Framework for Crisis ResolutionТренировочный тест: Module 9, Quiz 3Video: Lecture: Phase 2: Early Escalation - The Policy ResponseТренировочный тест: Module 9, Quiz 4Video: Lecture: Phase 3: Breaking the Panic - Market DevelopmentsТренировочный тест: Module 9, Quiz 5Video: Lecture: Triage in a PanicТренировочный тест: Module 9, Quiz 6Video: Lecture: Phase 4: Resolution - Market DevelopmentsТренировочный тест: Module 9, Quiz 7Video: Lecture: Phase 4: Resolution: What We DidТренировочный тест: Module 9, Quiz 8Video: Lecture: The Stress TestТренировочный тест: Module 9, Quiz 9Video: Lecture: Housing ResponseТренировочный тест: Module 9, Quiz 10Video: Lecture: What Have We Learned? Outcomes: Prisms 1-5Тренировочный тест: Module 10, Quiz 1Материал для самостоятельного изучения: Responding to Future Crises SlidesМатериал для самостоятельного изучения: Suggest ReadingsVideo: Lecture: What Have We Learned? Outcomes: Prisms 6-10Тренировочный тест: Module 10, Quiz 2Video: Lecture: Unfinished BusinessТренировочный тест: Module 10, Quiz 3Video: Lecture: Playbook: Rule 1-5Тренировочный тест: Module 10, Quiz 4Video: Lecture: Playbook: Rule 6-10Тренировочный тест: Module 10, Quiz 5Video: Lecture: Responding to Future Crises ConclusionVideo: Introduction: Europe in the Global Financial CrisisМатериал для самостоятельного изучения: Europe in the Global Financial Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: The Euro: BackgroundТренировочный тест: Module 11, Quiz 1Video: Lecture: European Growth and UnemploymentТренировочный тест: Module 11, Quiz 2Video: Lecture: Three Connected CrisesТренировочный тест: Module 11, Quiz 3Video: Lecture: TimelineТренировочный тест: Module 11, Quiz 4Video: Lecture: IrelandТренировочный тест: Module 11, Quiz 5Video: Lecture: IcelandТренировочный тест: Module 11, Quiz 6Video: Summary: Europe in the Global Financial CrisisVideo: Introduction: The Eurozone CrisisМатериал для самостоятельного изучения: The Eurozone Crisis SlidesМатериал для самостоятельного изучения: Suggested ReadingsVideo: Lecture: Eurozone Crisis: OverviewТренировочный тест: Module 12, Quiz 1Video: Lecture: Eurozone Crisis: Timeline, Part IТренировочный тест: Module 12, Quiz 2Video: Lecture: Eurozone Crisis: Timeline, Part IIТренировочный тест: Module 12, Quiz 3Video: Lecture: Eurozone Crisis: Timeline, Part IIIТренировочный тест: Module 12, Quiz 4Video: The Economics of the EuroТренировочный тест: Module 12, Quiz 5Video: Lecture: Ireland and Iceland Revisited, Part IТренировочный тест: Module 12, Quiz 6Video: Lecture: Ireland and Iceland Revisited, Part IIТренировочный тест: Module 12, Quiz 7Video: Lecture: Ireland and Iceland Revisited, AftermathТренировочный тест: Module 12, Quiz 8Video: Lecture: Internal DevaluationsТренировочный тест: Module 12, Quiz 9Video: The Euro and the Gold Standard: Lessons from the Great DepressionТренировочный тест: Module 12, Quiz 10Video: Summary: The Eurozone CrisisVideo: Course SummaryМатериал для самостоятельного изучения: Summary SlidesUniversity of GenevaUnderstanding Financial MarketsUniversity of GenevaPortfolio and Risk ManagementThe University of MelbourneThe Role of Global Capital MarketsUniversity of GenevaMeeting Investors' GoalsUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real World",
    "Creator": "Yale University",
    "Level": "",
    "URL": "https://coursera.org/learn/global-financial-crisis",
    "Language": "English, Subtitles: Romanian",
    "Commitment": "11 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Power of Microeconomics: Economic Principles in the Real World",
    "Description": "About this course: In this course, you will learn all of the major principles of microeconomics normally taught in a quarter or semester course to college undergraduates or MBA students.  \n\nPerhaps more importantly, you will also learn how to apply these principles to a wide variety of real world situations in both your personal and professional lives.  In this way, the Power of Microeconomics will help you prosper in an increasingly competitive environment.\n\nNote that this course is a companion to the Power of Macroeconomics.  If you take both courses, you will learn all of the major principles normally taught in a year-long introductory economics college course.WEEK 1Welcome1 video, 1 reading, 1 practice quizexpandReading: SyllabusPractice Quiz: Check Your Economics Knowledge (Ungraded)Video: An Introduction to Microeconomics WEEK 2An Introduction to Microeconomics5 videos, 1 readingexpandReading: Module OverviewVideo: Microeconomics Defined and Three Questions Every Economy Must Answer Video: The Production Possibility Frontier and Opportunity Costs Video: The Fundamental Concepts of Microeconomics and Course Overview Video: Other Reasons for Government RegulationVideo: An Overview of Land, Labor, and Capital Markets; Externalities and Public Goods Graded: An Introduction to MicroeconomicsWEEK 3Supply, Demand and Equilibrium4 videos, 1 readingexpandReading: Module OverviewVideo: The Law of Demand, Income/Substitution Effects, and Shift FactorsVideo: Change in Demand vs. Change in Quantity Demanded; The Market Demand and Supply Curves; Supply Curve Shift Factors Video: Equilibrium; Price Effects of Supply and Demand Curve Shifts; Price Controls and Floors Video: The Market Allocates Goods \u0026 Resources- What, For Whom, and How; Some Cool Examples Graded: Supply, Demand and EquilibriumWEEK 4Demand and Consumer Behavior4 videos, 1 readingexpandReading: Module OverviewVideo: Consumer Choice and Utility TheoryVideo: Consumer Optimization and the Equimarginal Principle; Income and Substitution Effects Video: Demand Price Elasticity and its DeterminantsVideo: Price Elasticity and Total RevenueGraded: Demand and Consumer BehaviorWEEK 5Supply and Production Theory6 videos, 1 readingexpandReading: Module OverviewVideo: Overview of Production Theory and the Production FunctionVideo: Average, Marginal, Variable, and Total Costs; The Marginal Product and Law of Diminishing ReturnVideo: Marginal Cost and Marginal Cost Pricing; The AFC, ATC, and AVC CurvesVideo: Long Run Cost Analysis and Economies of ScaleVideo: Diseconomies of Scale, Minimum Efficient Scale, and Natural Monopoly; The Structure-Conduct-Performance ParadigmVideo: Accounting Versus Economic Profits; The Price Elasticity of Supply Graded: Supply and Production TheoryWEEK 6Perfect Competition6 videos, 1 readingexpandReading: Module OverviewVideo: Overview of Industry Structure, Conduct, and Performance Video: Assumptions of Perfect Competition; the P=MR Condition Video: Market Failures that Lead to Imperfect Competition; Externalities and the Public Goods ProblemVideo: Pricing and Production Rules; P=MR=MC; The Shutdown Rule Video: Long Run Equilibrium; Normal or Zero Economic Profits Video: Allocative vs. Productive Efficiency; Pareto Optimality; Consumer and Producer Surplus and Deadweight Loss Graded: Perfect CompetitionWEEK 7Monopoly and Monopolistic Competition4 videos, 1 readingexpandReading: Module OverviewVideo: Why Study Imperfect Competition; Monopoly’s Pricing Rule Video: Regulating Monopolies and the P=AC Rule; X-efficiency Under Cost-Plus Pricing; Schumpeter Argument for Monopoly Video: Monopolistic Competition; Concentration Ratios; Mutual Dependence Recognized and CollusionVideo: Comparing Monopolistic and Perfect Competition; Non-Price Competition and Product DifferentiationGraded: Monopoly and Monopolistic CompetitionWEEK 8Oligopoly and Strategic Behavior6 videos, 1 readingexpandReading: Module OverviewVideo: Oligopoly Defined and Sources of OligopolyVideo: Market Power and Strategic Interaction; Cooperative Versus Non-Cooperative Behavior; Explicit CollusionVideo: Tacit Versus Explicit Collusion; Forms of Tacit Collusion; Models of Oligopoly Conduct Video: Joint Profit Maximization Model; Why Cartels Can FailVideo: The Price Leadership Model; The Kinked Demand Curve Model Video: Game Theory and the Prisoner’s Dilemma; The Nash EquilibriumGraded: Oligopoly and Strategic BehaviorWEEK 9Land and Rent5 videos, 1 readingexpandReading: Module OverviewVideo: Introduction to Land and Rent; Factor Prices Video: How Land is Priced; Rent Versus Economic Rent Video: The “Corn Wars” and Theory of Ricardian Rents; Property Rights Video: Henry George’s Single Tax Movement; Efficiency of a Land Tax Video: Determinants of the Price of Land and Rents; Rent Seeking Graded: Land and RentWEEK 10The Labor Market and Wage Determination6 videos, 1 readingexpandReading: Module OverviewVideo: What Determines the Wage Rate? Unions and “Company Towns” Video: The Derived Demand For Labor; The Marginal Productivity Theory of Resource Demand; The Profit Maximizing Rule; MRC=WVideo: Productivity, Wages and Product Prices Video: Issues in Labor Force Participation; Substitution and Income Effects and the Backward Bending Curve; Immigration Video: Wages Under Differing Market Structures; Monopoly, Monopsony, and Labor Unions; Labor Immobility; Role of Unions Video: Factors Affecting Wage Differentials; Compensating Differentials; Quasi-Rents; Human Capital; Immobilities;, Non-Competing GroupsGraded: The Labor Market and Wage DeterminationWEEK 11The Capital Market, Interest, and Profits6 videos, 1 readingexpandReading: Module OverviewVideo: Capital Analysis in the Real World; Three Categories of Capital Goods; Interest Rate Defined; Rate of Return Video: Depreciation; Theory of Loanable Funds; Two Interest Rate Functions Video: How Shifts in Demand and Supply Affect Interest Rates; Investment Analysis Over Time; Net Present Value; PerpetuitiesVideo: NPV In the Real World; NPV Equation Video: Real World Applications of NPV Video: Interest Rates In The Real World; Factors Determining Interest Rates Graded: The Capital Market, Interest, and ProfitsWEEK 12Public Goods and Externalities7 videos, 1 readingexpandReading: Module OverviewVideo: Why Markets Fail and Government’s RoleVideo: Public Vs. Private Goods; Non-rival Consumption; Non-excludability; Free Rider Problem Video: Economic Efficiency and Public Goods; Market Demand for Public GoodsVideo: Benefit-Cost Analysis and the Decision Rule Video: Negative and Positive Externalities Video: Graphical Analysis of Externalities; Coase Theorem and Property Rights; Tort System Video: Direct Government Intervention; Pigouvian Taxes and Subsidies; Internalizing Externalities Graded: Public Goods and ExternalitiesWEEK 13Final Exam1 readingexpandReading: Learning ResourcesGraded: Final ExamReading: SyllabusPractice Quiz: Check Your Economics Knowledge (Ungraded)Video: An Introduction to Microeconomics Reading: Module OverviewVideo: Microeconomics Defined and Three Questions Every Economy Must Answer Video: The Production Possibility Frontier and Opportunity Costs Video: The Fundamental Concepts of Microeconomics and Course Overview Video: Other Reasons for Government RegulationVideo: An Overview of Land, Labor, and Capital Markets; Externalities and Public Goods Reading: Module OverviewVideo: The Law of Demand, Income/Substitution Effects, and Shift FactorsVideo: Change in Demand vs. Change in Quantity Demanded; The Market Demand and Supply Curves; Supply Curve Shift Factors Video: Equilibrium; Price Effects of Supply and Demand Curve Shifts; Price Controls and Floors Video: The Market Allocates Goods \u0026 Resources- What, For Whom, and How; Some Cool Examples Reading: Module OverviewVideo: Consumer Choice and Utility TheoryVideo: Consumer Optimization and the Equimarginal Principle; Income and Substitution Effects Video: Demand Price Elasticity and its DeterminantsVideo: Price Elasticity and Total RevenueReading: Module OverviewVideo: Overview of Production Theory and the Production FunctionVideo: Average, Marginal, Variable, and Total Costs; The Marginal Product and Law of Diminishing ReturnVideo: Marginal Cost and Marginal Cost Pricing; The AFC, ATC, and AVC CurvesVideo: Long Run Cost Analysis and Economies of ScaleVideo: Diseconomies of Scale, Minimum Efficient Scale, and Natural Monopoly; The Structure-Conduct-Performance ParadigmVideo: Accounting Versus Economic Profits; The Price Elasticity of Supply Reading: Module OverviewVideo: Overview of Industry Structure, Conduct, and Performance Video: Assumptions of Perfect Competition; the P=MR Condition Video: Market Failures that Lead to Imperfect Competition; Externalities and the Public Goods ProblemVideo: Pricing and Production Rules; P=MR=MC; The Shutdown Rule Video: Long Run Equilibrium; Normal or Zero Economic Profits Video: Allocative vs. Productive Efficiency; Pareto Optimality; Consumer and Producer Surplus and Deadweight Loss Reading: Module OverviewVideo: Why Study Imperfect Competition; Monopoly’s Pricing Rule Video: Regulating Monopolies and the P=AC Rule; X-efficiency Under Cost-Plus Pricing; Schumpeter Argument for Monopoly Video: Monopolistic Competition; Concentration Ratios; Mutual Dependence Recognized and CollusionVideo: Comparing Monopolistic and Perfect Competition; Non-Price Competition and Product DifferentiationReading: Module OverviewVideo: Oligopoly Defined and Sources of OligopolyVideo: Market Power and Strategic Interaction; Cooperative Versus Non-Cooperative Behavior; Explicit CollusionVideo: Tacit Versus Explicit Collusion; Forms of Tacit Collusion; Models of Oligopoly Conduct Video: Joint Profit Maximization Model; Why Cartels Can FailVideo: The Price Leadership Model; The Kinked Demand Curve Model Video: Game Theory and the Prisoner’s Dilemma; The Nash EquilibriumReading: Module OverviewVideo: Introduction to Land and Rent; Factor Prices Video: How Land is Priced; Rent Versus Economic Rent Video: The “Corn Wars” and Theory of Ricardian Rents; Property Rights Video: Henry George’s Single Tax Movement; Efficiency of a Land Tax Video: Determinants of the Price of Land and Rents; Rent Seeking Reading: Module OverviewVideo: What Determines the Wage Rate? Unions and “Company Towns” Video: The Derived Demand For Labor; The Marginal Productivity Theory of Resource Demand; The Profit Maximizing Rule; MRC=WVideo: Productivity, Wages and Product Prices Video: Issues in Labor Force Participation; Substitution and Income Effects and the Backward Bending Curve; Immigration Video: Wages Under Differing Market Structures; Monopoly, Monopsony, and Labor Unions; Labor Immobility; Role of Unions Video: Factors Affecting Wage Differentials; Compensating Differentials; Quasi-Rents; Human Capital; Immobilities;, Non-Competing GroupsReading: Module OverviewVideo: Capital Analysis in the Real World; Three Categories of Capital Goods; Interest Rate Defined; Rate of Return Video: Depreciation; Theory of Loanable Funds; Two Interest Rate Functions Video: How Shifts in Demand and Supply Affect Interest Rates; Investment Analysis Over Time; Net Present Value; PerpetuitiesVideo: NPV In the Real World; NPV Equation Video: Real World Applications of NPV Video: Interest Rates In The Real World; Factors Determining Interest Rates Reading: Module OverviewVideo: Why Markets Fail and Government’s RoleVideo: Public Vs. Private Goods; Non-rival Consumption; Non-excludability; Free Rider Problem Video: Economic Efficiency and Public Goods; Market Demand for Public GoodsVideo: Benefit-Cost Analysis and the Decision Rule Video: Negative and Positive Externalities Video: Graphical Analysis of Externalities; Coase Theorem and Property Rights; Tort System Video: Direct Government Intervention; Pigouvian Taxes and Subsidies; Internalizing Externalities Reading: Learning ResourcesUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real WorldIE Business SchoolUnderstanding economic policymakingUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceYale UniversityThe Global Financial Crisis",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/principles-of-microeconomics",
    "Language": "English, Subtitles: Ukrainian, Chinese (Simplified)",
    "Commitment": "11 hours of videos and quizzes",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Trading Algorithms",
    "Description": "About this course: This course covers two of the seven trading strategies that work in emerging markets. The seven  include strategies based on momentum, momentum crashes, price reversal, persistence of earnings, quality of earnings, underlying business growth, behavioral biases and textual analysis of business reports about the company.\n\nIn the first part of the course, you will learn how to read an academic paper. What parts to pay attention to and what parts to skim through will be discussed here. For every strategy, first you will be introduced to the original research and then how to implement the strategy.\n\nThe first strategy, Piotroski F -score will be discussed in detail. You will be taught how to calculate the F - Score and how to use this score in a strategy. This is followed by the next strategy, Post earnings announcement drift (PEAD).WEEK 1Module 1 - Introduction to Trading Strategies and BenchmarksAfter completing this module you will be able to understand what market efficiency means. You will be able to list different types of market efficiencies.2 videos, 2 readings, 1 practice quizexpandVideo: DisclaimerReading: DisclaimerVideo: Introduction to Trading StrategiesDiscussion Prompt: Forms of Market EfficiencyReading: Are markets efficient?Practice Quiz: Practice QuizGraded: Quiz 1WEEK 2How to read an academic paperAfter completing this module you will be able to read and understand an academic paper. You will know what are the important parts of a paper and how to build a trading strategy based on them.4 videos, 1 reading, 1 practice quizexpandVideo: How to read an academic paper - aVideo: How to read an academic paper - bVideo: How to read an academic paper - cVideo: How to read an academic paper - AbstractReading: How to read and get the most out of a journal articlePractice Quiz: Practice QuizGraded: Quiz 2WEEK 3Module 3 - Trading Strategy 1 - F ScoreAfter completing this module you will understand the Piotroski F Score Strategy and the economic intuition behind it. You also be able to implement the trading strategy.5 videos, 1 readingexpandVideo: Piotroski F-Score : Strategy - aVideo: Piotroski F-Score : Strategy - bVideo: Piotroski F-Score : Strategy - cVideo: Piotroski F-Score : Implementation - aVideo: Piotroski F-Score : Implementation - bReading: Value Investing: The Use of Historical Financial Statement Information to Separate Winners from LosersDiscussion Prompt: Financial RatiosGraded: Quiz 3WEEK 4Module 4 - Trading Strategy 2 - PEADIn this module you will learn a strategy based on Post earnings announcement drift and will be able to implement it.4 videos, 1 reading, 1 practice quizexpandVideo: Piotroski F-Score : Wrap upVideo: Post Earnings Announcement Drift (PEAD) - aVideo: Post Earnings Announcement Drift (PEAD) - bVideo: Wrap upReading: An Empirical Evaluation of Accounting Income NumbersDiscussion Prompt: Short SellingPractice Quiz: Practice QuizGraded: Quiz 4Video: DisclaimerReading: DisclaimerVideo: Introduction to Trading StrategiesDiscussion Prompt: Forms of Market EfficiencyReading: Are markets efficient?Practice Quiz: Practice QuizVideo: How to read an academic paper - aVideo: How to read an academic paper - bVideo: How to read an academic paper - cVideo: How to read an academic paper - AbstractReading: How to read and get the most out of a journal articlePractice Quiz: Practice QuizVideo: Piotroski F-Score : Strategy - aVideo: Piotroski F-Score : Strategy - bVideo: Piotroski F-Score : Strategy - cVideo: Piotroski F-Score : Implementation - aVideo: Piotroski F-Score : Implementation - bReading: Value Investing: The Use of Historical Financial Statement Information to Separate Winners from LosersDiscussion Prompt: Financial RatiosVideo: Piotroski F-Score : Wrap upVideo: Post Earnings Announcement Drift (PEAD) - aVideo: Post Earnings Announcement Drift (PEAD) - bVideo: Wrap upReading: An Empirical Evaluation of Accounting Income NumbersDiscussion Prompt: Short SellingPractice Quiz: Practice QuizIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessDesign your own trading strategy – Culminating ProjectIndian School of BusinessTrading BasicsRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/trading-algorithm",
    "Language": "English",
    "Commitment": "The estimated workload for this course is 4 to 5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Microeconomics: The Power of Markets",
    "Description": "About this course: We make economics decisions every day: what to buy, whether to work or play, what to study. We respond to markets all the time: prices influence our decisions, markets signal where to put effort, they direct firms to produce certain goods over others. Economics is all around us. \n\nThis course is an introduction to the microeconomic theory of markets: why we have them, how they work, what they accomplish. We will start with the concept of scarcity and how specialization according to comparative advantage helps us achieve more than we could alone. Next we model a marked using the tools of Supply and Demand and learn what well working markets accomplish and what their limit are. We end by exploring the impact of government intervention on perfect markets. Examples are taken from everyday life, from goods and services that we all purchase and use. We will apply the theory to current events and policy debates through weekly exercises. These will empower you to be an educated, critical thinker who can understand, analyze and evaluate market outcomes.WEEK 1The Concept of ScarcityWhere do markets come from? We will start with understanding the constraint of scarcity that we face and the concept of opportunity cost that reflects the true cost of any decision we make. We will learn to model scarcity using the Production Possibilities Frontier that allows us to visualize tradeoffs, distinguish between efficient, inefficient and unattainable points. We will also discuss how economic growth affects our options and allows us to achieve the previously unattainable.17 videos, 3 readingsexpandVideo: The Power of Markets: IntroductionReading: Additional Readings: General SuggestionsReading: Participate in a Purdue Research Project (Optional)Video: 1.1.1 Opportunity Cost: IntroductionVideo: 1.1.2 Opportunity Cost: The Cost of EducationVideo: 1.1.3 Opportunity Cost: Numeric Example 1Video: 1.1.4 Opportunity Cost: Numeric Example 2Video: 1.1.5 Opportunity Cost: Numeric Example3Video: 1.1.6 Opportunity Cost: Numeric Example 4Video: 1.2.1 Scarcity: IntroductionVideo: 1.2.2 Production Possibilities Frontier: DefinitionVideo: 1.2.3 Allocative Efficiency: Defining Marginal Cost and Marginal BenefitVideo: 1.2.4 Allocative Efficiency: When Marginal Cost Equals Marginal BenefitVideo: 1.2.5 Production Possibilities Frontier: Graphical ApproachVideo: 1.2.6 Production Possibilities Frontier: Numerical ExampleVideo: 1.2.7 Production Possibilities Frontier: Understanding the SlopeVideo: 1.2.8 Production Possibilities Frontier: Modeling Technological Change and GrowthVideo: 1.2.9 Allocative Efficiency: Graphical Approach 1Video: 1.2.10 Allocative Efficiency: Graphical Approach 2Discussion Prompt: Production Possibilities Frontier in Your Local AreaReading: Additional Readings: Week 1Graded: Opportunity CostGraded: Production Possibility Frontier (PPF)Graded: Production Possibilities Frontier and GrowthWEEK 2Specialization \u0026 TradeTrade allows us to achieve the unattainable- we can consume more than we can produce on our own. We will introduce the concept of Comparative Advantage and discuss how gains from specialization allow us to use our resources efficiently. We will apply these concepts to a simple model of trade, showing that now the Consumption Possibilities Frontier allows points outside the Production Possibilities Frontier.14 videos, 1 readingexpandVideo: 2.1.1 Markets and Trade: IntroductionVideo: 2.2.1 Comparative Advantage: Numerical Example 1 - Set upVideo: 2.2.2 Comparative Advantage: Numerical Example 2 - Individual PPFsVideo: 2.2.3 Comparative Advantage: Numerical Example 3 - Joint PPFVideo: 2.2.4 Comparative Advantage: Numerical Example 4 - Joint PPF CompletedVideo: 2.3.2 Comparative Advantage: DefinitionVideo: 2.2.5 Comparative Advantage: Numerical Example 5 - Gains from SpecializationVideo: 2.2.6 Comparative Advantage: Numerical Example 6Video: 2.2.7 Comparative Advantage: Numerical Example 7Video: 2.3.1 Absolute Advantage: DefinitionVideo: 2.4.1 Gaining from Specialization Through TradeVideo: 2.4.2 Gaining from Specialization: The Consumption Possibilities FrontierVideo: 2.4.3 Gaining from Specialization: General Graphical ApproachVideo: 2.4.4 Gaining from Specialization: Imports and ExportsDiscussion Prompt: Comparative Advantage of Your Local AreaReading: Additional Readings: Week 2Graded: Comparative AdvantageGraded: TradeWEEK 3Supply and DemandWe will introduce the central model of Supply \u0026 Demand. This will allow you to communicate with other economists and finally understand those business pages and market updates. We will distinguish between a movement along and a movement of the supply \u0026 demand curves. We will define market equilibrium as understand that at an equilibrium price there is neither excess demand nor excess supply. We will end by a few scenarios where exogenous changes affect supply and/or demand and analyze the impact on equilibrium price and quantity.15 videos, 1 readingexpandVideo: 3.1.1 Supply \u0026 Demand: IntroductionVideo: 3.1.2 The Demand CurveVideo: 3.1.3 Shifts of Demand: Part 1Video: 3.1.4 Shifts of Demand: Part 2Video: 3.1.5 The Supply CurveVideo: 3.1.6 Shifts of Supply: Part 1Video: 3.1.7 Shifts of Supply: Part 2Video: 3.1.8 Market Equilibrium: DefinitionVideo: 3.1.9 Market Equilibrium: Understanding Who Buys and Who SellsVideo: 3.1.10 The Invisible Hand: Part 1Video: 3.1.11 The Invisible Hand: Part 2Video: 3.1.12 Changes in Demand: Effect on Market EquilibriumVideo: 3.1.13 Changes in Supply: Effect on Market EquilibriumVideo: 3.1.14 Simultaneous Changes in Demand \u0026 Supply: Effect on Market EquilibriumVideo: 3.1.15 Supply \u0026 Demand: ConclusionDiscussion Prompt: Model the Supply \u0026 Demand of a Good or ServiceReading: Additional Readings: Week 3Graded: The Demand CurveGraded: The Supply CurveGraded: Market EquilibriumGraded: A Change in Market EquilibriumWEEK 4Understanding Markets: Elasticities, Market Surplus, Efficiency, and EquityThere is a lot of terminology this week. We will introduce of the concept of elasticity of demand that measures the responsiveness of quantity demanded to a change in the price of a good. We will explore the relationship between change in price and revenue or sales and how elasticities can help us predict whether a decrease in price will increase or decrease revenue. We then introduce other elasticities of note: cross price elasticity, income elasticity and elasticity of supply.  We end the week by exploring the great accomplishment of markets: maximizing the size of the pie or the total benefit to society. 23 videos, 1 readingexpandVideo: 4.1.1 Elasticity: IntroductionVideo: 4.1.2 Elasticity of DemandVideo: 4.1.3 What Affects Elasticity of DemandVideo: 4.1.4 Perfectly Inelastic and Perfectly Elastic DemandVideo: 4.1.5 Elasticity Along a Straight Line Demand CurveVideo: 4.1.6 Elasticity and Revenue: Part 1Video: 4.1.7 Elasticity and Revenue: Part 2Video: 4.1.8 Unit Elastic Demand CurveVideo: 4.1.9 Cross Price Elasticity: Complements vs. SubstitutesVideo: 4.1.10 Income Elasticity: Normal vs. Inferior GoodsVideo: 4.1.11 Elasticity of SupplyVideo: 4.1.12 Elasticity: SummaryVideo: 4.2.1 Efficiency \u0026 Equity: IntroductionVideo: 4.2.2 Consumer SurplusVideo: 4.2.3 Producer SurplusVideo: 4.2.4 Maximizing Total SurplusReading: Additional Readings: Week 4Video: 4.2.5 T.S. at a Quantity Greater Than Equilibrium QuantityVideo: 4.2.6 T.S. at a Quantity Smaller Than Equilibrium QuantityVideo: 4.2.7 Efficiency \u0026 Equity: ConclusionVideo: 4.2.8 Price CeilingVideo: 4.2.9 Price Floors: The Case of Minimum WageVideo: 4.2.10 Calculating Total Surplus: Numerical ExampleVideo: 4.2.11 Price Ceilings: A Numerical ExampleDiscussion Prompt: Order Goods by Decreasing ElasticityGraded: Elasticity of DemandGraded: Elasticity of Demand \u0026 RevenueGraded: Other Elasticity TermsGraded: Consumer and Producer SurplusWEEK 5When Government IntervenesIn week four we learnt that the markets maximize the surplus that can be generated. So what happens if the government steps in and intervenes in the market? This week we will analyze price floors and ceilings, taxes and subsidies and learn how the best intentions sometimes lead to very unfortunate results.16 videos, 1 readingexpandVideo: 5.1.1 Government Intervention: IntroductionVideo: 5.1.2 Modeling a TaxVideo: 5.1.3 Modeling a Tax: Graphically InterpretationVideo: 5.1.4 Consequence of a Tax on Consumer and Producer SurplusVideo: 5.1.5 Consequence of a Tax on Total SurplusVideo: 5.1.6 Dead Weight LossVideo: 5.1.7 Tax IncidenceVideo: 5.1.8 Tax in Extreme Cases of Demand ElasticityVideo: 5.1.9 Tax in Extreme Cases of Elasticity of SupplyVideo: 5.1.10 Taxes: SummaryVideo: 5.1.11 Modeling a SubsidyVideo: 5.1.12 Consequence of a Subsidy on Total SurplusVideo: 5.1.13 Subsidy: SummaryVideo: 5.1.14 Taxes: Numerical Example Part 1Video: 5.1.15 Taxes: Numerical Example Part 2Video: The Power of Markets: ConclusionDiscussion Prompt: Analyze a Price Regulation or InterventionReading: Additional Readings: Week 5Graded: Price InterventionGraded: TaxesGraded: SubsidiesGraded: Government InterventionGraded: Final ExamWhere do markets come from? We will start with understanding the constraint of scarcity that we face and the concept of opportunity cost that reflects the true cost of any decision we make. We will learn to model scarcity using the Production Possibilities Frontier that allows us to visualize tradeoffs, distinguish between efficient, inefficient and unattainable points. We will also discuss how economic growth affects our options and allows us to achieve the previously unattainable.Video: The Power of Markets: IntroductionReading: Additional Readings: General SuggestionsReading: Participate in a Purdue Research Project (Optional)Video: 1.1.1 Opportunity Cost: IntroductionVideo: 1.1.2 Opportunity Cost: The Cost of EducationVideo: 1.1.3 Opportunity Cost: Numeric Example 1Video: 1.1.4 Opportunity Cost: Numeric Example 2Video: 1.1.5 Opportunity Cost: Numeric Example3Video: 1.1.6 Opportunity Cost: Numeric Example 4Video: 1.2.1 Scarcity: IntroductionVideo: 1.2.2 Production Possibilities Frontier: DefinitionVideo: 1.2.3 Allocative Efficiency: Defining Marginal Cost and Marginal BenefitVideo: 1.2.4 Allocative Efficiency: When Marginal Cost Equals Marginal BenefitVideo: 1.2.5 Production Possibilities Frontier: Graphical ApproachVideo: 1.2.6 Production Possibilities Frontier: Numerical ExampleVideo: 1.2.7 Production Possibilities Frontier: Understanding the SlopeVideo: 1.2.8 Production Possibilities Frontier: Modeling Technological Change and GrowthVideo: 1.2.9 Allocative Efficiency: Graphical Approach 1Video: 1.2.10 Allocative Efficiency: Graphical Approach 2Discussion Prompt: Production Possibilities Frontier in Your Local AreaReading: Additional Readings: Week 1Trade allows us to achieve the unattainable- we can consume more than we can produce on our own. We will introduce the concept of Comparative Advantage and discuss how gains from specialization allow us to use our resources efficiently. We will apply these concepts to a simple model of trade, showing that now the Consumption Possibilities Frontier allows points outside the Production Possibilities Frontier.Video: 2.1.1 Markets and Trade: IntroductionVideo: 2.2.1 Comparative Advantage: Numerical Example 1 - Set upVideo: 2.2.2 Comparative Advantage: Numerical Example 2 - Individual PPFsVideo: 2.2.3 Comparative Advantage: Numerical Example 3 - Joint PPFVideo: 2.2.4 Comparative Advantage: Numerical Example 4 - Joint PPF CompletedVideo: 2.3.2 Comparative Advantage: DefinitionVideo: 2.2.5 Comparative Advantage: Numerical Example 5 - Gains from SpecializationVideo: 2.2.6 Comparative Advantage: Numerical Example 6Video: 2.2.7 Comparative Advantage: Numerical Example 7Video: 2.3.1 Absolute Advantage: DefinitionVideo: 2.4.1 Gaining from Specialization Through TradeVideo: 2.4.2 Gaining from Specialization: The Consumption Possibilities FrontierVideo: 2.4.3 Gaining from Specialization: General Graphical ApproachVideo: 2.4.4 Gaining from Specialization: Imports and ExportsDiscussion Prompt: Comparative Advantage of Your Local AreaReading: Additional Readings: Week 2We will introduce the central model of Supply \u0026 Demand. This will allow you to communicate with other economists and finally understand those business pages and market updates. We will distinguish between a movement along and a movement of the supply \u0026 demand curves. We will define market equilibrium as understand that at an equilibrium price there is neither excess demand nor excess supply. We will end by a few scenarios where exogenous changes affect supply and/or demand and analyze the impact on equilibrium price and quantity.Video: 3.1.1 Supply \u0026 Demand: IntroductionVideo: 3.1.2 The Demand CurveVideo: 3.1.3 Shifts of Demand: Part 1Video: 3.1.4 Shifts of Demand: Part 2Video: 3.1.5 The Supply CurveVideo: 3.1.6 Shifts of Supply: Part 1Video: 3.1.7 Shifts of Supply: Part 2Video: 3.1.8 Market Equilibrium: DefinitionVideo: 3.1.9 Market Equilibrium: Understanding Who Buys and Who SellsVideo: 3.1.10 The Invisible Hand: Part 1Video: 3.1.11 The Invisible Hand: Part 2Video: 3.1.12 Changes in Demand: Effect on Market EquilibriumVideo: 3.1.13 Changes in Supply: Effect on Market EquilibriumVideo: 3.1.14 Simultaneous Changes in Demand \u0026 Supply: Effect on Market EquilibriumVideo: 3.1.15 Supply \u0026 Demand: ConclusionDiscussion Prompt: Model the Supply \u0026 Demand of a Good or ServiceReading: Additional Readings: Week 3There is a lot of terminology this week. We will introduce of the concept of elasticity of demand that measures the responsiveness of quantity demanded to a change in the price of a good. We will explore the relationship between change in price and revenue or sales and how elasticities can help us predict whether a decrease in price will increase or decrease revenue. We then introduce other elasticities of note: cross price elasticity, income elasticity and elasticity of supply.  We end the week by exploring the great accomplishment of markets: maximizing the size of the pie or the total benefit to society. Video: 4.1.1 Elasticity: IntroductionVideo: 4.1.2 Elasticity of DemandVideo: 4.1.3 What Affects Elasticity of DemandVideo: 4.1.4 Perfectly Inelastic and Perfectly Elastic DemandVideo: 4.1.5 Elasticity Along a Straight Line Demand CurveVideo: 4.1.6 Elasticity and Revenue: Part 1Video: 4.1.7 Elasticity and Revenue: Part 2Video: 4.1.8 Unit Elastic Demand CurveVideo: 4.1.9 Cross Price Elasticity: Complements vs. SubstitutesVideo: 4.1.10 Income Elasticity: Normal vs. Inferior GoodsVideo: 4.1.11 Elasticity of SupplyVideo: 4.1.12 Elasticity: SummaryVideo: 4.2.1 Efficiency \u0026 Equity: IntroductionVideo: 4.2.2 Consumer SurplusVideo: 4.2.3 Producer SurplusVideo: 4.2.4 Maximizing Total SurplusReading: Additional Readings: Week 4Video: 4.2.5 T.S. at a Quantity Greater Than Equilibrium QuantityVideo: 4.2.6 T.S. at a Quantity Smaller Than Equilibrium QuantityVideo: 4.2.7 Efficiency \u0026 Equity: ConclusionVideo: 4.2.8 Price CeilingVideo: 4.2.9 Price Floors: The Case of Minimum WageVideo: 4.2.10 Calculating Total Surplus: Numerical ExampleVideo: 4.2.11 Price Ceilings: A Numerical ExampleDiscussion Prompt: Order Goods by Decreasing ElasticityIn week four we learnt that the markets maximize the surplus that can be generated. So what happens if the government steps in and intervenes in the market? This week we will analyze price floors and ceilings, taxes and subsidies and learn how the best intentions sometimes lead to very unfortunate results.Video: 5.1.1 Government Intervention: IntroductionVideo: 5.1.2 Modeling a TaxVideo: 5.1.3 Modeling a Tax: Graphically InterpretationVideo: 5.1.4 Consequence of a Tax on Consumer and Producer SurplusVideo: 5.1.5 Consequence of a Tax on Total SurplusVideo: 5.1.6 Dead Weight LossVideo: 5.1.7 Tax IncidenceVideo: 5.1.8 Tax in Extreme Cases of Demand ElasticityVideo: 5.1.9 Tax in Extreme Cases of Elasticity of SupplyVideo: 5.1.10 Taxes: SummaryVideo: 5.1.11 Modeling a SubsidyVideo: 5.1.12 Consequence of a Subsidy on Total SurplusVideo: 5.1.13 Subsidy: SummaryVideo: 5.1.14 Taxes: Numerical Example Part 1Video: 5.1.15 Taxes: Numerical Example Part 2Video: The Power of Markets: ConclusionDiscussion Prompt: Analyze a Price Regulation or InterventionReading: Additional Readings: Week 5University of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and AllocationsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Consumer and Producer BehaviorUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real World",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/microeconomics-part1",
    "Language": "English, Subtitles: Mongolian",
    "Commitment": "5 weeks of study, 4-7 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Understanding economic policymaking",
    "Description": "About this course: This course will employ a non-technical approach to analyze how governments use policy to influence a country's economy. Upon completing the course you should be able to discuss national debts and deficits, examine fiscal and monetary policy and their appropriateness to the situation of an economy, and anticipate the results of fiscal and monetary policies and structural reform on a country. These concepts will give you the tools to develop your own position in many current economic debates, such as fiscal stimulus vs. austerity, the merits of quantitative easing, the need for higher interest rates or the future growth path of many modern economies.WEEK 1Macroeconomy OverviewWe are surrounded by news and commentary on the macroeconomy.  To understand it, we need to grasp the meaning of GDP, inflation and unemployment and see what their “normal” levels are and how they relate to one another.  Though these levels and relationships are far from mechanical, they provide an essential foundation to understanding what governments are doing in a macroeconomy.11 videos, 4 readingsexpandVideo: Introduction: Module 1Reading: Syllabus: Module 1Reading: Grading PolicyReading: Course StaffReading: Contact UsVideo: What is GDP - The Circular Flow DiagramVideo: Potential GDP as a Reference Point for the Business CycleVideo: GDP Gaps and PolicymakingVideo: What Does a Business Cycle Look Like?Video: What Drives the Business Cycle - Aggregate Supply and Aggregate DemandVideo: Aggregate Supply and Aggregate Demand IIVideo: Aggregate Supply and Aggregate Demand III: Shifts in Aggregate DemandVideo: Aggregate Supply and Aggregate Demand IV: Shifts in Aggregate SupplyVideo: GDP Growth in the Real World and Future ProspectsVideo: Conclusion: Module OneGraded: Macroeconomy QuizWEEK 2The Fiscal Policy ToolWelcome to Module 2!  We will be going into fiscal policy, which is one of the key tools that authorities have to influence the economy and bring GDP closer to its ideal growth rate. It consists of changes in government spending and taxes. To try to gauge how much spending and taxes need to change to bring GDP to potential, we use two concepts: the multiplier, and crowding out. However, spending and tax revenues also move automatically across the business cycle, helping make the economy more stable. Thanks for being with us! Enjoy learning!7 videos, 1 readingexpandVideo: Introduction: Module 2Reading: Syllabus: Module 2Video: Restrictive and Expansive Fiscal Policy ToolsVideo: The Multiplier Effect of Fiscal PolicyVideo: Crowding OutVideo: Automatic StabilizersVideo: Fiscal Policy in the Real WorldVideo: Conclusion: Module TwoGraded: Fiscal Policy Tool QuizWEEK 3Deficits, Debts, Myths and RealitiesWelcome to Module 3!\n \nNow we know how fiscal policy is supposed to work in the economy, to close recessionary or inflationary gaps. In this module we will get into the nuts and bolts of deficits and debts in the real world and I am sure we will have some interesting follow-up discussions!  How is it really used? What are government deficits and debts? When governments run deficits and need to borrow money, how and where do they do it? When are these deficits and debts more of a problem? This module will look at the US and other leading economies in recent years to answer these questions, clear up some common misconceptions, and point to what the most important concerns are with deficits and debts at the present time.\n \nGood luck and see you online!\n10 videos, 1 readingexpandVideo: Introduction: Module ThreeReading: Syllabus: Module 3Video: Government Deficits and SurplusesVideo: How Do Governments Borrow Money? (I)Video: How Do Governments Borrow Money? (II)Video: Who Owns Public Debt in Advanced Economies?Video: How Much Deficit is Too Much?Video: US DebtVideo: Strengths and Weaknesses of Fiscal PolicyVideo: Conclusion: Module ThreeVideo: Office Hours Modules 1 to 3Graded: Deficits, Debts, Myths and Realities QuizWEEK 4Monetary PolicyWelcome to Module 4!\n \nThis week we're tackling a fascinating issue, which is monetary policy, and I anticipate some very interesting debates. Monetary policy is the other main tool that governments can use to influence the economy. Monetary authorities work through the money supply and can use open market operations, their own lending rates and reserve or cash ratios to influence money markets and hence the real economy. Just as with fiscal policy, once the gap in the economy is identified, expansive monetary policy should be used in a recessionary gap and restrictive monetary policy in an inflationary gap. Monetary policy is superior to fiscal policy in many ways, but its greatest weakness is that it does not work nearly as well in recessionary gaps as in inflationary gaps.\n \nKeep up the good work!\n7 videos, 1 readingexpandVideo: Introduction: Module FourReading: Syllabus: Module 4Video: What is Money and What are Central BanksVideo: Central Banks in the WorldVideo: What are the Tools of Central Banks?Video: How Does Monetary Policy Work Across the cycle and Why Does it Sometimes Fail?Video: Strengths and Weaknesses of Monetary PolicyVideo: Conclusion: Module FourGraded: Monetary Policy QuizWEEK 5Combining Policies and Other Policy ToolsWelcome, Courserians, to our fifth module in the Understanding Economic Policy course! We have so many tools in hand now that we can spend our last sessions putting the pieces together and tackling real-world policy questions. There is little that could be more relevant, and I hope you will enjoy it. In the real world, fiscal and monetary authorities may move in the same policy directions or they may act in opposition to one another. We will explore what happens as fiscal and monetary policies interact in the real economy. Additionally, economic decision-makers have two other policies that they can use to influence the economy, which are exchange-rate policy and structural policy. We will discuss how these work, and what special complications and advantages they present. There is also a peer-evaluated assignment for this course, and it’s included in this module. You will use the Economic Policy Simulator, a free interactive exercise, to make policy for an unknown country.  Use all of the tools that we have learned together, and enjoy getting a chance to run a country! Thanks for your enthusiastic participation, and enjoy these last two modules of the course! 8 videos, 1 readingexpandVideo: Introduction: Module FiveReading: Syllabus: Module 5Video: How Do Different Combinations of These Policies Affect the Macroeconomy?Video: Policy Mixes and OutcomesVideo: Exchange RatesVideo: Structural PolicyVideo: Policy Mix in the Real WorldVideo: Practicing Policymaking with the Economic Policy SimulatorVideo: Conclusion: Module FiveGraded: Combining Policies and Other Policy Tools QuizGraded: Peer Graded Assignment - Economic Policy SimulatorWEEK 6Policymaking in the Wake of the Financial CrisisYou are now in the last module of our Understanding Economic Policymaking course!  Having reviewed the theory behind economic policymaking, we devote the last module to discovering what policymakers are actually doing in the leading developed countries of the world. We will discuss whether interest rates have been appropriate in a group of countries, and what the consequences are if they are not. We will also discuss quantitative easing, the main “unconventional” monetary policy, and anticipate some of its consequences. We will have a look at deficits and debt in some countries and use the tools to determine whether they are problematic; we will analyze the “austerity” policies applied in many European countries; and we will have a look at the combination of fiscal, monetary and structural policies being used in Japan, dubbed “Abenomics”. We´ll also consider the perils of policymakers´ aggressive pursuit of growth at a time when it is becoming more elusive. The final exam will have questions from this module and from each of the previous modules, so you can study your earlier quizzes to prepare. Good luck as you complete the course!  I´ve enjoyed getting to know you a little.  Warm regards.9 videos, 1 readingexpandVideo: Introduction: Module SixReading: Syllabus: Module 6Video: Monetary Policy in the United StatesVideo: Monetary Policy in Spain and GermanyVideo: Quantitative EasingVideo: Fiscal Policy in the Real World: When is Debt Too High?Video: AbenomicsVideo: Policy and the Eternal Pursuit of GrowthVideo: Summary of the CourseVideo: Extra: The situation in GreeceGraded: Final ExamWe are surrounded by news and commentary on the macroeconomy.  To understand it, we need to grasp the meaning of GDP, inflation and unemployment and see what their “normal” levels are and how they relate to one another.  Though these levels and relationships are far from mechanical, they provide an essential foundation to understanding what governments are doing in a macroeconomy.Video: Introduction: Module 1Reading: Syllabus: Module 1Reading: Grading PolicyReading: Course StaffReading: Contact UsVideo: What is GDP - The Circular Flow DiagramVideo: Potential GDP as a Reference Point for the Business CycleVideo: GDP Gaps and PolicymakingVideo: What Does a Business Cycle Look Like?Video: What Drives the Business Cycle - Aggregate Supply and Aggregate DemandVideo: Aggregate Supply and Aggregate Demand IIVideo: Aggregate Supply and Aggregate Demand III: Shifts in Aggregate DemandVideo: Aggregate Supply and Aggregate Demand IV: Shifts in Aggregate SupplyVideo: GDP Growth in the Real World and Future ProspectsVideo: Conclusion: Module OneWelcome to Module 2!  We will be going into fiscal policy, which is one of the key tools that authorities have to influence the economy and bring GDP closer to its ideal growth rate. It consists of changes in government spending and taxes. To try to gauge how much spending and taxes need to change to bring GDP to potential, we use two concepts: the multiplier, and crowding out. However, spending and tax revenues also move automatically across the business cycle, helping make the economy more stable. Thanks for being with us! Enjoy learning!Video: Introduction: Module 2Reading: Syllabus: Module 2Video: Restrictive and Expansive Fiscal Policy ToolsVideo: The Multiplier Effect of Fiscal PolicyVideo: Crowding OutVideo: Automatic StabilizersVideo: Fiscal Policy in the Real WorldVideo: Conclusion: Module TwoWelcome to Module 3!\n \nNow we know how fiscal policy is supposed to work in the economy, to close recessionary or inflationary gaps. In this module we will get into the nuts and bolts of deficits and debts in the real world and I am sure we will have some interesting follow-up discussions!  How is it really used? What are government deficits and debts? When governments run deficits and need to borrow money, how and where do they do it? When are these deficits and debts more of a problem? This module will look at the US and other leading economies in recent years to answer these questions, clear up some common misconceptions, and point to what the most important concerns are with deficits and debts at the present time.\n \nGood luck and see you online!\nVideo: Introduction: Module ThreeReading: Syllabus: Module 3Video: Government Deficits and SurplusesVideo: How Do Governments Borrow Money? (I)Video: How Do Governments Borrow Money? (II)Video: Who Owns Public Debt in Advanced Economies?Video: How Much Deficit is Too Much?Video: US DebtVideo: Strengths and Weaknesses of Fiscal PolicyVideo: Conclusion: Module ThreeVideo: Office Hours Modules 1 to 3Welcome to Module 4!\n \nThis week we're tackling a fascinating issue, which is monetary policy, and I anticipate some very interesting debates. Monetary policy is the other main tool that governments can use to influence the economy. Monetary authorities work through the money supply and can use open market operations, their own lending rates and reserve or cash ratios to influence money markets and hence the real economy. Just as with fiscal policy, once the gap in the economy is identified, expansive monetary policy should be used in a recessionary gap and restrictive monetary policy in an inflationary gap. Monetary policy is superior to fiscal policy in many ways, but its greatest weakness is that it does not work nearly as well in recessionary gaps as in inflationary gaps.\n \nKeep up the good work!\nVideo: Introduction: Module FourReading: Syllabus: Module 4Video: What is Money and What are Central BanksVideo: Central Banks in the WorldVideo: What are the Tools of Central Banks?Video: How Does Monetary Policy Work Across the cycle and Why Does it Sometimes Fail?Video: Strengths and Weaknesses of Monetary PolicyVideo: Conclusion: Module FourWelcome, Courserians, to our fifth module in the Understanding Economic Policy course! We have so many tools in hand now that we can spend our last sessions putting the pieces together and tackling real-world policy questions. There is little that could be more relevant, and I hope you will enjoy it. In the real world, fiscal and monetary authorities may move in the same policy directions or they may act in opposition to one another. We will explore what happens as fiscal and monetary policies interact in the real economy. Additionally, economic decision-makers have two other policies that they can use to influence the economy, which are exchange-rate policy and structural policy. We will discuss how these work, and what special complications and advantages they present. There is also a peer-evaluated assignment for this course, and it’s included in this module. You will use the Economic Policy Simulator, a free interactive exercise, to make policy for an unknown country.  Use all of the tools that we have learned together, and enjoy getting a chance to run a country! Thanks for your enthusiastic participation, and enjoy these last two modules of the course! Video: Introduction: Module FiveReading: Syllabus: Module 5Video: How Do Different Combinations of These Policies Affect the Macroeconomy?Video: Policy Mixes and OutcomesVideo: Exchange RatesVideo: Structural PolicyVideo: Policy Mix in the Real WorldVideo: Practicing Policymaking with the Economic Policy SimulatorVideo: Conclusion: Module FiveYou are now in the last module of our Understanding Economic Policymaking course!  Having reviewed the theory behind economic policymaking, we devote the last module to discovering what policymakers are actually doing in the leading developed countries of the world. We will discuss whether interest rates have been appropriate in a group of countries, and what the consequences are if they are not. We will also discuss quantitative easing, the main “unconventional” monetary policy, and anticipate some of its consequences. We will have a look at deficits and debt in some countries and use the tools to determine whether they are problematic; we will analyze the “austerity” policies applied in many European countries; and we will have a look at the combination of fiscal, monetary and structural policies being used in Japan, dubbed “Abenomics”. We´ll also consider the perils of policymakers´ aggressive pursuit of growth at a time when it is becoming more elusive. The final exam will have questions from this module and from each of the previous modules, so you can study your earlier quizzes to prepare. Good luck as you complete the course!  I´ve enjoyed getting to know you a little.  Warm regards.Video: Introduction: Module SixReading: Syllabus: Module 6Video: Monetary Policy in the United StatesVideo: Monetary Policy in Spain and GermanyVideo: Quantitative EasingVideo: Fiscal Policy in the Real World: When is Debt Too High?Video: AbenomicsVideo: Policy and the Eternal Pursuit of GrowthVideo: Summary of the CourseVideo: Extra: The situation in GreeceUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real WorldUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsYale UniversityThe Global Financial CrisisHigher School of EconomicsPublic Economics",
    "Creator": "IE Business School",
    "Level": "",
    "URL": "https://coursera.org/learn/economic-policy",
    "Language": "English, Subtitles: Spanish, Turkish",
    "Commitment": "8 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "O Poder da Macroeconomia: princípios da economia no mundo real (em Português)",
    "Description": "About this course: Neste curso, você conhecerá os princípios fundamentais da macroeconomia geralmente ensinados em cursos trimestrais ou semestrais para alunos de graduação ou MBA. E, talvez mais importante ainda, você também aprenderá a aplicar esses princípios a uma grande variedade de situações, tanto de sua vida particular quanto profissional. Assim, o Poder da Macroeconomia vai ajudá-lo a ser bem-sucedido em um ambiente globalizado e cada vez mais competitivo.\n\nThis is a translated version. To join the original English version, please visit this page https://www.coursera.org/learn/principles-of-macroeconomicsWEEK 1Boas-vindas1 video, 1 reading, 1 practice quizexpandLecture: Plano de estudosQuiz pour s'exercer: Teste seus conhecimentos sobre economia (sem avaliação)Video: An Overview of Modern Macroeconomics WEEK 2Visão geral sobre a Macroeconomia Moderna5 videos, 1 readingexpandLecture: Visão geral do móduloVideo: As quatro grandes questões da macroeconomiaVideo: Principais ferramentas da política macroeconômicaVideo: As maiores escolas macroeconômicasVideo: Inflação de demanda versus inflação de custo, dilema keynesiano e o surgimento do monetarismoVideo: Da economia pelo lado da oferta e dos neoclássicos de volta para o keynesianismoGraded: Visão geral sobre a Macroeconomia ModernaWEEK 3Modelo de oferta e demanda agregadas e debate entre clássicos e keynesianos6 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Nascimento da economia keynesianaVideo: Os dois pilares da economia clássicaVideo: Por que a economia clássica fracassouVideo: O modelo AS/ADVideo: Por que as curvas AS e AD são deslocadasVideo: Três segmentos da economiaGraded: Modelo de oferta e demanda agregadas e debate entre clássicos e keynesianosWEEK 4Modelo keynesiano e Política fiscal5 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Introdução ao modelo keynesianoVideo: Análise do modelo keynesianoVideo: As funções keynesianas das despesasVideo: O multiplicador keynesiano e as soluções para hiatos deflacionários ou inflacionáriosVideo: Prós e contras do modelo keynesianoGraded: Modelo keynesiano e Política fiscalWEEK 5Reserva Federal dos EUA e Política Monetária7 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Reserva Federal dos EUA e Política MonetáriaVideo: Tudo sobre moedaVideo: Tudo sobre taxas de jurosVideo: Determinantes da demanda de moedaVideo: \"Como o papel-moeda é criado\" e multiplicador monetárioVideo: Exemplo de um Banco Central - A Reserva Federal dos EUAVideo: Política monetária versus política fiscalGraded: Reserva Federal dos EUA e Política MonetáriaWEEK 6Desemprego, inflação e estagflação8 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Alguns conceitos básicos sobre desempregoVideo: Desemprego definido e medidoVideo: Lei de OkunVideo: Inflação de demanda versus inflação de custo e o dilema keynesianoVideo: Inflação, inflacionário, expectativa e curva de PhillipsVideo: Taxa natural de desemprego e Espirais inflacionáriasVideo: Soluções monetaristas versus Soluções keynesianas para a inflaçãoVideo: Economia pelo lado da oferta e \"Curva de Laffer\"Graded: Desemprego, inflação e estagflaçãoWEEK 7A rivalidade das escolas macroeconômicas7 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Considerações do Prof. NavarroVideo: Economia neoclássica e Expectativas racionais versus Expectativas adaptativasVideo: A Grande Recessão de 2007 e Quantitative EasingVideo: Como prever os ciclos de negócios e os desequilíbrios comerciais estruturaisVideo: \"O que causa a instabilidade macroeconômica\" e \"A economia é autorregulada\"?Video: Regras versus discriçãoVideo: Regra de orçamento equilibrado, crowding out e \"Para onde convergem as escolas rivais\"?Graded: A rivalidade das escolas macroeconômicasWEEK 8Crescimento econômico e Produtividade5 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Visão geral dos quatro motores do crescimento econômicoVideo: Dos quatro motores do crescimento econômico em detalheVideo: Os modelos de crescimento de Adam Smith e Thomas MalthusVideo: Modelo neoclássico de crescimento de SolowVideo: Prós e contras do crescimento e Como incentivar o crescimentoGraded: Crescimento econômico e produtividadeWEEK 9Déficits orçamentários e dívida pública6 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Definição de déficits orçamentários e dívida públicaVideo: Razão Dívida/PIB, Déficit nominal versus real, Déficit estrutural versus cíclicoVideo: Cálculo das partes estruturais e cíclicas do déficit orçamentárioVideo: Financiamento dos déficit orçamentários e problemas relacionados; Multiplicador do orçamento equilibradoVideo: Prós e contras do déficit orçamentárioVideo: Impactos dos déficits orçamentários e da dívida no investimento e produtividadeGraded: Déficits orçamentários e dívida públicaWEEK 10Comércio Internacional e Protecionismo5 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Vantagem absoluta versus Vantagem comparativaVideo: Conceitos básicos da Vantagem comparativa e Ganhos com o comércioVideo: Tarifas, cotas, barreiras comerciais, protecionismo e peso mortoVideo: Prós e contras do protecionismoVideo: Limitações do modelo Ricardiano de livre comércio no mundo real e o caso da ChinaGraded: Comércio Internacional e ProtecionismoWEEK 11Taxas de câmbio, balanço de pagamentos e déficits comerciais8 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Os déficits comerciais são um problema?Video: Algumas considerações sobre o balanço de pagamentosVideo: Definição de taxas de câmbio e \"Por que elas variam?\"Video: Câmbio fixo versus Câmbio flutuante, padrão-ouro e o mecanismo “preço-espécie-fluxo” de HumeVideo: O padrão-dólar e seu colapsoVideo: O sistema híbrido de taxa de câmbio dos dias de hoje, blocos de moeda única e sistemas de câmbio fixoVideo: \"Como déficits comerciais crônicos podem persistir\", a relação do multiplicador e a coordenação global de políticas fiscais e monetáriasVideo: O Sistema Monetário Europeu, Alemanha como estudo de caso e os benefícios da coordenação políticaGraded: Taxas de câmbio, balanço de pagamentos e déficits comerciaisWEEK 12A economia dos países em desenvolvimento5 videos, 1 readingexpandLecture: Visão geral do móduloVideo: Os quatro elementos do desenvolvimentoVideo: Recursos humanos, recursos naturais e padrões de posse da terraVideo: A importância da formação de capital e da mudança tecnológicaVideo: \"Por que alguns países prosperam\", o ciclo da pobreza e nove políticas para promover o crescimentoVideo: Considerações finaisGraded: A economia dos países em desenvolvimentoWEEK 13Avaliação final1 readingexpandLecture: Recursos de aprendizadoGraded: Avaliação finalLecture: Plano de estudosQuiz pour s'exercer: Teste seus conhecimentos sobre economia (sem avaliação)Video: An Overview of Modern Macroeconomics Lecture: Visão geral do móduloVideo: As quatro grandes questões da macroeconomiaVideo: Principais ferramentas da política macroeconômicaVideo: As maiores escolas macroeconômicasVideo: Inflação de demanda versus inflação de custo, dilema keynesiano e o surgimento do monetarismoVideo: Da economia pelo lado da oferta e dos neoclássicos de volta para o keynesianismoLecture: Visão geral do móduloVideo: Nascimento da economia keynesianaVideo: Os dois pilares da economia clássicaVideo: Por que a economia clássica fracassouVideo: O modelo AS/ADVideo: Por que as curvas AS e AD são deslocadasVideo: Três segmentos da economiaLecture: Visão geral do móduloVideo: Introdução ao modelo keynesianoVideo: Análise do modelo keynesianoVideo: As funções keynesianas das despesasVideo: O multiplicador keynesiano e as soluções para hiatos deflacionários ou inflacionáriosVideo: Prós e contras do modelo keynesianoLecture: Visão geral do móduloVideo: Reserva Federal dos EUA e Política MonetáriaVideo: Tudo sobre moedaVideo: Tudo sobre taxas de jurosVideo: Determinantes da demanda de moedaVideo: \"Como o papel-moeda é criado\" e multiplicador monetárioVideo: Exemplo de um Banco Central - A Reserva Federal dos EUAVideo: Política monetária versus política fiscalLecture: Visão geral do móduloVideo: Alguns conceitos básicos sobre desempregoVideo: Desemprego definido e medidoVideo: Lei de OkunVideo: Inflação de demanda versus inflação de custo e o dilema keynesianoVideo: Inflação, inflacionário, expectativa e curva de PhillipsVideo: Taxa natural de desemprego e Espirais inflacionáriasVideo: Soluções monetaristas versus Soluções keynesianas para a inflaçãoVideo: Economia pelo lado da oferta e \"Curva de Laffer\"Lecture: Visão geral do móduloVideo: Considerações do Prof. NavarroVideo: Economia neoclássica e Expectativas racionais versus Expectativas adaptativasVideo: A Grande Recessão de 2007 e Quantitative EasingVideo: Como prever os ciclos de negócios e os desequilíbrios comerciais estruturaisVideo: \"O que causa a instabilidade macroeconômica\" e \"A economia é autorregulada\"?Video: Regras versus discriçãoVideo: Regra de orçamento equilibrado, crowding out e \"Para onde convergem as escolas rivais\"?Lecture: Visão geral do móduloVideo: Visão geral dos quatro motores do crescimento econômicoVideo: Dos quatro motores do crescimento econômico em detalheVideo: Os modelos de crescimento de Adam Smith e Thomas MalthusVideo: Modelo neoclássico de crescimento de SolowVideo: Prós e contras do crescimento e Como incentivar o crescimentoLecture: Visão geral do móduloVideo: Definição de déficits orçamentários e dívida públicaVideo: Razão Dívida/PIB, Déficit nominal versus real, Déficit estrutural versus cíclicoVideo: Cálculo das partes estruturais e cíclicas do déficit orçamentárioVideo: Financiamento dos déficit orçamentários e problemas relacionados; Multiplicador do orçamento equilibradoVideo: Prós e contras do déficit orçamentárioVideo: Impactos dos déficits orçamentários e da dívida no investimento e produtividadeLecture: Visão geral do móduloVideo: Vantagem absoluta versus Vantagem comparativaVideo: Conceitos básicos da Vantagem comparativa e Ganhos com o comércioVideo: Tarifas, cotas, barreiras comerciais, protecionismo e peso mortoVideo: Prós e contras do protecionismoVideo: Limitações do modelo Ricardiano de livre comércio no mundo real e o caso da ChinaLecture: Visão geral do móduloVideo: Os déficits comerciais são um problema?Video: Algumas considerações sobre o balanço de pagamentosVideo: Definição de taxas de câmbio e \"Por que elas variam?\"Video: Câmbio fixo versus Câmbio flutuante, padrão-ouro e o mecanismo “preço-espécie-fluxo” de HumeVideo: O padrão-dólar e seu colapsoVideo: O sistema híbrido de taxa de câmbio dos dias de hoje, blocos de moeda única e sistemas de câmbio fixoVideo: \"Como déficits comerciais crônicos podem persistir\", a relação do multiplicador e a coordenação global de políticas fiscais e monetáriasVideo: O Sistema Monetário Europeu, Alemanha como estudo de caso e os benefícios da coordenação políticaLecture: Visão geral do móduloVideo: Os quatro elementos do desenvolvimentoVideo: Recursos humanos, recursos naturais e padrões de posse da terraVideo: A importância da formação de capital e da mudança tecnológicaVideo: \"Por que alguns países prosperam\", o ciclo da pobreza e nove políticas para promover o crescimentoVideo: Considerações finaisLecture: Recursos de aprendizadoUniversity of California, IrvineThe Power of Microeconomics: Economic Principles in the Real WorldIE Business SchoolUnderstanding economic policymakingUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsYale UniversityThe Global Financial CrisisUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic Performance",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/macroeconomia-pt",
    "Language": "Portuguese (Brazilian), Subtitles: English, Spanish, Portuguese (European), Chinese (Simplified)",
    "Commitment": "13 hours of videos and quizzes",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Introduction to Faecal Sludge Management",
    "Description": "About this course: Do you want learn how to apply concepts of sustainable faecal sludge management (FSM) on a city-wide scale? This course  starts with an overview of what faecal sludge is and an introduces you to the engineering fundamentals and required information for the design and selection of technologies. Sanitation solutions are prone to failure if an integrated planning approach that includes stakeholder involvement and the development of appropriate institutional, management and financial arrangements is not implemented. The course therefore dedicates a complete week to presenting  the full picture, in addition to technology, that needs to be considered for sustainable solutions. It concludes with a focus on current research and innovations in technologies, to provide an understanding of the most up-to-date options.\n\nThis course is one of four in the series “Sanitation, Water and Solid Waste for Development\".WEEK 1An introduction to faecal sludge management This first week of this course includes an overview of what faecal sludge is, and the importance of an integrated approach to faecal sludge management. It provides an introduction to what is currently lacking, weak links in the service chain, and also presents positive examples of what is working.  8 videos, 5 readingsexpandVideo: Trailer - Introduction to Faecal Sludge ManagementReading: About the courseReading: Further readingReading: How to use the forumVideo: 1.1 Course OverviewVideo: 1.2 The Global SituationVideo: 1.3 Sanitation research in Sub-Saharan AfricaVideo: 1.4 Systems Based ApproachVideo: 1.5 What is faecal sludge?Video: 1.6 What is working?Video: 1.7 Wrap-upReading: Further reading - Week 1Reading: Slides - Week 1WEEK 2Overview of fundamentals for design and selection of treatment technologiesThe second week of this course is based on an integrated engineering design approach, and will introduce fundamentals and required information for the design and selection of technologies, including objectives, mechanisms, quantification and characterization. It also includes the collection and transport of faecal sludge to treatment.8 videos, 2 readingsexpandVideo: 2.1 Treatment ObjectivesVideo: 2.2 Overview of Treatment MechanismsVideo: 2.3 Resource recoveryVideo: 2.4 Market-driven approach to select treatment productsVideo: 2.5 CharacterizationVideo: 2.6 QuantificationVideo: 2.7 Collection and transport technologiesVideo: 2.8 Wrap-upReading: Further reading - Week 2Reading: Slides - Week 2Graded: Week 1\u00262WEEK 3Treatment technologies for faecal sludgeThe third week of this course focuses on engineering aspects of how to size and properly operate treatment technologies.9 videos, 2 readingsexpandVideo: 3.1 Overview of treatment technologiesVideo: 3.2 Settling-thickening tanksVideo: 3.3 Unplanted drying bedsVideo: 3.4 Planted Drying BedsVideo: 3.5 Co-compostingVideo: 3.6 Co-treatment with WastewaterVideo: 3.7 Effluent treatment technologiesVideo: 3.8 Design example of a treatment plantVideo: 3.9 Wrap-upReading: Further reading - Week 3Reading: Slides - Week 3Graded: Week 3WEEK 4Integrated approach to faecal sludge management Sanitation solutions do not rely on technology alone, and are prone to failure if an integrated planning approach that includes stakeholder involvement and the development of appropriate institutional, management and financial arrangements is not implemented. Presented in week 4 is the full picture, in addition to technology, that needs to be considered for sustainable solutions.8 videos, 2 readingsexpandVideo: 4.1 Integrated planning approachVideo: 4.2 Assessment of the Initial situationVideo: 4.3 Stakeholder Analysis and EngagementVideo: 4.4 Institutional FrameworksVideo: 4.5 Financial transfers and flows modelsVideo: 4.6 Operation and maintenance of treatment plansVideo: 4.7 Engineering EconomicsVideo: 4.8 Wrap-upReading: Further reading - Week 4Reading: Slides - Week 4Graded: Week 4WEEK 5Innovations in faecal sludge management Faecal sludge management is a relatively new and rapidly growing field. As a result, many solutions are not yet fully developed, which has to be carefully considered in technology implementation. Week 5 will focus on current research and innovations in technologies, to provide an understanding of the most up-to-date options, and what needs to be considered for further development and implementation.9 videos, 2 readingsexpandVideo: 5.1 Innovations in collectionVideo: 5.2 Innovations In transportVideo: 5.3 Innovations in anaerobic digestionVideo: 5.4 Innovations in conditioningVideo: 5.5 Innovations in solid fuelsVideo: 5.6 Innovations in vermi and fly larvae compostingVideo: 5.7 Innovations in ammonia and lime treatmentVideo: 5.8 Innovative, adaptive and integrated case Study of DurbanVideo: 5.9 The Way ForwardReading: Further reading - Week 5Reading: Slides - Week 5Graded: Final examThis first week of this course includes an overview of what faecal sludge is, and the importance of an integrated approach to faecal sludge management. It provides an introduction to what is currently lacking, weak links in the service chain, and also presents positive examples of what is working.  Video: Trailer - Introduction to Faecal Sludge ManagementReading: About the courseReading: Further readingReading: How to use the forumVideo: 1.1 Course OverviewVideo: 1.2 The Global SituationVideo: 1.3 Sanitation research in Sub-Saharan AfricaVideo: 1.4 Systems Based ApproachVideo: 1.5 What is faecal sludge?Video: 1.6 What is working?Video: 1.7 Wrap-upReading: Further reading - Week 1Reading: Slides - Week 1The second week of this course is based on an integrated engineering design approach, and will introduce fundamentals and required information for the design and selection of technologies, including objectives, mechanisms, quantification and characterization. It also includes the collection and transport of faecal sludge to treatment.Video: 2.1 Treatment ObjectivesVideo: 2.2 Overview of Treatment MechanismsVideo: 2.3 Resource recoveryVideo: 2.4 Market-driven approach to select treatment productsVideo: 2.5 CharacterizationVideo: 2.6 QuantificationVideo: 2.7 Collection and transport technologiesVideo: 2.8 Wrap-upReading: Further reading - Week 2Reading: Slides - Week 2Video: 3.1 Overview of treatment technologiesVideo: 3.2 Settling-thickening tanksVideo: 3.3 Unplanted drying bedsVideo: 3.4 Planted Drying BedsVideo: 3.5 Co-compostingVideo: 3.6 Co-treatment with WastewaterVideo: 3.7 Effluent treatment technologiesVideo: 3.8 Design example of a treatment plantVideo: 3.9 Wrap-upReading: Further reading - Week 3Reading: Slides - Week 3Sanitation solutions do not rely on technology alone, and are prone to failure if an integrated planning approach that includes stakeholder involvement and the development of appropriate institutional, management and financial arrangements is not implemented. Presented in week 4 is the full picture, in addition to technology, that needs to be considered for sustainable solutions.Video: 4.1 Integrated planning approachVideo: 4.2 Assessment of the Initial situationVideo: 4.3 Stakeholder Analysis and EngagementVideo: 4.4 Institutional FrameworksVideo: 4.5 Financial transfers and flows modelsVideo: 4.6 Operation and maintenance of treatment plansVideo: 4.7 Engineering EconomicsVideo: 4.8 Wrap-upReading: Further reading - Week 4Reading: Slides - Week 4Faecal sludge management is a relatively new and rapidly growing field. As a result, many solutions are not yet fully developed, which has to be carefully considered in technology implementation. Week 5 will focus on current research and innovations in technologies, to provide an understanding of the most up-to-date options, and what needs to be considered for further development and implementation.Video: 5.1 Innovations in collectionVideo: 5.2 Innovations In transportVideo: 5.3 Innovations in anaerobic digestionVideo: 5.4 Innovations in conditioningVideo: 5.5 Innovations in solid fuelsVideo: 5.6 Innovations in vermi and fly larvae compostingVideo: 5.7 Innovations in ammonia and lime treatmentVideo: 5.8 Innovative, adaptive and integrated case Study of DurbanVideo: 5.9 The Way ForwardReading: Further reading - Week 5Reading: Slides - Week 5University of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyÉcole Polytechnique Fédérale de LausanneIntroduction to Household Water Treatment and Safe Storage",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/faecalsludge",
    "Language": "English, Subtitles: French, Spanish",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Rethinking Ageing:  Are we prepared to live longer?",
    "Description": "About this course: Population ageing is occurring in nearly every country around the world. This MOOC takes a multidisciplinary approach to explore the impact of living longer and takes into account the technological advancements, the built environment, economics and ethics to rethink what it means to 'age well' now and in the future.\n\nRethinking Ageing is a uniquely designed course to give you a broad overview of the many complex issues involved as we as individuals get older and on the macro-level for population ageing. You may already have a particular interest in one discipline, such as mental health and ageing or age-friendly design. We encourage you, though, to use this course to explore the other perspectives on population ageing as the modules build on each other.\n\nView the MOOC promotional video here: http://tinyurl.com/j7lz8q8WEEK 1Worldwide population ageing trendsThe course begins with the big picture when it comes to global population ageing over the 21st century. Together we explore from both a social policy and demographer perspective what is actually happening to our current and projected lifespans. The video lectures start with Tara Sklar providing an overview for the course and the key staff involved. She is followed by Professor Simon Biggs and he presents the social, cultural and intergenerational issues to consider in population ageing. Dr Rebecca Kippen then takes us through a series of lectures where she highlights demography tools and reliable, free data sources for measuring population ageing. Both Professor Biggs and Dr Kippen are attempting to better understand the trends over the 21st century and make evidence-based predictions for the future. These lectures will form the foundation for topics to come in the later weeks as well as your first assessment, so please take the time to watch them and then participate in the related discussion board forums so we can hear from you and you can meet each other. Week one concludes with whether there are limits to future increases in life expectancy. Particularly, since some argue the current generation of children in western countries are the unhealthiest ever to live with their high rates of Type 2 Diabetes and inactivity. Will they live longer than the previous generation?7 videos, 6 readingsexpandVideo: Overview: Rethinking Ageing - Are we prepared to live longer?Reading: Course outlineReading: Your teaching teamReading: Start of course surveyVideo: 1. Introduction to MOOC and key staffVideo: 2. Global population ageingVideo: 3. Measuring population ageingVideo: 4. Population ageing data sources, trends and patternsVideo: 5. Population ageing in 21st centuryReading: Reading and resourcesReading: Academic integrityVideo: Master of Ageing - career pathwaysReading: Graduate Online - The University of MelbourneGraded: Country selection (worth 20% of final grade)WEEK 2Lifelong participationThere are a myriad of ways people continue to participate in their later years. Week two dives into the physical and psychological changes that are more common in later life and how the gains in technology advancements enable people to be active, independent and socially connected to support lifelong participation.  We move from the population perspective covered in week one and consider your individual health status and the factors that influence how you age, such as the type of work you do, your environment, current health conditions and daily activities. Associate Professor Louisa Remedios and Dr Debra Virtue from Physiotherapy, along with Dr Eleanor Curran from Psychiatry explore what typically happens to bodies and minds during the ageing process and practical strategies to help bodies and minds age well. Related to this – Professor Fernando Martin-Sanchez will discuss recent technology advancements that will enable people to be active, independent and socially connected in later life.6 videos, 1 readingexpandVideo: 1. An introduction to Body of Ageing and what it means to age wellVideo: 2. The typical ageing process and strategies to promote ageing wellVideo: 3. Know your mind – normal changes and what can go wrongVideo: 4. Mental health and ageing:  management strategiesVideo: 5. Technology and ageing: Part 1Video: 6. Technology and ageing: Part 2Reading: Reading and resourcesGraded: Mental health and ageing quiz (worth 10% of final grade)Graded: International Classification of Functioning (ICF) assessment (worth 10% of final grade)WEEK 3Planning and design for an ageing populationThis week highlights the planning and design principles for an age-friendly environment for housing, retirement communities and health care settings. We showcase information technology software, such as mapping and data visualisation to identify population trends and make evidence-based projections.  Associate Professor Clare Newton and Professor Alan Pert want you to ask 'What next? What if?' when it comes to the role of the built environment for the health and wellbeing of an ageing population. For example, to consider how the design of hospitals might change so that they are extended into communities and bring the hospital to the patient rather than the patient to the hospital. We also take an alternative approach with the traditional power point lectures in the fourth video, and have Professor Alan Pert interview architect Allen Kong about his work in designing for older residential communities. In the last two video presentations Dr Jack Barton from the Australian Urban Research Infrastructure Network (AURIN) shows you how to use freely available data sets to map data in order to address a number of issues that face an older population. 6 videos, 1 readingexpandVideo: 1. Age friendlyVideo: 2. The homeVideo: 3. Health care settingsVideo: 4. Older residential communities - InterviewVideo: 5. Urbanisation and Ageing Populations in China (part 1 of 2)Video: 6. Urbanisation and Ageing Populations in China (part 2 of 2)Reading: Reading and resourcesWEEK 4Economics of ageingIn this week, Professor Ian McDonald explores private and public support for older people with examples from Australia and other parts of the world.  He covers the major sources of risk that make decision-making and planning for our later years difficult, including financial, longevity and health risks as well as suggests ways to manage these risks. Professor McDonald also focuses on the shortcomings in individual decision-making and increasing fiscal pressures on government. Economic planning for the future is complex, with significant uncertainty around productivity, employment, health, technology and pension projections. Irrespective of your age, we are all facing issues concerning how to optimally prepare for our longer lifespans.4 videos, 1 readingexpandVideo: 1. The economics of ageingVideo: 2. The risky world in which we ageVideo: 3. Behavioural challenges and ageingVideo: 4. The fiscal challenge of an ageing societyReading: Reading and resourcesGraded: Economics of ageing quiz  (worth 20% of final grade)WEEK 5Ageing wellIt is a common sentiment that we all want to live longer, but we don't want to get older...These seemingly conflicting thoughts reflect some of the ideas Associate Professor Briony Dow and Dr Dominique Martin will cover in Week 5. This week takes a thoughtful approach on the broad societal issues and ethical questions involved in what means to 'age well.' Briony begins the week with perceptions of ageing and how they are changing, especially as we continue to live longer. For example, is 60 the new 40? What do these changes in perception of ageing mean for intergenerational relationships and how we value older people?  Dominique includes in her video lectures a series of folk tales from around the world that include strong imagery describing how we treat and value older people. She concludes with a common dilemma for older people in regards to deciding where to live and the ethical issues involved with that decision.  The provocative questions raised by Briony and Dominique culminate in an overarching idea they would like you to consider, 'How ought we to live and act in order to age well and sustainably as individuals and together?'8 videos, 2 readingsexpandVideo: 1. Perceptions of old age – What is old?Video: 2. Age and ageismVideo: 3. Intergenerational family relationshipsVideo: 4.  Introduction to Ethics of AgeingVideo: 5. Folk tales of ageingVideo: 6. What is the ethics of ageing?Video: 7. Ageing well and the ethics of ageingVideo: 8. An ethical issue of ageing: Deciding where to liveReading: Reading and resourcesReading: End of course surveyGraded: Backcasting for the year 2042 (worth 40% of your grade)The course begins with the big picture when it comes to global population ageing over the 21st century. Together we explore from both a social policy and demographer perspective what is actually happening to our current and projected lifespans. The video lectures start with Tara Sklar providing an overview for the course and the key staff involved. She is followed by Professor Simon Biggs and he presents the social, cultural and intergenerational issues to consider in population ageing. Dr Rebecca Kippen then takes us through a series of lectures where she highlights demography tools and reliable, free data sources for measuring population ageing. Both Professor Biggs and Dr Kippen are attempting to better understand the trends over the 21st century and make evidence-based predictions for the future. These lectures will form the foundation for topics to come in the later weeks as well as your first assessment, so please take the time to watch them and then participate in the related discussion board forums so we can hear from you and you can meet each other. Week one concludes with whether there are limits to future increases in life expectancy. Particularly, since some argue the current generation of children in western countries are the unhealthiest ever to live with their high rates of Type 2 Diabetes and inactivity. Will they live longer than the previous generation?Video: Overview: Rethinking Ageing - Are we prepared to live longer?Reading: Course outlineReading: Your teaching teamReading: Start of course surveyVideo: 1. Introduction to MOOC and key staffVideo: 2. Global population ageingVideo: 3. Measuring population ageingVideo: 4. Population ageing data sources, trends and patternsVideo: 5. Population ageing in 21st centuryReading: Reading and resourcesReading: Academic integrityVideo: Master of Ageing - career pathwaysReading: Graduate Online - The University of MelbourneThere are a myriad of ways people continue to participate in their later years. Week two dives into the physical and psychological changes that are more common in later life and how the gains in technology advancements enable people to be active, independent and socially connected to support lifelong participation.  We move from the population perspective covered in week one and consider your individual health status and the factors that influence how you age, such as the type of work you do, your environment, current health conditions and daily activities. Associate Professor Louisa Remedios and Dr Debra Virtue from Physiotherapy, along with Dr Eleanor Curran from Psychiatry explore what typically happens to bodies and minds during the ageing process and practical strategies to help bodies and minds age well. Related to this – Professor Fernando Martin-Sanchez will discuss recent technology advancements that will enable people to be active, independent and socially connected in later life.Video: 1. An introduction to Body of Ageing and what it means to age wellVideo: 2. The typical ageing process and strategies to promote ageing wellVideo: 3. Know your mind – normal changes and what can go wrongVideo: 4. Mental health and ageing:  management strategiesVideo: 5. Technology and ageing: Part 1Video: 6. Technology and ageing: Part 2Reading: Reading and resourcesThis week highlights the planning and design principles for an age-friendly environment for housing, retirement communities and health care settings. We showcase information technology software, such as mapping and data visualisation to identify population trends and make evidence-based projections.  Associate Professor Clare Newton and Professor Alan Pert want you to ask 'What next? What if?' when it comes to the role of the built environment for the health and wellbeing of an ageing population. For example, to consider how the design of hospitals might change so that they are extended into communities and bring the hospital to the patient rather than the patient to the hospital. We also take an alternative approach with the traditional power point lectures in the fourth video, and have Professor Alan Pert interview architect Allen Kong about his work in designing for older residential communities. In the last two video presentations Dr Jack Barton from the Australian Urban Research Infrastructure Network (AURIN) shows you how to use freely available data sets to map data in order to address a number of issues that face an older population. Video: 1. Age friendlyVideo: 2. The homeVideo: 3. Health care settingsVideo: 4. Older residential communities - InterviewVideo: 5. Urbanisation and Ageing Populations in China (part 1 of 2)Video: 6. Urbanisation and Ageing Populations in China (part 2 of 2)Reading: Reading and resourcesIn this week, Professor Ian McDonald explores private and public support for older people with examples from Australia and other parts of the world.  He covers the major sources of risk that make decision-making and planning for our later years difficult, including financial, longevity and health risks as well as suggests ways to manage these risks. Professor McDonald also focuses on the shortcomings in individual decision-making and increasing fiscal pressures on government. Economic planning for the future is complex, with significant uncertainty around productivity, employment, health, technology and pension projections. Irrespective of your age, we are all facing issues concerning how to optimally prepare for our longer lifespans.Video: 1. The economics of ageingVideo: 2. The risky world in which we ageVideo: 3. Behavioural challenges and ageingVideo: 4. The fiscal challenge of an ageing societyReading: Reading and resourcesIt is a common sentiment that we all want to live longer, but we don't want to get older...These seemingly conflicting thoughts reflect some of the ideas Associate Professor Briony Dow and Dr Dominique Martin will cover in Week 5. This week takes a thoughtful approach on the broad societal issues and ethical questions involved in what means to 'age well.' Briony begins the week with perceptions of ageing and how they are changing, especially as we continue to live longer. For example, is 60 the new 40? What do these changes in perception of ageing mean for intergenerational relationships and how we value older people?  Dominique includes in her video lectures a series of folk tales from around the world that include strong imagery describing how we treat and value older people. She concludes with a common dilemma for older people in regards to deciding where to live and the ethical issues involved with that decision.  The provocative questions raised by Briony and Dominique culminate in an overarching idea they would like you to consider, 'How ought we to live and act in order to age well and sustainably as individuals and together?'Video: 1. Perceptions of old age – What is old?Video: 2. Age and ageismVideo: 3. Intergenerational family relationshipsVideo: 4.  Introduction to Ethics of AgeingVideo: 5. Folk tales of ageingVideo: 6. What is the ethics of ageing?Video: 7. Ageing well and the ethics of ageingVideo: 8. An ethical issue of ageing: Deciding where to liveReading: Reading and resourcesReading: End of course surveyJohns Hopkins UniversityPsychological First AidJohns Hopkins UniversityMajor Depression in the Population: A Public Health ApproachThe University of EdinburghUnderstanding ObesityStanford UniversityStanford Introduction to Food and HealthUniversity of CopenhagenThe New Nordic Diet - from Gastronomy to Health",
    "Creator": "The University of Melbourne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/ageing",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Wonders of Ancient Egypt",
    "Description": "About this course: Colossal pyramids, imposing temples, golden treasures, enigmatic hieroglyphs, powerful pharaohs, strange gods, and mysterious mummies are features of Ancient Egyptian culture that have fascinated people over the millennia.  The Bible refers to its gods, rulers, and pyramids. Neighboring cultures in the ancient Near East and Mediterranean wrote about its god-like kings and its seemingly endless supply of gold.  The Greeks and Romans describe aspects of Egypt's culture and history.\n\nAs the 19th century began, the Napoleonic campaign in Egypt highlighted the wonders of this ancient land, and public interest soared.  Not long after, Champollion deciphered Egypt's hieroglyphs and paved the way for other scholars to reveal that Egyptian texts dealt with medicine, dentistry, veterinary practices, mathematics, literature, and accounting, and many other topics. Then, early in the 20th century, Howard Carter discovered the tomb of Tutankhamun and its fabulous contents. Exhibitions of this treasure a few decades later resulted in the world's first blockbuster, and its revival in the 21st century has kept interest alive.\n\nJoin Dr. David Silverman, Professor of Egyptology at Penn, Curator in Charge of the Egyptian Section of the Penn Museum, and curator of the Tutankhamun exhibitions  on a guided tour of the mysteries and wonders of this ancient land.  He has developed this online course and set it in the galleries of the world famous Penn Museum.  He uses many original Egyptian artifacts to illustrate his lectures as he guides students as they make their own discovery of this fascinating culture.\n\nThis course focused on five key areas in the study of Ancient Egypt: 1) Principles of Egyptian Art, 2) The Basics of the Language of Ancient Egypt: Hieroglyphs, 3) Egyptian Magic, 4) Akhenaten, Tutankhamun, and the Religion of the Aten, and 5) The Burial of Tutankhamun and the Search for his Tomb. \n\nThis course is intended to accompany, and ideally to follow, Introduction to Ancient Egypt (also available on Coursera).",
    "Creator": "University of Pennsylvania",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/wonders-ancient-egypt",
    "Language": "English",
    "Commitment": "1 to 2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "The Korean Economic Development",
    "Description": "About this course: You will review the evolution of the Korean economy decade by decade since Korea’s independence from Japan in 1945. Major policies of each decade will be explained and their effect on the Korean economy will be analyzed. Also, the backgrounds and limitations of important policies will be scrutinized. By doing so, you will be able to compare the Korea experience with the other developing countries’. \n\n1.\tYou will be able to explain how the miracle of the Korean economic development was made possible. \n2.\tBy examining internal and external conditions behind the decision making of major policies in Korea, you will be able to draw lessons that can be applicable to today’s developing countries.\n3.\tYou can explain how the Korean economy has interacted with the global economy in the past.\n4.\tYou can observe how economic theories and models can be applied to the Korean case.WEEK 1Introduction: Preview and Overall EvaluationModule 1. Introduction I: This module introduces initial conditions of the Korean economy at the time of independence from Japan in 1945. Upon describing unfavorable initial conditions, it summarizes three major achievements of the Korean economic development after the Korean War (1950-1953).\nModule 2. Introduction II: In order to explain the determinant factors of the Korean economic success, this module provides two approaches. First, it introduces neoclassical growth model, and explains how each production factor has contributed to economic growth. Second, it introduces institutional approach, which emphasizes the role of the government. Also, it shows the strength and weakness of the Korean economy.3 videosexpandVideo: TrailerVideo: Introduction IVideo: Introduction IIGraded: Introduction1940s and 1950sModule 3. From independence to the War: After independence from Japan, the newly established Korean government has implemented two meaningful reforms; land reform and educational reform. Main contents and implications of these reforms are explained. This module also introduces economic impact of the Korean War.Module 4. Import Substitution Policy of the 50s: After the Korean War, the Korean government needed to stabilize the hyper-inflation from the mid-1950. Also, IS (import substitution) polices were employed to achieve industrialization and growth. This module introduces major policy tools of IS, and its results.Module 5. The Role of Economic Aid: This module introduces the size and role of economic aids on the Korean economy during the 1950s. It also compares Korea to the other developing countries in terms of aids policies. It also briefly introduces the history of ODA (official development assistance) in Korea.5 videosexpandVideo: Supplementary Video: Education After the WarVideo: From Independence to the WarVideo: Import Substitution Policy of the 50sVideo: Supplementary Video: Foreign AidVideo: The Role of Foreign AidGraded: 1940 and 1950s QuizWEEK 21960sModule 6. Export Promotion of the 60s: From the early 1960s, Korea has changed its development strategy from IS (import substitution) to EP (export promotion). This module introduces backgrounds, major policies, and results of EP policies. Also it compares the Korean experiences of EP to those of Japan. Module 7. Five Year Development Plan and Mobilization of Capital: This module explains how the Five Year Development Plans were launched from the early 1960s. Also, it introduces efforts of the Korean government to mobile capital inside and outside Korea during the 1960s.4 videosexpandVideo: Export Promotion Policy of the 60sVideo: Supplementary Video: 1960s 5 Year Development Plan, West Germany and Light IndustryVideo: Supplementary Video: Saemaul Undong (New Community Movement)Video: Five Year Development Plan and Mobilization of CapitalGraded: 1960s Quiz1970sModule 8. Heavy and Chemical Industrialization (HCI) of the 70s: From the early 1970s, Korea has aggressively pursued HCI (heavy and chemical industrialization) policies. This module explains backgrounds, major policies, and main results of HCI policies.Module 9. Side-effects of HCI and Oil Shocks: This module introduces some side-effects of aggressive HCI (heavy and chemical industrialization) policies. It explains how these side-effects are inter-related with each other. Also, it introduces impacts of oil shocks on the Korean economy during the 1970s, and explains how the Korean economy recovered from oil shocks.5 videosexpandVideo: Supplementary Video: 1970s Heavy and Chemical IndustryVideo: Heavy and Chemical Industrialization (HCI) of the 70sVideo: Supplementary Video: Oil Shock and Middle East ConstructionVideo: Supplementary Video: 2nd Oil Shock and RecoveryVideo: Side-effects of HCI and Oil ShocksGraded: 1970s QuizWEEK 31980sModule 10. Crisis Management \u0026 Structural Reform and Trade Liberalization of the 80s: The Korean economy was close to foreign exchange crisis in the early 1980s. This module explains how Korea could avoid the crisis and stabilize the economy by the mid-1980s. It also introduces structural reforms and trade liberalization reforms. Module 11. Three Lows \u0026 Economic Boom of the 1980s: This module introduces favorable international environments called ‘three-lows’, which emerged from the mid-1980s. It introduces backgrounds of three-lows, and explains how these three-lows helped the Korean economy to enjoy the unprecedented economic boom. Also, it introduces how the democratization of the Korea society has influenced the economy.3 videosexpandVideo: Crisis Management \u0026 Structural Reform and Trade Liberalization of the 80sVideo: Supplementary Video: 3-LowsVideo: Three-Lows \u0026 Economic Boom of the 1980sGraded: 1980s QuizThe early 1990sModule 12. The Early 1990s: In the early 1990s, the Korean economy has faced the end of high growth era. However, the Korean economy has failed to adapt itself to slower growth, and the problem of ‘high costs and low efficient’ economic structure emerged.1 videoexpandVideo: The early 1990sGraded: 1990s QuizWEEK 41997 Asian Financial CrisisModule 13. 1997 Asian Financial Crisis I: In the end of 1997, the Korean economy fell into foreign exchange crisis and had to be bailed out by IMF (international monetary fund). This module explains the internal and external causes of the 1997 Asian Financial Crisis.\nModule 14. 1997 Asian Financial Crisis II: In order to recover from the 1997 Asian Financial Crisis, the Korean government and IMF implemented four major reforms in the area of financial sector, corporate sector, labor market, and government. This module introduces main contents of these reforms, and explains how they helped the Korean economy to recover from the crisis.\nModule 15. 1997 Asian Financial Crisis III: This module introduces some side-effects and controversial issues with respect to the 1997 Asian Financial Crisis. Also, it explains about implications of the 1997 crisis on the Korean economy.4 videosexpandVideo: Supplementary Video: OECD and IMFVideo: 1997 Asian Financial Crisis IVideo: 1997 Asian Financial Crisis IIVideo: 1997 Asian Financial Crisis IIIGraded: 1997 Asian Financial Crisis QuizWEEK 52008 Global Financial Crisis and BeyondModule 16. 2008 Global Financial Crisis \u0026 Beyond: In September, 2008, the global economy fell into financial crisis after the collapse of Lehman Brothers. This module explains how the 2008 global financial crisis affected Korea, and also explains how Korea has recovered from it.\nModule 17. 2008 Global Financial Crisis \u0026 Beyond: This module introduces implications of the 2008 global financial crisis on the Korean economy. Also, it shows the most recent picture of the Korean economy by introducing strength and weakness of the Korean economy.5 videos, 1 readingexpandVideo: Supplementary Video: Automobile IndustryVideo: Supplementary Video: Semiconductor IndustryVideo: Supplementary Video: IT IndustryVideo: 2008 Global Financial Crisis \u0026 BeyondVideo: 2008 Global Financial Crisis \u0026 BeyondReading: Reviving South Korea’s Economy \"Faltering flagship\"Graded: 2008 Global Financial Crisis and Beyond QuizFinal  Peer ReviewGraded: Peer ReviewModule 1. Introduction I: This module introduces initial conditions of the Korean economy at the time of independence from Japan in 1945. Upon describing unfavorable initial conditions, it summarizes three major achievements of the Korean economic development after the Korean War (1950-1953).\nModule 2. Introduction II: In order to explain the determinant factors of the Korean economic success, this module provides two approaches. First, it introduces neoclassical growth model, and explains how each production factor has contributed to economic growth. Second, it introduces institutional approach, which emphasizes the role of the government. Also, it shows the strength and weakness of the Korean economy.Video: TrailerVideo: Introduction IVideo: Introduction IIModule 3. From independence to the War: After independence from Japan, the newly established Korean government has implemented two meaningful reforms; land reform and educational reform. Main contents and implications of these reforms are explained. This module also introduces economic impact of the Korean War.Module 4. Import Substitution Policy of the 50s: After the Korean War, the Korean government needed to stabilize the hyper-inflation from the mid-1950. Also, IS (import substitution) polices were employed to achieve industrialization and growth. This module introduces major policy tools of IS, and its results.Module 5. The Role of Economic Aid: This module introduces the size and role of economic aids on the Korean economy during the 1950s. It also compares Korea to the other developing countries in terms of aids policies. It also briefly introduces the history of ODA (official development assistance) in Korea.Video: Supplementary Video: Education After the WarVideo: From Independence to the WarVideo: Import Substitution Policy of the 50sVideo: Supplementary Video: Foreign AidVideo: The Role of Foreign AidModule 6. Export Promotion of the 60s: From the early 1960s, Korea has changed its development strategy from IS (import substitution) to EP (export promotion). This module introduces backgrounds, major policies, and results of EP policies. Also it compares the Korean experiences of EP to those of Japan. Module 7. Five Year Development Plan and Mobilization of Capital: This module explains how the Five Year Development Plans were launched from the early 1960s. Also, it introduces efforts of the Korean government to mobile capital inside and outside Korea during the 1960s.Video: Export Promotion Policy of the 60sVideo: Supplementary Video: 1960s 5 Year Development Plan, West Germany and Light IndustryVideo: Supplementary Video: Saemaul Undong (New Community Movement)Video: Five Year Development Plan and Mobilization of CapitalModule 8. Heavy and Chemical Industrialization (HCI) of the 70s: From the early 1970s, Korea has aggressively pursued HCI (heavy and chemical industrialization) policies. This module explains backgrounds, major policies, and main results of HCI policies.Module 9. Side-effects of HCI and Oil Shocks: This module introduces some side-effects of aggressive HCI (heavy and chemical industrialization) policies. It explains how these side-effects are inter-related with each other. Also, it introduces impacts of oil shocks on the Korean economy during the 1970s, and explains how the Korean economy recovered from oil shocks.Video: Supplementary Video: 1970s Heavy and Chemical IndustryVideo: Heavy and Chemical Industrialization (HCI) of the 70sVideo: Supplementary Video: Oil Shock and Middle East ConstructionVideo: Supplementary Video: 2nd Oil Shock and RecoveryVideo: Side-effects of HCI and Oil ShocksModule 10. Crisis Management \u0026 Structural Reform and Trade Liberalization of the 80s: The Korean economy was close to foreign exchange crisis in the early 1980s. This module explains how Korea could avoid the crisis and stabilize the economy by the mid-1980s. It also introduces structural reforms and trade liberalization reforms. Module 11. Three Lows \u0026 Economic Boom of the 1980s: This module introduces favorable international environments called ‘three-lows’, which emerged from the mid-1980s. It introduces backgrounds of three-lows, and explains how these three-lows helped the Korean economy to enjoy the unprecedented economic boom. Also, it introduces how the democratization of the Korea society has influenced the economy.Video: Crisis Management \u0026 Structural Reform and Trade Liberalization of the 80sVideo: Supplementary Video: 3-LowsVideo: Three-Lows \u0026 Economic Boom of the 1980sVideo: The early 1990sModule 13. 1997 Asian Financial Crisis I: In the end of 1997, the Korean economy fell into foreign exchange crisis and had to be bailed out by IMF (international monetary fund). This module explains the internal and external causes of the 1997 Asian Financial Crisis.\nModule 14. 1997 Asian Financial Crisis II: In order to recover from the 1997 Asian Financial Crisis, the Korean government and IMF implemented four major reforms in the area of financial sector, corporate sector, labor market, and government. This module introduces main contents of these reforms, and explains how they helped the Korean economy to recover from the crisis.\nModule 15. 1997 Asian Financial Crisis III: This module introduces some side-effects and controversial issues with respect to the 1997 Asian Financial Crisis. Also, it explains about implications of the 1997 crisis on the Korean economy.Video: Supplementary Video: OECD and IMFVideo: 1997 Asian Financial Crisis IVideo: 1997 Asian Financial Crisis IIVideo: 1997 Asian Financial Crisis IIIModule 16. 2008 Global Financial Crisis \u0026 Beyond: In September, 2008, the global economy fell into financial crisis after the collapse of Lehman Brothers. This module explains how the 2008 global financial crisis affected Korea, and also explains how Korea has recovered from it.\nModule 17. 2008 Global Financial Crisis \u0026 Beyond: This module introduces implications of the 2008 global financial crisis on the Korean economy. Also, it shows the most recent picture of the Korean economy by introducing strength and weakness of the Korean economy.Video: Supplementary Video: Automobile IndustryVideo: Supplementary Video: Semiconductor IndustryVideo: Supplementary Video: IT IndustryVideo: 2008 Global Financial Crisis \u0026 BeyondVideo: 2008 Global Financial Crisis \u0026 BeyondReading: Reviving South Korea’s Economy \"Faltering flagship\"The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Creator": "Yonsei University",
    "Level": "",
    "URL": "https://coursera.org/learn/korean-economy",
    "Language": "English, Subtitles: Korean, Spanish, Chinese (Simplified)",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "The Power of Markets I: The Basics of Supply and Demand and Consumer Behavior",
    "Description": "About this course: This opening module of the Power of Markets course covers the basic assumptions about market participants made by economists, the concept of opportunity cost, and the key determinants of supply and demand. We will then learn how to use the supply-demand framework to explain and predict market outcomes and to show how government policies affect those market outcomes. We will look at how quantity demanded and supplied respond to their key determinants in quantitative (elasticity) as well as qualitative terms. The last two weeks of the first module will investigate consumer behavior more closely and show how consumer choices are driven by the interplay of preferences and budget constraints. We will employ the consumer choice framework to examine investor choice as well as policies such as ObamaCare and school choice. Finally, we will also address the concept of how to distribute a given amount of goods across a society’s consumers in the most efficient manner.WEEK 1Week 1 - Supply and DemandBasic Assumptions About Market Participants and the Concept of Opportunity Cost. The Determinants of Demand and Supply.9 videos, 1 readingexpandVideo: Course Materials and General AdviceVideo: Some Preliminaries About Microeconomics Video: Basic Assumptions About Market ParticipantsVideo: Opportunity Cost Reading: SyllabusVideo: Sunk Costs/Benefits Video: Production Possibility Frontier (PPF) Video: The Determinants of Demand Video: The Determinants of Supply Video: Market Equilibrium Graded: Week 1 QuizWEEK 2Week 2 - Supply and DemandUsing the Supply-Demand Framework to Predict and Explain Market Outcomes as well as to Show the Impacts of Government Intervention. Some Key Elasticities of Demand and Supply.8 videosexpandVideo: Intro to Week 2Video: Predicting and Explaining Market Outcomes  Video: Government Intervention in Markets: Price Ceilings Video: Price Elasticity of Demand and it's Relationship to Total ExpenditureVideo: Calculating and Applying Price Elasticity of DemandVideo: Determinants of Elasticity of DemandVideo: Three Other Elasticities Video: Sharpening your Understanding of Price Elasticity of Demand and Supply Graded: Week 2 QuizWEEK 3Week 3 - Consumer ChoiceExplaining Consumer Choice Through Analyzing Consumer Preferences and Budget Constraints.9 videosexpandVideo: Intro to Week 3Video: Consumer Preferences Video: Sharpening Your Understanding of Indifference Curves Video: The Budget ConstraintVideo: The Consumer’s Optimal Choice Video: Changes in Income and Consumption ChoicesVideo: Accounting for Altruism Video: Price Changes and Consumption Choices Video: From Individual to Market Demand Graded: Week 3 QuizWEEK 4Week 4 - Consumer Choice and the Benefits of Exchange Using Consumer Choice Theory to Analyze Investor Choice as well as Policies Such as ObamaCare and School Choice. Promoting Efficiency in the Distribution of Goods.9 videosexpandVideo: Intro and Consumer SurplusVideo: The Price-Consumption Curve and Elasticity of Demand Video: Excise Subsidies - Health Care and Consumer Welfare  Video: Analyzing ObamaCare I  Video: Analyzing ObamaCare II  Video: Analyzing School Choice I  Video: Analyzing School Choice II  Video: Investor Choice  Video: Efficiency in the Distribution of Goods Graded: Week 4 QuizVideo: Course Materials and General AdviceVideo: Some Preliminaries About Microeconomics Video: Basic Assumptions About Market ParticipantsVideo: Opportunity Cost Reading: SyllabusVideo: Sunk Costs/Benefits Video: Production Possibility Frontier (PPF) Video: The Determinants of Demand Video: The Determinants of Supply Video: Market Equilibrium Video: Intro to Week 2Video: Predicting and Explaining Market Outcomes  Video: Government Intervention in Markets: Price Ceilings Video: Price Elasticity of Demand and it's Relationship to Total ExpenditureVideo: Calculating and Applying Price Elasticity of DemandVideo: Determinants of Elasticity of DemandVideo: Three Other Elasticities Video: Sharpening your Understanding of Price Elasticity of Demand and Supply Video: Intro to Week 3Video: Consumer Preferences Video: Sharpening Your Understanding of Indifference Curves Video: The Budget ConstraintVideo: The Consumer’s Optimal Choice Video: Changes in Income and Consumption ChoicesVideo: Accounting for Altruism Video: Price Changes and Consumption Choices Video: From Individual to Market Demand Video: Intro and Consumer SurplusVideo: The Price-Consumption Curve and Elasticity of Demand Video: Excise Subsidies - Health Care and Consumer Welfare  Video: Analyzing ObamaCare I  Video: Analyzing ObamaCare II  Video: Analyzing School Choice I  Video: Analyzing School Choice II  Video: Investor Choice  Video: Efficiency in the Distribution of Goods University of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and AllocationsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Consumer and Producer BehaviorHigher School of EconomicsEconomics of Transition and Emerging Markets",
    "Creator": "University of Rochester",
    "Level": "",
    "URL": "https://coursera.org/learn/market-power",
    "Language": "English",
    "Commitment": "3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Understanding Russians: Contexts of Intercultural Communication",
    "Description": "About this course: In the course “Understanding Russians: Contexts of Intercultural Communications\": we will:\n\n1)\tBuild skills in the analysis of the intercultural communication process using Russian-Western communication as an example.  \n2)\tApply the knowledge of interrelations between different contexts of communication (cultural, institutional, professional, social, interpersonal, etc.) to the cultural history and national psychology of Russians.\n\nThe purpose of the course is to provide the students with a broad overview of the basic principles governing the past, the present and the future interactions between Russia and the West, with a focus on the culture and national psychology of Russians and Western Europeans.\n\nFor example, we will look at the cases when basic cultural values of Russians show up through the linguistic choices shaping language production which is consequently misattributed by Western partners. No matter what the language of intercultural communication is – Russian, or English – the meaning of many linguistic expressions may be reconstructed wrongly by the representatives of another culture.\n\nSome of the basic questions we will tackle are:\n\n•\tWhat are the concepts of culture that have the strongest influence on communication?\n•\tWhat are Russian basic cultural values and how they shape modern Russian consciousness?\n•\tWhat are the specific communication patterns of modern Russians, including those of public and electronic discourse?\n•\tWhat is important to know about communication with Russians in organizational contexts?\n\nImportantly, this course is NOT just a list of practical instructions of dos and don’ts of dealing with Russians. The course contains a substantial academic component introducing the key notions and concepts of the Theory of Communication, which will be extensively introduced throughout the first few modules of the course. These theoretical grounds will be further on used as a tool for analyzing the intercultural communications with Russians.WEEK 1Introduction to the CourseDear Student, welcome to the first module of the course \"Understanding Russians: Contexts of Intercultural Communication\"! My name is Mira Bergelson and I will teach this class, assisted by Yulia Badryzlova, Tatiana Golubeva and the team of Coursera and HSE technical specialists. Thanks for joining us and for your interest in the Russian communication patterns. 2 videos, 2 readingsexpandVideo: Course PromoReading: F.A.Q.Video: Meet the TeamReading: Grading and RequirementsIntercultural Communication as an Academic DisciplineWe want this course to be not only a learning experience, but a cultural journey full of discoveries and fun. We will begin by introducing the notion of Intercultural Communication. We will look at ICC as an academic field: have a glimpse of its history, look at its place among other disciplines, discover possible approaches to it, and see why it is important to study the context of cultural events and phenomena. 7 videos, 4 readingsexpandVideo: 1.1 Introduction to the Course.Video: 1.2 What is Intercultural Communication?Video: 1.3 History of Intercultural Communication: An Overview.Video: 1.4 Intercultural Communication in the Context of Other Disciplines.Video: 1.5 Different Approaches to Intercultural Communications. Relations Between Culture and Language.Video: 1.6 Role of Context. Formats of Intercultural Communication. Definition of Intercultural Communication.Video: 1.7 Structure of the Course.Reading: Weekly ReadingReading: Note to Quiz 1Reading: Links featured in lecture videosReading: Lecture NotesGraded: Quiz 1WEEK 2Culture in Intercultural CommunicationThis lecture will focus around Culture per se and the language we need to be able to discuss it.  The more complex and less formalized is the subject of the discussion, the more crucial are its instruments. We will introduce various dimensions that are applicable to different cultures and will also start to discuss the Russian culture in these terms. Starting this week we will also present short interviews of Prof. Bergelson's with people (non-Russians culturally) who have lived and worked in Russia, and who will serve as experts on various issues and contexts of communication with Russians. As stereotypes are one of the central concepts in the cross-cultural discourse, this week we will see interviews centered on this topic. The experts you will meet -- and not only this week -- are Anna Skaya (CEO VisualDNA Russia),  Michael Johnston, (Private Equity Sector Lead  Director of Strategy at Deloitte), and Ilya Gnoensky who specializes  in crisis management.12 videos, 4 readingsexpandVideo: 2.1. Metaphors of CultureVideo: 2.2. Components and Characteristics of CultureVideo: 2.3. Culture's Dimensions: Value OrientationsVideo: 2.4. Cultural Orientations Model (COM)Video: 2.5 Culture's ConsequencesVideo: 2.6. Cultural Knowledge and StereotypesVideo: 2.7. Interview: Stereotypes about Russia, Expats' Opinions (A. Skaya and M. Johnston)Video: 2.8. Basic Values of Russian CultureVideo: 2.9. Russian Cultural Dimensions: Environment and TimeVideo: 2.10. Russian Cultural Dimensions: Time and ActionVideo: 2.11. Interview: Expert (I. Gnoensky) on Importance of Intercultural Studies.Video: 2.12 Interview: Expert (I. Gnoensky) on goal-setting and responsibility-taking in Russian business culture.Reading: Weekly ReadingReading: Note to Quiz 2Discussion Prompt: Which metaphor of culture do you prefer?Reading: Links featured in lecture videosReading: Lecture NotesGraded: Quiz 2WEEK 3Theory of CommunicationIn this week's lectures we will shift our focus, and will be looking at the basics of communication in order to apply them later to the Russian communication style.  We hope you will find this information useful for understanding various motives that govern the way people (not only Russians!) interact. Anna Skaya and Michael Johnston will continue to be our experts, and your weekly quiz will await you as well. We wish you a nice learning experience in this section of the course.9 videos, 4 readingsexpandVideo: 3.1.  Construction of Meaning in CommunicationVideo: 3.2.  Language as a Means of CommunicationVideo: 3.3.  Discourse Approach to CommunicationVideo: 3.4.  Communication as Transaction. Communication FunctionsVideo: 3.5. Interview: Experts (M. Johnston, A. Skaya) about Communication and Language Barriers in Business in RussiaVideo: 3.6. More about ommunication: Levels, Models, Pragmatic CompetenciesVideo: 3.7.   Language FunctionsVideo: 3.8.  Linguistic Instruments of Human Interaction: The Cooperative PrincipleVideo: 3.9.  Speech Acts Theory: Cross-cultural AspectsReading: Weekly ReadingReading: Note to Quiz 3Discussion Prompt: Stereotypes about Russia, do they play a role in international politics?Reading: References to works quoted in lecture videosReading: Lecture NotesGraded: Quiz 3WEEK 4Culture’s Impact on Communication: Politeness The lectures you'll see this week will be devoted to the linguocultural aspects of Politeness in Russian communication style and to other dimensions of Russian communication. We will meet an exciting new expert, Jennifer Eremeeva, an American author and blogger based in Moscow. And it's time for the first peer-reviewed assignment, \"Critical incident analyzed\". It offers you a critical incident of communication with Russian partners, in which you are expected to both simulate your response and give your analysis of what is culturally sensitive in this piece of discourse. 11 videos, 3 readingsexpandVideo: 4.1.  'Self' and 'Face' in CommunicationVideo: 4.2.  Face Threatening Acts and PolitenessVideo: 4.3.   Power and Distance Cross-culturallyVideo: 4.4.  Pragmatic Control PrincipleVideo: 4.5.  Politeness systems: Where do Russians belong?Video: 4.6.  Culturally Determined  Forms of CommunicationVideo: 4.7. Russian Communication StyleVideo: 4.8. Features to CompareVideo: 4.9. Russian Communication: Expressive Use of LanguageVideo: 4.10. Summary of Culture's Influence on CommunicationVideo: 4.11. Interview: Expert (I. Gnoensky) Analyzes Peer-Review AssignmentReading: Weekly ReadingReading: Note to Quiz 4Discussion Prompt: Specific politeness strategies in cross-cultural communication with Russians and other cultural groupsReading: Lecture NotesGraded: Quiz 4Graded: Critical Incident AnalyzedWEEK 5Communication in Organizational ContextsThis week of the course is devoted to Russian communication in organizational contexts. Organizations are crucial: they shape culture and are shaped by culture. You will learn how Russian organizational culture developed throughout Russian history and how it influenced the way today's Russians behave in organizational and buziness environment. Our guests Michael Johnston and Ilya Gnoensky will add to the discussion by sharing their impressions on the Russian corporate culture and management styles. 11 videos, 5 readingsexpandVideo: 5.1.  Organizational and National CulturesVideo: 5.2. Organizations as Cultures: Changes in Russian OrganizationsVideo: 5.3. Russian Management CultureVideo: 5.4.  Distribution of Power: Hierarchy and Equality in Russian CultureVideo: 5.5. Interview: Expert (M. Johnston) on Organizational Structure and Organizational Culture in RussiaVideo: 5.6.  Collectivism and Individualism in Russian CultureVideo: 5.7.  New Post-Soviet Managerial CultureVideo: 5.8. Expectation Gaps and  'Double Standards';  Russian PerspectiveVideo: 5.9.  Comparing and Creating Management Inter-culture in RussiaVideo: 5.10.  Russian Corporate DiscourseVideo: 5.11. Interview: Expert (J. Eremeeva) Discusses Newest Russian History, Basic ValuesReading: Weekly ReadingReading: Note to Quiz 5Discussion Prompt: What cultural traditions, basic values hinder reforms in Russia?Reading: Links featured in lecture videosReading: References to works quoted in lecture videosReading: Lecture NotesGraded: Quiz 5WEEK 6Social Stratification and Occupational Cultures in Russiahe material covered in the remaining weeks of the class will contain less theory of intercultural communications and more information about contemporary Russia, its ways of life and their historic background. This week we will speak about the social stratification (plus the recent history of the social strata) in Russia, as well as the Russian professional and occupational communication (including the recent changes in it) – both domestically and in the context of international contacts. The lecture will be wrapped up with a case study in which Prof. Bergelson took part some time ago to demonstrate intercultural communications studies at work – in the analysis of an international educational program between a major Russian and a major US university. As in the previous weeks, we will have guest experts to enrich the lecture material with their first-hand experience of living and working in Russia: Margaret Sullivan will describe what it is like to work for an NGO in Russia; Dirk Meissner will speak about teaching students and doing academic work at our home university, the Higher School of Economics. 11 videos, 4 readingsexpandVideo: 6.1. Social Stratification, 'New Russians' and what 'Oligarch' MeansVideo: 6.2.  New Elites and New Issues: from 'Kolkhoznik'  to Farmers; Role of NGOs; Russian RegionsVideo: 6.3.  Old Russians and 'Old Russians'Video: 6.4.  Middle ClassVideo: 6.5. Intelligentsia  and IntellectualsVideo: 6.6.  Occupational Cultures in New RussiaVideo: 6.7.  What Russians Expect from Western Partners ProfessionallyVideo: 6.8.  Typical Situations of PartnershipsVideo: 6.9. Case Study of an International Educational ProgramVideo: 6.10. Interview: Expert (M. Sullivan) Speaks about Working at a Russian NGOVideo: 6.11. Interview: Expert (D. Meissner) about Teaching Russian StudentsReading: Weekly ReadingReading: Note to Quiz 6Discussion Prompt: Differences between social classes in Russia and in your countryReading: Links featured in lecture videosReading: Lecture NotesGraded: Quiz 6WEEK 7Interpersonal CommunicationThis week we will talk about the specific Russian features of interpersonal communication, communication across genders, and the generational discourse systems.Specifically, we will have a look at such issues as: friendship, dating, role of women; family structure, having and raising children, education, demographic and generational issues, ideological orientations, cross-gender communication, and forms and modes of address across various discourse systems. The Weekly Reading (one of which is optional) will provide further lively examples and evidence about some of these topics.Our guest speakers Anna Skaya and Jennifer Eremeeva will will share their experience of cross-gender communication in Russia. 12 videos, 3 readingsexpandVideo: 7.1. What is Interpersonal Communication in Intercultural DomainVideo: 7.2.  Russian FriendshipVideo: 7.3.  Dating in RussiaVideo: 7.4.  Gender IssuesVideo: 7.5.  Family RelationsVideo: 7.6.  Family Structure; Raising Children; Role of EducationVideo: 7.7.   Family Values,  Generational and Family Discourse. Interview: Expert (A. Skaya) about Family ValuesVideo: 7.8.   How Liberal or Conservative Russia isVideo: 7.9. Сross-gender Сommunication in Russian Social and Business Environment. Interview: Expert (A. Skaya) talks about Cross-Gender Issues in Business CommunicationVideo: 7.10. Interview: Expert (J. Eremeeva) about Russian Cross-gender CommunicationVideo: 7.11. Modes of Address across Discourse SystemsVideo: 7.12. Conclusion and ReadingReading: Weekly ReadingReading: Note to Quiz 7Discussion Prompt: Is the term 'feminine culture' applicable to Russia?Reading: Lecture NotesGraded: Quiz 7Graded: Essay on Cultural Gaps WEEK 8Culture as a NarrativeSad to say, this is the last week of lectures in our course. And in this last week we present not factual data or charts or tables, but rather a narrative -- this time a narrative of Russian history in broad impressionistic strokes. We do believe in narratives: they are never complete, but they provide attitudes. And culture – more than anything else – is a narrative.This time we will look at narratives as a source of knowledge about a culture, and, specifically, at such cultural narratives as: national Russian holidays, the key events of Russian history, personal stories of Russians in the 20th century, and Russian jokes and humor. Two video interviews with Jennifer Eremeeva will be dealing with some of these topics.11 videos, 3 readingsexpandVideo: 8.1. Cultural Narratives as Stories of CultureVideo: 8.2. Competencies Needed to Tell and Understand a Good StoryVideo: 8.3. Stories of Russian Culture as Seen through National HolidaysVideo: 8.4. Ten centuries of Russian History in a NutshellVideo: 8.5. Cultural Narratives of the First Half of the 20th CenturyVideo: 8.6. Cultural Narratives of the Second Half of the 20th CenturyVideo: 8.7. What Russian Cultural Stories are Based uponVideo: 8.8. Personal stories as Cultural NarrativesVideo: 8.9. Interview: Expert (J. Eremeeva) Discusses Comeback of Traditional Values in RussiaVideo: 8.10. Russian Jokes as a Way to Wrap up the Course's NarrativeVideo: 8.11. Interview: Expert (J. Eremeeva) Talks about Russian HumourReading: Weekly ReadingReading: Note to Quiz 8Discussion Prompt: Explain a joke from your cultureReading: Lecture NotesGraded: Quiz 8Dear Student, welcome to the first module of the course \"Understanding Russians: Contexts of Intercultural Communication\"! My name is Mira Bergelson and I will teach this class, assisted by Yulia Badryzlova, Tatiana Golubeva and the team of Coursera and HSE technical specialists. Thanks for joining us and for your interest in the Russian communication patterns. Video: Course PromoReading: F.A.Q.Video: Meet the TeamReading: Grading and RequirementsWe want this course to be not only a learning experience, but a cultural journey full of discoveries and fun. We will begin by introducing the notion of Intercultural Communication. We will look at ICC as an academic field: have a glimpse of its history, look at its place among other disciplines, discover possible approaches to it, and see why it is important to study the context of cultural events and phenomena. Video: 1.1 Introduction to the Course.Video: 1.2 What is Intercultural Communication?Video: 1.3 History of Intercultural Communication: An Overview.Video: 1.4 Intercultural Communication in the Context of Other Disciplines.Video: 1.5 Different Approaches to Intercultural Communications. Relations Between Culture and Language.Video: 1.6 Role of Context. Formats of Intercultural Communication. Definition of Intercultural Communication.Video: 1.7 Structure of the Course.Reading: Weekly ReadingReading: Note to Quiz 1Reading: Links featured in lecture videosReading: Lecture NotesThis lecture will focus around Culture per se and the language we need to be able to discuss it.  The more complex and less formalized is the subject of the discussion, the more crucial are its instruments. We will introduce various dimensions that are applicable to different cultures and will also start to discuss the Russian culture in these terms. Starting this week we will also present short interviews of Prof. Bergelson's with people (non-Russians culturally) who have lived and worked in Russia, and who will serve as experts on various issues and contexts of communication with Russians. As stereotypes are one of the central concepts in the cross-cultural discourse, this week we will see interviews centered on this topic. The experts you will meet -- and not only this week -- are Anna Skaya (CEO VisualDNA Russia),  Michael Johnston, (Private Equity Sector Lead  Director of Strategy at Deloitte), and Ilya Gnoensky who specializes  in crisis management.Video: 2.1. Metaphors of CultureVideo: 2.2. Components and Characteristics of CultureVideo: 2.3. Culture's Dimensions: Value OrientationsVideo: 2.4. Cultural Orientations Model (COM)Video: 2.5 Culture's ConsequencesVideo: 2.6. Cultural Knowledge and StereotypesVideo: 2.7. Interview: Stereotypes about Russia, Expats' Opinions (A. Skaya and M. Johnston)Video: 2.8. Basic Values of Russian CultureVideo: 2.9. Russian Cultural Dimensions: Environment and TimeVideo: 2.10. Russian Cultural Dimensions: Time and ActionVideo: 2.11. Interview: Expert (I. Gnoensky) on Importance of Intercultural Studies.Video: 2.12 Interview: Expert (I. Gnoensky) on goal-setting and responsibility-taking in Russian business culture.Reading: Weekly ReadingReading: Note to Quiz 2Discussion Prompt: Which metaphor of culture do you prefer?Reading: Links featured in lecture videosReading: Lecture NotesIn this week's lectures we will shift our focus, and will be looking at the basics of communication in order to apply them later to the Russian communication style.  We hope you will find this information useful for understanding various motives that govern the way people (not only Russians!) interact. Anna Skaya and Michael Johnston will continue to be our experts, and your weekly quiz will await you as well. We wish you a nice learning experience in this section of the course.Video: 3.1.  Construction of Meaning in CommunicationVideo: 3.2.  Language as a Means of CommunicationVideo: 3.3.  Discourse Approach to CommunicationVideo: 3.4.  Communication as Transaction. Communication FunctionsVideo: 3.5. Interview: Experts (M. Johnston, A. Skaya) about Communication and Language Barriers in Business in RussiaVideo: 3.6. More about ommunication: Levels, Models, Pragmatic CompetenciesVideo: 3.7.   Language FunctionsVideo: 3.8.  Linguistic Instruments of Human Interaction: The Cooperative PrincipleVideo: 3.9.  Speech Acts Theory: Cross-cultural AspectsReading: Weekly ReadingReading: Note to Quiz 3Discussion Prompt: Stereotypes about Russia, do they play a role in international politics?Reading: References to works quoted in lecture videosReading: Lecture NotesThe lectures you'll see this week will be devoted to the linguocultural aspects of Politeness in Russian communication style and to other dimensions of Russian communication. We will meet an exciting new expert, Jennifer Eremeeva, an American author and blogger based in Moscow. And it's time for the first peer-reviewed assignment, \"Critical incident analyzed\". It offers you a critical incident of communication with Russian partners, in which you are expected to both simulate your response and give your analysis of what is culturally sensitive in this piece of discourse. Video: 4.1.  'Self' and 'Face' in CommunicationVideo: 4.2.  Face Threatening Acts and PolitenessVideo: 4.3.   Power and Distance Cross-culturallyVideo: 4.4.  Pragmatic Control PrincipleVideo: 4.5.  Politeness systems: Where do Russians belong?Video: 4.6.  Culturally Determined  Forms of CommunicationVideo: 4.7. Russian Communication StyleVideo: 4.8. Features to CompareVideo: 4.9. Russian Communication: Expressive Use of LanguageVideo: 4.10. Summary of Culture's Influence on CommunicationVideo: 4.11. Interview: Expert (I. Gnoensky) Analyzes Peer-Review AssignmentReading: Weekly ReadingReading: Note to Quiz 4Discussion Prompt: Specific politeness strategies in cross-cultural communication with Russians and other cultural groupsReading: Lecture NotesThis week of the course is devoted to Russian communication in organizational contexts. Organizations are crucial: they shape culture and are shaped by culture. You will learn how Russian organizational culture developed throughout Russian history and how it influenced the way today's Russians behave in organizational and buziness environment. Our guests Michael Johnston and Ilya Gnoensky will add to the discussion by sharing their impressions on the Russian corporate culture and management styles. Video: 5.1.  Organizational and National CulturesVideo: 5.2. Organizations as Cultures: Changes in Russian OrganizationsVideo: 5.3. Russian Management CultureVideo: 5.4.  Distribution of Power: Hierarchy and Equality in Russian CultureVideo: 5.5. Interview: Expert (M. Johnston) on Organizational Structure and Organizational Culture in RussiaVideo: 5.6.  Collectivism and Individualism in Russian CultureVideo: 5.7.  New Post-Soviet Managerial CultureVideo: 5.8. Expectation Gaps and  'Double Standards';  Russian PerspectiveVideo: 5.9.  Comparing and Creating Management Inter-culture in RussiaVideo: 5.10.  Russian Corporate DiscourseVideo: 5.11. Interview: Expert (J. Eremeeva) Discusses Newest Russian History, Basic ValuesReading: Weekly ReadingReading: Note to Quiz 5Discussion Prompt: What cultural traditions, basic values hinder reforms in Russia?Reading: Links featured in lecture videosReading: References to works quoted in lecture videosReading: Lecture Noteshe material covered in the remaining weeks of the class will contain less theory of intercultural communications and more information about contemporary Russia, its ways of life and their historic background. This week we will speak about the social stratification (plus the recent history of the social strata) in Russia, as well as the Russian professional and occupational communication (including the recent changes in it) – both domestically and in the context of international contacts. The lecture will be wrapped up with a case study in which Prof. Bergelson took part some time ago to demonstrate intercultural communications studies at work – in the analysis of an international educational program between a major Russian and a major US university. As in the previous weeks, we will have guest experts to enrich the lecture material with their first-hand experience of living and working in Russia: Margaret Sullivan will describe what it is like to work for an NGO in Russia; Dirk Meissner will speak about teaching students and doing academic work at our home university, the Higher School of Economics. Video: 6.1. Social Stratification, 'New Russians' and what 'Oligarch' MeansVideo: 6.2.  New Elites and New Issues: from 'Kolkhoznik'  to Farmers; Role of NGOs; Russian RegionsVideo: 6.3.  Old Russians and 'Old Russians'Video: 6.4.  Middle ClassVideo: 6.5. Intelligentsia  and IntellectualsVideo: 6.6.  Occupational Cultures in New RussiaVideo: 6.7.  What Russians Expect from Western Partners ProfessionallyVideo: 6.8.  Typical Situations of PartnershipsVideo: 6.9. Case Study of an International Educational ProgramVideo: 6.10. Interview: Expert (M. Sullivan) Speaks about Working at a Russian NGOVideo: 6.11. Interview: Expert (D. Meissner) about Teaching Russian StudentsReading: Weekly ReadingReading: Note to Quiz 6Discussion Prompt: Differences between social classes in Russia and in your countryReading: Links featured in lecture videosReading: Lecture NotesThis week we will talk about the specific Russian features of interpersonal communication, communication across genders, and the generational discourse systems.Specifically, we will have a look at such issues as: friendship, dating, role of women; family structure, having and raising children, education, demographic and generational issues, ideological orientations, cross-gender communication, and forms and modes of address across various discourse systems. The Weekly Reading (one of which is optional) will provide further lively examples and evidence about some of these topics.Our guest speakers Anna Skaya and Jennifer Eremeeva will will share their experience of cross-gender communication in Russia. Video: 7.1. What is Interpersonal Communication in Intercultural DomainVideo: 7.2.  Russian FriendshipVideo: 7.3.  Dating in RussiaVideo: 7.4.  Gender IssuesVideo: 7.5.  Family RelationsVideo: 7.6.  Family Structure; Raising Children; Role of EducationVideo: 7.7.   Family Values,  Generational and Family Discourse. Interview: Expert (A. Skaya) about Family ValuesVideo: 7.8.   How Liberal or Conservative Russia isVideo: 7.9. Сross-gender Сommunication in Russian Social and Business Environment. Interview: Expert (A. Skaya) talks about Cross-Gender Issues in Business CommunicationVideo: 7.10. Interview: Expert (J. Eremeeva) about Russian Cross-gender CommunicationVideo: 7.11. Modes of Address across Discourse SystemsVideo: 7.12. Conclusion and ReadingReading: Weekly ReadingReading: Note to Quiz 7Discussion Prompt: Is the term 'feminine culture' applicable to Russia?Reading: Lecture NotesSad to say, this is the last week of lectures in our course. And in this last week we present not factual data or charts or tables, but rather a narrative -- this time a narrative of Russian history in broad impressionistic strokes. We do believe in narratives: they are never complete, but they provide attitudes. And culture – more than anything else – is a narrative.This time we will look at narratives as a source of knowledge about a culture, and, specifically, at such cultural narratives as: national Russian holidays, the key events of Russian history, personal stories of Russians in the 20th century, and Russian jokes and humor. Two video interviews with Jennifer Eremeeva will be dealing with some of these topics.Video: 8.1. Cultural Narratives as Stories of CultureVideo: 8.2. Competencies Needed to Tell and Understand a Good StoryVideo: 8.3. Stories of Russian Culture as Seen through National HolidaysVideo: 8.4. Ten centuries of Russian History in a NutshellVideo: 8.5. Cultural Narratives of the First Half of the 20th CenturyVideo: 8.6. Cultural Narratives of the Second Half of the 20th CenturyVideo: 8.7. What Russian Cultural Stories are Based uponVideo: 8.8. Personal stories as Cultural NarrativesVideo: 8.9. Interview: Expert (J. Eremeeva) Discusses Comeback of Traditional Values in RussiaVideo: 8.10. Russian Jokes as a Way to Wrap up the Course's NarrativeVideo: 8.11. Interview: Expert (J. Eremeeva) Talks about Russian HumourReading: Weekly ReadingReading: Note to Quiz 8Discussion Prompt: Explain a joke from your cultureReading: Lecture NotesThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Creator": "Higher School of Economics",
    "Level": "",
    "URL": "https://coursera.org/learn/intercultural-communication-russians",
    "Language": "English",
    "Commitment": "8 weeks, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "International Business II",
    "Description": "About this course: This course, Introduction to the Global Business Environment II, focuses on managing organizations in the international economy. Building on Introduction to the Global Business Environment I, this second course focuses on organizational level and management issues in international settings. The course prepares students with practical as well as research-based knowledge and skills necessary to successfully operating an organizational across borders. This course utilizes an inquiry based approach to understanding managing in the Global Business Environment and answering the following questions: 1. What are Foreign Currencies and how are Exchange Rates Determined? 2. How should you organize your business abroad? 3. How do you adapt your product or service for the international market? 4. What is it like to work abroad and how do you manage expatriates? 5. How to start, operate and grow a small or entrepreneurial business in the global environment? 6. What is the Current State of the Global Business Environment? This inquiry-based approach creates reflective opportunities for students to better understand managing and leading organizations in the global environment in which businesses operate. Lectures are delivered in an engaging manner which encourages reflection and inquiry. Course lectures will be delivered by the instructor in both Spanish and English.WEEK 1Week 1What are Foreign Currencies and how are Exchange Rates Determined? 7 videosexpandVideo: Module 1, IntroVideo: Module 1, part 1Video: Module 1, part 2Video: Module 1, part 3Video: Module 1, part 4Video: Module 1, part 5Video: Module 1, part 6Graded: Module 1 QuizWEEK 2Week 2How should you organize your business abroad? 7 videosexpandVideo: Module 2, IntroVideo: Module 2, part 1Video: Module 2, part 2Video: Module 2, part 3Video: Module 2, part 4Video: Module 2, part 5Video: Module 2, part 6Graded: Module 2 QuizWEEK 3Week 3How do you adapt your product or service for the international market? 6 videosexpandVideo: Module 3, IntroVideo: Module 3, part 1Video: Module 3, part 2Video: Module 3, part 3Video: Module 3, part 4Video: Module 3, part 5Graded: Module 3 QuizWEEK 4Week 4What is it like to work abroad and how do you manage expatriates?5 videosexpandVideo: Module 4, IntroVideo: Module 4, part 1Video: Module 4, part 2Video: Module 4, part 3Video: Module 4, part 4Graded: Module 4 QuizWEEK 5Week 5How to start, operate and grow a small or entrepreneurial business in the global environment? 5 videosexpandVideo: Module 5, IntroVideo: Module 5, part 1Video: Module 5, Part 2Video: Module 5, Part 3Video: Module 5, Part 4Graded: Module 5 QuizWEEK 6Week 6What is the Current State of the Global Business Environment?7 videosexpandVideo: Module 6, IntroVideo: Module 6, part 1Video: Module 6, part 2Video: Module 6, part 3Video: Module 6, part 4Video: Module 6, part 5Video: Module 6, part 6Graded: Module 6 QuizVideo: Module 1, IntroVideo: Module 1, part 1Video: Module 1, part 2Video: Module 1, part 3Video: Module 1, part 4Video: Module 1, part 5Video: Module 1, part 6Video: Module 2, IntroVideo: Module 2, part 1Video: Module 2, part 2Video: Module 2, part 3Video: Module 2, part 4Video: Module 2, part 5Video: Module 2, part 6Video: Module 3, IntroVideo: Module 3, part 1Video: Module 3, part 2Video: Module 3, part 3Video: Module 3, part 4Video: Module 3, part 5Video: Module 4, IntroVideo: Module 4, part 1Video: Module 4, part 2Video: Module 4, part 3Video: Module 4, part 4Video: Module 5, IntroVideo: Module 5, part 1Video: Module 5, Part 2Video: Module 5, Part 3Video: Module 5, Part 4Video: Module 6, IntroVideo: Module 6, part 1Video: Module 6, part 2Video: Module 6, part 3Video: Module 6, part 4Video: Module 6, part 5Video: Module 6, part 6Yonsei UniversityInternational Marketing Entry and ExecutionYonsei UniversityIntro to International MarketingYonsei UniversityInternational B2B (Business to Business) MarketingUniversity of New MexicoInternational Business ILund UniversityEuropean Business Law: Doing Business in Europe",
    "Creator": "University of New Mexico",
    "Level": "",
    "URL": "https://coursera.org/learn/international-business-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "The Power of Markets II: Market Structure and Firm Behavior",
    "Description": "About this course: In order to maximize profits, firms must ensure that any given output level is produced at least cost and then select the price-output combination that results in total revenue exceeding total cost by the greatest amount possible. With this in mind, this second module of the Power of Markets course addresses how firms can most effectively convert inputs into final output and then covers determining the best price-output combination for a firm and how this varies depending on whether the firm is operating in a perfectly competitive or imperfectly competitive market setting.WEEK 1Week 5 - ProductionThe Production Process: How Firms Convert Inputs into Final Outputs.8 videosexpandVideo: Production in the Short RunVideo: Total, Average, and Marginal Product Curves Video: The Law of Diminishing Marginal Returns Video: Production in the Long Run  Video: Trading Off Inputs in Production Video: Returns to Scale Video: Short-run Cost of ProductionVideo: The Relationship Between Cost Curves Graded: Week 5 QuizWEEK 2Week 6 - Cost MinimizationHow Firms Minimize the Cost of Producing Output.9 videosexpandVideo: Marginal-Average Cost RelationshipsVideo: The Golden Rule of Cost Minimization Video: Applying the Golden Rule of Cost MinimizationVideo: Long Run Cost CurvesVideo: The Importance of Cost Curves to Market Structure and Efforts to Abate Pollution Video: Perfect Competition: Key AssumptionsVideo: Short-run Profit Maximization Video: The Competitive Firm’s Short-Run Supply Curve and the Shutdown Condition Video: Output Response to Input Price ChangesGraded: Week 6 QuizWEEK 3Week 7 - Profit Maximization in Perfectly Competitive MarketsHow Firms Maximize Profits in Perfectly Competitive Markets.10 videosexpandVideo: Short-run Competitive EquilibriumVideo: Long-run Competitive Equilibrium Video: The Long-run Industry Supply Curve Video: Key Points About the Long-run Industry Supply Curve Video: Producer Surplus Video: Competition Maximizes Total Surplus Video: Who Bears the Burden of Excise Taxes?Video: The Deadweight Loss of Excise Taxes Video: City Taxicab Markets Video: The Net Gains From Trade Graded: Week 7 QuizWEEK 4Week 8 - Monopoly Power:  Its Sources and How to Use ItThe Sources and Uses of Monopoly Power.10 videosexpandVideo: Monopoly:  An IntroductionVideo: Monopoly and Profit Maximization Video: Monopoly Price and Its Relationship to Elasticity of Demand  Video: Further Implications of Monopoly Analysis Video: The Measurement and Sources of Monopoly Power Video: The Sources of Monopoly Power Video: The Efficiency Effects of MonopolyVideo: Public Policy Toward Monopoly Video: Price Discrimination Video: Three Necessary Conditions for Price Discrimination Graded: Week 8 QuizVideo: Production in the Short RunVideo: Total, Average, and Marginal Product Curves Video: The Law of Diminishing Marginal Returns Video: Production in the Long Run  Video: Trading Off Inputs in Production Video: Returns to Scale Video: Short-run Cost of ProductionVideo: The Relationship Between Cost Curves Video: Marginal-Average Cost RelationshipsVideo: The Golden Rule of Cost Minimization Video: Applying the Golden Rule of Cost MinimizationVideo: Long Run Cost CurvesVideo: The Importance of Cost Curves to Market Structure and Efforts to Abate Pollution Video: Perfect Competition: Key AssumptionsVideo: Short-run Profit Maximization Video: The Competitive Firm’s Short-Run Supply Curve and the Shutdown Condition Video: Output Response to Input Price ChangesVideo: Short-run Competitive EquilibriumVideo: Long-run Competitive Equilibrium Video: The Long-run Industry Supply Curve Video: Key Points About the Long-run Industry Supply Curve Video: Producer Surplus Video: Competition Maximizes Total Surplus Video: Who Bears the Burden of Excise Taxes?Video: The Deadweight Loss of Excise Taxes Video: City Taxicab Markets Video: The Net Gains From Trade Video: Monopoly:  An IntroductionVideo: Monopoly and Profit Maximization Video: Monopoly Price and Its Relationship to Elasticity of Demand  Video: Further Implications of Monopoly Analysis Video: The Measurement and Sources of Monopoly Power Video: The Sources of Monopoly Power Video: The Efficiency Effects of MonopolyVideo: Public Policy Toward Monopoly Video: Price Discrimination Video: Three Necessary Conditions for Price Discrimination University of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and AllocationsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Consumer and Producer BehaviorHigher School of EconomicsEconomics of Transition and Emerging Markets",
    "Creator": "University of Rochester",
    "Level": "",
    "URL": "https://coursera.org/learn/market-structure",
    "Language": "English",
    "Commitment": "3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "The Power of Markets III: Input Markets and Promoting Efficiency",
    "Description": "About this course: The final module of the Power of Markets course begins by further exploring firm behavior in imperfectly competitive market settings: how firms with monopoly power can increase profits through price discrimination; and the price-output combinations we can expect firms to select in cases of monopolistic competition and oligopoly. We will also analyze monopolies from an efficiency perspective and look at the effects of imperfect information on firm and consumer behavior. We will next turn to exploring input markets and what determines the demand for an input by a firm, an industry, and the overall market. We will also look at the factors that affect input supply and how the supply of an input interacts with demand to determinant input prices. We will use input market theory to analyze institutions and government policies such as the NCAA sports cartel, the minimum wage, Social Security, and immigration. Finally, we will address the concept of market efficiency and what government can do to promote it as well as how government intervention may diminish it.WEEK 1Week 9 - Product Pricing With Monopoly PowerPrice Discrimination. Firm Behavior in Cases of Monopolistic Competition and Oligopoly.10 videosexpandVideo: Intertemporal Price Discrimination and Peak-Load PricingVideo: Two-Part Tariffs Video: Monopolistic CompetitionVideo: Oligopoly and the Cournot ModelVideo: The Dominant Firm ModelVideo: Cartels and CollusionVideo: OPEC Video: Game TheoryVideo: Prisoner’s DilemmaVideo: Repeated Games  Graded: Week 9 QuizWEEK 2Week 10 - Monopolistic Competition and OligopolyImperfect Information. The Efficiency Effects of Monopoly. Firm, Industry, and Market Demand for an Input.9 videosexpandVideo: Asymmetric InformationVideo: Adverse Selection and Moral Hazard Video: Limited Price Information and AdvertisingVideo: The Size of the Deadweight Loss of MonopolyVideo: Do Monopolies Suppress Innovations?Video: Natural MonopolyVideo: More on Game Theory: Iterated Dominance and CommitmentVideo: The Input Demand Curve of a Competitive FirmVideo: Industry and Market Demand Curves for an Input Graded: Week 10 QuizWEEK 3Week 11 - The Market for InputsThe Supply of Inputs and the Determination of Input Prices.10 videosexpandVideo: The Supply of InputsVideo: Industry Determination of the Price and Employment of InputsVideo: Input Price Determination in a Multi-Industry MarketVideo: Input Demand and Employment by an Output Market MonopolyVideo: Monopsony in Input Markets  Video: The Income-Leisure Choice of the Worker  Video: The Supply of Hours of Work  Video: The General Level of Wage Rates and Why Wages Differ Video: Economic Rent  Video: Monopoly Power in Input Markets: UnionsGraded: Week 11 QuizWEEK 4Week 12 - Can Government Intervention Improve Market Outcomes?Using Input Market Theory to Analyze the Minimum Wage, Social Security,Immigration, and the NCAA. Promoting Market Efficiency and Why Government Intervention in Markets May be Justified. 10 videosexpandVideo: The Minimum WageVideo: Who Really Pays for Social Security?  Video: The NCAA CartelVideo: The Benefits and Costs of Immigration  Video: Three Conditions for Economic EfficiencyVideo: Reasons for Government InterventionVideo: Externalities and Public GoodsVideo: ExternalitiesVideo: Externalities and Property RightsVideo: Controlling Pollution, Revisited Graded: Week 12 QuizVideo: Intertemporal Price Discrimination and Peak-Load PricingVideo: Two-Part Tariffs Video: Monopolistic CompetitionVideo: Oligopoly and the Cournot ModelVideo: The Dominant Firm ModelVideo: Cartels and CollusionVideo: OPEC Video: Game TheoryVideo: Prisoner’s DilemmaVideo: Repeated Games  Video: Asymmetric InformationVideo: Adverse Selection and Moral Hazard Video: Limited Price Information and AdvertisingVideo: The Size of the Deadweight Loss of MonopolyVideo: Do Monopolies Suppress Innovations?Video: Natural MonopolyVideo: More on Game Theory: Iterated Dominance and CommitmentVideo: The Input Demand Curve of a Competitive FirmVideo: Industry and Market Demand Curves for an Input Video: The Supply of InputsVideo: Industry Determination of the Price and Employment of InputsVideo: Input Price Determination in a Multi-Industry MarketVideo: Input Demand and Employment by an Output Market MonopolyVideo: Monopsony in Input Markets  Video: The Income-Leisure Choice of the Worker  Video: The Supply of Hours of Work  Video: The General Level of Wage Rates and Why Wages Differ Video: Economic Rent  Video: Monopoly Power in Input Markets: UnionsVideo: The Minimum WageVideo: Who Really Pays for Social Security?  Video: The NCAA CartelVideo: The Benefits and Costs of Immigration  Video: Three Conditions for Economic EfficiencyVideo: Reasons for Government InterventionVideo: Externalities and Public GoodsVideo: ExternalitiesVideo: Externalities and Property RightsVideo: Controlling Pollution, Revisited University of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and AllocationsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Consumer and Producer BehaviorHigher School of EconomicsEconomics of Transition and Emerging Markets",
    "Creator": "University of Rochester",
    "Level": "",
    "URL": "https://coursera.org/learn/market-efficiency",
    "Language": "English",
    "Commitment": "3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Financial Markets and Investment Strategy Capstone",
    "Description": "About this course: In the Capstone project, you have to design an investment plan for an individual at three different stages of his life. Depending on the stage of his life the individuals biases, risk preferences and wealth requirements change. You have to keep in mind all of these and design an appropriate investment plan for each stage of his life. You will use the concepts learned in the 4 courses to achieve this target. You should consider different assets and different markets to achieve the investors goals by building an optimal portfolio which matches his profile. In the end you should also evaluate the performance of his portfolio.WEEK 1Capstone ProjectIn the Capstone project, you have to design an investment plan for an individual at three different stages of his life. Depending on the stage of his life the individuals biases, the risk preferences and the wealth requirements change. You have to keep in mind all of these and design an appropriate investment plan for each stage of his life. You will use the concepts learned in the 4 courses to achieve this target. You should consider different assets and different markets to achieve the investors goals by building an optimal portfolio which matches his profile. 1 videoexpandDiscussion Prompt: IntroductionVideo: Introduction to Capstone ProjectWEEK 2Week 2This module teaches you how to measure the performance of portfolios. After completing this module you will be explain when to use Sharpe and Treynor measures.3 videosexpandDiscussion Prompt: TakeawayPeer Review: Stage 1 - Performance EvaluationVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresWEEK 3Week 3This module discusses the various investments available for an investor looking at long time horizon. After completing this module you will be able to recommend some long term investments.2 itemsexpandDiscussion Prompt: Long term investment AvenuesPeer Review: Stage 2 a - Long term investmentWEEK 4Week 4This module introduces you to the world of mutual funds. After completing this module you will be able to analyse and compare mutual funds.4 videosexpandDiscussion Prompt: Mutual Funds - Useful sitesPeer Review: Stage 2 b - Investing in Mutual fundsVideo: Diversification RevisitedVideo: Investment opportunity set with 2 risky assets and risk free assetVideo: Investment opportunity set with 3 risky assets and risk free assetVideo: The optimal allocation between risky and risk free assetWEEK 5Week 5This module introduces you to analysis of bonds. After finishing this module you would be able to analyse various bonds and compare their performance.4 videosexpandDiscussion Prompt: ResourcesPeer Review: Stage 3 - Investing in BondsVideo: Bonds : What are they?Video: Interest rates or Yields: Finding directionVideo: Calling the bond: Expect the UnexpectedVideo: Bond Ratings: Necessary, not optionalWEEK 6Week 6In this module, you will combine all the answer templates and submit your final project.Graded: Final ReportIn the Capstone project, you have to design an investment plan for an individual at three different stages of his life. Depending on the stage of his life the individuals biases, the risk preferences and the wealth requirements change. You have to keep in mind all of these and design an appropriate investment plan for each stage of his life. You will use the concepts learned in the 4 courses to achieve this target. You should consider different assets and different markets to achieve the investors goals by building an optimal portfolio which matches his profile. Discussion Prompt: IntroductionVideo: Introduction to Capstone ProjectDiscussion Prompt: TakeawayPeer Review: Stage 1 - Performance EvaluationVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresDiscussion Prompt: Long term investment AvenuesPeer Review: Stage 2 a - Long term investmentDiscussion Prompt: Mutual Funds - Useful sitesPeer Review: Stage 2 b - Investing in Mutual fundsVideo: Diversification RevisitedVideo: Investment opportunity set with 2 risky assets and risk free assetVideo: Investment opportunity set with 3 risky assets and risk free assetVideo: The optimal allocation between risky and risk free assetDiscussion Prompt: ResourcesPeer Review: Stage 3 - Investing in BondsVideo: Bonds : What are they?Video: Interest rates or Yields: Finding directionVideo: Calling the bond: Expect the UnexpectedVideo: Bond Ratings: Necessary, not optional",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/investment-strategy-capstone",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Les transitions énergétique-écologiques dans les pays du Sud",
    "Description": "About this course: Ce MOOC co-produit par l'Agence Française de Développement et l'ENS se situe à la confluence du développement des pays du Sud et le développement durable. Il a :\n- une dimension macroéconomique et financière portée notamment par Gael Giraud et Alain Grandjean en tant qu’intervenants, \n- une dimension écologique et climatique portée notamment par David Claessen et les intervenants de l’ENS, et \n- une dimension de focus sur les pays du Sud portée notamment par les intervenants de l’AFD.\n\nVoici les objectifs d'apprentissage de l'ensemble de la formation\n\nObj 1 : Être en mesure de faire le lien entre la transition énergétique, la transition écologique, le rôle de l’énergie dans l’économie, le modèle de développement économique et les questions de financement\n\nObj 2 : Savoir plaider et argumenter, sur les enjeux, la nécessité de changer la réalité pour mettre en place des stratégies et des plans d’actions\n\nObj 3 : Savoir faire le lien entre la Transition énergétique et les solutions de financement, savoir faire le lien entre compréhension et actions\n\nJusqu’à présent, le développement des pays du Nord reposait sur une exploitation croissante des ressources énergétiques ainsi qu’une liberté accrue de commerce et d’échanges à l’échelle de la planète ; or, nous savons désormais qu’un tel modèle n’est plus soutenable, en raison du réchauffement climatique et de la surexploitation des ressources conduisant à des désastres sanitaires, sociaux et environnementaux.\nDès lors, comment assurer une croissance juste et équitable pour tous ? Quel rôle les pays des Suds ont-ils à jouer dans ce bouleversement complet des modèles économiques, commerciaux et politiques actuels, pour mener une transition énergétique et écologique efficace ?\n\nCe cours en ligne gratuit propose le point de vue croisé de plusieurs spécialistes des problématiques liées au changement climatique et au développement des Suds. Sous un angle résolument pratique, ils livreront leur lecture des crises actuelles et les réponses pouvant y être apportées.\n\nProgramme :\nSemaine 1 : Notre mode de développement est insoutenable écologiquement\nSemaine 2 : Les modèles économiques dominants font obstacle à la transition énergétique et écologique\nSemaine 3 : La trajectoire de la transition énergétique : décarboner le PIB\nSemaine 4 : Le modèle d'une transition écologique vers une nouvelle prospérité\nSemaine 5 : La gouvernance de la transition énergétique et écologique\nSemaine 6 : Le financement de la transition énergétique et écologiqueWEEK 1Bienvenue!1 video, 2 readingsexpandVideo: Teaser de la formationLTI Item: Graded External ToolReading: Présentation de la formationReading: Présentation des forumsNotre mode de développement est insoutenable écologiquementLe diagnostic de notre modèle de développement actuel est sans appel : il ne lutte pas ou peu efficacement contre les inégalités. Pire, il participe au creusement de celles-ci, tout en dégradant notre planète. Seules les transitions énergétique et écologique pourront réconcilier la croissance économique et la poursuite de l’agenda social des États, aussi bien au Nord comme au Sud. 6 videos, 3 readings, 6 practice quizzesexpandReading: Présentation de la semaine 1Video: Notre mode de développement demeure inégalitaire - Gaël GiraudPractice Quiz: Notre mode de développement demeure inégalitaireVideo: La razzia sur les ressources naturelles s'accélère - David ClaessenPractice Quiz: La razzia sur les ressources naturelles s'accélèreVideo: Le changement climatique est en marche - Michael GhilPractice Quiz: Le changement climatique est en marcheVideo: Le Sud est vulnérable aux catastrophes \"naturelles\" aggravées par le changement climatique - Émeline CombyPractice Quiz: Le Sud est vulnérable aux catastrophes \"naturelles\" aggravées par le changement climatiqueVideo: Le consumérisme est une culture du déchet - Marie-Dominique Loÿe et Claude KergomardPractice Quiz: Le consumérisme est une culture du déchetReading: Données complémentaires sur les déchets dans le mondeVideo: Les ressources naturelles  sont des biens communs à gérer dans l'intérêt général - David ClaessenPractice Quiz: Les ressources naturelles  sont des biens communs à gérer dans l'intérêt généralReading: Etude de cas semaine 1 : Etat des lieux des ressources naturellesLTI Item: Carte interactive des ressourcesGraded: Quiz noté de la semaine 1WEEK 2Les modèles économiques dominants font obstacle à la transition énergétique et écologiqueS’affranchir du fondamentalisme de marché passe d’abord par l’acceptation de nouveaux indicateurs complétant le PIB. Ces derniers s’élèvent au-delà du simple aspect monétaire du bien-être et tiennent compte, non seulement, des externalités positives générées par les secteurs sociaux, mais aussi, des externalités négatives environnementales associées aux activités humaines.  Ainsi, nous cesserons de mesurer une croissance fictive et pourront piloter des politiques publiques durables. Parallèlement, le succès de ces politiques repose sur la capacité des acteurs à asseoir leur stratégie sur le long terme. Or, sans une régulation plus stricte de la sphère financière, les pays du Sud ne disposeront pas des capacités budgétaires nécessaires au financement des grands projets de la transition.6 videos, 3 readings, 6 practice quizzesexpandReading: Présentation de la semaine 2Video: La mesure de l'activité économique par le PIB et les prix est partielle et trompeuse - Alain GrandjeanPractice Quiz: La mesure de l’activité économique par le PIB et les prix est partielle et trompeuseVideo: Les marchés n'étant pas efficients, la coopération doit coexister avec la compétition - Gaël GiraudPractice Quiz: Les marchés n’étant pas efficients, la coopération doit exister avec la compétitionVideo: Le consensus de Washington n'a pas favorisé un développement durable - Gaël GiraudPractice Quiz: Le consensus de Washington n’a pas favorisé un développement durable Video: La financiarisation de l'économie provoque instabilité et fuite des capitaux du Sud - Gaël GiraudPractice Quiz: La financiarisation de l’économie provoque instabilité et fuite des capitaux au SudVideo: Le calcul de rentabilité privée et l'excès des rendements attendus font obstacle aux transitions - Alain GrandjeanPractice Quiz: Le calcul de rentabilité privée et l'excès des rendements attendus font obstacle aux transitionsVideo: Le pétrole, un exemple de prix volatile et imprévisible aux conséquences majeures - Gaël GiraudReading: Lecture complémentaire sur le modèle GEMMESPractice Quiz: Le pétrole, un exemple de prix volatile et imprévisible aux conséquences majeuresReading: Description de l'activité-débatDiscussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Europe)Discussion Prompt: Etude de cas S2 : Situation énergétique de votre pays (Afrique)Discussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Asie et Océanie)Discussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Amérique)Graded: Quizz noté de la semaine 2WEEK 3La trajectoire de la  transition énergétique : décarboner le PIBLa comptabilité carbone veut réconcilier l’horizon temporel de nos actions avec les enjeux de la transition énergétique.  Elle limite les comportements de court terme en chiffrant les externalités des activités sectorielles et légitime le développement d’une réglementation punitive. Elle facilite les stratégies de coopération en rendant possibles les comparaisons internationales et assure la transparence des négociations. En somme, elle permet d’établir des diagnostics pays, d’identifier les projets climato-comptables et de rediriger les investissements vers les actifs verts. 5 videos, 2 readings, 5 practice quizzesexpandReading: Présentation de la semaine 3Video: Les enjeux  de la comptabilité carbone: qu'est ce qu'un projet bas carbone/climato-compatible? - Alain GrandjeanPractice Quiz: Les enjeux de la comptabilité carbone : Qu’est ce qu’un projet climato-compatible? Video: Comment réduire les émissions dans un contexte de croissance du PIB et de la population au Sud? - Gaël GiraudPractice Quiz: Comment réduire les émissions dans un contexte de croissance du PIB et de la population au Sud ?Video: La délocalisation des émissions et l'intensité carbone des pays du Sud - Slim DaliPractice Quiz:  Intensité énergétiques du PIB et intensité carbone dans les pays du SudVideo: La Trajectoire de New Climate Economy vers les 2 degrés C - Alain GrandjeanPractice Quiz: La trajectoire de New Climate Economy vers les deux degrésVideo: L'énergie durable pour tous au Sud - Christian de GromardPractice Quiz: L'énergie durable pour tous au SudReading: Présentation de l'activité-débatDiscussion Prompt: Etude de cas S3 : Identifier les obstacles à la transition énergétique dans votre pays (Europe) Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Afrique)Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Asie et Océanie)Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Amérique)Graded: Quizz noté de la semaine 3WEEK 4Le modèle d'une transition écologique vers une nouvelle prospéritéLes activités humaines sont en passe de générer une 6ème extinction du vivant ! Or, la biodiversité ; diversité de la faune et flore marine et terrestre ; contribue à la résilience de nos écosystèmes face au changement climatique. Leur préservation est impérative car ils nous fournissent des services indispensables à notre quotidien : approvisionnement en ressources naturelles et fourniture de bien-être culturel.5 videos, 2 readings, 5 practice quizzesexpandReading: Présentation de la semaine 4Video: Vers de nouveaux indicateurs de développement: les ODD - Gaël GiraudPractice Quiz: Vers de nouveaux indicateurs de développement: les Objectifs du Développement DurableVideo: L'économie circulaire: rompre avec la logique linéaire du prélèvement pour une nouvelle sobriété - Armand Rioust de LargentayeReading: Ressources complémentaires: l'économie circulaire, exemples, études de cas et extraits d'ouvragesPractice Quiz: L’économie circulaire : rompre avec la logique linéaire du prélèvement pour une nouvelle sobriétéVideo: Changer d'agriculture  pour pouvoir nourrir les populations émergentes en croissance  - Jean-Luc FrançoisPractice Quiz: Changer d’agriculture pour mieux  nourrir et vêtir une population en croissanceVideo: Faire du respect de la biosphère et de la biodiversité une priorité  - Christophe Du CastelPractice Quiz: Faire du respect de la biosphère et de la biodiversité une prioritéVideo: L'approche écologique permet de réduire les inégalités et de réduire les trappes de pauvreté - Anda DavidPractice Quiz: L’approche écologique permet de réduire les inégalités et les trappes de pauvretéGraded: Quizz noté de la semaine 4Graded: Proposer des mesures pour la transition énergétique à mettre en oeuvre dans votre paysWEEK 5La gouvernance de la transition énergétique et écologiqueLa COP21 souligne l’importance des villes comme partie prenante des transitions. Elles sont proches des acteurs du territoire qui concentrent 70% de la consommation d’énergie.L’État est aussi un acteur central. Garant du droit, il peut établir un cadre réglementaire et tarifaire favorable pour attirer les financements extérieurs de long terme nécessaires à la réalisation de la transition.Quant aux institutions financières internationales, elles commencent à avoir une action coordonnée en faveur des politiques climatiques. Mais ce sont les banques de développement régionales du Sud qui représentent le gros des investissements des transitions5 videos, 1 reading, 5 practice quizzesexpandReading: Présentation de la semaine 5Video: Le rôle central des politiques publiques dans la transition - Alain GrandjeanPractice Quiz: Le rôle central des politiques publiques dans la transitionVideo: Les villes jouent un rôle clé dans les transitions au Sud - Clément LarruePractice Quiz: Les villes jouent un rôle central dans la transitionVideo: Le rôle des institutions internationales pour une régulation internationale des émissions - Alain GrandjeanPractice Quiz: Le rôle des institutions internationales pour une régulation internationale des émissionsVideo: La contribution des banques de développement multilatérales, le rôle spécifique de l'AFD - Gaël GiraudPractice Quiz: La contribution des banques multilatérales de développement à la gouvernance de la transition: le rôle spécifique de l’Agence Française de DéveloppementVideo: Le rôle des banques de développement régionales - Alexis BonnelPractice Quiz: Le rôle des Banques de Développement des pays du SudGraded: Quizz noté de la semaine 5Graded: Mettre en place un débat public pour les transitions énergétiques et écologiques dans votre pays/régionWEEK 6Le financement de la transition énergétique et écologiqueLe rapport Stern publié en 2006, nous révèle qu’en finançant les transitions (1% du PIB mondial), nous économisons ! Ce qui se révèlera être réellement onéreux est notre passivité car nous devrons mobiliser plus de 20% du PIB mondial pour faire face au dérèglement climatique. 6 videos, 1 reading, 6 practice quizzesexpandReading: Présentation de la semaine 6Video: Signal carbone : un incontournable de la transition énergétique - Alain GrandjeanPractice Quiz: Le signal-prix carbone : un incontournable de la transition énergétiqueVideo: Réduire les subventions aux fossiles - Gaël GiraudPractice Quiz: Réduire les subventions aux énergies fossilesVideo: L'orientation de la politique monétaire et du crédit vers les actifs verts - Alain GrandjeanPractice Quiz: L’orientation de la politique monétaire et du crédit vers les actifs vertsVideo: Comment financer l'adaptation? - Alexis BonnelPractice Quiz: Comment financer l'adaptation?Video: Le rôle des banques de développement multilatérales et Nord/Sud pour catalyser les flux Nord/Sud - Alain GrandjeanPractice Quiz: Le rôle des Banques de Développement multi et bi latérales pour catalyser les flux Nord Sud Video: Le narratif: une trajectoire de développement vert pour les pays du Sud - Gaël GiraudPractice Quiz: Le narratif : une trajectoire de développement vert pour les pays du SudGraded: Quizz noté de la semaine 6Graded: Synthèse des solutions à mettre en place dans votre pays/régionVideo: Teaser de la formationLTI Item: Graded External ToolReading: Présentation de la formationReading: Présentation des forumsLe diagnostic de notre modèle de développement actuel est sans appel : il ne lutte pas ou peu efficacement contre les inégalités. Pire, il participe au creusement de celles-ci, tout en dégradant notre planète. Seules les transitions énergétique et écologique pourront réconcilier la croissance économique et la poursuite de l’agenda social des États, aussi bien au Nord comme au Sud. Reading: Présentation de la semaine 1Video: Notre mode de développement demeure inégalitaire - Gaël GiraudPractice Quiz: Notre mode de développement demeure inégalitaireVideo: La razzia sur les ressources naturelles s'accélère - David ClaessenPractice Quiz: La razzia sur les ressources naturelles s'accélèreVideo: Le changement climatique est en marche - Michael GhilPractice Quiz: Le changement climatique est en marcheVideo: Le Sud est vulnérable aux catastrophes \"naturelles\" aggravées par le changement climatique - Émeline CombyPractice Quiz: Le Sud est vulnérable aux catastrophes \"naturelles\" aggravées par le changement climatiqueVideo: Le consumérisme est une culture du déchet - Marie-Dominique Loÿe et Claude KergomardPractice Quiz: Le consumérisme est une culture du déchetReading: Données complémentaires sur les déchets dans le mondeVideo: Les ressources naturelles  sont des biens communs à gérer dans l'intérêt général - David ClaessenPractice Quiz: Les ressources naturelles  sont des biens communs à gérer dans l'intérêt généralReading: Etude de cas semaine 1 : Etat des lieux des ressources naturellesLTI Item: Carte interactive des ressourcesS’affranchir du fondamentalisme de marché passe d’abord par l’acceptation de nouveaux indicateurs complétant le PIB. Ces derniers s’élèvent au-delà du simple aspect monétaire du bien-être et tiennent compte, non seulement, des externalités positives générées par les secteurs sociaux, mais aussi, des externalités négatives environnementales associées aux activités humaines.  Ainsi, nous cesserons de mesurer une croissance fictive et pourront piloter des politiques publiques durables. Parallèlement, le succès de ces politiques repose sur la capacité des acteurs à asseoir leur stratégie sur le long terme. Or, sans une régulation plus stricte de la sphère financière, les pays du Sud ne disposeront pas des capacités budgétaires nécessaires au financement des grands projets de la transition.Reading: Présentation de la semaine 2Video: La mesure de l'activité économique par le PIB et les prix est partielle et trompeuse - Alain GrandjeanPractice Quiz: La mesure de l’activité économique par le PIB et les prix est partielle et trompeuseVideo: Les marchés n'étant pas efficients, la coopération doit coexister avec la compétition - Gaël GiraudPractice Quiz: Les marchés n’étant pas efficients, la coopération doit exister avec la compétitionVideo: Le consensus de Washington n'a pas favorisé un développement durable - Gaël GiraudPractice Quiz: Le consensus de Washington n’a pas favorisé un développement durable Video: La financiarisation de l'économie provoque instabilité et fuite des capitaux du Sud - Gaël GiraudPractice Quiz: La financiarisation de l’économie provoque instabilité et fuite des capitaux au SudVideo: Le calcul de rentabilité privée et l'excès des rendements attendus font obstacle aux transitions - Alain GrandjeanPractice Quiz: Le calcul de rentabilité privée et l'excès des rendements attendus font obstacle aux transitionsVideo: Le pétrole, un exemple de prix volatile et imprévisible aux conséquences majeures - Gaël GiraudReading: Lecture complémentaire sur le modèle GEMMESPractice Quiz: Le pétrole, un exemple de prix volatile et imprévisible aux conséquences majeuresReading: Description de l'activité-débatDiscussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Europe)Discussion Prompt: Etude de cas S2 : Situation énergétique de votre pays (Afrique)Discussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Asie et Océanie)Discussion Prompt: Etude de cas S2 : situation énergétique de votre pays (Amérique)La comptabilité carbone veut réconcilier l’horizon temporel de nos actions avec les enjeux de la transition énergétique.  Elle limite les comportements de court terme en chiffrant les externalités des activités sectorielles et légitime le développement d’une réglementation punitive. Elle facilite les stratégies de coopération en rendant possibles les comparaisons internationales et assure la transparence des négociations. En somme, elle permet d’établir des diagnostics pays, d’identifier les projets climato-comptables et de rediriger les investissements vers les actifs verts. Reading: Présentation de la semaine 3Video: Les enjeux  de la comptabilité carbone: qu'est ce qu'un projet bas carbone/climato-compatible? - Alain GrandjeanPractice Quiz: Les enjeux de la comptabilité carbone : Qu’est ce qu’un projet climato-compatible? Video: Comment réduire les émissions dans un contexte de croissance du PIB et de la population au Sud? - Gaël GiraudPractice Quiz: Comment réduire les émissions dans un contexte de croissance du PIB et de la population au Sud ?Video: La délocalisation des émissions et l'intensité carbone des pays du Sud - Slim DaliPractice Quiz:  Intensité énergétiques du PIB et intensité carbone dans les pays du SudVideo: La Trajectoire de New Climate Economy vers les 2 degrés C - Alain GrandjeanPractice Quiz: La trajectoire de New Climate Economy vers les deux degrésVideo: L'énergie durable pour tous au Sud - Christian de GromardPractice Quiz: L'énergie durable pour tous au SudReading: Présentation de l'activité-débatDiscussion Prompt: Etude de cas S3 : Identifier les obstacles à la transition énergétique dans votre pays (Europe) Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Afrique)Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Asie et Océanie)Discussion Prompt: Etude de cas S3 : identifier les obstacles à la transition énergétique dans votre pays (Amérique)Les activités humaines sont en passe de générer une 6ème extinction du vivant ! Or, la biodiversité ; diversité de la faune et flore marine et terrestre ; contribue à la résilience de nos écosystèmes face au changement climatique. Leur préservation est impérative car ils nous fournissent des services indispensables à notre quotidien : approvisionnement en ressources naturelles et fourniture de bien-être culturel.Reading: Présentation de la semaine 4Video: Vers de nouveaux indicateurs de développement: les ODD - Gaël GiraudPractice Quiz: Vers de nouveaux indicateurs de développement: les Objectifs du Développement DurableVideo: L'économie circulaire: rompre avec la logique linéaire du prélèvement pour une nouvelle sobriété - Armand Rioust de LargentayeReading: Ressources complémentaires: l'économie circulaire, exemples, études de cas et extraits d'ouvragesPractice Quiz: L’économie circulaire : rompre avec la logique linéaire du prélèvement pour une nouvelle sobriétéVideo: Changer d'agriculture  pour pouvoir nourrir les populations émergentes en croissance  - Jean-Luc FrançoisPractice Quiz: Changer d’agriculture pour mieux  nourrir et vêtir une population en croissanceVideo: Faire du respect de la biosphère et de la biodiversité une priorité  - Christophe Du CastelPractice Quiz: Faire du respect de la biosphère et de la biodiversité une prioritéVideo: L'approche écologique permet de réduire les inégalités et de réduire les trappes de pauvreté - Anda DavidPractice Quiz: L’approche écologique permet de réduire les inégalités et les trappes de pauvretéLa COP21 souligne l’importance des villes comme partie prenante des transitions. Elles sont proches des acteurs du territoire qui concentrent 70% de la consommation d’énergie.L’État est aussi un acteur central. Garant du droit, il peut établir un cadre réglementaire et tarifaire favorable pour attirer les financements extérieurs de long terme nécessaires à la réalisation de la transition.Quant aux institutions financières internationales, elles commencent à avoir une action coordonnée en faveur des politiques climatiques. Mais ce sont les banques de développement régionales du Sud qui représentent le gros des investissements des transitionsReading: Présentation de la semaine 5Video: Le rôle central des politiques publiques dans la transition - Alain GrandjeanPractice Quiz: Le rôle central des politiques publiques dans la transitionVideo: Les villes jouent un rôle clé dans les transitions au Sud - Clément LarruePractice Quiz: Les villes jouent un rôle central dans la transitionVideo: Le rôle des institutions internationales pour une régulation internationale des émissions - Alain GrandjeanPractice Quiz: Le rôle des institutions internationales pour une régulation internationale des émissionsVideo: La contribution des banques de développement multilatérales, le rôle spécifique de l'AFD - Gaël GiraudPractice Quiz: La contribution des banques multilatérales de développement à la gouvernance de la transition: le rôle spécifique de l’Agence Française de DéveloppementVideo: Le rôle des banques de développement régionales - Alexis BonnelPractice Quiz: Le rôle des Banques de Développement des pays du SudLe rapport Stern publié en 2006, nous révèle qu’en finançant les transitions (1% du PIB mondial), nous économisons ! Ce qui se révèlera être réellement onéreux est notre passivité car nous devrons mobiliser plus de 20% du PIB mondial pour faire face au dérèglement climatique. Reading: Présentation de la semaine 6Video: Signal carbone : un incontournable de la transition énergétique - Alain GrandjeanPractice Quiz: Le signal-prix carbone : un incontournable de la transition énergétiqueVideo: Réduire les subventions aux fossiles - Gaël GiraudPractice Quiz: Réduire les subventions aux énergies fossilesVideo: L'orientation de la politique monétaire et du crédit vers les actifs verts - Alain GrandjeanPractice Quiz: L’orientation de la politique monétaire et du crédit vers les actifs vertsVideo: Comment financer l'adaptation? - Alexis BonnelPractice Quiz: Comment financer l'adaptation?Video: Le rôle des banques de développement multilatérales et Nord/Sud pour catalyser les flux Nord/Sud - Alain GrandjeanPractice Quiz: Le rôle des Banques de Développement multi et bi latérales pour catalyser les flux Nord Sud Video: Le narratif: une trajectoire de développement vert pour les pays du Sud - Gaël GiraudPractice Quiz: Le narratif : une trajectoire de développement vert pour les pays du SudSciences PoCities are back in town : sociologie urbaine pour un monde globaliséÉcole Polytechnique Fédérale de LausannePlanning \u0026 Design of Sanitation Systems and TechnologiesÉcole Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1École Polytechnique, HEC ParisCreating and Developing a Tech StartupÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "École normale supérieure",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/transitions-energetiques-pays-du-sud",
    "Language": "French, Subtitles: English",
    "Commitment": "6 semaines, environ 2h à 3 h par semaine. ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "Innovating in a Digital World",
    "Description": "About this course: Facebook, AirBnB, Tesla, Amazon, Uber. In just a few years, companies like these have changed the face of the global economy. Meanwhile, hundreds of thousands of start-ups are disrupting old business models, taking on centennial industrial groups – and winning. It’s clear that the rules of business have changed forever.\n\nThis MOOC provides a knowledge toolkit for the ongoing digital revolution. You’ll discover 15 concepts that are essential for understanding the new mechanisms of digital business and innovation. \n\nEach concept is explained in its own beautifully designed, content-rich instructional video, along with additional resources for you to explore. The ideas are illustrated with up-to-the-minute case studies and examples from a wide range of industries.\n\nWeek 1 : Why Digital Changes Everything\nWeek 2 : Creating Value in a Digital World \nWeek 3 : Thinking and Acting Differently\nWeek 4 : Entrepreneurship in a Digital World\n\nThis MOOC is ideal for learners from a wide range of backgrounds. It is brought to you by four expert professors and researchers from Telecom ParisTech, a leading European graduate school in the field of digital technology and social science.\n\nThis MOOC is supported by the Patrick and Lina Drahi Foundation.WEEK 1Why Digital Changes EverythingMany people have yet to realize just how rapid and profound the current digital revolution is, or how quickly it’s breaking down old institutions. Yes, we’re always hearing about Google, Uber, and all those “pirate entrepreneurs.” Yes, we know technology has something to do with it. But the future is approaching even more quickly that we think. Right now, all the pieces are in place to completely change the face of products, technologies, organizations, and entrepreneurship over the next few years. This module will tell you how and why.5 videos, 12 readingsexpandМатериал для самостоятельного изучения: Let's break the ice!Video: Watch the course video presentation (1')Материал для самостоятельного изучения: Learning outcomesМатериал для самостоятельного изучения: Professors are there, but you don't see us!Материал для самостоятельного изучения: Make the most of this MOOC (assessment, quizz, forums,...)Video: How to harness the power of digital disruption?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital disruptionМатериал для самостоятельного изучения: Video transcriptVideo: Why the pace of technological change is faster than ever?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The pace of digital technological changeМатериал для самостоятельного изучения: Video transcriptVideo: Why digital opens up so many great opportunities for entrepreneurship?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The new entrepreneurial contextМатериал для самостоятельного изучения: Video transcriptVideo: How open digital innovation can unlock new growth?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital open innovationМатериал для самостоятельного изучения: Video transcriptGraded: Digital disruptionGraded: The pace of digital technological changeGraded: The new entrepreneurial contextGraded: Digital open innovationWEEK 2Creating Value in a Digital WorldOnce upon a time, the rules of the game were simple. People worked away in their offices to develop and sell products or services, and shared the margin between price and cost. But now this product-based way of competing is all but gone – wiped out by the new principles of value creation. Going digital means playing by new rules, powered by network effects and system goods, that radically changed the fundamentals of business. Now, people create value outside their offices by connecting in third places, and the best way to turn a profit can be to give your products away, or share your knowledge, for free. Across the board, old-style value chains are being completely disrupted by new business ecosystems.4 videos, 8 readingsexpandVideo: Why externalities have become such a powerful lever for value creation?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The power of externalitiesМатериал для самостоятельного изучения: Video transcriptVideo: How digital architectures are opening new business horizons?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Connecting products and businessesМатериал для самостоятельного изучения: Video transcriptVideo: Why physical spaces are even more crucial in the virtual world?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Third Digital PlacesМатериал для самостоятельного изучения: Video transcriptVideo: How to make a profit from free or no-margin products and knowledge sharing?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital business modelsМатериал для самостоятельного изучения: Video transcriptGraded: ExternalitiesGraded: Connecting products and businessesGraded: Digital third placesGraded: Digital business modelsWEEK 3Thinking and acting differentlyGoing digital is a bit like emigrating to another country. To succeed digitally, people and firms need to adopt a whole new mindset. Entrepreneurs should forget about building the perfect business plan, and instead put the focus on “trial and learn” processes. And companies should forget about long-term strategy, protecting their IP, product planning, and entry barriers, and concentrate on running instead of defending. This is true in every area from strategic decision-making through to getting the most from the assets that firms own, control, or use – knowledge assets in particular.3 videos, 6 readingsexpandVideo: Why pragmatism, not persistence, wins the digital race?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Strategy in the digital eraМатериал для самостоятельного изучения: Video transcriptVideo: How successful digital entrepreneurs make the most of what they’ve got?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Effectuation in a digital worldМатериал для самостоятельного изучения: Video transcriptVideo: How digital has changed the meaning of property and piracy?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Intellectual property in the digital worldМатериал для самостоятельного изучения: Video transcriptGraded: Strategy in the digital eraGraded: Effectuation in a digital worldGraded: Property in the digital worldWEEK 4Entrepreneurship in a Digital WorldWe usually think of the entrepreneur’s challenge as coming up with a “great idea.” But the new digital world doesn’t work on belief alone. Promises, and ideas’ potential, must be based on tangible facts. That’s why execution is so much more important than ideas. This module looks at the new context for entrepreneurs and the skills they need to succeed, including the supreme importance of execution, the key things every successful startup must do, and the essential skill of pitching ideas. 4 videos, 9 readingsexpandVideo: How to guarantee your digital startup fails first time?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The key factors of success for startupsМатериал для самостоятельного изучения: Video transcriptVideo: Why execution, not ideas, is the key to digital success?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The entrepreneurial epiphanyМатериал для самостоятельного изучения: Video transcriptVideo: What seed funds see when they look at a digital business?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The new rationality of seed fundsМатериал для самостоятельного изучения: Video transcriptVideo: Why pitching is a must-have skill for digital entrepreneurs?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The art of pitchingМатериал для самостоятельного изучения: Video transcriptМатериал для самостоятельного изучения: Tell us what you thinkGraded: The key factors of success for startupsGraded: The entrepreneurial epiphanyGraded: The new rationality of seed fundsGraded: The art of pitchingMany people have yet to realize just how rapid and profound the current digital revolution is, or how quickly it’s breaking down old institutions. Yes, we’re always hearing about Google, Uber, and all those “pirate entrepreneurs.” Yes, we know technology has something to do with it. But the future is approaching even more quickly that we think. Right now, all the pieces are in place to completely change the face of products, technologies, organizations, and entrepreneurship over the next few years. This module will tell you how and why.Материал для самостоятельного изучения: Let's break the ice!Video: Watch the course video presentation (1')Материал для самостоятельного изучения: Learning outcomesМатериал для самостоятельного изучения: Professors are there, but you don't see us!Материал для самостоятельного изучения: Make the most of this MOOC (assessment, quizz, forums,...)Video: How to harness the power of digital disruption?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital disruptionМатериал для самостоятельного изучения: Video transcriptVideo: Why the pace of technological change is faster than ever?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The pace of digital technological changeМатериал для самостоятельного изучения: Video transcriptVideo: Why digital opens up so many great opportunities for entrepreneurship?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The new entrepreneurial contextМатериал для самостоятельного изучения: Video transcriptVideo: How open digital innovation can unlock new growth?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital open innovationМатериал для самостоятельного изучения: Video transcriptOnce upon a time, the rules of the game were simple. People worked away in their offices to develop and sell products or services, and shared the margin between price and cost. But now this product-based way of competing is all but gone – wiped out by the new principles of value creation. Going digital means playing by new rules, powered by network effects and system goods, that radically changed the fundamentals of business. Now, people create value outside their offices by connecting in third places, and the best way to turn a profit can be to give your products away, or share your knowledge, for free. Across the board, old-style value chains are being completely disrupted by new business ecosystems.Video: Why externalities have become such a powerful lever for value creation?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The power of externalitiesМатериал для самостоятельного изучения: Video transcriptVideo: How digital architectures are opening new business horizons?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Connecting products and businessesМатериал для самостоятельного изучения: Video transcriptVideo: Why physical spaces are even more crucial in the virtual world?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Third Digital PlacesМатериал для самостоятельного изучения: Video transcriptVideo: How to make a profit from free or no-margin products and knowledge sharing?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Digital business modelsМатериал для самостоятельного изучения: Video transcriptGoing digital is a bit like emigrating to another country. To succeed digitally, people and firms need to adopt a whole new mindset. Entrepreneurs should forget about building the perfect business plan, and instead put the focus on “trial and learn” processes. And companies should forget about long-term strategy, protecting their IP, product planning, and entry barriers, and concentrate on running instead of defending. This is true in every area from strategic decision-making through to getting the most from the assets that firms own, control, or use – knowledge assets in particular.Video: Why pragmatism, not persistence, wins the digital race?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Strategy in the digital eraМатериал для самостоятельного изучения: Video transcriptVideo: How successful digital entrepreneurs make the most of what they’ve got?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Effectuation in a digital worldМатериал для самостоятельного изучения: Video transcriptVideo: How digital has changed the meaning of property and piracy?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of Intellectual property in the digital worldМатериал для самостоятельного изучения: Video transcriptWe usually think of the entrepreneur’s challenge as coming up with a “great idea.” But the new digital world doesn’t work on belief alone. Promises, and ideas’ potential, must be based on tangible facts. That’s why execution is so much more important than ideas. This module looks at the new context for entrepreneurs and the skills they need to succeed, including the supreme importance of execution, the key things every successful startup must do, and the essential skill of pitching ideas. Video: How to guarantee your digital startup fails first time?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The key factors of success for startupsМатериал для самостоятельного изучения: Video transcriptVideo: Why execution, not ideas, is the key to digital success?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The entrepreneurial epiphanyМатериал для самостоятельного изучения: Video transcriptVideo: What seed funds see when they look at a digital business?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The new rationality of seed fundsМатериал для самостоятельного изучения: Video transcriptVideo: Why pitching is a must-have skill for digital entrepreneurs?Материал для самостоятельного изучения: ReadingsВопрос для обсуждения: Your examples of The art of pitchingМатериал для самостоятельного изучения: Video transcriptМатериал для самостоятельного изучения: Tell us what you thinkUniversity of Illinois at Urbana-ChampaignDigital Marketing Channels: The LandscapeUniversity of Illinois at Urbana-ChampaignDigital Analytics for Marketing Professionals: Marketing Analytics in PracticeUniversity of Illinois at Urbana-ChampaignDigital Marketing Channels: PlanningUniversity of Illinois at Urbana-ChampaignMarketing in a Digital WorldUniversity of Illinois at Urbana-ChampaignDigital Analytics for Marketing Professionals: Marketing Analytics in Theory",
    "Creator": "Institut Mines-Télécom",
    "Level": "",
    "URL": "https://coursera.org/learn/innovating-digital-world",
    "Language": "English, Subtitles: French",
    "Commitment": "4 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Bajemos la temperatura: De la ciencia climática a la acción",
    "Description": "About this course: Todas las regiones del mundo se enfrentan a vulnerabilidades concretas ante el cambio climático y tienen diversas oportunidades de mitigar los efectos y aumentar su resiliencia en el siglo XXI. La comunidad internacional ha expresado su intención de actuar al respecto mediante el Acuerdo de París en la 21ª Conferencia de las Partes en la Convención Marco de las Naciones Unidas sobre el Cambio Climático. De hecho, décadas de avances en desarrollo se ven amenazadas si no se adoptan medidas contra el cambio climático, lo que significa que nos encontramos en un momento de «ahora o nunca». Este curso presenta las pruebas científicas más recientes sobre el cambio climático, explica los distintos efectos de alcance regional y difunde estrategias de acción contra el cambio climático, así como oportunidades para que pueda tomar medidas en relación con el cambio climático.\n\nAcerca del curso\n\nEste MOOC orientado a la acción le brindará la oportunidad de conocer los efectos del cambio climático a escala regional y las estrategias sectoriales específicas utilizadas para aumentar la resiliencia y avanzar hacia un futuro con bajas emisiones de carbono. Tendrá la oportunidad de estudiar a fondo estas cuestiones y adaptar su experiencia de aprendizaje a una o varias de las siguientes regiones:\n\n•\tAmérica Latina y el Caribe\n•\tÁfrica Subsahariana\n•\tOriente Medio y Norte de África\n•\tEuropa Oriental y Asia Central\n•\tAsia Oriental y el Pacífico\n•\tAsia Meridional\n\nPara ello el MOOC reúne a reconocidos científicos y responsables políticos que ofrecerán un resumen de las últimas pruebas científicas sobre el cambio climático, estrategias de desarrollo con bajas emisiones de carbono y capacidad de adaptación al cambio climático a escala regional entre sectores, así como un análisis del Acuerdo de París y otros de los resultados de la 21ª Conferencia de las Partes.\nPrograma del curso\n\nDescripción \n\nBajemos la temperatura: La ciencia climática pasa a la acción se divide en cuatro semanas. En las primeras dos semanas se presentará una visión global de las pruebas científicas del cambio climático, que irá seguida de perspectivas específicas de cada región sobre los efectos de un aumento de la temperatura en el mundo en el siglo XXI. Las últimas dos semanas se centrarán en las estrategias de acción emprendidas en distintas regiones y países para abordar el desafío climático, y sobre cómo puede actuar la población de manera individual.\n\nSemana 1:  El cambio climático en el siglo XXI\n\n•\tCambios históricos y previstos observados en el sistema climático en los últimos años del siglo XXI.\n•\tEl potencial de contribución prevista determinada a nivel nacional (CPDN) presentada en la 21ª Conferencia de las Partes por parte de 187 países para inducir a la acción climática.\n•\tTendencias de los efectos del cambio climático, entre otros la pérdida de la capa de hielo del Ártico, el deshielo de los glaciares, el aumento de las olas de calor y las temperaturas extremas, la sequía y la aridez. \n•\tLas posibles respuestas de los sistemas naturales, explicando cómo el calentamiento podría dar lugar al aumento del nivel del mar, a olas de calor y temperaturas extremas, y a la acidificación de los océanos.\n\nSemana 2: Efectos de alcance sectorial y regional\n\n•\tRepercusiones en sectores clave del desarrollo —desde el calentamiento por encima de la temperatura de la época preindustrial y tendencias climáticas previstas— en cada una de las regiones del mundo.\n•\tRepercusiones sectoriales centradas en la producción agrícola, los recursos hídricos, los servicios de los ecosistemas y la vulnerabilidad de las zonas costeras para las poblaciones afectadas. \n•\tImportancia de los riesgos que pueden invertir los logros de desarrollo obtenidos con tanto esfuerzo y atrapar en la pobreza a millones de personas, ilustrando la necesidad de actuar ya con urgencia.\n\nSemana 3: La ciencia climática pasa a la acción en materia de cambio climático\n\n•\tDebates sobre regiones específicas en torno a las acciones de mitigación necesarias para reducir las emisiones a la vez que se disminuye la vulnerabilidad ante los efectos del cambio climático por medio de la adaptación y el aumento de la resiliencia al clima.\n•\tPerspectivas de expertos regionales sobre sus experiencias con estrategias y acciones propuestas en cada región para contribuir a la transición hacia una senda de desarrollo con bajas emisiones y resiliente al clima. \n\nSemana 4: Qué puede hacer\n\n•\tEfecto transformador de los cambios diarios a escala mundial\n•\tLa razón de actuar ahora, actuar juntos y actuar de un modo diferente\n•\tEjemplos y beneficios esperados de las políticas de mitigación y adaptación, teniendo en cuenta las contribuciones a las reducciones de las emisiones a escala mundial y las oportunidades de desarrollo a escala local\n\nAparte de los principales recursos y asignaciones, podrá optar por aprovechar aún más el curso participando en ejercicios divertidos opcionales, interconexiones y debates, y sumergiéndose a fondo en nuestra rica selección de recursos complementarios. Tendrá la oportunidad de estudiar a fondo estas cuestiones y adaptar su experiencia de aprendizaje a una o varias de las siguientes regiones:\n\n•\tAmérica Latina y el Caribe\n•\tÁfrica Subsahariana\n•\tOriente Medio y Norte de África\n•\tEuropa Oriental y Asia Central\n•\tAsia Oriental y el Pacífico\n•\tAsia Meridional\n\nFormación recomendada\n\nNo es necesario ningún conocimiento previo El contenido de este curso está diseñado para ser accesible para estudiantes de cualquier materia.\n\nConectar\n\nComunique y comparta recursos a través de Twitter utilizando la etiqueta #learnclimate. Registre una cuenta gratuita en http://twitter.com\n\nFormato del curso\n\nLa estructura de este MOOC es semanal, con recursos, actividades y ejercicios diseñados para que participe en ellos durante cada una de las cuatro semanas del curso. Cada semana encontrará un conjunto de material didáctico, entre otros: \n\n•\tConversaciones de vídeo interactivas de reconocidos científicos y profesionales estudiosos del clima. \n•\tRecursos: actividades interactivas principales, opcionales (inmersión a fondo) y divertidas sobre el tema de la semana.\n•\tCuestionarios para comprobar su conocimiento, reforzar el material de la lección y proporcionar respuestas inmediatas.\n•\tAsignaciones que perfeccionarán sus capacidades de análisis, reflexión y comunicación.\n•\tForos de debate y redes sociales que permiten la colaboración con personas de todo el mundo, enriqueciendo la interacción entre los participantes.\n•\tUna sesión interactiva de Google Hangouts en directo con expertos internacionales que participarán en una sesión de preguntas y respuestas sobre el cambio climático.\n•\tComo proyecto final, creará un artefacto digital.WEEK 1Semana 1: El cambio climático en el siglo XXILa atmósfera se está calentando, las consecuencias sobre el sistema físico ya son visibles y las pruebas que apuntan a la influencia humana como la causa dominante del cambio climático son irrefutables. 3 videos, 10 readingsexpandReading: BienvenidaVideo: Sé parte de la conversación global sobre el cambio climáticoReading: Resumen del cursoReading: Calendario del cursoReading: Cómo tener éxitoReading: Cómo socializarReading: Cómo aportar observacionesReading: AgradecimientosDiscussion Prompt: Bienvenida y presentacionesDiscussion Prompt: Espacios creados por los alumnosReading: Resumen generalVideo: La ciencia climática y los escenarios de emisionesVideo: Los impactos climáticos en el siglo XXIReading: RecursosReading: Semana 1 Ejercicios opcionalesDiscussion Prompt: Semana 1 Debate: El cambio climático en el siglo XXIDiscussion Prompt: Semana 1 –  Recursos principalesDiscussion Prompt: Semana 1 – Ejercicio opcional 1Discussion Prompt: Semana 1 – Ejercicio opcional 2Graded: Cuestionario de la 1ª semanaWEEK 2Semana 2: Impactos sectoriales y regionalesLos efectos adversos del cambio climático tienden a impactar en mayor medida a las regiones más desfavorecidas del mundo, echando por tierra los esfuerzos y los objetivos de desarrollo.9 videos, 10 readingsexpandReading: Resumen generalVideo: Impactos sectoriales alrededor del mundo (Primera parte)Video: Impactos sectoriales alrededor del mundo (Segunda parte)Video: El cambio climático, la fragilidad y el conflictoReading: Impactos regionalesVideo: Impactos Sectoriales: Asia MeridionalReading: Región: Asia MeridionalVideo: Impactos sectoriales: Asia del Este y el PacíficoReading: Región: Asia del Este y el PacíficoVideo: Impactos sectoriales: África SubsaharianaReading: Región: África SubsaharianaVideo: Impactos sectoriales: Europa y Asia CentralReading: Región: Europa y Asia CentralVideo: Impactos sectoriales: El Medio Oriente y el Norte de ÁfricaReading: Región: El Medio Oriente y el Norte de ÁfricaVideo: Impactos sectoriales: Latinoamérica y el CaribeReading: Región: Latinoamérica y el CaribeReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 2 Debate: Impactos sectoriales y regionalesDiscussion Prompt:  Semana 2 - Recursos principalesDiscussion Prompt: Semana 2 - Ejercicio Opcional 1Discussion Prompt: Semana 2 - Ejercicio Opcional 2Discussion Prompt: Semana 2: TareaGraded: Cuestionario de la 2ª semanaGraded: Impactos del cambio climático a nivel localWEEK 3Semana 3: De la ciencia climática a la acciónEl Acuerdo de París nos une a todos en la acción destinada a evitar los peores impactos del cambio climático.14 videos, 4 readingsexpandReading: Resumen generalVideo: Resiliencia climáticaVideo: Instrumentos de política para un desarrollo  bajo en emisionesReading: Medidas climáticas a nivel regionalVideo: Mitigación en Asia del Este y el PacíficoVideo: Adaptación y resiliencia en Asia del Este y el PacíficoVideo: Mitigación en África SubsaharianaVideo: Adaptación y resiliencia en África SubsaharianaVideo: Mitigación en Europa y Asia CentralVideo: Adaptación y resiliencia en Europa Central y AsiaVideo: Mitigación en el Medio Oriente y el Norte de ÁfricaVideo: Adaptación y resiliencia en el Medio Oriente y el Norte de ÁfricaVideo: Mitigación en Latinoamérica y el CaribeVideo: Adaptación y resiliencia en Latinoamérica y el CaribeVideo: Mitigación en Asia MeridionalVideo: Adaptación y resiliencia en Asia MeridionalReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 3 Debate: De la ciencia climática a la acciónDiscussion Prompt:  Semana 3 - Recursos principalesDiscussion Prompt: Semana 3 - Ejercicio Opcional 1Discussion Prompt: Semana 3 - Ejercicio Opcional 2Graded: Cuestionario de la 3ª semanaWEEK 4Semana 4: Qué puede hacerSi actuamos ahora, actuamos juntos y actuamos de un modo diferente, podremos llevar a cabo la transición a un modelo de desarrollo de bajas emisiones y resiliente al cambio climático, y mantener el calentamiento por debajo de los 2 °C.3 videos, 3 readingsexpandReading: Resumen generalVideo: Nosotros podemos, nosotros lo haremos, nosotros debemos actuar ahora en relación al cambio climáticoVideo: Actuar ahora, actuar en conjunto, actuar de manera diferente en respuesta al cambio climáticoVideo: Perspectivas: Países que actúan ante los retos del cambio climáticoReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 4 Debate: Qué puede hacerDiscussion Prompt:  Semana 4 - Material principalDiscussion Prompt: Semana 4 - Ejercicio Opcional 1Discussion Prompt: Semana 4 - Ejercicio Opcional 2Discussion Prompt: Semana 4 Proyecto finalGraded: Proyecto final: Artefacto digital – ¿Qué puede hacer?Reading: BienvenidaVideo: Sé parte de la conversación global sobre el cambio climáticoReading: Resumen del cursoReading: Calendario del cursoReading: Cómo tener éxitoReading: Cómo socializarReading: Cómo aportar observacionesReading: AgradecimientosDiscussion Prompt: Bienvenida y presentacionesDiscussion Prompt: Espacios creados por los alumnosReading: Resumen generalVideo: La ciencia climática y los escenarios de emisionesVideo: Los impactos climáticos en el siglo XXIReading: RecursosReading: Semana 1 Ejercicios opcionalesDiscussion Prompt: Semana 1 Debate: El cambio climático en el siglo XXIDiscussion Prompt: Semana 1 –  Recursos principalesDiscussion Prompt: Semana 1 – Ejercicio opcional 1Discussion Prompt: Semana 1 – Ejercicio opcional 2Reading: Resumen generalVideo: Impactos sectoriales alrededor del mundo (Primera parte)Video: Impactos sectoriales alrededor del mundo (Segunda parte)Video: El cambio climático, la fragilidad y el conflictoReading: Impactos regionalesVideo: Impactos Sectoriales: Asia MeridionalReading: Región: Asia MeridionalVideo: Impactos sectoriales: Asia del Este y el PacíficoReading: Región: Asia del Este y el PacíficoVideo: Impactos sectoriales: África SubsaharianaReading: Región: África SubsaharianaVideo: Impactos sectoriales: Europa y Asia CentralReading: Región: Europa y Asia CentralVideo: Impactos sectoriales: El Medio Oriente y el Norte de ÁfricaReading: Región: El Medio Oriente y el Norte de ÁfricaVideo: Impactos sectoriales: Latinoamérica y el CaribeReading: Región: Latinoamérica y el CaribeReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 2 Debate: Impactos sectoriales y regionalesDiscussion Prompt:  Semana 2 - Recursos principalesDiscussion Prompt: Semana 2 - Ejercicio Opcional 1Discussion Prompt: Semana 2 - Ejercicio Opcional 2Discussion Prompt: Semana 2: TareaReading: Resumen generalVideo: Resiliencia climáticaVideo: Instrumentos de política para un desarrollo  bajo en emisionesReading: Medidas climáticas a nivel regionalVideo: Mitigación en Asia del Este y el PacíficoVideo: Adaptación y resiliencia en Asia del Este y el PacíficoVideo: Mitigación en África SubsaharianaVideo: Adaptación y resiliencia en África SubsaharianaVideo: Mitigación en Europa y Asia CentralVideo: Adaptación y resiliencia en Europa Central y AsiaVideo: Mitigación en el Medio Oriente y el Norte de ÁfricaVideo: Adaptación y resiliencia en el Medio Oriente y el Norte de ÁfricaVideo: Mitigación en Latinoamérica y el CaribeVideo: Adaptación y resiliencia en Latinoamérica y el CaribeVideo: Mitigación en Asia MeridionalVideo: Adaptación y resiliencia en Asia MeridionalReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 3 Debate: De la ciencia climática a la acciónDiscussion Prompt:  Semana 3 - Recursos principalesDiscussion Prompt: Semana 3 - Ejercicio Opcional 1Discussion Prompt: Semana 3 - Ejercicio Opcional 2Reading: Resumen generalVideo: Nosotros podemos, nosotros lo haremos, nosotros debemos actuar ahora en relación al cambio climáticoVideo: Actuar ahora, actuar en conjunto, actuar de manera diferente en respuesta al cambio climáticoVideo: Perspectivas: Países que actúan ante los retos del cambio climáticoReading: RecursosReading: Ejercicios opcionalesDiscussion Prompt: Semana 4 Debate: Qué puede hacerDiscussion Prompt:  Semana 4 - Material principalDiscussion Prompt: Semana 4 - Ejercicio Opcional 1Discussion Prompt: Semana 4 - Ejercicio Opcional 2Discussion Prompt: Semana 4 Proyecto finalLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing CountriesTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and Policy",
    "Creator": "The World Bank Group",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/cambios-temperatura",
    "Language": "Spanish, Subtitles: English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Systems Thinking In Public Health",
    "Description": "About this course: This course provides an introduction to systems thinking and systems models in public health. Problems in public health and health policy tend to be complex with many actors, institutions and risk factors involved. If an outcome depends on many interacting and adaptive parts and actors the outcome cannot be analyzed or predicted with traditional statistical methods. Systems  thinking is a core skill in public health and helps health policymakers build programs and policies that are aware of and prepared for unintended consequences.\n\nAn important part of systems thinking is the practice to integrate multiple perspectives and synthesize them into a framework or model that can describe and predict the various ways in which a system might react to policy change. Systems thinking and systems models devise strategies to account for real world complexities.\n\n\nThis work was coordinated by the Alliance for Health Policy and Systems Research, the World Health Organization, with the aid of a grant from the International Development Research Centre, Ottawa, Canada. Additional support was provided by the Department for International Development (DFID) through a grant (PO5467) to Future Health Systems research consortium.\n\n© World Health Organization 2014\nAll rights reserved. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use. Johns Hopkins University Bloomberg School of Public Health has a non-exclusive license to use and reproduce the material.WEEK 1Introduction to Systems Thinking and Complex Adaptive SystemsThis module introduces the basics of systems thinking and the rationale for using a systems approach to solve public health problems in complex adaptive systems. 8 videos, 6 readingsexpandVideo: Welcome to Systems Thinking in Public HealthReading: SyllabusVideo: Video: Introduction to Systems ThinkingReading: Module Learning ObjectivesVideo: Lecture 1A: Why Use Systems ThinkingVideo: Lecture 1B: Health Systems Applications of CAS: Health Systems Frameworks and the Problem of ImplementationVideo: Lecture 1C: CAS Pathways: The Problem of Scaling UpVideo: Lecture 1D: Where Systems Thinking Helps: Understanding the Types of Problems, Theories, Methods, and ToolsVideo: Lecture 2A: Systems Thinking In Practice - Understanding and Engaging with StakeholdersVideo: Lecture 2B: Network Analysis, Participatory Impact Pathways Analysis, and SummaryDiscussion Prompt: Up for DiscussionReading: The Application of Systems Thinking in Public Health - David Peters (2014)Reading: When solutions of yesterday become problems of today - Agyepong et al 2012Reading: Individual‐based Computational Modeling of Smallpox Epidemic Control Strategies - Burke et al (2006)Reading: Dynamic spread of happiness in a large social network - Fowler and Christakis (2008)Graded: Quiz Module 1WEEK 2System Conceptualization Using Causal Loop DiagramsThis module will introduce you to the concepts of causal loop diagrams and how they can be used in participatory research. You will also be introduced to the software Vensim that allows you to draw causal loop diagrams.8 videos, 6 readingsexpandVideo: Video: System Conceptualization and MappingReading: Module Learning ObjectivesVideo: Lecture 3A: System Conceptualization and Mapping: Introduction to Causal Loop DiagramsVideo: Lecture 3B: Causal Loop Diagrams: Basic ComponentsVideo: Lecture 3C: Causal Loop Diagrams: Sources of Data, Strengths, and WeaknessesVideo: Lecture 4A: Introduction to Community-Based Causal Mapping WorkshopVideo: Lecture 4B: Community-Based Causal Mapping Workshop Part 1Video: Lecture 4C: Community-Based Causal Mapping Workshop Part 2Video: Tutorial 1: Developing causal loop diagrams using VensimDiscussion Prompt: Up for DiscussionReading: Exploring dual practice and its management in Uganda - Paina et al (2014)Reading: Advancing the application of systems thinking in health - Rwashana et al (2014)Reading: Vensim User ManualReading: Scriptapedia \u0026 Original Scripts for Practice WorkshopReading: Simplified Variable Elicitation ScriptGraded: Quiz Module 2WEEK 3System Dynamics Simulation Using Stock-and-Flow DiagramsThis module will introduce you to the concepts of systems dynamics modeling and will show you how to use Vensim to run a pre-existing system dynamics model.13 videos, 11 readingsexpandVideo: Video: System Dynamics Simulation Using Stock-and-Flow DiagramsReading: Module Learning ObjectivesVideo: Lecture 5A: Using Stock and Flow Principles for SimulationVideo: Lecture 5B: Defining StocksVideo: Lecture 5C: Flow and Control VariablesVideo: Lecture 6A: Case Example: Application of Stock and Flow Diagrams to Public HealthVideo: Lecture 6B: Advanced Model of Volume and QualityVideo: Lecture 6C: Advanced Model: Cure and Prevention ModelVideo: Tutorial 2: Tutorial on How To Develop Stock-and-Flow Diagrams Using VensimDiscussion Prompt: Up for DiscussionReading: Vensim Model I - Example Stock and Flow Diagram: Technical QualityReading: Vensim Model II - Example stock and flow diagram: Quality of servicesReading: Vensim Model III - Performance Based FinancingReading: Vensim Model IV - Effect of lobyingReading: Advancing the application of systems thinking in public health - Bishai et all (2014)Reading: Vensim User Manual (same link as above)Reading: ReThink Health Dynamics - Homer et al (2012)Reading: Module Learning ObjectivesVideo: Lecture 7A: Analysis Using Agent-Based Models: Trying Things OutVideo: Lecture 7B: Breakdown of the Agent-Based ApproachVideo: Lecture 7C: Case Study of Epidemic ModelingVideo: Tutorial 3A: How to use agent-based models for scenario-building using NetlogoVideo: Tutorial 3B: How to use agent-based models for scenario-building using NetlogoDiscussion Prompt: Up for DiscussionReading: How to do agent-based simulations in the future - Helbing and Balietti (2011)Reading: Netlogo User ManualGraded: Quiz Module 3WEEK 4Practical and policy implicationsThis Module wraps up the course and shows you how systems thinking can contribute to policy making.6 videos, 1 readingexpandVideo: Video: Practical and policy implicationsReading: Module Learning ObjectivesVideo: Lecture 8A: How Systems Thinking Can Contribute to Policy Decision MakingVideo: Lecture 8B: Systems Thinking in Top-Down PolicymakingVideo: Lecture 8C: Systems Thinking in Bottom-Up PolicymakingVideo: Lecture 8D: Integration and SummaryDiscussion Prompt: Up for DiscussionVideo: Conclusion VideoGraded: Quiz Module 4Video: Welcome to Systems Thinking in Public HealthReading: SyllabusVideo: Video: Introduction to Systems ThinkingReading: Module Learning ObjectivesVideo: Lecture 1A: Why Use Systems ThinkingVideo: Lecture 1B: Health Systems Applications of CAS: Health Systems Frameworks and the Problem of ImplementationVideo: Lecture 1C: CAS Pathways: The Problem of Scaling UpVideo: Lecture 1D: Where Systems Thinking Helps: Understanding the Types of Problems, Theories, Methods, and ToolsVideo: Lecture 2A: Systems Thinking In Practice - Understanding and Engaging with StakeholdersVideo: Lecture 2B: Network Analysis, Participatory Impact Pathways Analysis, and SummaryDiscussion Prompt: Up for DiscussionReading: The Application of Systems Thinking in Public Health - David Peters (2014)Reading: When solutions of yesterday become problems of today - Agyepong et al 2012Reading: Individual‐based Computational Modeling of Smallpox Epidemic Control Strategies - Burke et al (2006)Reading: Dynamic spread of happiness in a large social network - Fowler and Christakis (2008)Video: Video: System Conceptualization and MappingReading: Module Learning ObjectivesVideo: Lecture 3A: System Conceptualization and Mapping: Introduction to Causal Loop DiagramsVideo: Lecture 3B: Causal Loop Diagrams: Basic ComponentsVideo: Lecture 3C: Causal Loop Diagrams: Sources of Data, Strengths, and WeaknessesVideo: Lecture 4A: Introduction to Community-Based Causal Mapping WorkshopVideo: Lecture 4B: Community-Based Causal Mapping Workshop Part 1Video: Lecture 4C: Community-Based Causal Mapping Workshop Part 2Video: Tutorial 1: Developing causal loop diagrams using VensimDiscussion Prompt: Up for DiscussionReading: Exploring dual practice and its management in Uganda - Paina et al (2014)Reading: Advancing the application of systems thinking in health - Rwashana et al (2014)Reading: Vensim User ManualReading: Scriptapedia \u0026 Original Scripts for Practice WorkshopReading: Simplified Variable Elicitation ScriptVideo: Video: System Dynamics Simulation Using Stock-and-Flow DiagramsReading: Module Learning ObjectivesVideo: Lecture 5A: Using Stock and Flow Principles for SimulationVideo: Lecture 5B: Defining StocksVideo: Lecture 5C: Flow and Control VariablesVideo: Lecture 6A: Case Example: Application of Stock and Flow Diagrams to Public HealthVideo: Lecture 6B: Advanced Model of Volume and QualityVideo: Lecture 6C: Advanced Model: Cure and Prevention ModelVideo: Tutorial 2: Tutorial on How To Develop Stock-and-Flow Diagrams Using VensimDiscussion Prompt: Up for DiscussionReading: Vensim Model I - Example Stock and Flow Diagram: Technical QualityReading: Vensim Model II - Example stock and flow diagram: Quality of servicesReading: Vensim Model III - Performance Based FinancingReading: Vensim Model IV - Effect of lobyingReading: Advancing the application of systems thinking in public health - Bishai et all (2014)Reading: Vensim User Manual (same link as above)Reading: ReThink Health Dynamics - Homer et al (2012)Reading: Module Learning ObjectivesVideo: Lecture 7A: Analysis Using Agent-Based Models: Trying Things OutVideo: Lecture 7B: Breakdown of the Agent-Based ApproachVideo: Lecture 7C: Case Study of Epidemic ModelingVideo: Tutorial 3A: How to use agent-based models for scenario-building using NetlogoVideo: Tutorial 3B: How to use agent-based models for scenario-building using NetlogoDiscussion Prompt: Up for DiscussionReading: How to do agent-based simulations in the future - Helbing and Balietti (2011)Reading: Netlogo User ManualVideo: Video: Practical and policy implicationsReading: Module Learning ObjectivesVideo: Lecture 8A: How Systems Thinking Can Contribute to Policy Decision MakingVideo: Lecture 8B: Systems Thinking in Top-Down PolicymakingVideo: Lecture 8C: Systems Thinking in Bottom-Up PolicymakingVideo: Lecture 8D: Integration and SummaryDiscussion Prompt: Up for DiscussionVideo: Conclusion VideoJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewJohns Hopkins UniversityHealth for All Through Primary Health CareUniversity of Manchester   An Introduction to Population HealthThe State University of New YorkGlobal Health Diplomacy",
    "Creator": "Johns Hopkins University",
    "Level": "",
    "URL": "https://coursera.org/learn/systems-thinking",
    "Language": "English",
    "Commitment": "4 weeks of study, 4-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Développement durable",
    "Description": "About this course: L'ambition du cours est de confronter ses participants aux enjeux techniques, économiques, sociaux et environnementaux du XXIe siècle. Ces enjeux sont par nature très fortement couplés et complexes. Ils exigent une approche interdisciplinaire, afin d’adopter un vrai questionnement, au delà des préjugés et des idées reçues. \n\nC’est pourquoi des spécialistes reconnus dans les domaines de l’économie, de la démographie, de l’énergie, du climat, de l’eau et de l’agriculture, et issus des meilleurs institutions et centres de recherche français (CentraleSupélec, INED, Cnam, CEA, AgroParisTech), interviendront avec la volonté de confronter leurs points de vue et de débattre avec vous. \n\nLa démarche générale du cours consistera à examiner les enjeux du développement durable au regard d’études scientifiques rigoureuses et récentes, pour : \n •  donner et discuter des chiffres clés (de l’état des lieux aux futurs possibles) ;\n •  comprendre la construction de ces chiffres (hypothèses et limites des modèles scientifiques sur lesquels ils reposent) ;\n •  et aborder l’ensemble des enjeux dans leurs différentes dimensions (notamment de l’échelle locale à l’échelle mondiale).\n \nLe format du cours :\nHebdomadaire, sur 7 semaines, 1h de vidéo par semaine (sous-titres en français et an anglais) avec quiz et supports de cours, forum (dont FAQ). Effort estimé : 3 heures par semaine pendant 7 semaines (1h30 de travail sur vidéo et 1h30 de lectures). Animation de la communauté d'apprenants : le forum sera animé par l’équipe enseignante.\n\nResponsable du cours : \nPascal Da Costa : Enseignant-Chercheur, Economiste, Professeur chargé de cours à CentraleSupélec campus de Châtenay-Malabry (ex Ecole Centrale Paris).\n\nPlan du cours :\n •  Économie, avec Pascal Da Costa (CentraleSupélec).\n •  Démographie, avec Gilles Pison (Institut National d’Etudes Démographiques).\n •  Énergie et Ressources Minérales, avec Estelle Iacona (CentraleSupélec) et Jean-Pierre Chevalier (Cnam).\n •  Climat, avec Valérie Masson-Delmotte (Laboratoire des Sciences du Climat et de l'Environnement).\n •  Eau, avec Claire Bordes (CentraleSupélec).\n •  Agriculture, avec Marc Dufumier (AgroParisTech).WEEK 1EconomieLa première séance du cours portera sur l’Economie du Développement Durable.Nous allons étudier les écoles de pensées économiques du développement durable, ainsi que les politiques économiques de l’environnement dans les faits. Vous trouverez en plus des vidéos : les slides de la présentation ainsi que le polycopié du cours. Tous ces documents sont complémentaires aux vidéos.\nLes vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.8 videosexpandVideo: 1 Introduction : Qu’est-ce que le développement durable (DD) ? 1/2Video: 2 Qu’est-ce que le DD ? 2/2Video: 3 Accords internationaux du DDVideo: 4 Ecoles de pensées économiques du DD 1/4Video: 5 Ecoles de pensées économiques du DD 2/4Video: 6 Ecoles de pensées actuelles 3/4Video: 7 Ecoles de pensées : le courbe environnementale de Kuznets 4/4Video: 8 Les solutions économiques pour le DD et ConclusionGraded: Quiz EconomieWEEK 2DémographieL’humanité va connaître une croissance démographique très élevée dans les années à venir : elle va passer de 7 à 9 milliards d’être humains en l’espace de 40 ans, soit une hausse de 30% d’ici 2050.Cette croissance démographique représentera un poids considérable pour la planète, ses écosystèmes et son climat, si nos modes de vies et de production ne changent pas.Un espoir réside tout de même dans le fait que la population mondiale devrait après 2050 se stabiliser. C’est ce processus dit de transition démographique que vous allez étudier aujourd’hui.\nCette semaine, vous trouverez en plus des vidéos de démographie : le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.5 videosexpandVideo: 1 Introduction : les évolutions démographies passéesVideo: 2 Projections de la population mondialeVideo: 3 Redistribution de la répartition de la population mondialeVideo: 4 L’essor démographique de l’AfriqueVideo: 5 Le vieillissement de la populationGraded: Quiz DémographieWEEK 3EnergieAu cours de cette troisième séance, nous allons revenir sur les mutations énergétiques qui se sont succédées depuis la révolution industrielle et aborder celles qui vont avoir lieu au cours du 21e siècle.Vous verrez au cours de cette séance que les ressources fossiles, qui dérèglent le climat, sont encore assez abondantes (charbon, pétroles et gaz non-conventionnels, etc.), ce qui peut être vu comme une bonne nouvelle pour le système économique actuel, mais sans doute pas pour notre avenir et les générations futures.\nCette semaine, vous trouverez en plus des vidéos sur l'énergie : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.6 videosexpandVideo: 1 Introduction sur les enjeux de l’énergie 1/3Video: 2 Introduction sur les enjeux de l’énergie 2/3Video: 3 Introduction sur les enjeux de l’énergie 3/3Video: 4 Etat des réserves de sources d’énergieVideo: 5 Les énergies renouvelables : potentialitésVideo: 6 Tendances futures sur l’énergieGraded: Quiz EnergieWEEK 4ClimatNous allons revenir en détails sur le tout dernier rapport du Groupe d'experts Inter-gouvernemental sur l’Evolution du Climat (GIEC, septembre-octobre 2013) et ses résultats, en insistant sur les méthodes des modèles climatiques, sur les incertitudes qui demeurent aujourd’hui en termes de projection du climat dans les décennies à venir, ainsi que sur les convictions des climatologues en matière de risques futurs.\nCette semaine, vous trouverez en plus des vidéos sur le climat : les slides de la présentation. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.7 videosexpandVideo: 1 Introduction sur la climatologieVideo: 2 Le GIECVideo: 3 Le changement climatiqueVideo: 4 Modèles climatiques et activités humainesVideo: 5 Evolutions possibles du climat 1/2Video: 6 Evolutions possibles du climat 2/3Video: 7 Evolutions possibles du climat 3/3Graded: Quiz ClimatWEEK 5Ressources minéralesDans cette cinquième séance, nous allons étudier les contraintes physiques qui pèsent sur notre mode de vie.En dehors des aspects économiques qui peuvent varier, posons-nous la question de savoir quelles sont les contraintes immuables (qui ne bougeront pas) liées aux matières premières et aux ressources minérales.Cette cinquième séance sera aussi l’occasion de compléter vos connaissances déjà acquises, grâce aux séances précédentes, sur l’énergie et les ressources (fossiles et renouvelables).\nCette semaine, vous trouverez en plus des vidéos les ressources minérales : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.7 videosexpandVideo: 1 Introduction sur les ressources minérales : analyse de la situation 1/4Video: 2 Analyse de la situation 2/4Video: 3 Analyse de la situation 3/4Video: 4 Analyse de la situation 4/4Video: 5 Quelles actions par rapport aux ressources minérales ?Video: 6 Questions/RéponsesVideo: 7 Mise à jour 2016 sur les ressources minéralesGraded: Quiz Ressources minéralesWEEK 6EauL’eau est un bien particulier : une ressource très présente sur notre planète bleue mais mal répartie.De ce fait, l’eau est hautement stratégique et donne lieu à des affrontements encore très nombreux. Autant de points qui méritent d’être étudiés en détails, pendant cette séance du cours, à travers une approche géopolitique.\nCette semaine, vous trouverez en plus des vidéos sur l'eau : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.7 videosexpandVideo: 1 Introduction : qu’est-ce qu’une ressource stratégique ?Video: 2 L’eau, ressource de tous les paradoxesVideo: 3 La difficulté d’avoir de l’eau propre à la consommationVideo: 4 Fleuves et bassins versants transfrontaliersVideo: 5 La coopération pour un meilleur partage des ressources en eauVideo: 6 Le marché de l’eauVideo: 7 Conclusions et questions/réponsesGraded: Quiz EauWEEK 7AgricultureL’agriculture est un secteur économique indispensable mais il génère, de la façon dont il est aujourd’hui organisé dans de nombreux pays, énormément de coûts d’un point de vue social et en termes de santé et de pollutions également.Les études agronomiques et économiques dans ce domaine nous montrent que ces coûts sont autant d’externalités négatives qui ne sont pas pris en compte individuellement par les acteurs du secteur, mais qui, collectivement, pèsent déjà lourd et risquent de peser encore davantage à l’avenir.\nCette semaine, vous trouverez en plus des vidéos sur l'agriculture : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.7 videosexpandVideo: 1 Introduction : les enjeux à venir en matière agricole ?Video: 2 La non-durabilitié en matière agricole 1/2Video: 3 La non-durabilitié en matière agricole 2/2Video: 4 L’agro-écologie 1/2Video: 5 L’agro-écologie 2/2Video: 6 ConclusionVideo: 7 Questions/réponsesGraded: Quiz AgricultureWEEK 8Devoir finalEvaluation par les pairs.Pour le devoir final, vous devez écrire un article et le soumettre pour une évaluation par les pairs. Quand vous aurez déposé votre devoir, vous pourrez accéder aux devoirs des autres apprenants pour faire vos évaluations.Pour plus d'informations sur l'évaluation par les pairs, consultez la page d'informations sur le cours:\nhttps://www.coursera.org/learn/developpement-durable/home/infoGraded: Evaluation par les pairs - Développement durableLa première séance du cours portera sur l’Economie du Développement Durable.Nous allons étudier les écoles de pensées économiques du développement durable, ainsi que les politiques économiques de l’environnement dans les faits. Vous trouverez en plus des vidéos : les slides de la présentation ainsi que le polycopié du cours. Tous ces documents sont complémentaires aux vidéos.\nLes vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction : Qu’est-ce que le développement durable (DD) ? 1/2Video: 2 Qu’est-ce que le DD ? 2/2Video: 3 Accords internationaux du DDVideo: 4 Ecoles de pensées économiques du DD 1/4Video: 5 Ecoles de pensées économiques du DD 2/4Video: 6 Ecoles de pensées actuelles 3/4Video: 7 Ecoles de pensées : le courbe environnementale de Kuznets 4/4Video: 8 Les solutions économiques pour le DD et ConclusionL’humanité va connaître une croissance démographique très élevée dans les années à venir : elle va passer de 7 à 9 milliards d’être humains en l’espace de 40 ans, soit une hausse de 30% d’ici 2050.Cette croissance démographique représentera un poids considérable pour la planète, ses écosystèmes et son climat, si nos modes de vies et de production ne changent pas.Un espoir réside tout de même dans le fait que la population mondiale devrait après 2050 se stabiliser. C’est ce processus dit de transition démographique que vous allez étudier aujourd’hui.\nCette semaine, vous trouverez en plus des vidéos de démographie : le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction : les évolutions démographies passéesVideo: 2 Projections de la population mondialeVideo: 3 Redistribution de la répartition de la population mondialeVideo: 4 L’essor démographique de l’AfriqueVideo: 5 Le vieillissement de la populationAu cours de cette troisième séance, nous allons revenir sur les mutations énergétiques qui se sont succédées depuis la révolution industrielle et aborder celles qui vont avoir lieu au cours du 21e siècle.Vous verrez au cours de cette séance que les ressources fossiles, qui dérèglent le climat, sont encore assez abondantes (charbon, pétroles et gaz non-conventionnels, etc.), ce qui peut être vu comme une bonne nouvelle pour le système économique actuel, mais sans doute pas pour notre avenir et les générations futures.\nCette semaine, vous trouverez en plus des vidéos sur l'énergie : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction sur les enjeux de l’énergie 1/3Video: 2 Introduction sur les enjeux de l’énergie 2/3Video: 3 Introduction sur les enjeux de l’énergie 3/3Video: 4 Etat des réserves de sources d’énergieVideo: 5 Les énergies renouvelables : potentialitésVideo: 6 Tendances futures sur l’énergieNous allons revenir en détails sur le tout dernier rapport du Groupe d'experts Inter-gouvernemental sur l’Evolution du Climat (GIEC, septembre-octobre 2013) et ses résultats, en insistant sur les méthodes des modèles climatiques, sur les incertitudes qui demeurent aujourd’hui en termes de projection du climat dans les décennies à venir, ainsi que sur les convictions des climatologues en matière de risques futurs.\nCette semaine, vous trouverez en plus des vidéos sur le climat : les slides de la présentation. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction sur la climatologieVideo: 2 Le GIECVideo: 3 Le changement climatiqueVideo: 4 Modèles climatiques et activités humainesVideo: 5 Evolutions possibles du climat 1/2Video: 6 Evolutions possibles du climat 2/3Video: 7 Evolutions possibles du climat 3/3Dans cette cinquième séance, nous allons étudier les contraintes physiques qui pèsent sur notre mode de vie.En dehors des aspects économiques qui peuvent varier, posons-nous la question de savoir quelles sont les contraintes immuables (qui ne bougeront pas) liées aux matières premières et aux ressources minérales.Cette cinquième séance sera aussi l’occasion de compléter vos connaissances déjà acquises, grâce aux séances précédentes, sur l’énergie et les ressources (fossiles et renouvelables).\nCette semaine, vous trouverez en plus des vidéos les ressources minérales : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction sur les ressources minérales : analyse de la situation 1/4Video: 2 Analyse de la situation 2/4Video: 3 Analyse de la situation 3/4Video: 4 Analyse de la situation 4/4Video: 5 Quelles actions par rapport aux ressources minérales ?Video: 6 Questions/RéponsesVideo: 7 Mise à jour 2016 sur les ressources minéralesL’eau est un bien particulier : une ressource très présente sur notre planète bleue mais mal répartie.De ce fait, l’eau est hautement stratégique et donne lieu à des affrontements encore très nombreux. Autant de points qui méritent d’être étudiés en détails, pendant cette séance du cours, à travers une approche géopolitique.\nCette semaine, vous trouverez en plus des vidéos sur l'eau : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction : qu’est-ce qu’une ressource stratégique ?Video: 2 L’eau, ressource de tous les paradoxesVideo: 3 La difficulté d’avoir de l’eau propre à la consommationVideo: 4 Fleuves et bassins versants transfrontaliersVideo: 5 La coopération pour un meilleur partage des ressources en eauVideo: 6 Le marché de l’eauVideo: 7 Conclusions et questions/réponsesL’agriculture est un secteur économique indispensable mais il génère, de la façon dont il est aujourd’hui organisé dans de nombreux pays, énormément de coûts d’un point de vue social et en termes de santé et de pollutions également.Les études agronomiques et économiques dans ce domaine nous montrent que ces coûts sont autant d’externalités négatives qui ne sont pas pris en compte individuellement par les acteurs du secteur, mais qui, collectivement, pèsent déjà lourd et risquent de peser encore davantage à l’avenir.\nCette semaine, vous trouverez en plus des vidéos sur l'agriculture : les slides de la présentation et le polycopié du cours. Les vidéos du cours - lesquelles sont en français - sont aussi disponibles avec des sous-titres français ou anglais : les traductions ont été financées par la Fondation Ecole Centrale Paris.Video: 1 Introduction : les enjeux à venir en matière agricole ?Video: 2 La non-durabilitié en matière agricole 1/2Video: 3 La non-durabilitié en matière agricole 2/2Video: 4 L’agro-écologie 1/2Video: 5 L’agro-écologie 2/2Video: 6 ConclusionVideo: 7 Questions/réponsesEvaluation par les pairs.Pour le devoir final, vous devez écrire un article et le soumettre pour une évaluation par les pairs. Quand vous aurez déposé votre devoir, vous pourrez accéder aux devoirs des autres apprenants pour faire vos évaluations.Pour plus d'informations sur l'évaluation par les pairs, consultez la page d'informations sur le cours:\nhttps://www.coursera.org/learn/developpement-durable/home/infoSciences PoCities are back in town : sociologie urbaine pour un monde globaliséÉcole Polytechnique, HEC ParisCreating and Developing a Tech StartupÉcole Polytechnique Fédérale de LausannePlanning \u0026 Design of Sanitation Systems and TechnologiesHEC ParisTime to Reorganize! Understand Organizations, Act, and Build a Meaningful World.École Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1",
    "Creator": "CentraleSupélec",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/developpement-durable",
    "Language": "French, Subtitles: English",
    "Commitment": "8 semaines d'études : d'1h30 à 3 heures par semaine en fonction de votre niveau.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Economic Growth and Distributive Justice Part I -The Role of the State",
    "Description": "About this course: If you really care about the big questions in the economies and societies of the 21st century, such as distributive justice - namely, inequality of income or wealth, and its correlation with economic growth - this course is meant for you. The knowledge you will gain can truly change your outlook on our world.\n\n\"Economic Growth and Distributive Justice - the Role of the State\" is the first part of a two part course and it includes the following four lectures: \n(1) What do we need a state for? \n(2) The Relationship between Efficiency and Distributive Justice \n(3) Demonstrating the implications of different ethical theories  \n(4) Distributive Justice: measurement and implications\nOnce you've completed the first part, we strongly recommend that you register for the second part entitled: \"Economic Growth and Distributive Justice - Maximizing Social Well-being\", as well. Taking both parts of the course would enable you to obtain a fuller and more comprehensive knowledge about Economic Growth and Distributed Justice.\n\nThe course is founded upon the elemental idea that the role of the state is to maximize the well-being - or simply the happiness - of its residents. In 9 fascinating, edifying lessons, using only simple words and decoding professional terminologies that sometimes baffle the intelligent layman, the course expounds many truths – both intuitive and unintuitive. Often using examples from the US and Europe, it does not however focus on policies in any particular region of the world, and is directly applicable to all countries around the globe.\n\nThe course touches upon the essence of important concepts like efficiency and equity, inequality and poverty, gross domestic product, tax evasion and tax planning; it presents the work of Nobel Laureate James Mirrlees and his followers - promoting a coherent system that integrates tax and government expenditures to maximize social welfare; and illuminates a range of high-profile issues from their economic angle:\n• Climate change: the atmosphere and oceans as public goods, and how smart (Pigovian) taxation can be used to combat the rapidly increasing threats to our planet;\n• Technology as the engine of economic growth;\n• Taxing the rich: How can we mitigate the growing inequality problem? Should we   impose a global tax on capital?\n\nThe curriculum includes interviews with major figures in the fields of law and of economics:  Harvard's Elhanan Helpman, Dan Shaviro from NYU and Richard Epstein from the University of Chicago and NYU.\n\nAfter successfully completing this course, you can expect to be able to:\n• better understand economic issues presented in the media\n• form an informed opinion on the strengths and weaknesses of presented social economic policies\n• define and measure inequality and poverty\n• define the connection between inequality (income, wealth) and economic growth\n• explain the foundations of economic growth\n• design a tax and transfer system to maximize the happiness of individuals\n\nAll these will allow you to better understand the policies being developed around you, and to play a larger, more informed role in their development, as a conscientious citizen.WEEK 1What do we Need a State For?Dear students, \nWe are delighted that you have chosen to take our course 'Economic Growth and Distributive Justice'. We hope that you will not only benefit from the broad knowledge it offers, but also (or maybe, above all) profoundly enjoy the learning process. This week's lecture, the first in the course, will focus on a question you are all familiar with, or at least, with some version of it: Ask not what you can do for the state; ask what the state can do for you. We will try to answer this question, while introducing basic ideas and terminologies related to economics, law, philosophy, psychology, sociology and more. The notion of HAPPINESS will be a major theme, as it is the ultimate answer to the question above. As part of the discussion, we will touch upon diverse issues such as: defining happiness; finding out what makes us happy; and what the state can do to maximize the individuals’ wellbeing. We will discuss market failures such as externalities and free-riding on public goods, and understand the role of the state in overcoming them. \n\nSo, are you ready? \nLet's begin! \n\nPlease take a few minutes to fill in the Welcome Survey that will help us get to know you better.  The teaching team Economic Growth and Distributive Justice12 videos, 2 readingsexpandVideo: Course promoVideo: IntroductionLecture: Recommended BooksVideo: 1.1 What is the Policymaker’s Goal?Video: 1.2 Maximizing Happinness: The case of BhutanVideo: 1.3 The Experiencing Self vs. the Remembering Self Video: 1.4 How Can the State Promote its Goal?Video: 1.5 The Ultimatum GameVideo: 1.6 Financing Public Goods Video: 1.7 Providing Public GoodsVideo: 1.8 Internalizing ExternalitiesVideo: 1.9 Climate Change Video: SummaryLecture: Recommended Reading   - Week 1Graded: week 1WEEK 2The Relationship between Efficiency and Distributive JusticeDear students, \nWe are happy to meet you all again, in the second week of our course 'Economic Growth and Distributive Justice'. We hope you enjoyed last week's session, and encourage you to continue participating actively. This week's lecture will delve deeper into the concepts of 'Economic Growth' and 'Distributive Justice'. Prof. Margalioth will take you on a short journey around the world, exploring rich and poor countries, describing veritable miracles that have taken place in some of them, and teaching you the intuition of the ECONOMIC GROWTH MODEL. The discussion will go on to analyze the complex correlation between EQUALITY and EFFICIENCY, using colorful examples such as desert islands, plane crashes and leaking buckets. Finally, the lecture will present a number of theoretical frameworks, through which one can think about these two focal concepts. \n\nAren't you excited? \nSo let's begin week 2! \n\nWishing you all a great learning experience,The teaching team\nEconomic Growth and Distributive Justice  8 videos, 1 readingexpandVideo: 2.1 Defining and Measuring Economic GrowthVideo: 2.2 The Intuition of the Economic Growth ModelVideo: 2.3 Innovation (technology) as the Key to Economic GrowthVideo: 2.4 When Efficiency Promotes EqualityVideo: 2.5 When Inequality is InefficientVideo: 2.6 When Policy is Counter-Intuitive: The Classic Example of Comparative AdvantageVideo: 2.7 When there is a  Trade-off Between Efficiency and EqualityVideo: 2.8 Using the Leaky Bucket Parable to Explain what is a Social Welfare FunctionLecture: Recommended Reading   - Week 2Graded: Week 2WEEK 3Demonstrating Implications of Different Ethical TheoriesDear students,\nThank you for joining us on the third week of the course 'Economic Growth and Distributive Justice'. This week Prof. Margalioth will teach you the main theories of distributive justice, explain how we can choose between them, and discuss their relative strengths and weaknesses. Then he will show you why the value of a dollar is not necessarily, or perhaps, necessarily not, the same for different individuals, using a term you should already be familiar with – MARGINAL UTILITY. Then we will present an eye-opening example – of one poor guy named Bob, who has been involved in a traffic accident – to show you why the conventional ANALYSIS OF TAXATION, used by policymakers all around the world to achieve Economic Growth and Distributive Justice, should be replaced with an alternative, much better analysis - to be presented in next week's class. \n\nLet's begin week 3! \nEconomic Growth and Distributive Justice team\n8 videos, 1 readingexpandVideo: 3.1 Distributive Justice Theories: Libertarianism and UtilitarianismVideo: 3.2 Distributive Justice Theories: MaximinVideo: 3.3 Distributive Justice Theories: Egalitarianism and Weighted UtilitarianismVideo: 3.4 Understanding the Concept of Diminishing Marginal Utility from ConsumptionVideo: 3.5  Policy Implications of Assuming Diminishing Marginal Utility from ConsumptionVideo: 3.6 Illustrating Utilitarianism with a Real Life Example: Presenting the exampleVideo: 3.7 Conventional Analysis of Taxing Damages Paid for Loss of EarningsVideo: 3.8 Conventional Analysis of Taxing Damages for Medical Expenses and for Pain and SufferingLecture: Recommended Reading   - Week 3Graded: week 3WEEK 4Distributive Justice: Measurement and ImplicationsDear students, \nIn the first part of this week's class we will discuss the policy question posed in lecture number 3, and offer a solution based on the methodology we are studying in this course. As we hope you will see, this methodology, which focuses on maximizing wellbeing, provides you (our policymakers) with clear answers. We will then move on to the question of measurement: what should we measure when assessing the level of Distributive Justice in society? \n\nSo let's begin week 4! \nThe team of Economic Growth and Distributive Justice9 videos, 1 readingexpandVideo: 4.1 Public Finance Analysis: Choosing the tax rule that would maximize Social WelfareVideo: 4.2 Public Finance Analysis of Taxing Damages for Lost EarningsVideo: 4.3 Public Finance Analysis  of Taxing the Reimbursement of Medical ExpensesVideo: 4.4 Public Finance Analysis of Taxing Damages for Pain and SufferingVideo: 4.5 The Policy Process: Summarizing what we've learnt from the Real Life ExampleVideo: 4.6 Accounting for the Fact that People Live in FamiliesVideo: 4.7 Measuring Income InequalityVideo: 4.8  Defining and Measuring PovertyLecture: Recommended Reading   - Week 4Video: Conclusion of Part IGraded: week 4Graded: Final ExamDear students, \nWe are delighted that you have chosen to take our course 'Economic Growth and Distributive Justice'. We hope that you will not only benefit from the broad knowledge it offers, but also (or maybe, above all) profoundly enjoy the learning process. This week's lecture, the first in the course, will focus on a question you are all familiar with, or at least, with some version of it: Ask not what you can do for the state; ask what the state can do for you. We will try to answer this question, while introducing basic ideas and terminologies related to economics, law, philosophy, psychology, sociology and more. The notion of HAPPINESS will be a major theme, as it is the ultimate answer to the question above. As part of the discussion, we will touch upon diverse issues such as: defining happiness; finding out what makes us happy; and what the state can do to maximize the individuals’ wellbeing. We will discuss market failures such as externalities and free-riding on public goods, and understand the role of the state in overcoming them. \n\nSo, are you ready? \nLet's begin! \n\nPlease take a few minutes to fill in the Welcome Survey that will help us get to know you better.  The teaching team Economic Growth and Distributive JusticeVideo: Course promoVideo: IntroductionLecture: Recommended BooksVideo: 1.1 What is the Policymaker’s Goal?Video: 1.2 Maximizing Happinness: The case of BhutanVideo: 1.3 The Experiencing Self vs. the Remembering Self Video: 1.4 How Can the State Promote its Goal?Video: 1.5 The Ultimatum GameVideo: 1.6 Financing Public Goods Video: 1.7 Providing Public GoodsVideo: 1.8 Internalizing ExternalitiesVideo: 1.9 Climate Change Video: SummaryLecture: Recommended Reading   - Week 1Dear students, \nWe are happy to meet you all again, in the second week of our course 'Economic Growth and Distributive Justice'. We hope you enjoyed last week's session, and encourage you to continue participating actively. This week's lecture will delve deeper into the concepts of 'Economic Growth' and 'Distributive Justice'. Prof. Margalioth will take you on a short journey around the world, exploring rich and poor countries, describing veritable miracles that have taken place in some of them, and teaching you the intuition of the ECONOMIC GROWTH MODEL. The discussion will go on to analyze the complex correlation between EQUALITY and EFFICIENCY, using colorful examples such as desert islands, plane crashes and leaking buckets. Finally, the lecture will present a number of theoretical frameworks, through which one can think about these two focal concepts. \n\nAren't you excited? \nSo let's begin week 2! \n\nWishing you all a great learning experience,The teaching team\nEconomic Growth and Distributive Justice  Video: 2.1 Defining and Measuring Economic GrowthVideo: 2.2 The Intuition of the Economic Growth ModelVideo: 2.3 Innovation (technology) as the Key to Economic GrowthVideo: 2.4 When Efficiency Promotes EqualityVideo: 2.5 When Inequality is InefficientVideo: 2.6 When Policy is Counter-Intuitive: The Classic Example of Comparative AdvantageVideo: 2.7 When there is a  Trade-off Between Efficiency and EqualityVideo: 2.8 Using the Leaky Bucket Parable to Explain what is a Social Welfare FunctionLecture: Recommended Reading   - Week 2Dear students,\nThank you for joining us on the third week of the course 'Economic Growth and Distributive Justice'. This week Prof. Margalioth will teach you the main theories of distributive justice, explain how we can choose between them, and discuss their relative strengths and weaknesses. Then he will show you why the value of a dollar is not necessarily, or perhaps, necessarily not, the same for different individuals, using a term you should already be familiar with – MARGINAL UTILITY. Then we will present an eye-opening example – of one poor guy named Bob, who has been involved in a traffic accident – to show you why the conventional ANALYSIS OF TAXATION, used by policymakers all around the world to achieve Economic Growth and Distributive Justice, should be replaced with an alternative, much better analysis - to be presented in next week's class. \n\nLet's begin week 3! \nEconomic Growth and Distributive Justice team\nVideo: 3.1 Distributive Justice Theories: Libertarianism and UtilitarianismVideo: 3.2 Distributive Justice Theories: MaximinVideo: 3.3 Distributive Justice Theories: Egalitarianism and Weighted UtilitarianismVideo: 3.4 Understanding the Concept of Diminishing Marginal Utility from ConsumptionVideo: 3.5  Policy Implications of Assuming Diminishing Marginal Utility from ConsumptionVideo: 3.6 Illustrating Utilitarianism with a Real Life Example: Presenting the exampleVideo: 3.7 Conventional Analysis of Taxing Damages Paid for Loss of EarningsVideo: 3.8 Conventional Analysis of Taxing Damages for Medical Expenses and for Pain and SufferingLecture: Recommended Reading   - Week 3Dear students, \nIn the first part of this week's class we will discuss the policy question posed in lecture number 3, and offer a solution based on the methodology we are studying in this course. As we hope you will see, this methodology, which focuses on maximizing wellbeing, provides you (our policymakers) with clear answers. We will then move on to the question of measurement: what should we measure when assessing the level of Distributive Justice in society? \n\nSo let's begin week 4! \nThe team of Economic Growth and Distributive JusticeVideo: 4.1 Public Finance Analysis: Choosing the tax rule that would maximize Social WelfareVideo: 4.2 Public Finance Analysis of Taxing Damages for Lost EarningsVideo: 4.3 Public Finance Analysis  of Taxing the Reimbursement of Medical ExpensesVideo: 4.4 Public Finance Analysis of Taxing Damages for Pain and SufferingVideo: 4.5 The Policy Process: Summarizing what we've learnt from the Real Life ExampleVideo: 4.6 Accounting for the Fact that People Live in FamiliesVideo: 4.7 Measuring Income InequalityVideo: 4.8  Defining and Measuring PovertyLecture: Recommended Reading   - Week 4Video: Conclusion of Part IUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesLund UniversityEuropean Business Law: Understanding the FundamentalsUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenPolitical Economy of Institutions and Development",
    "Creator": "Tel Aviv University",
    "Level": "",
    "URL": "https://coursera.org/learn/economic-growth-part-1",
    "Language": "English, Subtitles: Arabic, Hebrew",
    "Commitment": "4 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "International Business I",
    "Description": "About this course: We live in a world of intensifying global relationships, one in which international business has become the key determinant of economic development and prosperity. This course, Global Business Environment, Part I, introduces students to a fundamental understanding of the socioeconomic political, cultural, and linguistic environment in which international businesses operate. This course utilizes an inquiry-based approach to understanding country level relationships in the Global Business Environment. It surveys the global business environment by asking and answering key questions about society, the global economy, cultures, institutions and languages. The questions we will ask are: 1. What is Globalization?, 2. Is Globalization New?, 3. How do Political and Social Institutions impact National Economic Development?, 4. What is the role of Culture?, 5. What are the Gains from Trade?6. Free Trade, Free-r Trade or Managed Trade?, 7. What are Foreign Currencies and how are Exchange Rates Determined?, 8. What does the Current Global Business Environment look like? This inquiry-based approach creates reflective opportunities for students to better understand the environment in which businesses operate. Lectures are delivered in an engaging manner, which encourages reflection and inquiry.WEEK 1Week 1What is Globalization?6 videosexpandVideo: Module 1, IntroVideo: Module 1, Part 1Video: Module 1, Part 2Video: Module 1, Part 3Video: Module 1, Part 4Video: Module 1, Part 5Graded: Module 1 QuizWEEK 2Week 2Is Globalization New?7 videosexpandVideo: Module 2, IntroVideo: Module 2, Part 1Video: Module 2, Part 2Video: Module 2, Part 3Video: Module 2, Part 4Video: Module 2, Part 5Video: Module 2, Part 6Graded: Module 2 QuizWEEK 3Week 3How do Political and Social Institutions impact National Economic Development?8 videosexpandVideo: Module 3, IntroVideo: Module 3, Part 1Video: Module 3, Part 2Video: Module 3, Part 3Video: Module 3, Part 4Video: Module 3, Part 5Video: Module 3, Part 6Video: Module 3, Part 7Graded: Module 3 QuizWEEK 4Week 4What is the role of Culture?6 videosexpandVideo: Module 4, IntroVideo: Module 4, Part 1Video: Module 4, Part 2Video: Module 4, Part 3Video: Module 4, Part 4Video: Module 4, Part 5Graded: Module 4 QuizWEEK 5Week 5What are the Gains from Trade?6 videosexpandVideo: Module 5, IntroVideo: Module 5, Part 1Video: Module 5, Part 2Video: Module 5, Part 3Video: Module 5, Part 4Video: Module 5, Part 5Graded: Module 5 QuizWEEK 6Week 6Free Trade, Free-r Trade or Managed Trade?7 videosexpandVideo: Module 6, IntroVideo: Module 6, Part 1Video: Module 6, Part 2Video: Module 6, Part 3Video: Module 6, Part 4Video: Module 6, Part 5Video: Module 6, Part 6Graded: Module 6 QuizVideo: Module 1, IntroVideo: Module 1, Part 1Video: Module 1, Part 2Video: Module 1, Part 3Video: Module 1, Part 4Video: Module 1, Part 5Video: Module 2, IntroVideo: Module 2, Part 1Video: Module 2, Part 2Video: Module 2, Part 3Video: Module 2, Part 4Video: Module 2, Part 5Video: Module 2, Part 6Video: Module 3, IntroVideo: Module 3, Part 1Video: Module 3, Part 2Video: Module 3, Part 3Video: Module 3, Part 4Video: Module 3, Part 5Video: Module 3, Part 6Video: Module 3, Part 7Video: Module 4, IntroVideo: Module 4, Part 1Video: Module 4, Part 2Video: Module 4, Part 3Video: Module 4, Part 4Video: Module 4, Part 5Video: Module 5, IntroVideo: Module 5, Part 1Video: Module 5, Part 2Video: Module 5, Part 3Video: Module 5, Part 4Video: Module 5, Part 5Video: Module 6, IntroVideo: Module 6, Part 1Video: Module 6, Part 2Video: Module 6, Part 3Video: Module 6, Part 4Video: Module 6, Part 5Video: Module 6, Part 6University of New MexicoInternational Business IIYonsei UniversityInternational Marketing Entry and ExecutionYonsei UniversityIntro to International MarketingLund UniversityEuropean Business Law: Doing Business in EuropeLund UniversityEuropean Business Law: Understanding the Fundamentals",
    "Creator": "University of New Mexico",
    "Level": "",
    "URL": "https://coursera.org/learn/international-business",
    "Language": "English, Subtitles: Vietnamese",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Advanced Trading Algorithms",
    "Description": "About this course: This course will provide back test results for all the strategies in developed and emerging markets. The learner will also be taught scientific ways of back testing without succumbing to either look ahead (or) survival bias.\n\nYou will learn various methods of building a robust back testing system for the strategies discussed in the previous course. You will be taught how to differentiate between mere data mining and results based on solid empirical or theoretical foundation. Next, you will learn the ways and means of back testing the results and subjecting the back test results to stress tests. After which, you will learn the various ways in which transaction costs and other frictions could be incorporated in the back testing algorithm. Finally, you will learn techniques for measuring a strategies' performance and the concept of risk adjusted return. You will use some of the famous measures for risk adjusted returns such as Sharpe ratio, Treynor's Ratio and Jenson's Alpha. You will see how to pick an appropriate benchmark for a proposed fund.WEEK 1Strategy - AccrualsAfter completing this module you will be able to understand the basics of accrual, build a trading strategy based on accruals and test the strategy that you have built.4 videos, 1 readingexpandVideo: Accruals - IntroductionVideo: Accruals - CalculationVideo: Accruals - RatiosVideo: Accruals - StrategyReading: Do Stock Prices Fully Reflect Information in Accruals and Cash Flows about Future Earnings?Graded: Quiz 1WEEK 2Strategy - Betting against BetaAfter completing this module you will be able to understand the basics of beat, build a trading strategy based on beta and test the strategy that you have built.3 videos, 1 reading, 1 practice quizexpandVideo: Betting against Beta - IntroductionVideo: Betting against Beta - CAPMVideo: Betting against Beta - StrategyReading: Betting Against BetaPractice Quiz: Practice QuizGraded: Quiz 2WEEK 3Strategy - Momentum \u0026 Momentum CrashesAfter completing this module you will be able to understand the basics of momentum, build a trading strategy based on momentum \u0026 momentum crashes,  and test the strategies that you have built.9 videos, 1 readingexpandVideo: Momentum - IntroductionVideo: Momentum - Lookback periodVideo: Momentum - StrategyVideo: Momentum - ReturnsVideo: Momentum crashes - IntroductionVideo: Momentum crashes - Options primer 1Video: Momentum crashes - Options primer 2Video: Momentum crashes - AbstractVideo: Momentum crashes - StrategyReading: MomentumGraded: Quiz 3WEEK 4Strategy - G ScoreAfter completing this module you will be able to understand the meaning of G Score, build a trading strategy based on G Score and test the strategy that you have built.6 videos, 1 reading, 1 practice quizexpandVideo: G Score - Back GroundVideo: G Score - Economic IntuitionVideo: G Score - StrategyVideo: G Score - Numerical ExampleVideo: G Score - ClosureReading: Separating Winners from Losers among Low Book-to-Market Stocks using Financial Statement AnalysisVideo: ClosurePractice Quiz: Practice QuizGraded: Quiz 4Video: Accruals - IntroductionVideo: Accruals - CalculationVideo: Accruals - RatiosVideo: Accruals - StrategyReading: Do Stock Prices Fully Reflect Information in Accruals and Cash Flows about Future Earnings?Video: Betting against Beta - IntroductionVideo: Betting against Beta - CAPMVideo: Betting against Beta - StrategyReading: Betting Against BetaPractice Quiz: Practice QuizVideo: Momentum - IntroductionVideo: Momentum - Lookback periodVideo: Momentum - StrategyVideo: Momentum - ReturnsVideo: Momentum crashes - IntroductionVideo: Momentum crashes - Options primer 1Video: Momentum crashes - Options primer 2Video: Momentum crashes - AbstractVideo: Momentum crashes - StrategyReading: MomentumVideo: G Score - Back GroundVideo: G Score - Economic IntuitionVideo: G Score - StrategyVideo: G Score - Numerical ExampleVideo: G Score - ClosureReading: Separating Winners from Losers among Low Book-to-Market Stocks using Financial Statement AnalysisVideo: ClosurePractice Quiz: Practice QuizIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectIndian School of BusinessTrading BasicsRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/advanced-trading-algorithms",
    "Language": "English",
    "Commitment": "The estimated workload for this course is 4 to 5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Agriculture, Economics and Nature",
    "Description": "About this course: Sound economic thinking is crucial for farmers because they depend on good economic decision making to survive. Governments depend on economic information to make good policy decisions on behalf of the community. This course will help you to contribute to better decision making by farmers, or by agencies servicing agriculture, and it will help you to understand why farmers respond to policies and economic opportunities in the ways they do. \n\nYou can use this course to improve your skills and knowledge, and to assess whether this is a subject that you'd like to study further. The course includes high-quality video lectures, interviews with experts, demonstrations of how to build economic models in spreadsheets, practice quizzes, and a range of recommended readings and optional readings. Assessment is by a final exam. \n\nThe key economic principles that we’ll learn about can help us understand changes that have occurred in agriculture, and support improved decision making about things like agricultural production methods, agricultural input levels, resource conservation, and the balance between agricultural production and its environmental impacts. \n\nThere are literally thousands of agricultural economists around the world who work on these issues, so there is a wealth of knowledge to draw on for the course.\n\nWatch a brief video about our course here:\nhttps://www.youtube.com/watch?v=T_IeYGpeqV8WEEK 1Agricultural production and prices, and agriculture’s reliance on natural resourcesWeek 1 provides a history of agricultural production and prices, an examination into the reasons behind changes in production and prices, and discussions of the 2007 global food crisis and agriculture’s usage of resources. 11 videos, 10 readingsexpandVideo: Video - Course introductionVideo: Video - History of agricultural production and pricesМатериал для самостоятельного изучения: Optional Reading - Origins of AgricultureМатериал для самостоятельного изучения: Optional Viewing - The Agricultural Revolution: Crash Course World History #1Video: Video - Agricultural products' supplyМатериал для самостоятельного изучения: Optional Reading - Economics Basics: Supply and DemandVideo: Video - Agricultural products' demandМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 266: Supply and Demand: The Wool CrisisМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 178: Betting on Wheat PricesVideo: Video - The 2007 food price crisisМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 284: The world food price crisis of 2007Материал для самостоятельного изучения: Optional Viewing - The Corn Controversy: Food or FuelМатериал для самостоятельного изучения: Optional Reading - The Food Price Crisis of 2007/2008: Evidence and ImplicationsМатериал для самостоятельного изучения: Optional Reading - Causes of the 2007-2008 global food crisis identifiedVideo: Video - Food securityМатериал для самостоятельного изучения: Optional Reading - The State of Food Insecurity in the World: The multiple dimensions of food securityVideo: Video - Resource usage 1: Land and soilsVideo: Video - Resource usage 2: WaterVideo: Video - Resource usage 3: NutrientsVideo: Video - Resource usage 4: PesticidesVideo: Video - Interview - Kadambot Siddique, Institute of Agriculture, University of Western AustraliaGraded: Quiz - Agricultural production and prices, and agriculture’s reliance on natural resourcesWEEK 2Resource and environmental challenges facing agricultureWeek 2 addresses the agricultural issues of water availability, peak phosphorus, herbicide resistance, and climate change.9 videos, 8 readingsexpandVideo: Video - Water pollutionМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 261: Agricultural water pollutionМатериал для самостоятельного изучения: Optional Reading - Protecting Water Quality from Agricultural RunoffVideo: Video - Pesticide bansVideo: Video - Dryland salinityМатериал для самостоятельного изучения: Optional Reading - Pannell Discussion 26: Dryland salinity in AustraliaVideo: Video - Resource exhaustibility: phosphorus supplyМатериал для самостоятельного изучения: Optional Reading - Phosphorus: Essential to Life – Are we running out?Video: Video - Resource exhaustibility: water shortagesМатериал для самостоятельного изучения: Optional Reading - Can Australia overcome its Water Scarcity Problems?Video: Video -  Resource exhaustibility: herbicide resistanceМатериал для самостоятельного изучения: Optional Reading - Pannell Discussion 57: Herbicide resistance: Does prevention pay?Video: Video - Climate changeМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 230: Future climate change and wheat yields in Western AustraliaVideo: Video - Climate policy and adaptationМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 168: Telling farmers how to adapt to climate changeVideo: Video - Interview - Michael Robertson, CSIROGraded: Resource and environmental challenges facing agricultureWEEK 3The economics of agricultural inputsWeek 3 looks at the relationship between inputs and outputs, the optimal level of an input, the question of pollution from inputs, and flat payoff functions.9 videos, 4 readingsexpandVideo: Video - FertiliserМатериал для самостоятельного изучения: Optional reading - world data on fertilizersVideo: Video - Fertiliser and Crop YieldVideo: Video - Production functionsVideo: Video - Profit maximisationМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 277: Perfection isn’t bestМатериал для самостоятельного изучения: Optional Reading - Determining Optimum Nitrogen Application Rates for CornVideo: Video - Building a spreadsheet to maximise profitVideo: Video - Effects of price and yield changes on optimal fertiliser useVideo: Video - Considering pollution in input decisionsVideo: Video - Flat payoff functionsМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 88: Flat-earth economicsVideo: Video - Interview - David Brown, Farmer, Burracoppin, Western AustraliaGraded: The economics of agricultural inputsWEEK 4The economics of land conservationWeek 4 focuses on evaluating land conservation practices, weighing benefits and costs correctly, non-economic factors, and provides an example in conservation agriculture.9 videos, 6 readingsexpandVideo: Video - Resource conservation in farmingVideo: Video - Benefits and costs of resource conservation over timeVideo: Video - Accounting for timeМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 33: Time is moneyVideo: Video - DiscountingVideo: Video - Building a spreadsheet for discounting benefits and costsVideo: Video - Case study: conservation agricultureМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 268: Conservation Agriculture in Developing CountriesМатериал для самостоятельного изучения: Optional Reading - The farm-level economics of conservation agriculture for resource-poor farmers.Video: Video - Drivers of farmers’ decision-makingМатериал для самостоятельного изучения: Recommended Reading - Adoption of conservation practices by rural landholdersМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 203: Predicting adoption of new farming practicesVideo: Video - Interview - Mike McFarlane, farmer, Doodlakine, Western AustraliaVideo: Video - Interview - Greg Shea, WA Department of Agriculture and FoodМатериал для самостоятельного изучения: Help with the calculations for Week 4 QuizGraded: The economics of land conservationWEEK 5The economics of agri-environmental projectsWeek 5 discusses the importance of extending economics beyond the farm gate, characteristics of agri-environmental projects, Benefit: Cost Analysis, and provides an example with Gippsland Lakes.8 videos, 7 readingsexpandVideo: Video - Environmental projects in agricultureМатериал для самостоятельного изучения: Optional Viewing - A cleaner Baltic Sea by improved agricultural productivityМатериал для самостоятельного изучения: Optional Viewing - Positive benefits flow from agri-environment funding support in ScotlandVideo: Video - Extending economics beyond the farmVideo: Video - Characteristics of environmental projectsVideo: Video - Benefit: Cost AnalysisМатериал для самостоятельного изучения: Recommended Viewing - Intro to Cost-Benefit AnalysisМатериал для самостоятельного изучения: Optional Reading - Simple Introduction to Cost-Benefit AnalysisVideo: Video - Benefit: Cost RatioМатериал для самостоятельного изучения: Recommended Reading - When ranking environmental projects, mixing a little theory, logic and common sense leads to better outcomesVideo: Video - Case study: The Gippsland LakesМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 182: Increasing marginal costs of environmental projectsVideo: Video - A helpful tool: INFFERМатериал для самостоятельного изучения: Optional Reading - INFFER (Investment Framework for Environmental Resources)Video: Video - Interview - Marit Kragt, School of Agricultural and Resource Economics, University of Western AustraliaGraded: The economics of agri-environmental projectsWEEK 6Government policies in agricultureWeek 6 ties up the course through discussion of government policies that support agriculture, policies that protect the rural environment, policies with problems, and justifications for agricultural policy.8 videos, 9 readingsexpandVideo: Video - Government policies in agricultureVideo: Video - Policies to support agricultural productionМатериал для самостоятельного изучения: Optional Viewing - Fields of Gold: Lifting the Veil on Europe's Farm SubsidiesVideo: Video - Policies for environmental protection in agricultureМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 259: Increasing environmental benefitsVideo: Video - Agricultural policy problems: Price supportМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 266: Supply and Demand: The Wool CrisisМатериал для самостоятельного изучения: Recommended Reading - Severing the Link between Farm Program Payments and Farm Production: Motivation, International Efforts, and LessonsVideo: Video - Agricultural policy problems: BiofuelsМатериал для самостоятельного изучения: Recommended Reading - The backlash against biofuelsМатериал для самостоятельного изучения: Optional Reading - The Trouble with Biofuels: Costs and Consequences of Expanding Biofuel Use in the United KingdomVideo: Video - Justifications for agricultural policyМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 22: Public goods and public benefits in NRMМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 35: Externalities and market failureVideo: Video - Course wrap-upМатериал для самостоятельного изучения: Further information on studying agricultural economics, natural resource economics or environmental economics at the University of Western AustraliaVideo: Video - Interview - Ross Kingwell, Australian Export Grains Innovation CentreGraded: Government policies in agricultureWEEK 7Final ExamGraded: Final ExamVideo: Video - Course introductionVideo: Video - History of agricultural production and pricesМатериал для самостоятельного изучения: Optional Reading - Origins of AgricultureМатериал для самостоятельного изучения: Optional Viewing - The Agricultural Revolution: Crash Course World History #1Video: Video - Agricultural products' supplyМатериал для самостоятельного изучения: Optional Reading - Economics Basics: Supply and DemandVideo: Video - Agricultural products' demandМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 266: Supply and Demand: The Wool CrisisМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 178: Betting on Wheat PricesVideo: Video - The 2007 food price crisisМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 284: The world food price crisis of 2007Материал для самостоятельного изучения: Optional Viewing - The Corn Controversy: Food or FuelМатериал для самостоятельного изучения: Optional Reading - The Food Price Crisis of 2007/2008: Evidence and ImplicationsМатериал для самостоятельного изучения: Optional Reading - Causes of the 2007-2008 global food crisis identifiedVideo: Video - Food securityМатериал для самостоятельного изучения: Optional Reading - The State of Food Insecurity in the World: The multiple dimensions of food securityVideo: Video - Resource usage 1: Land and soilsVideo: Video - Resource usage 2: WaterVideo: Video - Resource usage 3: NutrientsVideo: Video - Resource usage 4: PesticidesVideo: Video - Interview - Kadambot Siddique, Institute of Agriculture, University of Western AustraliaVideo: Video - Water pollutionМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 261: Agricultural water pollutionМатериал для самостоятельного изучения: Optional Reading - Protecting Water Quality from Agricultural RunoffVideo: Video - Pesticide bansVideo: Video - Dryland salinityМатериал для самостоятельного изучения: Optional Reading - Pannell Discussion 26: Dryland salinity in AustraliaVideo: Video - Resource exhaustibility: phosphorus supplyМатериал для самостоятельного изучения: Optional Reading - Phosphorus: Essential to Life – Are we running out?Video: Video - Resource exhaustibility: water shortagesМатериал для самостоятельного изучения: Optional Reading - Can Australia overcome its Water Scarcity Problems?Video: Video -  Resource exhaustibility: herbicide resistanceМатериал для самостоятельного изучения: Optional Reading - Pannell Discussion 57: Herbicide resistance: Does prevention pay?Video: Video - Climate changeМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 230: Future climate change and wheat yields in Western AustraliaVideo: Video - Climate policy and adaptationМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 168: Telling farmers how to adapt to climate changeVideo: Video - Interview - Michael Robertson, CSIROVideo: Video - FertiliserМатериал для самостоятельного изучения: Optional reading - world data on fertilizersVideo: Video - Fertiliser and Crop YieldVideo: Video - Production functionsVideo: Video - Profit maximisationМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 277: Perfection isn’t bestМатериал для самостоятельного изучения: Optional Reading - Determining Optimum Nitrogen Application Rates for CornVideo: Video - Building a spreadsheet to maximise profitVideo: Video - Effects of price and yield changes on optimal fertiliser useVideo: Video - Considering pollution in input decisionsVideo: Video - Flat payoff functionsМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 88: Flat-earth economicsVideo: Video - Interview - David Brown, Farmer, Burracoppin, Western AustraliaVideo: Video - Resource conservation in farmingVideo: Video - Benefits and costs of resource conservation over timeVideo: Video - Accounting for timeМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 33: Time is moneyVideo: Video - DiscountingVideo: Video - Building a spreadsheet for discounting benefits and costsVideo: Video - Case study: conservation agricultureМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussions 268: Conservation Agriculture in Developing CountriesМатериал для самостоятельного изучения: Optional Reading - The farm-level economics of conservation agriculture for resource-poor farmers.Video: Video - Drivers of farmers’ decision-makingМатериал для самостоятельного изучения: Recommended Reading - Adoption of conservation practices by rural landholdersМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 203: Predicting adoption of new farming practicesVideo: Video - Interview - Mike McFarlane, farmer, Doodlakine, Western AustraliaVideo: Video - Interview - Greg Shea, WA Department of Agriculture and FoodМатериал для самостоятельного изучения: Help with the calculations for Week 4 QuizVideo: Video - Environmental projects in agricultureМатериал для самостоятельного изучения: Optional Viewing - A cleaner Baltic Sea by improved agricultural productivityМатериал для самостоятельного изучения: Optional Viewing - Positive benefits flow from agri-environment funding support in ScotlandVideo: Video - Extending economics beyond the farmVideo: Video - Characteristics of environmental projectsVideo: Video - Benefit: Cost AnalysisМатериал для самостоятельного изучения: Recommended Viewing - Intro to Cost-Benefit AnalysisМатериал для самостоятельного изучения: Optional Reading - Simple Introduction to Cost-Benefit AnalysisVideo: Video - Benefit: Cost RatioМатериал для самостоятельного изучения: Recommended Reading - When ranking environmental projects, mixing a little theory, logic and common sense leads to better outcomesVideo: Video - Case study: The Gippsland LakesМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 182: Increasing marginal costs of environmental projectsVideo: Video - A helpful tool: INFFERМатериал для самостоятельного изучения: Optional Reading - INFFER (Investment Framework for Environmental Resources)Video: Video - Interview - Marit Kragt, School of Agricultural and Resource Economics, University of Western AustraliaVideo: Video - Government policies in agricultureVideo: Video - Policies to support agricultural productionМатериал для самостоятельного изучения: Optional Viewing - Fields of Gold: Lifting the Veil on Europe's Farm SubsidiesVideo: Video - Policies for environmental protection in agricultureМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 259: Increasing environmental benefitsVideo: Video - Agricultural policy problems: Price supportМатериал для самостоятельного изучения: Recommended Reading - Pannell Discussion 266: Supply and Demand: The Wool CrisisМатериал для самостоятельного изучения: Recommended Reading - Severing the Link between Farm Program Payments and Farm Production: Motivation, International Efforts, and LessonsVideo: Video - Agricultural policy problems: BiofuelsМатериал для самостоятельного изучения: Recommended Reading - The backlash against biofuelsМатериал для самостоятельного изучения: Optional Reading - The Trouble with Biofuels: Costs and Consequences of Expanding Biofuel Use in the United KingdomVideo: Video - Justifications for agricultural policyМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 22: Public goods and public benefits in NRMМатериал для самостоятельного изучения: Optional Reading - Pannell Discussions 35: Externalities and market failureVideo: Video - Course wrap-upМатериал для самостоятельного изучения: Further information on studying agricultural economics, natural resource economics or environmental economics at the University of Western AustraliaVideo: Video - Interview - Ross Kingwell, Australian Export Grains Innovation CentreLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyLund UniversityGreening the Economy: Lessons from Scandinavia",
    "Creator": "University of Western Australia",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/agriculture-economics-nature",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Advertising and Society",
    "Description": "About this course: This course examines the relation of advertising to society, culture, history, and the economy.  Using contemporary theories about visual communications, we learn to analyze the complex levels of meaning in both print advertisements and television commercials.\n\nAbout the Course\n\nThe course covers a wide range of topics, including the origins of advertising, the creation of ads, the interpretation of ads, the depiction of race, class, gender, and sexuality in advertising, sex and selling, adverting and ethics, and the future of advertising. The lectures will discuss theoretical frameworks and apply them to specific advertisements.\n\nCourse Syllabus\n\nWeek 1: What is advertising and where did it come from?\n\nWeek 2: Am I being manipulated by advertising?\n\nWeek 3: What’s in an ad beyond that which meets the eye?\n\nWeek 4: How do ads get made?\n\nWeek 5: What do ads teach us about race, class, gender, and sexuality?\n\nWeek 6: Does sex sell?\n\nWeek 7: What is the future of advertising?\n\nRecommended Background\n\nNo background is required; everyone is welcome!\n\nSuggested Readings\n\nAlthough the lectures are designed to be self-contained, we recommend that students refer to the free online textbook ADTextOnline.org. Other free resources will be suggested for each week’s module.\n\nCourse Format\n\nMost videos will be lectures with instructor talking. Each lecture will be illustrated with PowerPoint slides, print advertisements, and TV commercials. The videos for each week will consist of segments that add up to about an hour. Each week will have one quiz that will appear as stand-alone homework. All resources beyond lectures will be available online to students at no charge. Most of these will be from ADTextOnline.org. Others will be visits to the sites of ad agencies in the US and abroad, open access websites that deal with course topics, and open-access journal articles.WEEK 1What is advertising and where did it come from?Focus on 3 definitions of advertising, one of which emphasizes its antiquity, another its modernity and connections to capitalist society, and a third that traces its evolution from face-to-face salesmanship through print, radio, TV, and now the Internet.  In addition, a brief history of American advertising from its European origins through  the colonial period in America when most manufactured goods were imported, to the advent of mass production in 19th century America, mass consumption (and the emergence of contemporary advertising as a means to facilitate it), to the present.5 videos, 1 readingexpandVideo: 1.1 What Is Advertising? Video: 1.2 A Brief History of Advertising in America Video: 1.3 Media and Advertising Video: 1.4 About the Hartman Center at Duke University Video: 1.5 About the Advertising Educational Foundation Reading: What Is Advertising?Graded:  Week 1 QuizWEEK 2Am I being manipulated by advertising?Focus on the public’s fascination with the idea of subliminal advertising (beginning in the 1950s) and continuing somewhat into the present.  Public distrust of advertising.  Review of the evidence (pro and con) concerning subliminal advertising.  Discussion of ethics and advertising, the role of the FTC and various self-policing industry boards that aim to control deceptive advertising.3 videos, 1 readingexpandVideo: 2.1 Subliminal Advertising Video: 2.2 Public Perception of the Advertising Profession Video: 2.3 Ethics and Advertsing Reading: Am I Being Manipulated?Graded: Week 2 QuizWEEK 3What's in an ad beyond that which meets the eye?This week considers how we understand the meaning of an ad.  It considers the problem of author intentionality (largely available to us in the process of understanding ads) and argues that the audience for the ad is perhaps the most important author of its meaning.  Borrowing from the field of art history, it discusses interpretative strategies of various sorts.3 videos, 1 readingexpandVideo: 3.1 How Ads Mean What They Do to Us Video: 3.2 Interpreting TV Commercials Video: 3.3 Thinking about Interpretation Reading: What's in an Ad Beyond That Which Meets the Eye?Graded: Week 3 QuizWEEK 4How do ads get made?Switching gears this week from looking from outside advertising at it, this week is devoted to the “insider” perspective on the making of ads.  It looks at the various functional divisions of ad agencies (management, creative, research, and media) and the roles they play in producing an ad.  It tracks the production of an ad from development of a strategy with a client company, the development of creative concepts, the production of ads, optional audience testing, and finally placement in appropriate media.  Also discussed: brands and brand management strategies.3 videos, 1 readingexpandVideo: 4.1 How Do Ads Get Made? Video: 4.2 Creativity Case Study Video: 4.3 The Role of Research in Advertising Reading: How Do Ads Get Made?Graded: Week 4 Quiz WEEK 5What do ads teach us about race, class, gender, and sexuality?This week focuses on what ads teach about race, class, gender, and sexuality as a kind of secondary messages beyond the overt messages promoting products and services.  For example, an orange juice commercial may promote the health benefits of orange juice but it also is likely to show the product in its context of use at breakfast.  The imagery in the ad will lay out who does the serving, who cooks the breakfast, who gets to sit and be served, what a family should look like, and so on.  Through analysis of these secondary messages, we come to learn that advertising instills ideas about gender, race, social class, and sexuality.  We will also study the depiction of these themes in the popular TV program \"Mad Men,\" allowing us to talk about how these issues were managed in the lives of ad agency people as well as in the ads they produced.3 videos, 1 readingexpandVideo: 5.1 Gender Representations in Ads - Part 1 Video: 5.2 Gender Representations in Ads - Part 2 Video: 5.3 Depictions of Gender in Mad Men Reading: What Do Ads Teach Us about Race, Class, Gender and Sexuality?Graded: Week 5 QuizWEEK 6Does sex sell?Sexual imagery permeates modern advertising, but does it actually help see goods and services? The verdict on this is not a clear yes or no.  But there is another very important question wrapped up in all this:  what kind of sex does advertising sell?  Some scholars believe that advertising teaches us a great deal about sex itself, plays a significant role in defining our culture’s ideas about what is sexy, and helps shape our ideas about sexuality.3 videos, 1 readingexpandVideo: 6.1 Does Sex Sell? - Part 1 Video: 6.2 Does Sex Sell? - Part 2 Video: 6.3 Niche Marketing: Gay Consumers Reading: Does Sex Sell?Graded: Week 6 QuizWEEK 7What's the future of advertising?The present moment in advertising history is one of great turmoil.  The TV commercial is rapidly fading from its preeminence as the major advertising format.  The once mass audiences for television programming and accompanying ads are already diminished by the proliferation of channels, the ability of consumers to time shift, and so on.  It is the Internet however that is transforming advertising and challenging its very existence.  Social media, consumer written ads, popup ads that are highly targeted to consumers on the basis of their purchasing and surfing habits, and so on make the future unpredictable.  One author predicts its demise in his book, \"The End of Advertising as We Know It.\"  We will examine emergent trends  in the seemingly never ending battle of finding the best means of establishing communication between companies and their prospective clients.3 videos, 1 readingexpandVideo: 7.1 What's the Future of Advertising? - Part 1 Video: 7.2 What's the Future of Advertising? - Part 2 Video: 7.3 What's the Future of Advertising? - Part 3 Reading: What's the Future of Advertising?Graded: Week 7 QuizFocus on 3 definitions of advertising, one of which emphasizes its antiquity, another its modernity and connections to capitalist society, and a third that traces its evolution from face-to-face salesmanship through print, radio, TV, and now the Internet.  In addition, a brief history of American advertising from its European origins through  the colonial period in America when most manufactured goods were imported, to the advent of mass production in 19th century America, mass consumption (and the emergence of contemporary advertising as a means to facilitate it), to the present.Video: 1.1 What Is Advertising? Video: 1.2 A Brief History of Advertising in America Video: 1.3 Media and Advertising Video: 1.4 About the Hartman Center at Duke University Video: 1.5 About the Advertising Educational Foundation Reading: What Is Advertising?Focus on the public’s fascination with the idea of subliminal advertising (beginning in the 1950s) and continuing somewhat into the present.  Public distrust of advertising.  Review of the evidence (pro and con) concerning subliminal advertising.  Discussion of ethics and advertising, the role of the FTC and various self-policing industry boards that aim to control deceptive advertising.Video: 2.1 Subliminal Advertising Video: 2.2 Public Perception of the Advertising Profession Video: 2.3 Ethics and Advertsing Reading: Am I Being Manipulated?This week considers how we understand the meaning of an ad.  It considers the problem of author intentionality (largely available to us in the process of understanding ads) and argues that the audience for the ad is perhaps the most important author of its meaning.  Borrowing from the field of art history, it discusses interpretative strategies of various sorts.Video: 3.1 How Ads Mean What They Do to Us Video: 3.2 Interpreting TV Commercials Video: 3.3 Thinking about Interpretation Reading: What's in an Ad Beyond That Which Meets the Eye?Switching gears this week from looking from outside advertising at it, this week is devoted to the “insider” perspective on the making of ads.  It looks at the various functional divisions of ad agencies (management, creative, research, and media) and the roles they play in producing an ad.  It tracks the production of an ad from development of a strategy with a client company, the development of creative concepts, the production of ads, optional audience testing, and finally placement in appropriate media.  Also discussed: brands and brand management strategies.Video: 4.1 How Do Ads Get Made? Video: 4.2 Creativity Case Study Video: 4.3 The Role of Research in Advertising Reading: How Do Ads Get Made?This week focuses on what ads teach about race, class, gender, and sexuality as a kind of secondary messages beyond the overt messages promoting products and services.  For example, an orange juice commercial may promote the health benefits of orange juice but it also is likely to show the product in its context of use at breakfast.  The imagery in the ad will lay out who does the serving, who cooks the breakfast, who gets to sit and be served, what a family should look like, and so on.  Through analysis of these secondary messages, we come to learn that advertising instills ideas about gender, race, social class, and sexuality.  We will also study the depiction of these themes in the popular TV program \"Mad Men,\" allowing us to talk about how these issues were managed in the lives of ad agency people as well as in the ads they produced.Video: 5.1 Gender Representations in Ads - Part 1 Video: 5.2 Gender Representations in Ads - Part 2 Video: 5.3 Depictions of Gender in Mad Men Reading: What Do Ads Teach Us about Race, Class, Gender and Sexuality?Sexual imagery permeates modern advertising, but does it actually help see goods and services? The verdict on this is not a clear yes or no.  But there is another very important question wrapped up in all this:  what kind of sex does advertising sell?  Some scholars believe that advertising teaches us a great deal about sex itself, plays a significant role in defining our culture’s ideas about what is sexy, and helps shape our ideas about sexuality.Video: 6.1 Does Sex Sell? - Part 1 Video: 6.2 Does Sex Sell? - Part 2 Video: 6.3 Niche Marketing: Gay Consumers Reading: Does Sex Sell?The present moment in advertising history is one of great turmoil.  The TV commercial is rapidly fading from its preeminence as the major advertising format.  The once mass audiences for television programming and accompanying ads are already diminished by the proliferation of channels, the ability of consumers to time shift, and so on.  It is the Internet however that is transforming advertising and challenging its very existence.  Social media, consumer written ads, popup ads that are highly targeted to consumers on the basis of their purchasing and surfing habits, and so on make the future unpredictable.  One author predicts its demise in his book, \"The End of Advertising as We Know It.\"  We will examine emergent trends  in the seemingly never ending battle of finding the best means of establishing communication between companies and their prospective clients.Video: 7.1 What's the Future of Advertising? - Part 1 Video: 7.2 What's the Future of Advertising? - Part 2 Video: 7.3 What's the Future of Advertising? - Part 3 Reading: What's the Future of Advertising?IE Business SchoolThe Marketing PlanIE Business SchoolMarketing Mix FundamentalsIE Business SchoolPositioning: What you need for a successful Marketing StrategyIE Business SchoolIntegrated Marketing Communications: Advertising, Public Relations, Digital Marketing and moreVanderbilt University, National Arts StrategiesLeading Innovation in Arts and Culture",
    "Creator": "Duke University",
    "Level": "",
    "URL": "https://coursera.org/learn/role-of-advertising",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Economics of Transition and Emerging Markets",
    "Description": "About this course: The course analyzes challenges faced by transition and emerging-market economies, i.e., those middle- and low-income countries, which have conducted market-oriented economic reforms and become integrated into the global economy since 1990s. \n\nIt starts from a brief history of communist economic system based on central planning in the former Soviet Union and Central and Eastern Europe, its evolution and collapse at the end of 1980s/ early 1990s and subsequent transition to a market system in 1990s and 2000s. Then it analyzes experience of market reforms in China, India, other Asian countries, Middle East and North Africa, Sub-Saharan Africa and Latin America at the same period. Finally, it discusses the problems of contemporary global economy and global and regional economic governance with the special focus given to emerging-market economies and their role.\nBy the end of the course you will be able to analyse emerging-market economies and economies in transition, taking into account their crucial characteristics and historical experience.\n\nParticipation in the course does not require any preconditions, however, basic economic knowledge would be an advantage.\n\nIn order to pass successfully this course you must score not less than 80% for each of six after module quizzes and complete the peer-assessed essay at the end of the course.WEEK 1Introduction1 video, 3 readingsexpandVideo: IntroductionReading: Course overviewReading: Evaluation systemReading: Suggested resourcesCentrally planned economy: its origins, evolution and collapseDear Students, In this module we will discuss the origins of a centrally planned economy, its major characteristics, evolution, attempts of its reform and history of its collapse, agenda of market transition in 1990s and its major components such as macroeconomic stabilization, domestic and external liberalization, and privatization.There will be 7 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the first quiz. We look forward to seeing you in class! Best wishes,Your course team.6 videosexpandVideo: Origins of a centrally planned economy and its major characteristicsVideo: Attempts to reform CPEVideo: Collapse of the CPEVideo: Transition agendaVideo: Challenges of stabilization and disinflationVideo: PrivatizationGraded: Quiz 1WEEK 2Post-communist transition and its outcomesDear Students, In this week we will discuss political economy of transition, controversies over a transition strategy, and first results of transition (at the end of 1990s), interrelations between market and democracy, and between economic and political transition, and the role of external actors in transition process.There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the second quiz.  We look forward to seeing you in class! Best wishes,Your course team.5 videosexpandVideo: Political economy of transition and controversies over transition strategyVideo: Results of transition (the first decade)Video: Market and democracyVideo: Interrelations between economic and political transitionVideo: The role of external actors in shaping the transition processGraded: Quiz 2WEEK 3The role of external actors in post-communist transition and economic reforms in AsiaDear students, In this module we will discuss the role of external actors (IMF, World Bank, WTO, EU, etc.) in economic and political transition in Central and Eastern Europe and former Soviet Union, cumulative results of transition in early/mid 2010s, specifics of Chinese economic transition and its major stages, market reforms in other Asian countries (Vietnam, Laos, Cambodia, Myanmar, Mongolia, India). There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the third quiz. We look forward to seeing you in class! Best wishes, Your course team.5 videosexpandVideo: Transition countries and the EUVideo: Transition countries in early 2010sVideo: Specifics of Chinese transitionVideo: Main stages of Chinese transitionVideo: Economic transition in other Asian countriesGraded: Quiz 3WEEK 4Market reforms in the Arab world, Sub-Saharan Africa and Latin AmericaDear students, In this module we will discuss market reforms in the Arab world (including the period of Arab Spring), Sub-Saharan Africa, Latin America, summary of emerging-market reforms since 1980s.There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the fourth quiz. We look forward to seeing you in class! Best wishes,Your course team.5 videosexpandVideo: Background of Arab transitionVideo: Challenges of the Arab SpringVideo: African legasy of colonialismVideo: Latin American economic populismVideo: Agenda and results of EME reforms (summary)Graded: Quiz 4WEEK 5Emerging markets and their role in global economyDear students, In this module we will discuss causes and consequences of emerging market-crises in 1980s and 1990s, impact of the global financial crisis of 2008-2009 on emerging-market economies, the increasing role of emerging-market economies in the global economy.There will be 5 parts of video-lectures of 15-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the fifth quiz. You also have an obligatory peer assessed essay assignment in this module. See the relevant section for further details. We look forward to seeing you in class! Best wishes, Your course team5 videosexpandVideo: Emerging market crisisVideo: Imact of global financial crisis on EMEsVideo: Imact of global financial crisis on EMEsVideo: Imact of global financial crisis on CEE/CISVideo: Rebalancing global economyGraded: Quiz 5Graded: Comparison of the transition process in the former Soviet Union and ChinaWEEK 6EMEs, globalization and international tradeDear students, In this module we will discuss consequences of globalization, changes in international financial institutions, emerging-market economies and global and regional trade systems.There will be 5 parts of video-lectures of 12-20 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the sixth quiz. We look forward to seeing you in class! Best wishes,Your course team.5 videosexpandVideo: EMEs and unrestricted capital movementVideo: EMEs and  international financial institutionsVideo: EMEs and global tradeVideo: Global  and regional trade systemsVideo: Trade cooperation between advanced economies and EMEsGraded: Quiz 6Video: IntroductionReading: Course overviewReading: Evaluation systemReading: Suggested resourcesDear Students, In this module we will discuss the origins of a centrally planned economy, its major characteristics, evolution, attempts of its reform and history of its collapse, agenda of market transition in 1990s and its major components such as macroeconomic stabilization, domestic and external liberalization, and privatization.There will be 7 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the first quiz. We look forward to seeing you in class! Best wishes,Your course team.Video: Origins of a centrally planned economy and its major characteristicsVideo: Attempts to reform CPEVideo: Collapse of the CPEVideo: Transition agendaVideo: Challenges of stabilization and disinflationVideo: PrivatizationDear Students, In this week we will discuss political economy of transition, controversies over a transition strategy, and first results of transition (at the end of 1990s), interrelations between market and democracy, and between economic and political transition, and the role of external actors in transition process.There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the second quiz.  We look forward to seeing you in class! Best wishes,Your course team.Video: Political economy of transition and controversies over transition strategyVideo: Results of transition (the first decade)Video: Market and democracyVideo: Interrelations between economic and political transitionVideo: The role of external actors in shaping the transition processDear students, In this module we will discuss the role of external actors (IMF, World Bank, WTO, EU, etc.) in economic and political transition in Central and Eastern Europe and former Soviet Union, cumulative results of transition in early/mid 2010s, specifics of Chinese economic transition and its major stages, market reforms in other Asian countries (Vietnam, Laos, Cambodia, Myanmar, Mongolia, India). There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the third quiz. We look forward to seeing you in class! Best wishes, Your course team.Video: Transition countries and the EUVideo: Transition countries in early 2010sVideo: Specifics of Chinese transitionVideo: Main stages of Chinese transitionVideo: Economic transition in other Asian countriesDear students, In this module we will discuss market reforms in the Arab world (including the period of Arab Spring), Sub-Saharan Africa, Latin America, summary of emerging-market reforms since 1980s.There will be 5 parts of video-lectures of 7-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the fourth quiz. We look forward to seeing you in class! Best wishes,Your course team.Video: Background of Arab transitionVideo: Challenges of the Arab SpringVideo: African legasy of colonialismVideo: Latin American economic populismVideo: Agenda and results of EME reforms (summary)Dear students, In this module we will discuss causes and consequences of emerging market-crises in 1980s and 1990s, impact of the global financial crisis of 2008-2009 on emerging-market economies, the increasing role of emerging-market economies in the global economy.There will be 5 parts of video-lectures of 15-25 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the fifth quiz. You also have an obligatory peer assessed essay assignment in this module. See the relevant section for further details. We look forward to seeing you in class! Best wishes, Your course teamVideo: Emerging market crisisVideo: Imact of global financial crisis on EMEsVideo: Imact of global financial crisis on EMEsVideo: Imact of global financial crisis on CEE/CISVideo: Rebalancing global economyDear students, In this module we will discuss consequences of globalization, changes in international financial institutions, emerging-market economies and global and regional trade systems.There will be 5 parts of video-lectures of 12-20 minutes length. You can use recommended literature to go deeper in learning this module. After you watch the video-lectures you are to complete the sixth quiz. We look forward to seeing you in class! Best wishes,Your course team.Video: EMEs and unrestricted capital movementVideo: EMEs and  international financial institutionsVideo: EMEs and global tradeVideo: Global  and regional trade systemsVideo: Trade cooperation between advanced economies and EMEsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldHigher School of EconomicsPublic EconomicsThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political Science",
    "Creator": "Higher School of Economics",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/economics-transition-emerging-markets",
    "Language": "English",
    "Commitment": "6 weeks of study, 2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Microeconomics: When Markets Fail",
    "Description": "About this course: Perfect markets achieve efficiency: maximizing total surplus generated. But real markets are imperfect. In this course we will explore a set of market imperfections to understand why they fail and to explore possible remedies including as antitrust policy, regulation, government intervention. Examples are taken from everyday life, from goods and services that we all purchase and use. We will apply the theory to current events and policy debates through weekly exercises. These will empower you to be an educated, critical thinker who can understand, analyze and evaluate market outcomes.WEEK 1Costs and Profits + Perfect CompetitionIn the first part of the course we learnt that if we allow market forces to work we reach an efficient outcome: the maximum benefit that can be generated by a market. The second part of the course explores cases where the markets fail to accomplish our goals. This week sets up the benchmark case of the perfectly competitive market: a model we will modify in the next few weeks. We define Perfect Competition, learn to model it graphically and discuss some key results in terms of long run profits and implications for efficiency.20 videos, 1 readingexpandVideo: 1.1.0: When Markets Fail: IntroductionReading: Participate in a Purdue Research Project (Optional)Video: 1.1.1: Defining ProfitsVideo: 1.1.2: Defining Fixed Costs and Variable CostsVideo: 1.1.3: Marginal ProductivityVideo: 1.1.4: Marginal Productivity: DefinitionVideo: 1.1.5: Marginal CostVideo: 1.1.6: Average CostVideo: 1.1.7: Graph of Marginal and Average Cost CurvesVideo: 1.2.1: Perfect Competition: DefinitionVideo: 1.2.2: Profit Maximization Perfect CompetitionVideo: 1.2.3: Profit Maximization: MR=MCVideo: 1.2.4: Profit Maximizations vs. Making ProfitsVideo: 1.2.5: Profit Maximization: The Case of LossesVideo: 1.2.6: Perfect Competition: The Firm's Supply Curve REPLACEVideo: 1.2.7: Definition of Short Run vs. Long RunVideo: 1.3.1: Perfect Competition: Firm Entry When Profits are PositiveVideo: 1.3.2: Perfect Competition: Firm Entry When Profits are NegativeVideo: 1.3.3: Perfect Competition: An Efficient OutcomeVideo: 1.3.4: Perfect Competition: In The Long RunVideo: 1.3.5: Perfect Competition: An Efficient Outcome Pt 2Discussion Prompt: Firm and Profit MaximizationGraded: 1.1: Costs and ProfitsGraded: 1.2: Perfect Competition: Definition and OutputGraded: 1.3: Perfect Competition: Implications for EfficiencyWEEK 2MonopolyA monopoly is a case where there is only one firm in the market. We will define and model this case and explain why market power is good for the firm, bad for consumers. We will also show that society as a whole suffers from the lack of competition.13 videosexpandVideo: 2.1.1 Monopoly: DefinitionVideo: 2.1.2: The Monopoly as a Price SetterVideo: 2.1.3 Marginal Revenue vs Price: Numerical ExampleVideo: 2.1.4 Marginal Revenue vs Price: Graphical ExampleVideo: 2.1.5 Marginal Revenue vs Price: Example Using CalculusVideo: 2.1.6 Profit Maximization in a MonopolyVideo: 2.1.7 Profit Maximization in a Monopoly: Numerical ExampleVideo: 2.2.1 Monopoly vs Perfect CompetitionVideo: 2.2.2 Efficiency loss under a MonopolyVideo: 2.2.3 Monopoly vs Perfect Competition: Numerical ExampleVideo: 2.2.4 Monopoly vs Perfect Competition: Example of Dead Weight LossVideo: 2.2.5 Monopoly vs Perfect Competition: SummaryVideo: 2.2.6 Why do we allow monoplies?Discussion Prompt: Monopoly in Real LifeGraded: 2.1: Monopoly definitionGraded: 2.2: Monopoly vs. Perfect Competition Numerical exampleWEEK 3Monopoly ContinuedMonopolies come in various types: one price monopoly, natural monopoly, price discrimination and monopolistic competition. This week we will expand the basic monopoly model to cover these cases and then explore market outcomes in each case. We will also discuss how government may intervene in such cases to benefit society as a whole and increase the surplus generated by the market.14 videosexpandVideo: 3.1.1 Natural Monopoly: DefinitionVideo: 3.1.2 Government Regulation and Antitrust LawVideo: 3.1.3 Natural Monopoly: Implications for the Average Total CostVideo: 3.1.4 Natural Monopoly: Graphical PresentationVideo: 3.1.5 Natural Monopoly: Profit Maximizing OutcomeVideo: 3.1.6 Natural Monopoly: Regulation though Marginal Cost PricingVideo: 3.1.7 Natural Monopoly: Regulation though Average Cost PricingVideo: 3.2.1 Price Discrimination: DefinitionVideo: 3.2.2 Price Discrimination: Graphical ExampleVideo: 3.3.1 Monopolistic Competition: DefinitonVideo: 3.3.2 Monopolistic Competition: Core ResultsVideo: 3.3.3 Monopolistic Competition: Graphical Presentation in the Short RunVideo: 3.3.4 Monopolistic Competition: Graphical Presentation in the Long RunVideo: 3.3.5 Monopolistic Competition: Mark up and Excess CapacityDiscussion Prompt: Different Market Structures and Government InterventionGraded: 3.1: Natural MonopolyGraded: 3.2: Price Discriminating MonopolyGraded: 3.3 Monopolistic CompetitionWEEK 4Externalities + Public GoodsTwo classic cases of market failure will be defined and explored: externalities and public goods. We will define each case, demonstrate why the market fails to provide the efficient outcome and suggest interventions through either marked design or regulation.20 videosexpandVideo: 4.1.1: Externalities: DefinitionVideo: 4.1.2: Externalities: Allocative Efficiency: RefresherVideo: 4.1.3: Negative Externalities: Implications for EfficiencyVideo: 4.1.4: Positive Externalities: Implications for EfficiencyVideo: 4.1.5: The Coase TheoremVideo: 4.1.6: Interalizing a Negative Externality via a Per Unit TaxVideo: 4.1.7: Interalizing a Positive Externality via a Per Unit SubsidyVideo: 4.2.1: Externalities: A Numerical ExampleVideo: 4.2.2: Interalizing a Negative Externality via Tax: A Numerical ExampleVideo: 4.2.3 Government Intervention in the Case of ExternalitiesVideo: 4.2.4 Externality: ConclusionVideo: 4.3.1 Pure Public Goods: Nonexcludable and NonrivalVideo: 4.3.2: Examples of Different Types of GoodsVideo: 4.3.3: Implications of NonexcludabilityVideo: 4.3.4: Free RidingVideo: 4.3.5: Implications of NonrivalnessVideo: 4.4.1: The Role of the Government in Providing Public GoodsVideo: 4.4.2: Provision of Public Good by the GovernmentVideo: 4.4.3: Free Riding as a Prisoners' DilemmaVideo: 4.4.4: Public Goods ConclusionDiscussion Prompt: Externality and Government InterventionGraded: 4.1: ExternalitiesGraded: 4.2: Solutions to ExternalitiesGraded: 4.3: Public GoodsGraded: 4.4: Solutions to Public GoodsWEEK 5Asymetric Information and InequlityUp to this point we assumed that there is full information in the market. We are now ready to relax this assumption as we introduce the concepts of moral hazard and adverse selection. We learn that asymmetric information may lead to market failure and we discuss some remedies. The last segment in the course is a reminder that besides efficiency, equity is also a criteria we all care about. A short introduction will explore how economist measure poverty and inequality.10 videosexpandVideo: 5.1.1 Adverse SelectionVideo: 5.1.2 Adverse Selection: Consequences and SolutionsVideo: 5.1.3 Adverse Selection: A Numerical ExampleVideo: 5.1.4 Adverse Selection: A Numerical Example with Private InformationVideo: 5.1.5 Adverse Selection: Possible SolutionsVideo: 5.1.6 Moral HazardVideo: 5.1.7 Moral Hazard: Consequences and SolutionsVideo: 5.2.1 InequalityVideo: 5.2.2 PovertyVideo: 5.2.3 Income RedistributionDiscussion Prompt: Measuring PovertyGraded: 5.1: Asymmetric InformationGraded: 5.2: Poverty and InequalityGraded: Final ExamIn the first part of the course we learnt that if we allow market forces to work we reach an efficient outcome: the maximum benefit that can be generated by a market. The second part of the course explores cases where the markets fail to accomplish our goals. This week sets up the benchmark case of the perfectly competitive market: a model we will modify in the next few weeks. We define Perfect Competition, learn to model it graphically and discuss some key results in terms of long run profits and implications for efficiency.Video: 1.1.0: When Markets Fail: IntroductionReading: Participate in a Purdue Research Project (Optional)Video: 1.1.1: Defining ProfitsVideo: 1.1.2: Defining Fixed Costs and Variable CostsVideo: 1.1.3: Marginal ProductivityVideo: 1.1.4: Marginal Productivity: DefinitionVideo: 1.1.5: Marginal CostVideo: 1.1.6: Average CostVideo: 1.1.7: Graph of Marginal and Average Cost CurvesVideo: 1.2.1: Perfect Competition: DefinitionVideo: 1.2.2: Profit Maximization Perfect CompetitionVideo: 1.2.3: Profit Maximization: MR=MCVideo: 1.2.4: Profit Maximizations vs. Making ProfitsVideo: 1.2.5: Profit Maximization: The Case of LossesVideo: 1.2.6: Perfect Competition: The Firm's Supply Curve REPLACEVideo: 1.2.7: Definition of Short Run vs. Long RunVideo: 1.3.1: Perfect Competition: Firm Entry When Profits are PositiveVideo: 1.3.2: Perfect Competition: Firm Entry When Profits are NegativeVideo: 1.3.3: Perfect Competition: An Efficient OutcomeVideo: 1.3.4: Perfect Competition: In The Long RunVideo: 1.3.5: Perfect Competition: An Efficient Outcome Pt 2Discussion Prompt: Firm and Profit MaximizationVideo: 2.1.1 Monopoly: DefinitionVideo: 2.1.2: The Monopoly as a Price SetterVideo: 2.1.3 Marginal Revenue vs Price: Numerical ExampleVideo: 2.1.4 Marginal Revenue vs Price: Graphical ExampleVideo: 2.1.5 Marginal Revenue vs Price: Example Using CalculusVideo: 2.1.6 Profit Maximization in a MonopolyVideo: 2.1.7 Profit Maximization in a Monopoly: Numerical ExampleVideo: 2.2.1 Monopoly vs Perfect CompetitionVideo: 2.2.2 Efficiency loss under a MonopolyVideo: 2.2.3 Monopoly vs Perfect Competition: Numerical ExampleVideo: 2.2.4 Monopoly vs Perfect Competition: Example of Dead Weight LossVideo: 2.2.5 Monopoly vs Perfect Competition: SummaryVideo: 2.2.6 Why do we allow monoplies?Discussion Prompt: Monopoly in Real LifeMonopolies come in various types: one price monopoly, natural monopoly, price discrimination and monopolistic competition. This week we will expand the basic monopoly model to cover these cases and then explore market outcomes in each case. We will also discuss how government may intervene in such cases to benefit society as a whole and increase the surplus generated by the market.Video: 3.1.1 Natural Monopoly: DefinitionVideo: 3.1.2 Government Regulation and Antitrust LawVideo: 3.1.3 Natural Monopoly: Implications for the Average Total CostVideo: 3.1.4 Natural Monopoly: Graphical PresentationVideo: 3.1.5 Natural Monopoly: Profit Maximizing OutcomeVideo: 3.1.6 Natural Monopoly: Regulation though Marginal Cost PricingVideo: 3.1.7 Natural Monopoly: Regulation though Average Cost PricingVideo: 3.2.1 Price Discrimination: DefinitionVideo: 3.2.2 Price Discrimination: Graphical ExampleVideo: 3.3.1 Monopolistic Competition: DefinitonVideo: 3.3.2 Monopolistic Competition: Core ResultsVideo: 3.3.3 Monopolistic Competition: Graphical Presentation in the Short RunVideo: 3.3.4 Monopolistic Competition: Graphical Presentation in the Long RunVideo: 3.3.5 Monopolistic Competition: Mark up and Excess CapacityDiscussion Prompt: Different Market Structures and Government InterventionVideo: 4.1.1: Externalities: DefinitionVideo: 4.1.2: Externalities: Allocative Efficiency: RefresherVideo: 4.1.3: Negative Externalities: Implications for EfficiencyVideo: 4.1.4: Positive Externalities: Implications for EfficiencyVideo: 4.1.5: The Coase TheoremVideo: 4.1.6: Interalizing a Negative Externality via a Per Unit TaxVideo: 4.1.7: Interalizing a Positive Externality via a Per Unit SubsidyVideo: 4.2.1: Externalities: A Numerical ExampleVideo: 4.2.2: Interalizing a Negative Externality via Tax: A Numerical ExampleVideo: 4.2.3 Government Intervention in the Case of ExternalitiesVideo: 4.2.4 Externality: ConclusionVideo: 4.3.1 Pure Public Goods: Nonexcludable and NonrivalVideo: 4.3.2: Examples of Different Types of GoodsVideo: 4.3.3: Implications of NonexcludabilityVideo: 4.3.4: Free RidingVideo: 4.3.5: Implications of NonrivalnessVideo: 4.4.1: The Role of the Government in Providing Public GoodsVideo: 4.4.2: Provision of Public Good by the GovernmentVideo: 4.4.3: Free Riding as a Prisoners' DilemmaVideo: 4.4.4: Public Goods ConclusionDiscussion Prompt: Externality and Government InterventionUp to this point we assumed that there is full information in the market. We are now ready to relax this assumption as we introduce the concepts of moral hazard and adverse selection. We learn that asymmetric information may lead to market failure and we discuss some remedies. The last segment in the course is a reminder that besides efficiency, equity is also a criteria we all care about. A short introduction will explore how economist measure poverty and inequality.Video: 5.1.1 Adverse SelectionVideo: 5.1.2 Adverse Selection: Consequences and SolutionsVideo: 5.1.3 Adverse Selection: A Numerical ExampleVideo: 5.1.4 Adverse Selection: A Numerical Example with Private InformationVideo: 5.1.5 Adverse Selection: Possible SolutionsVideo: 5.1.6 Moral HazardVideo: 5.1.7 Moral Hazard: Consequences and SolutionsVideo: 5.2.1 InequalityVideo: 5.2.2 PovertyVideo: 5.2.3 Income RedistributionDiscussion Prompt: Measuring PovertyUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and AllocationsUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Consumer and Producer BehaviorUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real World",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/microeconomics-part2",
    "Language": "English, Subtitles: Mongolian",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Public Economics",
    "Description": "About this course: This course offers an introduction into the public economics theory. It does not aspire to cover theories of taxation, public expenditures, regulation etc. at length and in-depth. Rather, our ambition is to give a bird's-eye view of central themes of public economics and related disciplines, and teach concepts, logic, and ideas, rather than methods of analysis, which would require an entirely different course format.\n\nOur choice of topics covered by the course reflects a trade-off between salience and centrality, on the one hand, and suitability for a brief online introductory course, on the other. The course content is neither comprehensive (which would be a \"mission impossible\" for virtually any public economics course\"), nor representative of other such courses. With these limitations and caveats in mind, we encourage our students to continue their public economics studies in a more regular fashion, and see our role inter alia in motivating interest in such \"continued education\".\n\nThe central theme of the course is the role of government as a mechanism of resource allocation which complements and augments markets. Governments are viewed as public agencies set to correct market failures. Such agencies however are prone to failures of their own, and hence markets and governments are two imperfect alternatives. We deal with government's limitations, with particular emphasis on those that have to do with informational asymmetry, limited administrative capacity, and imperfect accountability to society. Otherwise the course's man themes are economics of taxation, regulation, politics of public economics, incentives in government, and government vis-à-vis (civil) society.WEEK 1Introduction1 video, 2 readingsexpandVideo: About the courseReading: Course syllabusReading: Supplementary readingGovernment in a Market EconomyIn this lecture we discuss reasons calling for government presence in market economies. We stress key advantages of markets over governments which make privately taken decisions highly efficient in the absence of externalities. The latter significantly distorts the work of market mechanism and lead to inefficient outcomes. We consider possible solutions to this inefficiency which are based either on coasean agreements or on public coercion (governements) and discuss conditions, advantages, and disadvantages related to these solutions.5 videos, 1 readingexpandReading: SyllabusVideo: 1.1. Markets and governmentsVideo: 1.2. Market failures and the Coase theoremVideo: 1.3. Collective action problemVideo: 1.4.  Correcting externalitiesVideo: 1.5. Socially productive and unproductive activitiesGraded: Problem Set 1WEEK 2Design of Government: A Tax Theory PrimerThis lecture covers the positive and normative theories of taxation, ways and means to collect public revenues,  and existing informational, administrative, political constraints governments have to deal with. We consider lump sum tax as first best option which implementation in practice, unfortunately, is severely restricted by informational asymmetry. Then follows a cursory introduction into one of the most beautiful (but also most technically complex) parts of public economics which characterizes optimal tax schedules minimizing welfare losses subject to information constraints; such analysis is carried out in the so-called Mirrlees economy. Another focal point of the lecture is the role of elasticity in selecting taxes and how the concept of elasticity can be applied to the analysis of time inconsistency in taxation.7 videos, 1 readingexpandReading: SyllabusVideo: 2.1. Government DesignVideo: 2.2. Power and Limitations of Lump-SumVideo: 2.3. Selecting Tax ScheduleVideo: 2.4. Complexity vs. SimplicityVideo: 2.5. The Role of ElasiticityVideo: 2.6. Political ConstraintsVideo: 2.7. Protection from LeviathanGraded: Problem Set 2WEEK 3Scope of GovernmentIn this lecture we discuss how governments perform their key functions such as public regulation and public service delivery using three cases. In the first case, we discuss alternative means to control externalities by considering situations when private firms could cause harm to third parties (employees, customers, local communities etc.). These means include (a) imposing mandatory requirements upon firms to take precautionary measures, (b) allowing damaged parties to sue firms in the court of law, and (c) leaving such incidents to Coase-style private solutions. In the second case, we compare two modalities of public service delivery, namely in-house, by government agencies, or through outsourcing to private sector firms. Finally, we discuss the phenomenon of regulatory capture when wealthy elites unnecessarily complicate and obstruct the entry into the formal sector. 5 videos, 1 readingexpandReading: SyllabusVideo: 3.1. Scope of Government: Objectives and RestrictionsVideo: 3.2. Controlling Externalities: Litigation vs. RegulationVideo: 3.3. The Role of Administrative CapacityVideo: 3.4. Outsourcing of Public ServicesVideo: 3.5. Regulatory CaptureGraded: Problem Set 3WEEK 4Politics of Public EconomicsThis lecture begins with an analysis of how public economic policies differ from each other in democracies and autocracies. We next turn to politics of public economics in democracies and begin with the classical result about non-existence of a universal rule of democratic aggregation of preferences (Arrow's impossibility theorem). Then introduce so-called single-peaked preferences and discuss the role of median voter in collective decision making. Another problem occurs in polarized societies where even economically optimal democratic choice leaves people far to the left and/or far to the right from the median quite unhappy with a majority will. Possible solutions include restricting democratic procedures to smaller and hopefully more homogenous groups and charging user fees for a public good. We discuss the costs and benefits of these two approaches.6 videos, 1 readingexpandReading: SyllabusVideo: 4.1. Fiscal policies in democracies and autocraciesVideo: 4.2. \"Invisible political hand\"Video: 4.3. Democracy and autocracy comparedVideo: 4.4. Preference aggregation problemVideo: 4.5. Single-peaked preferences and majority ruleVideo: 4.6. Public goods: jointly or separately?Graded: Problem Set 4WEEK 5Working of the GovernmentIn this lecture we discuss external and internal agency problems, i.e. relations between government (as an agent) and society (the principal) and between rank-and-file bureaucrats (the agents) and their bosses (the principals). We discuss ex ante and ex post accountability system in an external agency. Moving to the internal agency problem, we discuss how to create performance incentives within the bureaucracy including vertical monitoring and  career concerns. The final episode of the lecture deals with selected topics of the economics of corruption.5 videos, 1 readingexpandReading: SyllabusVideo: 5.1. External agency: accountability ex postVideo: 5.2. External agency: accountability ex anteVideo: 5.3. Internal agency: limits to bureaucratic efficiencyVideo: 5.4. Career concernsVideo: 5.5. Economics of corruption primerGraded: Problem Set 5WEEK 6Government and SocietyIn this final lecture of the course we discuss the role of society in public sector economics. We start with the notion of social capital and show its duality: its substitutional and complementary relations to government. Our first illustration of the interplay between government and social capital is philanthropy. Then we demonstrate how dual role of social capital gives rise to the so-called “paradox of social capital”. Then we illustrate the salience of civic culture for good public sector governance by models linking government performance to what citizens expect from their governments. In the next part of the lecture, we show how communities can respond to a lack of government-supplied public goods and services by apolitical self-organization in order to substitute for what they haven’t received from the government. The final episode of the lecture explores the link between social capital and the size of government (public sector). 5 videos, 1 readingexpandReading: SyllabusVideo: 6.1. Government and Social Capital: Substitutes or ComplementsVideo: 6.2. Understanding PhilanthropyVideo: 6.3. Role of Civic CultureVideo: 6.4. Let's Do It Ourselves?Video: 6.5. Social Capital and Size of GovernmentGraded: Problem Set 6Graded: Final ExamVideo: About the courseReading: Course syllabusReading: Supplementary readingIn this lecture we discuss reasons calling for government presence in market economies. We stress key advantages of markets over governments which make privately taken decisions highly efficient in the absence of externalities. The latter significantly distorts the work of market mechanism and lead to inefficient outcomes. We consider possible solutions to this inefficiency which are based either on coasean agreements or on public coercion (governements) and discuss conditions, advantages, and disadvantages related to these solutions.Reading: SyllabusVideo: 1.1. Markets and governmentsVideo: 1.2. Market failures and the Coase theoremVideo: 1.3. Collective action problemVideo: 1.4.  Correcting externalitiesVideo: 1.5. Socially productive and unproductive activitiesThis lecture covers the positive and normative theories of taxation, ways and means to collect public revenues,  and existing informational, administrative, political constraints governments have to deal with. We consider lump sum tax as first best option which implementation in practice, unfortunately, is severely restricted by informational asymmetry. Then follows a cursory introduction into one of the most beautiful (but also most technically complex) parts of public economics which characterizes optimal tax schedules minimizing welfare losses subject to information constraints; such analysis is carried out in the so-called Mirrlees economy. Another focal point of the lecture is the role of elasticity in selecting taxes and how the concept of elasticity can be applied to the analysis of time inconsistency in taxation.Reading: SyllabusVideo: 2.1. Government DesignVideo: 2.2. Power and Limitations of Lump-SumVideo: 2.3. Selecting Tax ScheduleVideo: 2.4. Complexity vs. SimplicityVideo: 2.5. The Role of ElasiticityVideo: 2.6. Political ConstraintsVideo: 2.7. Protection from LeviathanIn this lecture we discuss how governments perform their key functions such as public regulation and public service delivery using three cases. In the first case, we discuss alternative means to control externalities by considering situations when private firms could cause harm to third parties (employees, customers, local communities etc.). These means include (a) imposing mandatory requirements upon firms to take precautionary measures, (b) allowing damaged parties to sue firms in the court of law, and (c) leaving such incidents to Coase-style private solutions. In the second case, we compare two modalities of public service delivery, namely in-house, by government agencies, or through outsourcing to private sector firms. Finally, we discuss the phenomenon of regulatory capture when wealthy elites unnecessarily complicate and obstruct the entry into the formal sector. Reading: SyllabusVideo: 3.1. Scope of Government: Objectives and RestrictionsVideo: 3.2. Controlling Externalities: Litigation vs. RegulationVideo: 3.3. The Role of Administrative CapacityVideo: 3.4. Outsourcing of Public ServicesVideo: 3.5. Regulatory CaptureThis lecture begins with an analysis of how public economic policies differ from each other in democracies and autocracies. We next turn to politics of public economics in democracies and begin with the classical result about non-existence of a universal rule of democratic aggregation of preferences (Arrow's impossibility theorem). Then introduce so-called single-peaked preferences and discuss the role of median voter in collective decision making. Another problem occurs in polarized societies where even economically optimal democratic choice leaves people far to the left and/or far to the right from the median quite unhappy with a majority will. Possible solutions include restricting democratic procedures to smaller and hopefully more homogenous groups and charging user fees for a public good. We discuss the costs and benefits of these two approaches.Reading: SyllabusVideo: 4.1. Fiscal policies in democracies and autocraciesVideo: 4.2. \"Invisible political hand\"Video: 4.3. Democracy and autocracy comparedVideo: 4.4. Preference aggregation problemVideo: 4.5. Single-peaked preferences and majority ruleVideo: 4.6. Public goods: jointly or separately?In this lecture we discuss external and internal agency problems, i.e. relations between government (as an agent) and society (the principal) and between rank-and-file bureaucrats (the agents) and their bosses (the principals). We discuss ex ante and ex post accountability system in an external agency. Moving to the internal agency problem, we discuss how to create performance incentives within the bureaucracy including vertical monitoring and  career concerns. The final episode of the lecture deals with selected topics of the economics of corruption.Reading: SyllabusVideo: 5.1. External agency: accountability ex postVideo: 5.2. External agency: accountability ex anteVideo: 5.3. Internal agency: limits to bureaucratic efficiencyVideo: 5.4. Career concernsVideo: 5.5. Economics of corruption primerIn this final lecture of the course we discuss the role of society in public sector economics. We start with the notion of social capital and show its duality: its substitutional and complementary relations to government. Our first illustration of the interplay between government and social capital is philanthropy. Then we demonstrate how dual role of social capital gives rise to the so-called “paradox of social capital”. Then we illustrate the salience of civic culture for good public sector governance by models linking government performance to what citizens expect from their governments. In the next part of the lecture, we show how communities can respond to a lack of government-supplied public goods and services by apolitical self-organization in order to substitute for what they haven’t received from the government. The final episode of the lecture explores the link between social capital and the size of government (public sector). Reading: SyllabusVideo: 6.1. Government and Social Capital: Substitutes or ComplementsVideo: 6.2. Understanding PhilanthropyVideo: 6.3. Role of Civic CultureVideo: 6.4. Let's Do It Ourselves?Video: 6.5. Social Capital and Size of GovernmentUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsHigher School of EconomicsEconomics of Transition and Emerging MarketsIE Business SchoolUnderstanding economic policymakingUniversity of Illinois at Urbana-ChampaignFirm Level Economics: Markets and Allocations",
    "Creator": "Higher School of Economics",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/public-economics",
    "Language": "English",
    "Commitment": "6 weeks, 6-8 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Strategy and Sustainability",
    "Description": "About this course: Business and environmental sustainability are not natural bedfellows. Business is about making money. Sustainability is about protecting the planet. Business is measured in months and quarters. Sustainability often requires significant short term costs to secure a sometimes uncertain long-term benefit. To some activists, all executives are exploitative, selfish one percenters. To some executives, all activists are irresponsible, unyielding extremists. \n\nAnd yet engaging with the issue isn’t optional – all businesses must have a strategy to deal with sustainability and, like any strategy, this involves making choices. \n\nThis Strategy and Sustainability course based on Rosenberg's recently published book by Palgrave (http://www.palgrave.com/la/book/9781137501738) that encourages learners to filter out the noise and make those choices in a hard-nosed and clear-eyed way. Prof. Rosenberg’s nuanced and fact-based point of view recognizes the complexity of the issues at hand and the strategic choices businesses must make. He blends the work of some of the leading academic thinkers in the field with practical examples from a variety of business sectors and geographies and offers a framework with which senior management might engage with the topic, not (just) to save the planet but to fulfill their short, medium and long-term responsibilities to shareholders and other stakeholders.\n\nThis course promises to be both engaging and thought-provoking, aimed at anyone who wishes to gain a deeper understanding of a subject that is no longer perceived as a choice but a necessity for future managers and business leaders alike.WEEK 1Course Overview \u0026 Week 1: Business \u0026 the EnvironmentWelcome! Before starting today's video lectures, please have a look at the course syllabus below. In this first session, we'll explore six fundamental differences between how, in my view, CEOs and board members think about the impact of business on the environment and how environmental activists, lobbyists, journalists, and legislators think about the same ideas. The session also deals with the evolution of environmental concern over the last 60 years and how business has responded. Objectives:  To understand the different mindset that business has with respect to other parts of civil society and develop an appreciation for the relatively rapid evolution that has occurred in the relationship between business and the environment in the last 60 years.\n7 videos, 5 readingsexpandLeyendo: About This CourseLeyendo: Course SyllabusVideo: Welcome to the CourseLeyendo: Required Reading Week 1: \"A Strategic Approach to Sustainability\"Leyendo: Recommended Reading: Strategy \u0026 Sustainability (Optional)Video: 1. Course IntroductionVideo: 2. Governance \u0026 SustainabilityVideo: 3. Six DifferencesCuadro de aviso de la discusión: Contradictory PrioritiesVideo: 4. The Last 60 YearsCuadro de aviso de la discusión: What You Don't Know Can Hurt YouVideo: 5. How Business Has RespondedVideo: 6. Session Summary: It's Not About Right and Wrong!Cuadro de aviso de la discusión: Saving Animals, the Planet and HumansLeyendo: Quiz 1 SolutionsGraded: Week 1WEEK 2Week 2 - Strategic IssuesThis session calls out the strategic issues in which environmental sustainability plays a key role, such as securing a license to operate, dealing with competition, and shaping consumer and societal perception. Learning Objectives: To dig into the different ways in which the issue of environmental sustainability becomes a subject for business strategy.\n6 videos, 2 readingsexpandVideo: 1. Five Strategic IssuesVideo: 2. Catastrophic RisksCuadro de aviso de la discusión: Losing Social License to OperateVideo: 3. License to OperateVideo: 4. Consumer ResponseVideo: 5. Technological InnovationVideo: 6. GlobalizationCuadro de aviso de la discusión: Agricultural, Manufacturing and Service EconomiesLeyendo: Ted Talk: Elon Musk and the mind behind TeslaLeyendo: Quiz 2 SolutionsGraded: Week 2WEEK 3Week 3 - Strategic OptionsThis session first introduces the idea of environmental sensibility which will be different for companies in different business sectors and in different parts of the world. It then develops six strategic approaches that businesses might follow according to the degree to which they choose to comply with or go beyond legislation. Learning Objectives: To understand the idea of environmental sensibility and to explore different levels of response. In addition, learners will be able to determine the right approach for specific firms in a specific sector and place.\n6 videos, 3 readingsexpandLeyendo: Learning ObjectivesVideo: 1. Sensibility and ComplianceVideo: 2. Take the Low Road \u0026 Break the LawVideo: 3. Wait and SeeVideo: 4. Show and TellCuadro de aviso de la discusión: Incentives to Make Company More SustainableVideo: 5. Pay for PrincipleCuadro de aviso de la discusión: Taking a Gamble on Future Customer BehaviorVideo: 6. Think AheadLeyendo: Ted Talk, \"Ray Anderson: The business logic of sustainability\"Leyendo: Quiz 3 SolutionsGraded: Week 3WEEK 4Week 4 - Environmental Interest GroupsPart of the issue in choosing a strategy to deal with environmental issues is to fully understand the broad spectrum of environmental interest groups. This session explores how the movement took off, distinguishing between four types of groups and examining how business might consider interacting with them (and vice versa). Learning Objectives: To explore the nature of four different types of environmental interest groups such that their motivations and behaviors can be better understood.\n6 videos, 2 readingsexpandVideo: 1.\tIntroduction: The Sierra Club and Four Types of EnvironmentalistsVideo: 2. ConservationistsVideo: 3. ActivistsCuadro de aviso de la discusión: Dealing With ActivistsVideo: 4. LocalistsCuadro de aviso de la discusión: Dealing With LocalistsVideo: 5. AdvocatesVideo: 6. Non-Market StrategyLeyendo: Ted Talk, \"Global priorities bigger than climate change\"Leyendo: Quiz 4 SolutionsGraded: Week 4WEEK 5Week 5 - Differences Across Industries and Around the WorldThis session explores differences across business sectors including automotive, oil \u0026 gas, fast-moving consumer goods, mining, and IT/consumer electronics. We will also contrast the situation in the United States with Europe, China, India, and Africa. Learning Objectives: To underline the importance of adapting a specific firm’s strategy to its sector, its geographic scope and even the nature of its ownership and governance structure prior to developing a specific strategic response.\n6 videos, 2 readingsexpandVideo: 1. Introduction: Differences Across Industries and RegionsVideo: 2. Automotive and Oil \u0026 GasVideo: 3. Consumer Goods \u0026 Consumer ElectronicsCuadro de aviso de la discusión: Strategies for Shifting Customer PreferencesVideo: 4. The United States \u0026 EuropeVideo: 5. China \u0026 IndiaVideo: 6. AfricaCuadro de aviso de la discusión: Worldwide Environmental Standards?Leyendo: Ted Talk, \"Ngozi Okonjo-Iweala: How Africa can keep rising\"Leyendo: Quiz 5 SolutionGraded: Week 5WEEK 6Week 6 - How to develop a sustainability strategyThis session presents an integrated framework for working through the issues introduced in the other sessions in order to develop a strategy. This involves understanding the firm’s past and present, looking ahead with a 10–20-year time horizon; quantifying, to the degree possible, the cost and benefits of different options; and making sure that the entire organization – from the board of directors down to line management – understands the direction chosen.  Learning Objectives: To go through the critical steps required to build a robust strategy for dealing with environmental sustainability in a specific company or institution.\n6 videos, 2 readingsexpandVideo: 1. Introduction: FrameworkVideo: 2. Do the Math!Video: 3. The Past, the Present and the FutureVideo: 4. The Role of the BoardCuadro de aviso de la discusión: Ten-Year HorizonsVideo: 5. Crafting the PlanCuadro de aviso de la discusión: Crafting a Plan for Your CompanyVideo: 6. SummaryLeyendo: Required Reading, \"Using Scenarios to Plan for Tomorrow\"Leyendo: Quiz 6 SolutionsGraded: Week 6Graded: Quiz Week 6 - Part 2Welcome! Before starting today's video lectures, please have a look at the course syllabus below. In this first session, we'll explore six fundamental differences between how, in my view, CEOs and board members think about the impact of business on the environment and how environmental activists, lobbyists, journalists, and legislators think about the same ideas. The session also deals with the evolution of environmental concern over the last 60 years and how business has responded. Objectives:  To understand the different mindset that business has with respect to other parts of civil society and develop an appreciation for the relatively rapid evolution that has occurred in the relationship between business and the environment in the last 60 years.\nLeyendo: About This CourseLeyendo: Course SyllabusVideo: Welcome to the CourseLeyendo: Required Reading Week 1: \"A Strategic Approach to Sustainability\"Leyendo: Recommended Reading: Strategy \u0026 Sustainability (Optional)Video: 1. Course IntroductionVideo: 2. Governance \u0026 SustainabilityVideo: 3. Six DifferencesCuadro de aviso de la discusión: Contradictory PrioritiesVideo: 4. The Last 60 YearsCuadro de aviso de la discusión: What You Don't Know Can Hurt YouVideo: 5. How Business Has RespondedVideo: 6. Session Summary: It's Not About Right and Wrong!Cuadro de aviso de la discusión: Saving Animals, the Planet and HumansLeyendo: Quiz 1 SolutionsThis session calls out the strategic issues in which environmental sustainability plays a key role, such as securing a license to operate, dealing with competition, and shaping consumer and societal perception. Learning Objectives: To dig into the different ways in which the issue of environmental sustainability becomes a subject for business strategy.\nVideo: 1. Five Strategic IssuesVideo: 2. Catastrophic RisksCuadro de aviso de la discusión: Losing Social License to OperateVideo: 3. License to OperateVideo: 4. Consumer ResponseVideo: 5. Technological InnovationVideo: 6. GlobalizationCuadro de aviso de la discusión: Agricultural, Manufacturing and Service EconomiesLeyendo: Ted Talk: Elon Musk and the mind behind TeslaLeyendo: Quiz 2 SolutionsThis session first introduces the idea of environmental sensibility which will be different for companies in different business sectors and in different parts of the world. It then develops six strategic approaches that businesses might follow according to the degree to which they choose to comply with or go beyond legislation. Learning Objectives: To understand the idea of environmental sensibility and to explore different levels of response. In addition, learners will be able to determine the right approach for specific firms in a specific sector and place.\nLeyendo: Learning ObjectivesVideo: 1. Sensibility and ComplianceVideo: 2. Take the Low Road \u0026 Break the LawVideo: 3. Wait and SeeVideo: 4. Show and TellCuadro de aviso de la discusión: Incentives to Make Company More SustainableVideo: 5. Pay for PrincipleCuadro de aviso de la discusión: Taking a Gamble on Future Customer BehaviorVideo: 6. Think AheadLeyendo: Ted Talk, \"Ray Anderson: The business logic of sustainability\"Leyendo: Quiz 3 SolutionsPart of the issue in choosing a strategy to deal with environmental issues is to fully understand the broad spectrum of environmental interest groups. This session explores how the movement took off, distinguishing between four types of groups and examining how business might consider interacting with them (and vice versa). Learning Objectives: To explore the nature of four different types of environmental interest groups such that their motivations and behaviors can be better understood.\nVideo: 1.\tIntroduction: The Sierra Club and Four Types of EnvironmentalistsVideo: 2. ConservationistsVideo: 3. ActivistsCuadro de aviso de la discusión: Dealing With ActivistsVideo: 4. LocalistsCuadro de aviso de la discusión: Dealing With LocalistsVideo: 5. AdvocatesVideo: 6. Non-Market StrategyLeyendo: Ted Talk, \"Global priorities bigger than climate change\"Leyendo: Quiz 4 SolutionsThis session explores differences across business sectors including automotive, oil \u0026 gas, fast-moving consumer goods, mining, and IT/consumer electronics. We will also contrast the situation in the United States with Europe, China, India, and Africa. Learning Objectives: To underline the importance of adapting a specific firm’s strategy to its sector, its geographic scope and even the nature of its ownership and governance structure prior to developing a specific strategic response.\nVideo: 1. Introduction: Differences Across Industries and RegionsVideo: 2. Automotive and Oil \u0026 GasVideo: 3. Consumer Goods \u0026 Consumer ElectronicsCuadro de aviso de la discusión: Strategies for Shifting Customer PreferencesVideo: 4. The United States \u0026 EuropeVideo: 5. China \u0026 IndiaVideo: 6. AfricaCuadro de aviso de la discusión: Worldwide Environmental Standards?Leyendo: Ted Talk, \"Ngozi Okonjo-Iweala: How Africa can keep rising\"Leyendo: Quiz 5 SolutionThis session presents an integrated framework for working through the issues introduced in the other sessions in order to develop a strategy. This involves understanding the firm’s past and present, looking ahead with a 10–20-year time horizon; quantifying, to the degree possible, the cost and benefits of different options; and making sure that the entire organization – from the board of directors down to line management – understands the direction chosen.  Learning Objectives: To go through the critical steps required to build a robust strategy for dealing with environmental sustainability in a specific company or institution.\nVideo: 1. Introduction: FrameworkVideo: 2. Do the Math!Video: 3. The Past, the Present and the FutureVideo: 4. The Role of the BoardCuadro de aviso de la discusión: Ten-Year HorizonsVideo: 5. Crafting the PlanCuadro de aviso de la discusión: Crafting a Plan for Your CompanyVideo: 6. SummaryLeyendo: Required Reading, \"Using Scenarios to Plan for Tomorrow\"Leyendo: Quiz 6 SolutionsLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesTechnical University of Denmark (DTU)Global Environmental ManagementLund UniversityGreening the Economy: Lessons from ScandinaviaUniversity of GenevaWater Resources Management and Policy",
    "Creator": "IESE Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/strategy-sustainability",
    "Language": "English",
    "Commitment": "2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Economic Growth and Distributive Justice Part II - Maximize Social Wellbeing",
    "Description": "About this course: If you really care about the big questions in the economies and societies of the 21st century, such as distributive justice - namely, inequality of income or wealth, and its correlation with economic growth - this course is meant for you. The knowledge you will gain can truly change your outlook on our world.\n\n\"Economic Growth and Distributive Justice -  Maximizing Social Wellbeing\" is the second part of a two part course and it includes the following five lectures: \n(1) The excess burden of taxation\n(2) Tax incidence: who bears the economic burden of tax?\n(3) Progressivity: definition and ways to achieve\n(4) Low Income, Low Ability and the Optimal Income Tax Model\n(5) Designing the Tax and Transfer System that Maximizes Social Wellbeing\nIf you haven't done that already, we strongly recommend that you register for the first part of the course: \"Economic Growth and Distributive Justice - the Role of the State\". Taking both parts of the course would enable you to obtain a fuller and more comprehensive knowledge about Economic Growth and Distributed Justice.\n\nThe course is founded upon the elemental idea that the role of the state is to maximize the well-being - or simply the happiness - of its residents. In 9 fascinating, edifying lessons, using only simple words and decoding professional terminologies that sometimes baffle the intelligent layman, the course expounds many truths – both intuitive and unintuitive. Often using examples from the US and Europe, it does not however focus on policies in any particular region of the world, and is directly applicable to all countries around the globe.\n\nThe course touches upon the essence of important concepts like efficiency and equity, inequality and poverty, gross domestic product, tax evasion and tax planning; it presents the work of Nobel Laureate James Mirrlees and his followers - promoting a coherent system that integrates tax and government expenditures to maximize social welfare; and illuminates a range of high-profile issues from their economic angle:\n• Climate change: the atmosphere and oceans as public goods, and how smart (Pigovian) taxation can be used to combat the rapidly increasing threats to our planet;\n• Technology as the engine of economic growth;\n• Taxing the rich: How can we mitigate the growing inequality problem? Should we   impose a global tax on capital?\n\nThe curriculum includes interviews with major figures in the fields of law and of economics:  Harvard's Elhanan Helpman, Dan Shaviro from NYU and Richard Epstein from the University of Chicago and NYU.\n\nAfter successfully completing this course, you can expect to be able to:\n• better understand economic issues presented in the media\n• form an informed opinion on the strengths and weaknesses of presented social economic policies\n• define and measure inequality and poverty\n• define the connection between inequality (income, wealth) and economic growth\n• explain the foundations of economic growth\n• design a tax and transfer system to maximize the happiness of individuals\n\nAll these will allow you to better understand the policies being developed around you, and to play a larger, more informed role in their development, as a conscientious citizen.WEEK 1The Excess Burden of TaxationDear students, \nThe first half of the course is behind us, and there's one more half to go. We hope you are enjoying yourselves! In the previous class, we focused on the equity side of the equity-efficiency tradeoff, learning how to measure inequality and poverty. In this class, we will move on to talk about measuring efficiency. We will study the principles of SOCIAL EFFICIENCY, guided by the logic of trade, profitable transactions and the influence of TAXATION. Using everyday examples (have you ever babysitted?!), we will investigate the concept of EXCESS BURDEN, how and why taxes reduce social efficiency, and how this can be measured. \n\nSo let's begin week 5! \nBest, Economic Growth and Distributive Justice team8 videos, 2 readingsexpandVideo: Course promoVideo: IntroductionМатериал для самостоятельного изучения: Recommanded BooksVideo: 1.1  Social Efficiency: Consumer/Producer SurplusVideo: 1.2 The Excess Burden of Taxation: Administrative and Compliance  Costs, Evasion and PlanningVideo: 1.3 Excess Burden: The Change in Relative PricesVideo: 1.4  Measuring the Excess Burden of Tax: Focusing on Consumer SurplusVideo: 1.5 Measuring the Excess Burden of Tax: Focusing on Producer SurplusVideo: 1.6 Measuring the Excess Burden of Tax: Consumer and Producer SurplusМатериал для самостоятельного изучения: Recommended Reading - Week 1Graded: week 1WEEK 2Tax Incidence: Who Bears the Economic Burden of a Tax? Dear students, \nThis week we will learn how market forces determine who bears the economic burden of a tax. We will follow various classic examples and see how this happens - often in an unintuitive manner, which may be contrary to the legislator’s intention. \n\nBest, \nEconomic Growth and Distributive Justice team6 videos, 1 readingexpandVideo: 2.1 The Law Cannot Determine Who Will Bear the Tax BurdenVideo: 2.2  Examples of Specific Taxes and Subsidies and their Unintuitive BurdenVideo: 2.3 What Determines the Tax Incidence?Video: 2.4 Elasticityof Capital Supply Assuming full Mobility Across BordersVideo: 2.5 Who Bears the Burden of Corporate Tax: Shareholders ?Video: 2.6 Who Bears the Burden of Corporate Tax: Employees?  Consumers? All Capital Owners?Материал для самостоятельного изучения: Recommended Reading   - Week 2Graded: week 2WEEK 3Progressivity: Definition and Ways to AchieveDear students, \nThis week's lecture is all about progressivity. We will learn about the difference between MARGINAL and EFFECTIVE tax rates, how progressivity can be achieved, and how the transfer side of the system (e.g. welfare benefits) can create steep marginal tax rates, in addition to those generated by the tax side of the system. In the second part of the lesson we will begin studying the OPTIMAL INCOME TAX MODEL, in our search for the tax and transfer system that would maximize social wellbeing.  \n\nBest, \nEconomic Growth and Distributive Justice team5 videos, 1 readingexpandVideo: 3.1 How Does the Government Redistribute Income?Video: 3.2 Redistributing Income Using Increasing Marginal Tax RatesVideo: 3.3 Achieving Progressivity Through Tax System without Increasing Marginal Tax RatesVideo: 3.4 Achieving Progressivity with a DeductionVideo: 3.5 Achieving Progressivity with a Grant (or Public Good)Материал для самостоятельного изучения: Recommended Reading   - Week 3Graded: week 3WEEK 4Low Income, Low Ability and the Optimal Income Tax ModelDear students, This week's lecture will continue our discussion about progressivity. In this second part of the lesson we will begin studying the OPTIMAL INCOME TAX MODEL, in our search for the tax and transfer system that would maximize social wellbeing.  Best, Economic Growth and Distributive Justice team7 videos, 1 readingexpandVideo: 4.1 An Integrated View of the Tax and Transfer (welfare) SystemsVideo: 4.2  Low Income Levels  are Often Subject to Very High Marginal Tax RatesVideo: 4.3 An Interview with prof. Dan ShaviroVideo: 4.4 Taxing Ability, Not Income: “Tagging” and Transfers In-KindVideo: 4.5 Taxing Ability, Not Income: Welfare OrdealsVideo: 4.6 Designing an Optimal Tax and Transfer System: The Model's IntuitionVideo: 4.7 Understanding the Intuition of the Optimal Income Tax Model: No Government InterventionМатериал для самостоятельного изучения: Recommanded Reading - week 4Graded: week 4WEEK 5Designing the Tax and Transfer System that Maximizes Social WellbeingDear students, \nTime goes by, as always, and here we are, in our last week of the course 'Economic Growth and Distributive Justice'. We hope that by now you have all acquired sufficient knowledge and understanding in the various issues taught by Prof. Margalioth, enabling you to  better analyze the social-economic reality in which you live, and form your own educated views and preferences regarding these issues. The last week of the course will be devoted to the OPTIMAL MODEL OF THE TAX \u0026 TRANSFER SYSTEM. Combining all materials taught in the course and applying them together, Prof. Margalioth will present to you what he believes to be the best possible model, through which a government can achieve both Economic Growth and Distributive Justice. Will you agree to adopt it as well? Perhaps you have some other interesting ideas? We will be more than happy to discuss them. Thank you for taking our course. It was our pure delight to have you as our students! \n\nSo let's begin week 8! \n\nBest, \nEconomic Growth and Distributive Justice team7 videos, 1 readingexpandVideo: 5.1 Designing an Optimal Tax and Transfer System: Flat Tax and a Grant Video: 5.2 The Mirrlees Optimal Income Tax Model: Non-Linear Tax and a GrantVideo: 5.3 Demonstrating Why a High Marginal Tax Rate at Low Income Level is OptimalVideo: 5.4 High Marginal Tax Rates at High Income Level: Patterns of Wealth Distribution, Elasticity, Tax Planning and International Tax CompetitionVideo: 5.5 Richard Epstein Talking about the Risks Involved in Tax-Coerced Massive RedistributionVideo: 5.6 Discussing Thomas Piketty’s Book “Capital in the 21st Century”: Taxation of Capital; High Inequality as a Threat to DemocracyVideo: Conclusion of Part IIМатериал для самостоятельного изучения: Recommended Reading - Week 5Graded: week 5Graded: Final examDear students, \nThe first half of the course is behind us, and there's one more half to go. We hope you are enjoying yourselves! In the previous class, we focused on the equity side of the equity-efficiency tradeoff, learning how to measure inequality and poverty. In this class, we will move on to talk about measuring efficiency. We will study the principles of SOCIAL EFFICIENCY, guided by the logic of trade, profitable transactions and the influence of TAXATION. Using everyday examples (have you ever babysitted?!), we will investigate the concept of EXCESS BURDEN, how and why taxes reduce social efficiency, and how this can be measured. \n\nSo let's begin week 5! \nBest, Economic Growth and Distributive Justice teamVideo: Course promoVideo: IntroductionМатериал для самостоятельного изучения: Recommanded BooksVideo: 1.1  Social Efficiency: Consumer/Producer SurplusVideo: 1.2 The Excess Burden of Taxation: Administrative and Compliance  Costs, Evasion and PlanningVideo: 1.3 Excess Burden: The Change in Relative PricesVideo: 1.4  Measuring the Excess Burden of Tax: Focusing on Consumer SurplusVideo: 1.5 Measuring the Excess Burden of Tax: Focusing on Producer SurplusVideo: 1.6 Measuring the Excess Burden of Tax: Consumer and Producer SurplusМатериал для самостоятельного изучения: Recommended Reading - Week 1Dear students, \nThis week we will learn how market forces determine who bears the economic burden of a tax. We will follow various classic examples and see how this happens - often in an unintuitive manner, which may be contrary to the legislator’s intention. \n\nBest, \nEconomic Growth and Distributive Justice teamVideo: 2.1 The Law Cannot Determine Who Will Bear the Tax BurdenVideo: 2.2  Examples of Specific Taxes and Subsidies and their Unintuitive BurdenVideo: 2.3 What Determines the Tax Incidence?Video: 2.4 Elasticityof Capital Supply Assuming full Mobility Across BordersVideo: 2.5 Who Bears the Burden of Corporate Tax: Shareholders ?Video: 2.6 Who Bears the Burden of Corporate Tax: Employees?  Consumers? All Capital Owners?Материал для самостоятельного изучения: Recommended Reading   - Week 2Dear students, \nThis week's lecture is all about progressivity. We will learn about the difference between MARGINAL and EFFECTIVE tax rates, how progressivity can be achieved, and how the transfer side of the system (e.g. welfare benefits) can create steep marginal tax rates, in addition to those generated by the tax side of the system. In the second part of the lesson we will begin studying the OPTIMAL INCOME TAX MODEL, in our search for the tax and transfer system that would maximize social wellbeing.  \n\nBest, \nEconomic Growth and Distributive Justice teamVideo: 3.1 How Does the Government Redistribute Income?Video: 3.2 Redistributing Income Using Increasing Marginal Tax RatesVideo: 3.3 Achieving Progressivity Through Tax System without Increasing Marginal Tax RatesVideo: 3.4 Achieving Progressivity with a DeductionVideo: 3.5 Achieving Progressivity with a Grant (or Public Good)Материал для самостоятельного изучения: Recommended Reading   - Week 3Dear students, This week's lecture will continue our discussion about progressivity. In this second part of the lesson we will begin studying the OPTIMAL INCOME TAX MODEL, in our search for the tax and transfer system that would maximize social wellbeing.  Best, Economic Growth and Distributive Justice teamVideo: 4.1 An Integrated View of the Tax and Transfer (welfare) SystemsVideo: 4.2  Low Income Levels  are Often Subject to Very High Marginal Tax RatesVideo: 4.3 An Interview with prof. Dan ShaviroVideo: 4.4 Taxing Ability, Not Income: “Tagging” and Transfers In-KindVideo: 4.5 Taxing Ability, Not Income: Welfare OrdealsVideo: 4.6 Designing an Optimal Tax and Transfer System: The Model's IntuitionVideo: 4.7 Understanding the Intuition of the Optimal Income Tax Model: No Government InterventionМатериал для самостоятельного изучения: Recommanded Reading - week 4Dear students, \nTime goes by, as always, and here we are, in our last week of the course 'Economic Growth and Distributive Justice'. We hope that by now you have all acquired sufficient knowledge and understanding in the various issues taught by Prof. Margalioth, enabling you to  better analyze the social-economic reality in which you live, and form your own educated views and preferences regarding these issues. The last week of the course will be devoted to the OPTIMAL MODEL OF THE TAX \u0026 TRANSFER SYSTEM. Combining all materials taught in the course and applying them together, Prof. Margalioth will present to you what he believes to be the best possible model, through which a government can achieve both Economic Growth and Distributive Justice. Will you agree to adopt it as well? Perhaps you have some other interesting ideas? We will be more than happy to discuss them. Thank you for taking our course. It was our pure delight to have you as our students! \n\nSo let's begin week 8! \n\nBest, \nEconomic Growth and Distributive Justice teamVideo: 5.1 Designing an Optimal Tax and Transfer System: Flat Tax and a Grant Video: 5.2 The Mirrlees Optimal Income Tax Model: Non-Linear Tax and a GrantVideo: 5.3 Demonstrating Why a High Marginal Tax Rate at Low Income Level is OptimalVideo: 5.4 High Marginal Tax Rates at High Income Level: Patterns of Wealth Distribution, Elasticity, Tax Planning and International Tax CompetitionVideo: 5.5 Richard Epstein Talking about the Risks Involved in Tax-Coerced Massive RedistributionVideo: 5.6 Discussing Thomas Piketty’s Book “Capital in the 21st Century”: Taxation of Capital; High Inequality as a Threat to DemocracyVideo: Conclusion of Part IIМатериал для самостоятельного изучения: Recommended Reading - Week 5Universiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesLund UniversityEuropean Business Law: Understanding the FundamentalsUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenPolitical Economy of Institutions and Development",
    "Creator": "Tel Aviv University",
    "Level": "",
    "URL": "https://coursera.org/learn/economic-growth-part-2",
    "Language": "English, Subtitles: Arabic, Hebrew",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Property and Liability: An Introduction to Law and Economics",
    "Description": "About this course: Think about the oldest and most familiar principles of American law, property and proportional liability, in a new and surprising way, and learn to apply economic reasoning to an especially important and interesting aspect of life.WEEK 1PropertyProperty is where law and economics meet, but it's not a simple concept. Property is not an object or a relation between people and objects, but a set of rights, relations among people over who is to control each of the many uses to which objects can be put. Different people may control different uses of an object, that is, have different property rights over its various uses, at the same time, or control the same use of the object at different times. When new uses create disputes, the law must define new property rights and allocate them initially to resolve the dispute – someone must be deemed to have won the dispute and be given initial ownership of the new rights. But once the former disputants are allowed to trade these rights among themselves, surprising results follow. 5 videos, 2 readingsexpandVideo: What is Property?Reading: Suggested ReadingsReading: Five Articles from JSTORVideo: An Infinity of RightsVideo: Creating New PropertyVideo: A Neighborly DisputeVideo: \"It Doesn't Matter Who Wins\"Graded: PropertyWEEK 2Exchange and EfficiencyVoluntary exchange implies mutual benefit – when people trade property rights, it's because they each believe that what they get from the trade will be more valuable to them than what they have to give up to get it. So if there are no obstacles to voluntary exchange, that is, if transaction costs are low, property rights will end up in the hands of the person who values them the most, a result economists call an efficient allocation of the rights. What happens when there are barriers that impede or prevent property rights from reaching their highest valuing owner through exchange? Can the law assign property rights to achieve efficient allocation in such cases? Should it try, or are there values other than efficient allocation the law might try to advance, along with or instead of efficient allocation, in assigning property rights?5 videos, 1 readingexpandVideo: The Coase TheoremReading: Suggested ReadingsVideo: Posner's CorollaryVideo: Stacks of FlaxVideo: A Hundred LeRoysVideo: Owning HistoryGraded: Exchange and EfficiencyWEEK 3ExternalityExchange involves both benefit and cost – traders take rights from others, imposing costs on them but creating benefit for themselves, but they must compensate the others for their costs by paying for the rights they've taken. External costs are imposed when one person takes another's rights without paying for them, which leads to the taker taking more rights than efficient allocation would allow and leaves the victim uncompensated for the costs of losing the rights. The law's response to this inefficiency and injustice is liability, forcing those who take rights without payment to compensate those whose rights they have taken for the costs they have borne. Thinking about how the law determines these liability prices, and how people might respond to them, reveals the underlying economic logic of liability.6 videos, 1 readingexpandVideo: ExternalityReading: Suggested ReadingsVideo: Markets for GoodsVideo: Markets for BadsVideo: LiabilityVideo: Pigou and VoltaireVideo: Internal PolicingGraded: ExternalityWEEK 4Crime and PunishmentSome externalities involve only a few uncompensated losers of rights whose costs are easily reckoned in monetary terms, so that forcing the taker to pay exactly these costs to the victims ensures both that victims will be fairly compensated and that takers will take rights only where they value the rights more than the losers do. The law calls these externalities torts, and the same principle of liability pricing extends to crimes, in which, with the same unlawful act, someone simultaneously takes the rights of many people who suffer moral costs that can't be satisfactorily measured by money. As with torts, some crimes may be efficient reallocations of rights, and the logic of liability shows that proportional punishment can, ideally, discover which crimes are or are not efficient and force all takers to compensate their victims in full for what they take.8 videos, 1 readingexpandVideo: Retribution and DeterrenceReading: Suggested ReadingsVideo: TortsVideo: The Costs of CrimesVideo: Organized VengeanceVideo: Efficient CrimesVideo: One Crime at a TimeVideo: Pricing CrimesVideo: A Certain Kind of JusticeGraded: Crime and PunishmentWEEK 5Property, Utility and TechnologyThe concept of property is developed in two new directions. One concerns the problem of eminent domain and evokes the ancient conflict between individual rights and collective needs – in what circumstances, and to what extent, should private property be protected against uncompensated taking by government? How do the different theories of property considered earlier each answer this question? The other asks how voluntary exchange can be organized when technology makes it easy for people to take others' property rights without compensation. If existing rights are insufficient to prevent these takings from occurring on a large enough scale to make voluntary exchange impossible, new kinds of property rights are needed to encourage efficient levels of production and exchange. This is illustrated by the problem of intellectual goods and the new forms of property that have evolved over centuries to make exchange in ideas possible.8 videos, 1 readingexpandVideo: Property and the PoliceVideo: Erasing the Bright Red LineReading: Suggested ReadingsVideo: Locke and Bentham, Even NowVideo: The Competition of TechnologiesVideo: Intellectual GoodsVideo: Locks and KeysVideo: A Peculiar Property RightVideo: The New Fair UseGraded: Property, Utility and TechnologyWEEK 6Criminal ProcedureCriminal liability means that crimes have prices, and how these prices are exacted in practice from people who take rights without compensation is the problem of criminal procedure. How do judges know who is guilty, and what prices guilty people should be made to pay for their crimes? Around the world, two major systems of adjudicating guilt and punishment, the adversarial and the inquisitorial, have evolved over centuries to answer these questions in individual cases, with very different procedures to assess guilt and punishment that express different commitments to truth and fairness. All these procedures are expensive, and governments everywhere must confront the problem of processing large caseloads with limited resources. This has led the inquisitorial systems of Europe and the adversarial systems of England and the United States to new procedures of adjudication that may be reducing the differences between them. 7 videos, 1 readingexpandVideo: The Disappearing TrialReading: Suggested ReadingsVideo: Plea BargainingVideo: A Prisoner's DilemmaVideo: \"An Essential Component\"Video: The Virtues of CandorVideo: Two Kinds of SystemsVideo: European Plea Bargains?Graded: Criminal ProcedureProperty is where law and economics meet, but it's not a simple concept. Property is not an object or a relation between people and objects, but a set of rights, relations among people over who is to control each of the many uses to which objects can be put. Different people may control different uses of an object, that is, have different property rights over its various uses, at the same time, or control the same use of the object at different times. When new uses create disputes, the law must define new property rights and allocate them initially to resolve the dispute – someone must be deemed to have won the dispute and be given initial ownership of the new rights. But once the former disputants are allowed to trade these rights among themselves, surprising results follow. Video: What is Property?Reading: Suggested ReadingsReading: Five Articles from JSTORVideo: An Infinity of RightsVideo: Creating New PropertyVideo: A Neighborly DisputeVideo: \"It Doesn't Matter Who Wins\"Voluntary exchange implies mutual benefit – when people trade property rights, it's because they each believe that what they get from the trade will be more valuable to them than what they have to give up to get it. So if there are no obstacles to voluntary exchange, that is, if transaction costs are low, property rights will end up in the hands of the person who values them the most, a result economists call an efficient allocation of the rights. What happens when there are barriers that impede or prevent property rights from reaching their highest valuing owner through exchange? Can the law assign property rights to achieve efficient allocation in such cases? Should it try, or are there values other than efficient allocation the law might try to advance, along with or instead of efficient allocation, in assigning property rights?Video: The Coase TheoremReading: Suggested ReadingsVideo: Posner's CorollaryVideo: Stacks of FlaxVideo: A Hundred LeRoysVideo: Owning HistoryExchange involves both benefit and cost – traders take rights from others, imposing costs on them but creating benefit for themselves, but they must compensate the others for their costs by paying for the rights they've taken. External costs are imposed when one person takes another's rights without paying for them, which leads to the taker taking more rights than efficient allocation would allow and leaves the victim uncompensated for the costs of losing the rights. The law's response to this inefficiency and injustice is liability, forcing those who take rights without payment to compensate those whose rights they have taken for the costs they have borne. Thinking about how the law determines these liability prices, and how people might respond to them, reveals the underlying economic logic of liability.Video: ExternalityReading: Suggested ReadingsVideo: Markets for GoodsVideo: Markets for BadsVideo: LiabilityVideo: Pigou and VoltaireVideo: Internal PolicingSome externalities involve only a few uncompensated losers of rights whose costs are easily reckoned in monetary terms, so that forcing the taker to pay exactly these costs to the victims ensures both that victims will be fairly compensated and that takers will take rights only where they value the rights more than the losers do. The law calls these externalities torts, and the same principle of liability pricing extends to crimes, in which, with the same unlawful act, someone simultaneously takes the rights of many people who suffer moral costs that can't be satisfactorily measured by money. As with torts, some crimes may be efficient reallocations of rights, and the logic of liability shows that proportional punishment can, ideally, discover which crimes are or are not efficient and force all takers to compensate their victims in full for what they take.Video: Retribution and DeterrenceReading: Suggested ReadingsVideo: TortsVideo: The Costs of CrimesVideo: Organized VengeanceVideo: Efficient CrimesVideo: One Crime at a TimeVideo: Pricing CrimesVideo: A Certain Kind of JusticeThe concept of property is developed in two new directions. One concerns the problem of eminent domain and evokes the ancient conflict between individual rights and collective needs – in what circumstances, and to what extent, should private property be protected against uncompensated taking by government? How do the different theories of property considered earlier each answer this question? The other asks how voluntary exchange can be organized when technology makes it easy for people to take others' property rights without compensation. If existing rights are insufficient to prevent these takings from occurring on a large enough scale to make voluntary exchange impossible, new kinds of property rights are needed to encourage efficient levels of production and exchange. This is illustrated by the problem of intellectual goods and the new forms of property that have evolved over centuries to make exchange in ideas possible.Video: Property and the PoliceVideo: Erasing the Bright Red LineReading: Suggested ReadingsVideo: Locke and Bentham, Even NowVideo: The Competition of TechnologiesVideo: Intellectual GoodsVideo: Locks and KeysVideo: A Peculiar Property RightVideo: The New Fair UseCriminal liability means that crimes have prices, and how these prices are exacted in practice from people who take rights without compensation is the problem of criminal procedure. How do judges know who is guilty, and what prices guilty people should be made to pay for their crimes? Around the world, two major systems of adjudicating guilt and punishment, the adversarial and the inquisitorial, have evolved over centuries to answer these questions in individual cases, with very different procedures to assess guilt and punishment that express different commitments to truth and fairness. All these procedures are expensive, and governments everywhere must confront the problem of processing large caseloads with limited resources. This has led the inquisitorial systems of Europe and the adversarial systems of England and the United States to new procedures of adjudication that may be reducing the differences between them. Video: The Disappearing TrialReading: Suggested ReadingsVideo: Plea BargainingVideo: A Prisoner's DilemmaVideo: \"An Essential Component\"Video: The Virtues of CandorVideo: Two Kinds of SystemsVideo: European Plea Bargains?Lund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "Wesleyan University",
    "Level": "",
    "URL": "https://coursera.org/learn/property-law-and-economics",
    "Language": "English",
    "Commitment": "16 hours of videos and assessments",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "The Economics of Agro-Food Value Chains",
    "Description": "About this course: Have a look at our trailer for a brief introduction to this course: https://youtu.be/GADAgxTHjgE \n\nIn this course, you learn how the agro-food value chain approaches the challenge of constantly improving its competitiveness by producing high quality food and products and also aiming to attain greater sustainability. Some of the topics of this course are:\n•\tThe notion of quality for food and agricultural products and consumer value. \n•\tHow to conduct market research in this field.\n•\tLabelling, branding and pricing strategies, as-well as innovation in the agro-food sector.\n•\tHow sustainability can be used as a competitive advantage through corporate social responsibility.\n•\tThe role and different types of industrial standards.  \n•\tThe different forms of coordination in the chain, in particular with regard to the retailing and distribution sector. \n \nThis course is taught by a group of international experts from Universities in Italy, Germany, Ireland, Scotland and the Netherlands. Each of them will give you insights into a specific topic related to food quality and the organization of the agro-food value chains.WEEK 1Module 1: IntroductionThis module will give you an introduction and overview of the course. In the second lesson of this module, we will talk about the current challenges and trends in the agro-food value chain. In the third lesson of this module, the concept of quality in the agro-food value chain will be introduced. The module finishes with the fourth lesson, which gives you an overview of the food value chain.4 videosexpandVideo: IntroductionVideo: Challenges and TrendsVideo: Food QualityVideo: The Food Value ChainGraded: Lesson 1 - IntroductionGraded: Trend in Agro-Food Value ChainGraded: Consumer RequirementsGraded: Distribution of ValueModule 2: Quality and ConsumersIn this module you will learn about the relationship between quality and consumer value. After the module you will be able to describe consumer choices in a differentiated market and explain the link between quality and value. You will also learn about strategies for building consumer value.  \n5 videosexpandVideo: Part 1: Quality and Consumer ValueVideo: Part 2: Quality and Consumer ValueVideo: Part 3: Quality and Consumer ValueVideo: Part 1: Strategies for Value CreationVideo: Part 2: Strategies for Value CreationGraded: Part 1: Quality and Consumer ValueGraded: Part 2: Quality and Consumer ValueGraded: Part 3: Quality and Consumer ValueGraded: Part 1: Strategies for Value CreationGraded: Part 2: Strategies for Value CreationWEEK 2Module 3: Market ResearchIn Module 3 you will learn about market research. After the module you will know the definition, role and types of market research in addition to the research process and the ethics of market research. In the second lesson of the module you will learn about the different types of data and various methods of data collection. The last lesson of the module then deals with data analysis, where you will learn about the most commonly used statistical and econometric techniques to analyze data.7 videosexpandVideo: Part 1: Introduction to Market ResearchVideo: Part 2: Introduction to Market ResearchVideo: Data Types and Data CollectionVideo: Part 1: Data AnalysisVideo: Part 2: Data AnalysisVideo: Part 3: Data AnalysisVideo: Part 4: Data AnalysisGraded: Part 1: Introduction to Market ResearchGraded: Part 2: Introduction to Market ResearchGraded: Data Types and Data CollectionGraded: Part 1: Data AnalysisGraded: Part 2: Data AnalysisGraded: Part 3: Data AnalysisGraded: Part 4: Data AnalysisModule 4: Asymmetric Information about QualityIn Module 4 you will learn about asymmetric information with regard to food quality. In the first lesson of the module we will introduce the concepts of asymmetric information, adverse selection, moral hazard, and market failure. That way you will be able to explain the role of information for the functioning of a market. In the second lesson we will talk about the product attributes and their classification. After the lesson you will be able to classify product attributes based on when consumers are able to assess their true qualities.5 videosexpandVideo: Part 1: Asymmetric Information and Market FailuresVideo: Part 2: Asymmetric Information and Market FailuresVideo: Part 3: Asymmetric Information and Market FailuresVideo: Part 4: Asymmetric Information and Market FailuresVideo: Product Attributes and their ClassificationGraded: Part 1: Asymmetric Information and Market FailuresGraded: Part 2: Asymmetric Information and Market FailuresGraded: Part 3: Asymmetric Information and Market FailuresGraded: Part 4: Asymmetric Information and Market FailuresGraded: Product Attributes and their ClassificationWEEK 3Module 5: Food LabelingIn Module 5 you will be introduced to “Food Labeling”. In this module you will learn how labels can work as a tool to solve market failures due to asymmetric information and hear about reputation mechanisms based on trust and signaling. 4 videosexpandVideo: Part 1: Solving Market FailuresVideo: Part 2: Solving Market FailuresVideo: Part 1: Trust and SignalingVideo: Part 2: Trust and SignallingGraded: Part 1: Solving Market FailuresGraded: Part 2: Solving Market FailuresGraded: Part 1:Trust and SignalingGraded: Part 2: Trust and SignallingModule 6: Pricing Strategies and Implications In Module 6 we will talk about the effect of price as a signal for quality. The module also includes the implication of consumer psychology and quality perceptions on pricing tactics.\n\nAt the end of this module3 videosexpandVideo: Basic pricing strategiesVideo: Psychological PricingVideo: Retailer pricing behaviourGraded: Basic pricing strategiesGraded: Psychological PricingGraded: Retailer Pricing Behaviour with Implication to Farmers’ WelfareModule 7: Consumer Behavior and Brand PersonalityIn module 7 you will learn about consumer behavior and the dimension and use of brand personalities. In the first lesson you will learn about the consumer's purchasing process. In the 2nd lesson we will talk about consumer characteristics. Finally, you will hear about segmentation, positioning, and brand personality.3 videosexpandVideo: Consumer's purchasing processVideo: Consumer characteristicsVideo: Segmentation, positioning, and brand personalityGraded: Consumer’s purchasing processGraded: Consumer characteristicsGraded: Segmentation, positioning, and brand personalityWEEK 4Module 8: Geographical IndicatorsThis module is about “Geographical Indicators”. After the module you will be able to explain the notion of “Geographical Indication” and the key facts about the protection of GIs in the EU. You will also be able to explain the importance of the GI sector within the EU market.3 videosexpandVideo: Part 1: Geographical Indications (GI): concept, relevance and protectionVideo: Part 2: Geographical Indications (GI): concept, relevance and protectionVideo: GIs and market efficiencyGraded: Part 1: Geographical Indications (GI): concept, relevance and protectionGraded: Part 2: Geographical Indications (GI): concept, relevance and protectionGraded: GIs and market efficiencyModule 9: Innovation and Quality In this module you will learn about innovation and quality. You will be able to define what is innovation and state the differences between the many types of innovations. You will also be able to explain how innovations are generated and how the drivers and barriers of innovation in the agro-food sector arise. 7 videosexpandVideo: Part 1: Definitions and Types of InnovationVideo: Part 2: Definitions and Types of InnovationVideo: Part 1: Models and Diffusion of InnovationVideo: Part 2: Models and Diffusion of InnovationVideo: Part 3: Models and Diffusion of InnovationVideo: Part 1: Drivers and Barriers of InnovationVideo: Part 2: Drivers and Barriers of InnovationGraded: Part 1: Definitions and Types of InnovationGraded: Part 2: Definitions and Types of InnovationGraded: Part 1: Models and Diffusion of InnovationGraded: Part 2: Models and Diffusion of InnovationGraded: Part 3: Models and Diffusion of InnovationGraded: Part 1: Drivers and Barriers of InnovationGraded: Part 2: Drivers and Barriers of InnovationWEEK 5Module 10: Corporate Social Responsibility in the Agro-Food Sector  In this module we will talk about “Corporate Social Responsibility in the Agro-food Sector and its Relevance for Food Companies”.6 videosexpandVideo: Part 1: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Video: Part 2: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Video: Part 1: Corporate Social Responsibilities in the Agro-food SectorVideo: Part 2: Corporate Social Responsibilities in the Agro-food SectorVideo: Part 1: CSR Study - Coca-ColaVideo: Part 2: CSR Study - Coca-ColaGraded: Part 1: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Graded: Part 2: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Graded: Part 1: Corporate Social Responsibilities in the Agro-food SectorGraded: Part 2: Corporate Social Responsibilities in the Agro-food SectorGraded: Part 1: CSR Study - Coca-ColaGraded: Part 2: CSR Study - Coca-ColaModule 11: Coordination in the Agro-food Value ChainIn this module you will learn about the coordination continuum, when coordination is profitable and  possible incentive conflicts.8 videosexpandVideo: Part 1: Introduction to CoordinationVideo: Part 2: Introduction to CoordinationVideo: Part 3: Introduction to CoordinationVideo: Part 1: Contracts and the Incentive ProblemVideo: Part 2: Contracts and the Incentive ProblemVideo: Part 3: Contracts and the Incentive ProblemVideo: Part 1: An ExampleVideo: Part 2: An ExampleGraded: Part 1: Introduction to CoordinationGraded: Part 2: Introduction to CoordinationGraded: Part 3: Introduction to CoordinationGraded: Part 1: Contracts and the Incentive ProblemGraded: Part 2: Contracts and the Incentive ProblemGraded: Part 3: Contracts and the Incentive ProblemGraded: Part 1: An ExampleGraded: Part 2: An ExampleWEEK 6Module 12: Coordination, Quality and Modern Retail In this module you will learn about the modern retail sector and its procurement contracts, the issues around shelf allocation and supplier selection.6 videosexpandVideo: Part 1: Modern RetailVideo: Part 2: Modern RetailVideo: Part 3: Modern RetailVideo: Part 1: Coordination in Modern RetailVideo: Part 2: Coordination in Modern RetailVideo: Part 3: Coordination in Modern RetailGraded: Part 1: Modern RetailGraded: Part 2: Modern RetailGraded: Part 3: Modern RetailGraded: Part 1: Coordination in Modern RetailGraded: Part 2: Coordination in Modern RetailGraded: Part 3: Coordination in Modern RetailModule 13: Industrial Standards  In this module you will learn about vertical coordination and its relation to transaction costs and quality. You will also learn about standards, meta-standards and meta-systems. The module ends with examples of food quality standards.   6 videosexpandVideo: Vertical Coordination and Transaction CostsVideo: Quality and Vertical CoordinationVideo: What are Standards?Video: Meta-standards and Meta-systemsVideo: Part 1: Examples of Food Quality StandardsVideo: Part 2: Examples of Food Quality StandardsGraded: Vertical Coordination and Transaction CostsGraded: Quality and Vertical CoordinationGraded: What are Standards?Graded: Meta-standards or Meta-systemsGraded: Part 1: Examples of Food Quality StandardsGraded: Part 2: Examples of Food Quality StandardsFinal ExamGraded: FINAL EXAMThis module will give you an introduction and overview of the course. In the second lesson of this module, we will talk about the current challenges and trends in the agro-food value chain. In the third lesson of this module, the concept of quality in the agro-food value chain will be introduced. The module finishes with the fourth lesson, which gives you an overview of the food value chain.Video: IntroductionVideo: Challenges and TrendsVideo: Food QualityVideo: The Food Value ChainIn this module you will learn about the relationship between quality and consumer value. After the module you will be able to describe consumer choices in a differentiated market and explain the link between quality and value. You will also learn about strategies for building consumer value.  \nVideo: Part 1: Quality and Consumer ValueVideo: Part 2: Quality and Consumer ValueVideo: Part 3: Quality and Consumer ValueVideo: Part 1: Strategies for Value CreationVideo: Part 2: Strategies for Value CreationIn Module 3 you will learn about market research. After the module you will know the definition, role and types of market research in addition to the research process and the ethics of market research. In the second lesson of the module you will learn about the different types of data and various methods of data collection. The last lesson of the module then deals with data analysis, where you will learn about the most commonly used statistical and econometric techniques to analyze data.Video: Part 1: Introduction to Market ResearchVideo: Part 2: Introduction to Market ResearchVideo: Data Types and Data CollectionVideo: Part 1: Data AnalysisVideo: Part 2: Data AnalysisVideo: Part 3: Data AnalysisVideo: Part 4: Data AnalysisIn Module 4 you will learn about asymmetric information with regard to food quality. In the first lesson of the module we will introduce the concepts of asymmetric information, adverse selection, moral hazard, and market failure. That way you will be able to explain the role of information for the functioning of a market. In the second lesson we will talk about the product attributes and their classification. After the lesson you will be able to classify product attributes based on when consumers are able to assess their true qualities.Video: Part 1: Asymmetric Information and Market FailuresVideo: Part 2: Asymmetric Information and Market FailuresVideo: Part 3: Asymmetric Information and Market FailuresVideo: Part 4: Asymmetric Information and Market FailuresVideo: Product Attributes and their ClassificationVideo: Part 1: Solving Market FailuresVideo: Part 2: Solving Market FailuresVideo: Part 1: Trust and SignalingVideo: Part 2: Trust and SignallingVideo: Basic pricing strategiesVideo: Psychological PricingVideo: Retailer pricing behaviourIn module 7 you will learn about consumer behavior and the dimension and use of brand personalities. In the first lesson you will learn about the consumer's purchasing process. In the 2nd lesson we will talk about consumer characteristics. Finally, you will hear about segmentation, positioning, and brand personality.Video: Consumer's purchasing processVideo: Consumer characteristicsVideo: Segmentation, positioning, and brand personalityThis module is about “Geographical Indicators”. After the module you will be able to explain the notion of “Geographical Indication” and the key facts about the protection of GIs in the EU. You will also be able to explain the importance of the GI sector within the EU market.Video: Part 1: Geographical Indications (GI): concept, relevance and protectionVideo: Part 2: Geographical Indications (GI): concept, relevance and protectionVideo: GIs and market efficiencyIn this module you will learn about innovation and quality. You will be able to define what is innovation and state the differences between the many types of innovations. You will also be able to explain how innovations are generated and how the drivers and barriers of innovation in the agro-food sector arise. Video: Part 1: Definitions and Types of InnovationVideo: Part 2: Definitions and Types of InnovationVideo: Part 1: Models and Diffusion of InnovationVideo: Part 2: Models and Diffusion of InnovationVideo: Part 3: Models and Diffusion of InnovationVideo: Part 1: Drivers and Barriers of InnovationVideo: Part 2: Drivers and Barriers of InnovationVideo: Part 1: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Video: Part 2: Definition of Corporate Social Responsibilities and the “Corporate Social Performance Model”Video: Part 1: Corporate Social Responsibilities in the Agro-food SectorVideo: Part 2: Corporate Social Responsibilities in the Agro-food SectorVideo: Part 1: CSR Study - Coca-ColaVideo: Part 2: CSR Study - Coca-ColaVideo: Part 1: Introduction to CoordinationVideo: Part 2: Introduction to CoordinationVideo: Part 3: Introduction to CoordinationVideo: Part 1: Contracts and the Incentive ProblemVideo: Part 2: Contracts and the Incentive ProblemVideo: Part 3: Contracts and the Incentive ProblemVideo: Part 1: An ExampleVideo: Part 2: An ExampleVideo: Part 1: Modern RetailVideo: Part 2: Modern RetailVideo: Part 3: Modern RetailVideo: Part 1: Coordination in Modern RetailVideo: Part 2: Coordination in Modern RetailVideo: Part 3: Coordination in Modern RetailVideo: Vertical Coordination and Transaction CostsVideo: Quality and Vertical CoordinationVideo: What are Standards?Video: Meta-standards and Meta-systemsVideo: Part 1: Examples of Food Quality StandardsVideo: Part 2: Examples of Food Quality StandardsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsUniversity of California, San DiegoLeveraging the Power of Professional CommunitiesUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsUniversitat Autònoma de BarcelonaSustainability of Social-Ecological Systems: the Nexus between Water, Energy and FoodUniversity of California, IrvineStrategic Business Management - Microeconomics",
    "Creator": "Technische Universität München (TUM)",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/valuechains",
    "Language": "English",
    "Commitment": "2-3 hours per week for 6 weeks.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.8 stars"
  },
  {
    "Title": "Business Strategies for Emerging Markets",
    "Description": "About this course: The course aims to transfer the fundamental knowledge and to form the basic competencies necessary for the development and the implementation of a business strategy in an emerging market.\n\nThe students are going to improve their analyzing, decision making, and planning skills as well as the ability to recognize strategic opportunities and threats.\n\nThe course requires the knowledge of basic economics concepts as the pre-requisite. It is preferable that the students have some practical entrepreneurial or marketing experience, but this is not obligatory.\n\nThe course has a distinct stress to the practice of strategic management. Although a few fundamental theories are mentioned, the bulk of the ideas are based on simple though efficient applied model that are easy to understand and convenient to use. The multitude of examples and stories from the personal consulting and managerial experience of the author are the hallmark of the course. The author’s original drawings make the key concepts well memorable ad cozy to deal with.WEEK 1  Intro1 readingexpandReading: Assessment systemGenerating business core ideaDear student! \nIn this module you will learn how to generate a good business idea for an emerging market. You are going to study the key peculiarities of emerging markets and some clues how to fit them. On completing the module you will be able to define your key products and the customer value, to differentiate between the potential client groups, and to apply strategy fundamentals to your business idea. It is truly contributing if you have your own ideas and ambition to start and run a business in an emerging market. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. \nGood luck on this way! 6 videos, 2 readingsexpandVideo: Course introductionVideo: What is so special about emerging markets?Video: What we sell and what they buyVideo: Who is the client?Video: Market as the game with (no) rulesReading: Additional literatureVideo: Making your business idea greatReading: Additional literatureGraded: Emerging and advanced marketsGraded: Product valueGraded: A B2B client sandwichGraded: Market structure and typesGraded: Sun Tsu’s fundamentalsWEEK 2Designing your business modelDear student! In this module you will learn how to design a coherent and strong business model out of a business idea. You are going to study how to segment you potential market and how to establish marketing, distribution and partnerships in order to meet the demands of your target audience. On completing the module you will be able to calculate the potential market size, to pack attractive value into your products and to position them properly. You will learn how to attract agents and partners, how to establish a sustainable value exchange, and how to plan the necessary basic activities. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way! 6 videos, 2 readingsexpandVideo: Business Models for Emerging MarketsReading: Additional literatureVideo: Understanding Potential MarketVideo: Packing Value into ProductsVideo: Contacting Your ClientsVideo: Establishing Value ExchangeVideo: Planning Activities and ResourcesReading: Additional literatureGraded: Emerging market’s specific traitsGraded: Choosing a target audienceGraded: Positioning for emerging marketsGraded: Research and promotionGraded: The types of a middlemanGraded: Three types of activitiesGraded: Developing a business model WEEK 3Elaborating your value propositionDear student! In this module you will learn how to make your offer truly attractive and highly competitive. You are going to study the main factors of competition and the key ideas how to win it. On completing the module you will be able to analyze the competitive environment, to reveal your key competencies, to recognize the market positions with the highest potential, as well as to compose clear commercial offers that make a difference. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!6 videos, 2 readingsexpandVideo: Tuning competitive capacityReading: Additional literatureVideo: Scanning competitive environmentVideo: Analyzing competenciesVideo: Understanding clientsReading: Additional literatureVideo: Building product/market matrixVideo: Composing commercial offersGraded: Developing the map of competitorsGraded: Analyzing a competitor Graded: Resources, abilities and connectionsGraded: A commercial offer structureWEEK 4Choosing and supporting strategiesDear student! In this module you will learn how to choose and support the strategies for the different aspects of your business. You are going to study the fundamental strategies for finance, marketing, business structure and human resources. On completing the module you will be able to design a congruent set of strategies that can produce synergy.  Follow the given examples. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!5 videos, 1 readingexpandVideo: Designing the set of strategiesVideo: Marketing strategiesReading: Additional literatureVideo: Internal processes strategiesVideo: Learning and growth strategiesVideo: Finance strategiesGraded: Functional strategiesGraded: Market entry and competitive strategiesGraded: The characteristics of internal processes strategiesGraded: Human capital developmentGraded: Financial system developmentWEEK 5Business tacticsDear student! In this module you will learn numerous specific tactics to improve your strategic strength and value. You are going to study the patterns to analyze the business environment and industry, as well as the most efficient ways to attract clients and to compete. On completing the module you will be able to use the opportunities the external forces, to increase the impact upon your industry mates, to succeed in competitive struggle, and to balance marketing and sales function. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!5 videos, 1 readingexpandVideo: Understanding global environmentVideo: Industry tactics (part 1)Video: Industry tactics (part 2)Video: Competitive tacticsReading: Additional literatureVideo: Balancing marketing and salesGraded: PESTEL-analysisGraded: Industry value chain and tacticsGraded: Competitive struggle tacticsGraded: A marketing-sales model and four sales channelsWEEK 6Recognizing strategic opportunitiesDear student! In this module you will learn how to recognize and pursue the most prominent strategic opportunities in emerging markets. You are going to study the major ways of business developmentas well as the instruments to analyze the necessary data and decide which way to chose. On completing the module you will be able to use the ideas of corporate and product lifecycles to make proper strategic decisions, to determine the strategic business units and to differentiate their strategies, and to conduct the necessary analysis of the company’s economy. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!5 videosexpandVideo: The scope of business opportunitiesVideo: Business lifecyclesVideo: Strategic business unitsVideo: A strategic view upon business economyVideo: Product lifecyclesGraded: Ways to lead the businessGraded: The stages of business developmentGraded: SBUs and strategic architectureGraded: Calculating MPIGraded: The BCG matrixWEEK 7Managing sales in emerging marketsDear student! In this module you will learn how to build and manage a strong sales system. You are going to study the sales system and its most important parts – the sales strategy, process, metrics, instruments and skills. On completing the module you will be able to analyze your current sales system, to design the necessary target sales system, to measure and to manage the sales process and the results. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!5 videos, 1 readingexpandVideo: The sales systemVideo: The types of salesVideo: Choosing a proper sales typeReading: Additional literatureVideo: Planning salesVideo: Organizing salesGraded: Sales DNA modelGraded: Identification of three types of salesGraded: Planning sales techniquesGraded: Sales forceWEEK 8Strategy implementationDear student! In this module you will learn how to establish a coherent strategic process in a company operating in an emerging market. You are going to study the nine steps of the strategic process, the hints and recommendations how to implement them, as well as the typical mistakes on this way. On completing the module you will be able to generate a powerful vision statement and to compose several scenarios to implement it. You will know how to conduct productive strategic sessions, and how to avoid traps and wrong steps as the strategic process goes on. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!5 videos, 1 readingexpandVideo: The system of strategic managementVideo: Generating a vision statementVideo: Scenario planningReading: Additional literatureVideo: Organizing strategic sessionsVideo: The typical mistakes of strategy implementationGraded: The stages of a strategic management systemGraded: Vision statement's functionsGraded: Generating a vision statement Graded: Types of scenariosGraded: Strategic sessionsReading: Assessment systemDear student! \nIn this module you will learn how to generate a good business idea for an emerging market. You are going to study the key peculiarities of emerging markets and some clues how to fit them. On completing the module you will be able to define your key products and the customer value, to differentiate between the potential client groups, and to apply strategy fundamentals to your business idea. It is truly contributing if you have your own ideas and ambition to start and run a business in an emerging market. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. \nGood luck on this way! Video: Course introductionVideo: What is so special about emerging markets?Video: What we sell and what they buyVideo: Who is the client?Video: Market as the game with (no) rulesReading: Additional literatureVideo: Making your business idea greatReading: Additional literatureDear student! In this module you will learn how to design a coherent and strong business model out of a business idea. You are going to study how to segment you potential market and how to establish marketing, distribution and partnerships in order to meet the demands of your target audience. On completing the module you will be able to calculate the potential market size, to pack attractive value into your products and to position them properly. You will learn how to attract agents and partners, how to establish a sustainable value exchange, and how to plan the necessary basic activities. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way! Video: Business Models for Emerging MarketsReading: Additional literatureVideo: Understanding Potential MarketVideo: Packing Value into ProductsVideo: Contacting Your ClientsVideo: Establishing Value ExchangeVideo: Planning Activities and ResourcesReading: Additional literatureDear student! In this module you will learn how to make your offer truly attractive and highly competitive. You are going to study the main factors of competition and the key ideas how to win it. On completing the module you will be able to analyze the competitive environment, to reveal your key competencies, to recognize the market positions with the highest potential, as well as to compose clear commercial offers that make a difference. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: Tuning competitive capacityReading: Additional literatureVideo: Scanning competitive environmentVideo: Analyzing competenciesVideo: Understanding clientsReading: Additional literatureVideo: Building product/market matrixVideo: Composing commercial offersDear student! In this module you will learn how to choose and support the strategies for the different aspects of your business. You are going to study the fundamental strategies for finance, marketing, business structure and human resources. On completing the module you will be able to design a congruent set of strategies that can produce synergy.  Follow the given examples. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: Designing the set of strategiesVideo: Marketing strategiesReading: Additional literatureVideo: Internal processes strategiesVideo: Learning and growth strategiesVideo: Finance strategiesDear student! In this module you will learn numerous specific tactics to improve your strategic strength and value. You are going to study the patterns to analyze the business environment and industry, as well as the most efficient ways to attract clients and to compete. On completing the module you will be able to use the opportunities the external forces, to increase the impact upon your industry mates, to succeed in competitive struggle, and to balance marketing and sales function. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: Understanding global environmentVideo: Industry tactics (part 1)Video: Industry tactics (part 2)Video: Competitive tacticsReading: Additional literatureVideo: Balancing marketing and salesDear student! In this module you will learn how to recognize and pursue the most prominent strategic opportunities in emerging markets. You are going to study the major ways of business developmentas well as the instruments to analyze the necessary data and decide which way to chose. On completing the module you will be able to use the ideas of corporate and product lifecycles to make proper strategic decisions, to determine the strategic business units and to differentiate their strategies, and to conduct the necessary analysis of the company’s economy. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: The scope of business opportunitiesVideo: Business lifecyclesVideo: Strategic business unitsVideo: A strategic view upon business economyVideo: Product lifecyclesDear student! In this module you will learn how to build and manage a strong sales system. You are going to study the sales system and its most important parts – the sales strategy, process, metrics, instruments and skills. On completing the module you will be able to analyze your current sales system, to design the necessary target sales system, to measure and to manage the sales process and the results. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: The sales systemVideo: The types of salesVideo: Choosing a proper sales typeReading: Additional literatureVideo: Planning salesVideo: Organizing salesDear student! In this module you will learn how to establish a coherent strategic process in a company operating in an emerging market. You are going to study the nine steps of the strategic process, the hints and recommendations how to implement them, as well as the typical mistakes on this way. On completing the module you will be able to generate a powerful vision statement and to compose several scenarios to implement it. You will know how to conduct productive strategic sessions, and how to avoid traps and wrong steps as the strategic process goes on. Do your best to apply all the ideas of the module to your business idea, discuss it with your friends and colleagues, do all the tasks, and you will have good progress in your learning. Good luck on this way!Video: The system of strategic managementVideo: Generating a vision statementVideo: Scenario planningReading: Additional literatureVideo: Organizing strategic sessionsVideo: The typical mistakes of strategy implementationUniversity of Virginia, BCGMarket and Competition in Pricing StrategyUniversity of Virginia, BCGCustomer Value in Pricing StrategyUniversity of Virginia, BCGPricing Strategy in PracticeUniversity of Virginia, BCGCost and Economics in Pricing StrategyLund UniversityDigital Business Models",
    "Creator": "Higher School of Economics",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/business-strategies",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Trade, Immigration and Exchange Rates in a Globalized World",
    "Description": "About this course: This course will focus on facets of globalization that affect a country´s economic perspectives and decisions. Globalization has recently been the predominant subject in many political debates and this course will go into the determinants of globalization. It will be separated into four modules; the first module will explain exchange rates. It will go into what determines exchange rate and how different exchange rates affect the economy and the reality of currencies. The second module will explore trade, the reality of free trade, and what occurs to a country´s economy with protectionism. The third module will go into the balance of payments, it will help you understand how an economic transactions between a country and the rest of the world works. The fourth module will focus on Immigration, which is probably one of the most controversial subjects today. It will explain how migration affects host countries and current trends.WEEK 1 Exchange Rates10 videos, 3 readingsexpandVideo: Globalization and its discontentsVideo: What determines the value of a currency?Video: Some key indicators that drive currency values and an illustrationVideo: Special cases: commodity currencies; reserve and safe haven currenciesReading: 5 World Currencies That Are Closely Tied to CommoditiesVideo: How do exchange rates affect the economy?Video: How can governments intervene to influence the value of the currency?Video: Contradictory government objectivesVideo: Different exchange-rate regimes and the world´s key currencies by turnoverReading: Exchange Rate SystemsVideo: Yen, Euro and Pound Sterling; Yuan and Rupee, the DollarReading: Deutsche Bank Trade Of The Week: Sell The US Dollar To Yen Exchange RateVideo: ConclusionsGraded: Exchange RatesWEEK 2 Trade11 videos, 4 readingsexpandVideo: Introduction, assumptions and terminologyVideo: Production possibilities curveVideo: The model: Absolute advantageReading: Trade and Economic GrowthVideo: Partial equilibrium analysisVideo: The benefits of free tradeReading: 10 benefits of trade for developing countriesVideo: The effect of tariffsVideo: Does anyone lose from trade?Video: Can free trade still be seen as beneficial?Discussion Prompt: Trade in your countryVideo: The WTO and global free tradeReading: Why the U.S. needs the World Trade OrganizationVideo: Trends since WWII: globalization followed by protectionismVideo: What would more protection do to the world?Reading: Do open markets matter or is protectionism the answer?Graded: Module II. TradeWEEK 3 Balance of Payments 12 videos, 3 readingsexpandVideo: IntroductionVideo: Basic componentsReading: Balance of PaymentsVideo: Practical ExerciseVideo: What does a current-account deficit or surplus mean? Part 1Video: What does a current-account deficit or surplus mean? Part 2Reading: Current Account Deficits: Is There a Problem?Video: Why do countries have current-account deficits or surpluses?  Part 1Video: Why do countries have current account deficits or surpluses? Part 2Reading: How crucial is the current account deficit?Video: What do current account imbalances mean, and how can they be corrected?Video: The Current Account and National Growth ModelsVideo: The Current Account and National Growth ModelsVideo: The Global Growth ModelVideo: ConclusionsDiscussion Prompt: Examining a country´s BOP data?Graded: Module III. Balance of PaymentsWEEK 4 (Im)migration 12 videos, 3 readingsexpandVideo: IntroductionVideo: Migration as part of globalizationReading: International Migration: The human face of globalisationVideo: How does migration affect the economy? Part 1Video: How does migration affect the economy? Part 2Reading: Does Immigration Help or Hurt Local Economies?Reading: Is migration good for the economy?Video: Causes for oppositionVideo: Why is there so much opposition to immigration?Video: Current issues, objections and responsesVideo: Migration:objections and responsesVideo: How globalization affects trade and immigrationVideo: Conclusions: Is globalization to blame for stagnant lower- and middle-class incomes?Video: Globalization is worth fighting for!Video: Final commentsGraded: Module IV. (IM)MIGRATIONVideo: Globalization and its discontentsVideo: What determines the value of a currency?Video: Some key indicators that drive currency values and an illustrationVideo: Special cases: commodity currencies; reserve and safe haven currenciesReading: 5 World Currencies That Are Closely Tied to CommoditiesVideo: How do exchange rates affect the economy?Video: How can governments intervene to influence the value of the currency?Video: Contradictory government objectivesVideo: Different exchange-rate regimes and the world´s key currencies by turnoverReading: Exchange Rate SystemsVideo: Yen, Euro and Pound Sterling; Yuan and Rupee, the DollarReading: Deutsche Bank Trade Of The Week: Sell The US Dollar To Yen Exchange RateVideo: ConclusionsVideo: Introduction, assumptions and terminologyVideo: Production possibilities curveVideo: The model: Absolute advantageReading: Trade and Economic GrowthVideo: Partial equilibrium analysisVideo: The benefits of free tradeReading: 10 benefits of trade for developing countriesVideo: The effect of tariffsVideo: Does anyone lose from trade?Video: Can free trade still be seen as beneficial?Discussion Prompt: Trade in your countryVideo: The WTO and global free tradeReading: Why the U.S. needs the World Trade OrganizationVideo: Trends since WWII: globalization followed by protectionismVideo: What would more protection do to the world?Reading: Do open markets matter or is protectionism the answer?Video: IntroductionVideo: Basic componentsReading: Balance of PaymentsVideo: Practical ExerciseVideo: What does a current-account deficit or surplus mean? Part 1Video: What does a current-account deficit or surplus mean? Part 2Reading: Current Account Deficits: Is There a Problem?Video: Why do countries have current-account deficits or surpluses?  Part 1Video: Why do countries have current account deficits or surpluses? Part 2Reading: How crucial is the current account deficit?Video: What do current account imbalances mean, and how can they be corrected?Video: The Current Account and National Growth ModelsVideo: The Current Account and National Growth ModelsVideo: The Global Growth ModelVideo: ConclusionsDiscussion Prompt: Examining a country´s BOP data?Video: IntroductionVideo: Migration as part of globalizationReading: International Migration: The human face of globalisationVideo: How does migration affect the economy? Part 1Video: How does migration affect the economy? Part 2Reading: Does Immigration Help or Hurt Local Economies?Reading: Is migration good for the economy?Video: Causes for oppositionVideo: Why is there so much opposition to immigration?Video: Current issues, objections and responsesVideo: Migration:objections and responsesVideo: How globalization affects trade and immigrationVideo: Conclusions: Is globalization to blame for stagnant lower- and middle-class incomes?Video: Globalization is worth fighting for!Video: Final commentsUniversity of California, San DiegoLeveraging the Power of Professional CommunitiesUniversity of California, IrvineStrategic Business Management - MicroeconomicsUniversity of California, IrvineStrategic Business Management - MacroeconomicsThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2University of Virginia, BCGMarket and Competition in Pricing Strategy",
    "Creator": "IE Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/trade-immigration-exchange-rates-globalized-world",
    "Language": "English",
    "Commitment": "2-3 hrs/ week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Portfolio and Risk Management",
    "Description": "About this course: This course teaches you the concepts of risk and expected return. This course presents an overview of the basic concepts and techniques used to construct financial portfolios. You will learn about the investment process and get a very good understanding of economic, industry, and company analyses. We will also look at understanding and interpreting major portfolio management and risk concepts. Through this course, you will discover the basic concepts of Modern Portfolio Theory. \n\nIn the second half of the course we explore the frameworks to measure investment performance, as well as the various measures of investment performance. Finally, you will learn how to measure performance of equity, bonds and hedge funds. After completing this course, you will be able to appreciate the details that go into the creation of investment portfolios.WEEK 1\tBasics of InvestmentsThe first module discusses the basics of investment process and the time value of money. The concept of time value of money is extended to value assets with cash flows. In the process, we develop shortcuts for valuing annuities and perpetuities. The student is then introduced to the concept of Risk and Return. The module ends with a discussion of Utility theory.10 videos, 3 readingsexpandVideo: IntroductionVideo: Investment ProcessVideo: Investment PhilosophiesReading: 6 Different Investment PhilosophiesReading: Common Investment Strategies of Fund ManagersVideo: Introduction to Time Value of MoneyVideo: Ordinary AnnuityVideo: Compounding frequency and Effective Annual RateVideo: Annuity DueVideo: Perpetuities and stock valuationVideo: Expected returns and riskVideo: Utility theoryReading: Utility theory and Attitude toward RiskGraded: Week 1 AssessmentWEEK 2\tConcept of risk and returnThe second module introduces the student to the concept of portfolio math and the concept of diversification. The student is taught how to construct the investment opportunity set with risky assets and risk-free asset.The student is then introduced to the concept of Market portfolio and the Capital market line.10 videos, 4 readingsexpandVideo: Investment Choices and PortfoliosVideo: Capital AllocationVideo: Risky portfoliosVideo: Diversification and efficient frontierVideo: Two fund separationVideo: Diversification revisitedReading: The pros' guide to diversificationReading: Diversification: How much is too much?Reading: The 15-Stock Diversification MythVideo: Investment opportunity set with two risky assets and a risk-free assetVideo: Investment opportunity set with three risky assets and a risk-free assetVideo: The optimal allocation between risky and risk-free assetsVideo: The market portfolio and the capital market lineReading: Does the composition of the market portfolio really matter?Graded: Week 2 - AssessmentWEEK 3\tUnderstanding investments\nThis module introduces the CAPM model and the concept of Beta. The student is taught how to calculate the Beta of a security. The student is also introduced to arbitrage pricing theory. 10 videos, 2 readingsexpandVideo: The CAPMVideo: Calculating the CAPM betaReading: Does the Capital Asset Pricing Model Work?Video: The security market lineVideo: EquilibriumVideo: DisequilibriumVideo: Estimating beta from dataVideo: Miscellaneous topics on betaVideo: Determinants of the market risk premiumVideo: Multifactor modelsVideo: The arbitrage pricing theoryReading: Multifactor ModelsGraded: Week 3 - AssessmentWEEK 4\tSecurity analysisThe main focus of this module is portfolio performance evaluation. You will learn equity valuation.10 videos, 3 readingsexpandVideo: Identifying arbitrage opportunitiesVideo: The arbitrage-free priceVideo: Commonly-used risk factorsVideo: Dividend discount modelsVideo: The growth rate of dividendsVideo: Valuation based on comparable firmsVideo: The PEG ratio and other valuation multiplesVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresReading: The Challenge: How To Benchmark Your Investment PortfolioReading: Performance Measurement: The What, Why, and How of the Investment Management ProcessReading: The 101 ways to measure portfolio performanceGraded: Week 4 - AssessmentWEEK 5\tFinal AssessmentThis module tests the understanding of the student in the topics covered so far.Graded: Comprehensive AssessmentThe first module discusses the basics of investment process and the time value of money. The concept of time value of money is extended to value assets with cash flows. In the process, we develop shortcuts for valuing annuities and perpetuities. The student is then introduced to the concept of Risk and Return. The module ends with a discussion of Utility theory.Video: IntroductionVideo: Investment ProcessVideo: Investment PhilosophiesReading: 6 Different Investment PhilosophiesReading: Common Investment Strategies of Fund ManagersVideo: Introduction to Time Value of MoneyVideo: Ordinary AnnuityVideo: Compounding frequency and Effective Annual RateVideo: Annuity DueVideo: Perpetuities and stock valuationVideo: Expected returns and riskVideo: Utility theoryReading: Utility theory and Attitude toward RiskThe second module introduces the student to the concept of portfolio math and the concept of diversification. The student is taught how to construct the investment opportunity set with risky assets and risk-free asset.The student is then introduced to the concept of Market portfolio and the Capital market line.Video: Investment Choices and PortfoliosVideo: Capital AllocationVideo: Risky portfoliosVideo: Diversification and efficient frontierVideo: Two fund separationVideo: Diversification revisitedReading: The pros' guide to diversificationReading: Diversification: How much is too much?Reading: The 15-Stock Diversification MythVideo: Investment opportunity set with two risky assets and a risk-free assetVideo: Investment opportunity set with three risky assets and a risk-free assetVideo: The optimal allocation between risky and risk-free assetsVideo: The market portfolio and the capital market lineReading: Does the composition of the market portfolio really matter?Video: The CAPMVideo: Calculating the CAPM betaReading: Does the Capital Asset Pricing Model Work?Video: The security market lineVideo: EquilibriumVideo: DisequilibriumVideo: Estimating beta from dataVideo: Miscellaneous topics on betaVideo: Determinants of the market risk premiumVideo: Multifactor modelsVideo: The arbitrage pricing theoryReading: Multifactor ModelsVideo: Identifying arbitrage opportunitiesVideo: The arbitrage-free priceVideo: Commonly-used risk factorsVideo: Dividend discount modelsVideo: The growth rate of dividendsVideo: Valuation based on comparable firmsVideo: The PEG ratio and other valuation multiplesVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresReading: The Challenge: How To Benchmark Your Investment PortfolioReading: Performance Measurement: The What, Why, and How of the Investment Management ProcessReading: The 101 ways to measure portfolio performanceIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectUniversity of GenevaSecuring Investment Returns in the Long Run",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/portfolio-management",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Anticipating Your Next Battle, in Business and Beyond",
    "Description": "About this course: In this MOOC, you will learn how to better anticipate the future, and reinvent yourself and your activity accordingly. \n\nBy the end of the course, you’ll be able to account for the broader context and the possible convergence of long-term trends, and thus be able to develop a long-term, consistent strategy and vision, beyond mere day-to-day tactics. Thanks to this approach and mindset, you will become more agile and more resilient in a highly complex and uncertain landscape.\n\nIn this class, you will not only learn the academic and theoretical aspects of strategic foresight, uncertainty and planning. We will also discuss very practical examples, ranging from a discussion on choosing the best outfit for a walk in the countryside to building a vision and strategy for a corporation as a CEO. In practical assessments, you will apply this broad approach to sample examples as well as to your personal and professional challenges.\n\nSo if you are an entrepreneur, this course will help you identify the new ideas, the new business model and/or the new products that will help you remain relevant in the future. If you are a manager or an executive, by taking this course, you will be able to test whether your current approach and allocation of resources are appropriate given tomorrow's possible challenges. More generally, all kinds of decision-makers who look to think more strategically about their position and seek to improve it will find this course useful to think about the future constructively.WEEK 1Taking a Deep Dive Into the FutureThis module will introduce you to the overall theme of the MOOC and to the significance of forward thinking. At the end of the module, you will be able to understand the objectives you should aim for when thinking about the future, to have a better grasp of the overall roadmap this requires especially in terms of anticipation and in terms of reinvention.5 videos, 9 readings, 3 practice quizzesexpandReading: Lesson objectivesReading: Continue the conversation beyond this MOOC!Video: Time to look to the futureVideo: Our roadmap to thinking about the futureReading: Regarding the assignments in this classReading: Regarding the readingsReading: To go further: Making Strategic Analysis MatterDiscussion Prompt: Discussion -- In practice, who thinks about the long run?Practice Quiz: Practice QuizReading: Lesson objectivesVideo: An approach for better anticipationVideo: A special note on reinventionReading: To go further: The Power of Market CreationDiscussion Prompt: Discussion -- To go beyond: Provide a good example of reinvention todayPractice Quiz: Practice Quiz LessonReading: Lesson objectivesVideo: Wrap-upReading: To go further: Readings on secular stagnationPractice Quiz: Practice QuizGraded: Graded QuizGraded: Present your actor and his, her or its long-term challengeWEEK 2Drawing the Map of the FutureThis module will introduce you to the basic tools you need to master in order to identify the forces shaping the future. In particular, you will familiarize yourself with the basics of horizon scanning, historical analysis, feedback, microeconomic analysis and cultural analysis. After completing this module, you will be able to understand the factors that can influence future scenarios and to define and describe these potential future scenarios. 9 videos, 11 readings, 4 practice quizzesexpandReading: Lesson objectivesVideo: Planning for the future: IntroductionVideo: Planning for the future: the example of the future of technologyReading: To go further: The death or rebirth of innovation, growthDiscussion Prompt: Discussion -- To go beyond: Is innovation dead? Is growth dead?Video: Planning for the future: ConclusionDiscussion Prompt: Discussion: Apply the scenario methodology to a concrete exampleReading: To go further: Living in the futuresPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Horizon scanningDiscussion Prompt: Discussion -- The world in...Discussion Prompt: Discussion -- To go beyond: The future of the car industryVideo: Historical analysisReading: To go further: Readings on historical analysisDiscussion Prompt: Discussion -- The world back then...Discussion Prompt: Discussion -- To go beyond: Planning for the OlympicsReading: To go further: Thinking about what the current world tells youVideo: FeedbackDiscussion Prompt: Discussion -- The world right now...Practice Quiz: Practice QuizReading: Lesson objectivesVideo: Microeconomic analysisReading: To go further: Why did the price of oil drop?Discussion Prompt: Discussion -- Thinking about supply and demandReading: To go further: Thinking about the role of cultureVideo: Cultural analysisDiscussion Prompt: Discussion -- Do YOU think culture matters?Practice Quiz: Practice QuizReading: Lesson ojectivesVideo: Wrap-upReading: To go further: Readings on what we don't knowPractice Quiz: Practice QuizGraded: Graded QuizGraded: What forces are shaping your actor's future?WEEK 3Don't Let Risk and Uncertainty Impress You!After having thought about the forces shaping the future, it is time to think about what is not fixed in the landscape, what is not pre-determined, what is unknown. This module introduces the concepts of uncertainty and risk. At the end of this module, you'll have a better grasp of the strategic implications of risk and uncertainty in terms of decisions in business and beyond. In particular, you'll consider how you can make yourself and your activity more flexible and agile, as well as more resilient.7 videos, 8 readings, 3 practice quizzesexpandReading: Lesson objectivesVideo: What is uncertainty?Reading: To go further: Reading on the uncertainty around youVideo: Living in two world at onceDiscussion Prompt: Discussion -- The worlds one lives inReading: To go further: Reading on \"known knowns\"Video: Flexibility v. Resilience : On FlexibilityVideo: Flexibility v. Resilience : On ResilienceDiscussion Prompt: Discussion -- Exploring the sources of resiliencePractice Quiz: Practice quizReading: Lesson objectivesDiscussion Prompt: Discussion -- Playing the Monty Hall gameVideo: What living in the linear world requiresReading: To go further: Thinking about \"fragility\"Video: What living in the chaotic world requiresDiscussion Prompt: Discussion -- The worlds one lives in (and their implications)Reading: To go further: Reading on creative destructionDiscussion Prompt: Discussion -- To go further: Policy in the wake of risk and uncertaintyPractice Quiz: Practice QuizReading: Lesson objectivesDiscussion Prompt: Discussion -- To go further: Reinvention todayVideo: Wrap-upReading: To go further: Before you think you're done...Practice Quiz: Practice QuizGraded: Graded QuizGraded: What will it take for your actor to live in the linear and the chaotic worlds?WEEK 4Becoming a Game-ChangerIt is about time we consider the implications this has for you -- because remember, a true leader is not only an effective analyst and manager but also an individual able to act upon information and able to make a true difference in the landscape. This module is designed to help you understand how you can act upon the analysis you've carried out using the tools and the approaches in modules 2 and 3. At the end of this module, you will not only understand how to transform your analysis into a concrete long-term strategy, but also how you may be able to shape the landscape to your advantage.7 videos, 10 readings, 4 practice quizzesexpandReading: Lesson objectivesVideo: A global recapDiscussion Prompt: Discussion -- Long-term strategyPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Accounting for the human factor in your anticipation effortReading: To go further: The dollar auction gameVideo: Understanding the motivations of othersDiscussion Prompt: Discussion -- To go further: What is the exit strategy in the dollar game?Video: The manager, the leader, and the othersDiscussion Prompt: Discussion -- Your strategy and othersPractice Quiz: Practice QuizReading: Lesson objectivesReading: To go further: Designing and engineering the situation you want to be inVideo: Meet the Rule BreakersReading: To go further: David v. GoliathReading: To go further: Avoiding divorce 101Video: Thinking strategically todayReading: To go further: Reinventing leverageDiscussion Prompt: Discussion -- To go further: Your LinkedIn profileDiscussion Prompt: Discussion -- To go further: Time for a game!Reading: To go further: Philosophers in the private sector?Discussion Prompt: Discussion -- What it takes to break rules and to become a visionaryPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Wrap-upDiscussion Prompt: Discussion -- Who's you're CVO?Practice Quiz: Practice QuizGraded: Graded QuizGraded: How can your actor become a power player and a rule-breaker?Graded: Final PaperThis module will introduce you to the overall theme of the MOOC and to the significance of forward thinking. At the end of the module, you will be able to understand the objectives you should aim for when thinking about the future, to have a better grasp of the overall roadmap this requires especially in terms of anticipation and in terms of reinvention.Reading: Lesson objectivesReading: Continue the conversation beyond this MOOC!Video: Time to look to the futureVideo: Our roadmap to thinking about the futureReading: Regarding the assignments in this classReading: Regarding the readingsReading: To go further: Making Strategic Analysis MatterDiscussion Prompt: Discussion -- In practice, who thinks about the long run?Practice Quiz: Practice QuizReading: Lesson objectivesVideo: An approach for better anticipationVideo: A special note on reinventionReading: To go further: The Power of Market CreationDiscussion Prompt: Discussion -- To go beyond: Provide a good example of reinvention todayPractice Quiz: Practice Quiz LessonReading: Lesson objectivesVideo: Wrap-upReading: To go further: Readings on secular stagnationPractice Quiz: Practice QuizThis module will introduce you to the basic tools you need to master in order to identify the forces shaping the future. In particular, you will familiarize yourself with the basics of horizon scanning, historical analysis, feedback, microeconomic analysis and cultural analysis. After completing this module, you will be able to understand the factors that can influence future scenarios and to define and describe these potential future scenarios. Reading: Lesson objectivesVideo: Planning for the future: IntroductionVideo: Planning for the future: the example of the future of technologyReading: To go further: The death or rebirth of innovation, growthDiscussion Prompt: Discussion -- To go beyond: Is innovation dead? Is growth dead?Video: Planning for the future: ConclusionDiscussion Prompt: Discussion: Apply the scenario methodology to a concrete exampleReading: To go further: Living in the futuresPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Horizon scanningDiscussion Prompt: Discussion -- The world in...Discussion Prompt: Discussion -- To go beyond: The future of the car industryVideo: Historical analysisReading: To go further: Readings on historical analysisDiscussion Prompt: Discussion -- The world back then...Discussion Prompt: Discussion -- To go beyond: Planning for the OlympicsReading: To go further: Thinking about what the current world tells youVideo: FeedbackDiscussion Prompt: Discussion -- The world right now...Practice Quiz: Practice QuizReading: Lesson objectivesVideo: Microeconomic analysisReading: To go further: Why did the price of oil drop?Discussion Prompt: Discussion -- Thinking about supply and demandReading: To go further: Thinking about the role of cultureVideo: Cultural analysisDiscussion Prompt: Discussion -- Do YOU think culture matters?Practice Quiz: Practice QuizReading: Lesson ojectivesVideo: Wrap-upReading: To go further: Readings on what we don't knowPractice Quiz: Practice QuizAfter having thought about the forces shaping the future, it is time to think about what is not fixed in the landscape, what is not pre-determined, what is unknown. This module introduces the concepts of uncertainty and risk. At the end of this module, you'll have a better grasp of the strategic implications of risk and uncertainty in terms of decisions in business and beyond. In particular, you'll consider how you can make yourself and your activity more flexible and agile, as well as more resilient.Reading: Lesson objectivesVideo: What is uncertainty?Reading: To go further: Reading on the uncertainty around youVideo: Living in two world at onceDiscussion Prompt: Discussion -- The worlds one lives inReading: To go further: Reading on \"known knowns\"Video: Flexibility v. Resilience : On FlexibilityVideo: Flexibility v. Resilience : On ResilienceDiscussion Prompt: Discussion -- Exploring the sources of resiliencePractice Quiz: Practice quizReading: Lesson objectivesDiscussion Prompt: Discussion -- Playing the Monty Hall gameVideo: What living in the linear world requiresReading: To go further: Thinking about \"fragility\"Video: What living in the chaotic world requiresDiscussion Prompt: Discussion -- The worlds one lives in (and their implications)Reading: To go further: Reading on creative destructionDiscussion Prompt: Discussion -- To go further: Policy in the wake of risk and uncertaintyPractice Quiz: Practice QuizReading: Lesson objectivesDiscussion Prompt: Discussion -- To go further: Reinvention todayVideo: Wrap-upReading: To go further: Before you think you're done...Practice Quiz: Practice QuizIt is about time we consider the implications this has for you -- because remember, a true leader is not only an effective analyst and manager but also an individual able to act upon information and able to make a true difference in the landscape. This module is designed to help you understand how you can act upon the analysis you've carried out using the tools and the approaches in modules 2 and 3. At the end of this module, you will not only understand how to transform your analysis into a concrete long-term strategy, but also how you may be able to shape the landscape to your advantage.Reading: Lesson objectivesVideo: A global recapDiscussion Prompt: Discussion -- Long-term strategyPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Accounting for the human factor in your anticipation effortReading: To go further: The dollar auction gameVideo: Understanding the motivations of othersDiscussion Prompt: Discussion -- To go further: What is the exit strategy in the dollar game?Video: The manager, the leader, and the othersDiscussion Prompt: Discussion -- Your strategy and othersPractice Quiz: Practice QuizReading: Lesson objectivesReading: To go further: Designing and engineering the situation you want to be inVideo: Meet the Rule BreakersReading: To go further: David v. GoliathReading: To go further: Avoiding divorce 101Video: Thinking strategically todayReading: To go further: Reinventing leverageDiscussion Prompt: Discussion -- To go further: Your LinkedIn profileDiscussion Prompt: Discussion -- To go further: Time for a game!Reading: To go further: Philosophers in the private sector?Discussion Prompt: Discussion -- What it takes to break rules and to become a visionaryPractice Quiz: Practice QuizReading: Lesson objectivesVideo: Wrap-upDiscussion Prompt: Discussion -- Who's you're CVO?Practice Quiz: Practice QuizUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursHEC Paris(Re)-invent your business model with the Odyssey 3.14 approachUniversity of Maryland, College ParkMaster Class for Corporate EntrepreneursUniversity of Maryland, College ParkFinancing and Profiting from Innovation for Corporate EntrepreneursCopenhagen Business SchoolSocial Business Model and Planning for Social Innovation",
    "Creator": "HEC Paris",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/anticipate",
    "Language": "English, Subtitles: French",
    "Commitment": "4 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Behavioral Investing",
    "Description": "About this course: Through this course, you will learn how individuals and firms make financial decisions, and how those decisions might deviate from those predicted by traditional financial or economic theory. \n\nWe will explore the nature of these biases and their origins, using insights from psychology, neurosciences and experimental economics on how the human mind works. From these biases, you will be able to examine how the insights of behavioral finance complement the traditional finance paradigm. We also look at the micro and macro biases. Finally, we will explore how these insights describe more complicated topics such as fat tail events and financial crises.WEEK 1Behavioral Biases in Finance - Part 1This module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. After completing this module you will be able to explain different biases such as Overconfidence, Base rate neglect, Anchoring and adjustment, Cognitive Dissonance, Availability, Self-Attribution and Illusion of Control Bias.8 videos, 2 readingsexpandVideo: 0. IntroductionVideo: 1. Overconfidence BiasVideo: 2. Representativeness Bias - Base rate neglectVideo: 3. Anchoring and adjustment biasVideo: 4. Cognitive Dissonance BiasVideo: 5. Availability biasVideo: 6. Self-Attribution BiasVideo: 7. Illusion of Control BiasLeyendo: Using Behavioral Finance to Better Understand the Psychology of InvestorsLeyendo: The Mistakes We Make—and Why We Make ThemGraded: Assessment 1WEEK 2Behavioral Biases in Finance - Part 2This module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. This module deals with the second part. After completing this module, you will be able to explain different biases such as Conservatism, Ambiguity Aversion, Endowment, Self-control, Optimism, Mental accounting, Confirmation and Loss aversion.8 videos, 2 readingsexpandVideo: 8. Conservatism BiasVideo: 9. Ambiguity Aversion BiasVideo: 10. Endowment  biasVideo: 11. Self-Control BiasVideo: 12. Optimism BiasVideo: 13. Mental Accounting BiasVideo: 14. Confirmation BiasVideo: 15. Loss Aversion BiasLeyendo: Behavioral Finance: Theories and EvidenceLeyendo: Fuel Your 401(k) with the Secrets of Behavioral FinanceGraded: Assessment 2WEEK 3Behavioral Biases in Finance - Part 3This module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. This module deals with the third part. After completing this module, you will be able to explain different biases such as Hindsight, Recency, Regret Aversion, Framing, Status Quo and sample size neglect.7 videos, 2 readingsexpandVideo: 16. Hindsight BiasVideo: 17. Recency BiasVideo: 18. Regret Aversion Bias 1Video: 19. Regret Aversion Bias 2Video: 20. Framing BiasVideo: 21. Status Quo BiasVideo: 22. Sample size neglectLeyendo: Women and Investing:A Behavioral Finance PerspectiveLeyendo: How Biases Affect Investor BehaviourCuadro de aviso de la discusión: Hindsight Bias - Analyst ForecastGraded: Assessment 3WEEK 4Psychographic models in FinanceThis module discusses the 3 psychographic models in behavioral finance. After finishing this module you will be able to explain the three psychographic models and differentiate between them.4 videos, 1 readingexpandVideo: Psychographic models 1Video: Psychographic models 2Video: Psychographic models 3Video: ConclusionLeyendo: Manipulate Me: The Booming Business in Behavioral FinanceCuadro de aviso de la discusión: Classifying investors into behavioral typesGraded: Comprehensive AssignmentThis module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. After completing this module you will be able to explain different biases such as Overconfidence, Base rate neglect, Anchoring and adjustment, Cognitive Dissonance, Availability, Self-Attribution and Illusion of Control Bias.Video: 0. IntroductionVideo: 1. Overconfidence BiasVideo: 2. Representativeness Bias - Base rate neglectVideo: 3. Anchoring and adjustment biasVideo: 4. Cognitive Dissonance BiasVideo: 5. Availability biasVideo: 6. Self-Attribution BiasVideo: 7. Illusion of Control BiasLeyendo: Using Behavioral Finance to Better Understand the Psychology of InvestorsLeyendo: The Mistakes We Make—and Why We Make ThemThis module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. This module deals with the second part. After completing this module, you will be able to explain different biases such as Conservatism, Ambiguity Aversion, Endowment, Self-control, Optimism, Mental accounting, Confirmation and Loss aversion.Video: 8. Conservatism BiasVideo: 9. Ambiguity Aversion BiasVideo: 10. Endowment  biasVideo: 11. Self-Control BiasVideo: 12. Optimism BiasVideo: 13. Mental Accounting BiasVideo: 14. Confirmation BiasVideo: 15. Loss Aversion BiasLeyendo: Behavioral Finance: Theories and EvidenceLeyendo: Fuel Your 401(k) with the Secrets of Behavioral FinanceThis module discusses the common behavioral biases experienced by individuals. All the biases are divided into 3 parts. This module deals with the third part. After completing this module, you will be able to explain different biases such as Hindsight, Recency, Regret Aversion, Framing, Status Quo and sample size neglect.Video: 16. Hindsight BiasVideo: 17. Recency BiasVideo: 18. Regret Aversion Bias 1Video: 19. Regret Aversion Bias 2Video: 20. Framing BiasVideo: 21. Status Quo BiasVideo: 22. Sample size neglectLeyendo: Women and Investing:A Behavioral Finance PerspectiveLeyendo: How Biases Affect Investor BehaviourCuadro de aviso de la discusión: Hindsight Bias - Analyst ForecastVideo: Psychographic models 1Video: Psychographic models 2Video: Psychographic models 3Video: ConclusionLeyendo: Manipulate Me: The Booming Business in Behavioral FinanceCuadro de aviso de la discusión: Classifying investors into behavioral typesIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/behavioral-investing",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "",
    "Description": "",
    "Creator": "",
    "Level": "",
    "URL": "https://coursera.org/learn/lunwen-xiezuo-chujie",
    "Language": "",
    "Commitment": "",
    "HowToPass": "",
    "Rating": ""
  },
  {
    "Title": "China’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Description": "About this course: In 1978, after nearly 30 years of socialist planning under Mao Zedong, China was one of the world’s poorest countries, saddled with an inefficient, inward-looking economy. Today, China is an upper-middle income country and the world’s largest trading nation, contributing more to global economic growth than any other nation. How could such a remarkable transformation take place? \n\nThis course will examine in detail the reforms that have contributed to China’s economic development and the current challenges facing the Chinese economy. After completing this course, you will be able to: \n- describe the origin and consequences of China’s key economic reforms since 1978; \n- explain how features of China’s fiscal and financial systems have impacted development outcomes; \n- assess the extent to which China has integrated itself into the global economy and the consequences of such integration for China and other countries;\n- explain the importance of different sources of economic growth during different periods since 1978; and \n- critically assess the economic and policy challenges facing China going forward.\n\nThis course does not offer certificate at the moment. \n\nCourse Overview video: https://youtu.be/YBkhpvWUoIwWEEK 1Orientation and Module 1: China’s Gradualist ReformsIn this module, we will introduce you to China's gradualist reforms. But before you start with the lectures, please watch the Course Overview, review the Assignment and Grading page, and introduce yourself to other learners who will be studying this course with you.  8 videos, 3 readingsexpandVideo: Course OverviewReading: Assignments and GradingDiscussion Prompt: Discussion: Meet and GreetVideo: 1.1 China’s Gradualist Reforms – An IntroductionVideo: 1.2 Institutional Change – A FrameworkVideo: 1.3 Reform OverviewVideo: 1.4 Decollectivization of AgricultureVideo: 1.5 The Rise and Fall of Township and Village Enterprises (TVEs)Video: 1.6 The Problem of State-owned EnterprisesVideo: 1.7 China’s Gradualist Reforms – Module SummaryDiscussion Prompt: Module 1 DiscussionReading: Module 1 Course ReadingReading: Module 1 Lecture ReferencesGraded: Quiz 1WEEK 2Module 2: Fiscal and Financial System ReformIn this module, we will focus on China's fiscal and financial system reform.7 videos, 2 readingsexpandVideo: 2.1 Fiscal and Financial System Reform – An IntroductionVideo: 2.2 Fiscal Decentralization: Pros and ConsVideo: 2.3 Reforming the Fiscal SystemVideo: 2.4 The Soft Budget ConstraintVideo: 2.5\tReforming the Financial SystemVideo: 2.6\tShadow Banking: Threat or Opportunity?Video: 2.7 Fiscal and Financial System Reform – Module SummaryDiscussion Prompt: Module 2 DiscussionReading: Module 2 Course ReadingReading: Module 2 Lecture ReferencesGraded: Quiz 2WEEK 3Module 3: Globalization: Trade and Foreign Direct InvestmentIn this module, we will focus on China's trade and foreign direct investment. Apart from regular lectures, we will visit firms in China to understand the impact of foreign direct investment on them. We will also have interviews and discussions with leading scholars to provide greater insight into what is happening in the areas of China's outbound foreign direct investment and the internationalization of the Renminbi.10 videos, 2 readingsexpandVideo: 3.1 Globalization: Trade and Foreign Direct Investment – An IntroductionVideo: 3.2 International Trade: Performance and PoliciesVideo: 3.3 Trade and DevelopmentVideo: 3.4 Foreign Direct InvestmentVideo: 3.5 Foreign Direct Investment – Firm Visits in ChinaVideo: 3.6 China’s Outbound Foreign Direct InvestmentVideo: 3.7\tChina’s Outbound FDI – An Expert DiscussionVideo: 3.8 Internationalization of the RenminbiVideo: 3.9 Internationalization of the Renminbi – An Expert DiscussionVideo: 3.10\tGlobalization: Trade and FDI – Module SummaryDiscussion Prompt: Module 3 DiscussionReading: Module 3 Course ReadingReading: Module 3 Lecture ReferencesGraded: Quiz 3WEEK 4Module 4: Economic Growth and Structural ChangeIn this module, we will focus on China's economic growth and structural change.6 videos, 2 readingsexpandVideo: 4.1 Economic Growth and Structural Change – An IntroductionVideo: 4.2 Sources of GrowthVideo: 4.3 Structural ChangeVideo: 4.4 Resource MisallocationVideo: 4.5 Productivity GrowthVideo: 4.6 Economic Growth and Structural Change – Module SummaryDiscussion Prompt: Module 4 DiscussionReading: Module 4 Course ReadingReading: Module 4 Lecture ReferencesGraded: Quiz 4WEEK 5Module 5: Governance and Current ChallengesIn this module, we will focus on China's governance and current challenges. Apart from regular lectures, we will visit firms in China to understand the impact of rising wages on them. 9 videos, 2 readingsexpandVideo: 5.1 Governance and Current Challenges – An IntroductionVideo: 5.2 China’s Governance PuzzleVideo: 5.3 Incentivizing Local LeadersVideo: 5.4\tEconomic ChallengesVideo: 5.5 Rebalancing GrowthVideo: 5.6 Challenge of Rising WagesVideo: 5.7 Challenge of Rising Wages – Firm Visits in ChinaVideo: 5.8 Governance and Current Challenges – Module SummaryVideo: 5.9 Economic Reform and Growth in China – ConclusionDiscussion Prompt: Module 5 DiscussionReading: Module 5 Course ReadingReading: Module 5 Lecture ReferencesGraded: Quiz 5WEEK 6Final Exam and FarewellNow is time to test your understanding on the entire course. Take the final exam and complete the post-course survey. Your valuable feedback will certainly help us improve future iterations of the course.1 practice quizexpandPractice Quiz: Post-course SurveyGraded: Final examIn this module, we will introduce you to China's gradualist reforms. But before you start with the lectures, please watch the Course Overview, review the Assignment and Grading page, and introduce yourself to other learners who will be studying this course with you.  Video: Course OverviewReading: Assignments and GradingDiscussion Prompt: Discussion: Meet and GreetVideo: 1.1 China’s Gradualist Reforms – An IntroductionVideo: 1.2 Institutional Change – A FrameworkVideo: 1.3 Reform OverviewVideo: 1.4 Decollectivization of AgricultureVideo: 1.5 The Rise and Fall of Township and Village Enterprises (TVEs)Video: 1.6 The Problem of State-owned EnterprisesVideo: 1.7 China’s Gradualist Reforms – Module SummaryDiscussion Prompt: Module 1 DiscussionReading: Module 1 Course ReadingReading: Module 1 Lecture ReferencesVideo: 2.1 Fiscal and Financial System Reform – An IntroductionVideo: 2.2 Fiscal Decentralization: Pros and ConsVideo: 2.3 Reforming the Fiscal SystemVideo: 2.4 The Soft Budget ConstraintVideo: 2.5\tReforming the Financial SystemVideo: 2.6\tShadow Banking: Threat or Opportunity?Video: 2.7 Fiscal and Financial System Reform – Module SummaryDiscussion Prompt: Module 2 DiscussionReading: Module 2 Course ReadingReading: Module 2 Lecture ReferencesIn this module, we will focus on China's trade and foreign direct investment. Apart from regular lectures, we will visit firms in China to understand the impact of foreign direct investment on them. We will also have interviews and discussions with leading scholars to provide greater insight into what is happening in the areas of China's outbound foreign direct investment and the internationalization of the Renminbi.Video: 3.1 Globalization: Trade and Foreign Direct Investment – An IntroductionVideo: 3.2 International Trade: Performance and PoliciesVideo: 3.3 Trade and DevelopmentVideo: 3.4 Foreign Direct InvestmentVideo: 3.5 Foreign Direct Investment – Firm Visits in ChinaVideo: 3.6 China’s Outbound Foreign Direct InvestmentVideo: 3.7\tChina’s Outbound FDI – An Expert DiscussionVideo: 3.8 Internationalization of the RenminbiVideo: 3.9 Internationalization of the Renminbi – An Expert DiscussionVideo: 3.10\tGlobalization: Trade and FDI – Module SummaryDiscussion Prompt: Module 3 DiscussionReading: Module 3 Course ReadingReading: Module 3 Lecture ReferencesVideo: 4.1 Economic Growth and Structural Change – An IntroductionVideo: 4.2 Sources of GrowthVideo: 4.3 Structural ChangeVideo: 4.4 Resource MisallocationVideo: 4.5 Productivity GrowthVideo: 4.6 Economic Growth and Structural Change – Module SummaryDiscussion Prompt: Module 4 DiscussionReading: Module 4 Course ReadingReading: Module 4 Lecture ReferencesVideo: 5.1 Governance and Current Challenges – An IntroductionVideo: 5.2 China’s Governance PuzzleVideo: 5.3 Incentivizing Local LeadersVideo: 5.4\tEconomic ChallengesVideo: 5.5 Rebalancing GrowthVideo: 5.6 Challenge of Rising WagesVideo: 5.7 Challenge of Rising Wages – Firm Visits in ChinaVideo: 5.8 Governance and Current Challenges – Module SummaryVideo: 5.9 Economic Reform and Growth in China – ConclusionDiscussion Prompt: Module 5 DiscussionReading: Module 5 Course ReadingReading: Module 5 Lecture ReferencesPractice Quiz: Post-course SurveyThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political Science",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/econtransform1",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Understanding Russian Economy. Problems of Transition",
    "Description": "About this course: The purpose of the course is to bring the basic knowledge on the specific aspects of Russian economy that had significant impact on the latest development trends in Russia.\nThis course will provide you with knowledge on: \n1)    the basics of economy;\n2)\tunderstanding the role of market reforms in developing the key features of modern Russian economy;\n3)\tunderstanding  specific aspects of Russian economy;\n4)\tcause-effect relationship of the most significant trends in Russia’s economic development;\n5)\tinstruments for analysis of Russian economy;\n6)\tbusiness climate in Russia and skills required for doing business in Russia.\nCurrently, different aspects of economy have some influence on us and our behavior - e.g. currency exchange rates, inflation and other things define the way in which we distribute our income between savings and investments. In order to understand these principles it is required to have the basic knowledge on economics. So it is not only a lecture on Russian economy. Another main objective of the course is to develop knowledge on the basics of economy as such. So the course will disclose universal patterns by analyzing trends in Russian economy.\nFAQ:\nQ: What is targeted audience for this course? What are the course prerequisites?\nA: The course is mainly developed for students pursuing their master’s degree in the field of international economy and for those who have professional interest in Russian economy. It requires basic knowledge of economic terms.\nQ: What are the minimum requirements to pass the course?\nA: In order to pass the course and receive a Course Certificate you will need to have at least 80% of correct answers in each quiz.\nWelcome to the course “Understanding Russian Economy. Problems of Transition”!WEEK 1Introduction to ‘a transition in Russia’ courseWelcome to the Week 1! This module will introduce you to the basics of the given course and to the general issues of transition in Russia. You will learn about economic features of Russia. Our video-lectures will answer the following question: how the transition was at all possible in Russia. Finally, the end of the module is accompanied with a test. Test questions are based on the information from the lectures, but for some of them you will have to find the right answer using different statistical and informational sources.6 videos, 5 readingsexpandVideo: IntroductionReading: AssessmentReading: Course StaffReading: Course PlanReading: Basic ReadingsReading: Pre-course surveyVideo: Economic importance of Russia. Size mattersVideo: Territory as an economic assetVideo: Territory full with resourcesVideo: How to make use in full of all the treasures available?Video: How the transition was at all possible?Graded: Territory full with resourcesWEEK 2Brief Russian economic historyWelcome to the Week 2! On this week you’ll learn how the transition was set up and organized. In this module we begin the analysis of the Russian economic policy. Understanding the specifics of transition process is crucial for understanding the roots and reasons of modern domestic issues of Russian Federation. That’s why we will make a thorough analysis of it.5 videos, 1 readingexpandVideo: Transition set up. Starting pointVideo: Pillars of market reformsVideo: State assets privatization. VouchersVideo: Another side of privatization.Buy-outs 1Video: Another side of privatization.Buy-outs 2Reading: Readings for Week 2Discussion Prompt: Discussion question for Week 2Graded: Brief Russian economic historyWEEK 3Pillars of market reformsWelcome to the Week 3! Today we continue to analyze initial measures within market reforms in Russia. The module will cover several topics like price liberalization including radical reform widely known as ‘’shock therapy’’ and real estate privatization. Then we will proceed to major controversies and paradoxes of transition. This module provides discussion on the ‘’New Russians’’.6 videos, 1 readingexpandVideo: Price liberalization. Shock therapyVideo: Real estate privatizationDiscussion Prompt: Discussion questionVideo: OutcomesVideo: ParadoxesVideo: Basics and conclusions. Reform Goals for RussiaVideo: Other aspects of reformsReading: Readings for Week 3Discussion Prompt: New RussiansGraded: Pillars of market reformsWEEK 4Lost opportunities of transitionWelcome to the Week 4! Now we are coming to the next period of the Russian economic transition, namely the period since 1993. As usual you will get useful knowledge through video-lectures. However don’t forget to look at the list of recommended literature in case you want to learn more about the topic of this week. Also you will have to pass a short quiz in order to be assessed as a result of the Week 4.5 videos, 1 readingexpandVideo: Economic transition under the Presidential authority and the new PM since 1993Video: 1998 crisisDiscussion Prompt: Protectionism in the late 1990sVideo: Understanding the crisis roots 1Video: Understanding the crisis roots 2Video: Outcomes of transition. ParadoxesReading: Reading for Week 4Graded: Lost opportunities of transitionWEEK 5Understanding the golden decade and the subsequent crisisWelcome to the Week 5! We continue to analyze Russian economy in transition. This week we pass on to an extremely interesting period of Russian economic history. We will look at the decade of steady growth, which can be called the golden decade for Russian economy. Economic crisis in 2008 in Russia will be the second important point of this week.4 videos, 1 readingexpandVideo: The golden decade 1999-2008Video: Understanding the golden decadeVideo: 2008 economic crisisVideo: Evolution of perception of transition. ParadoxesReading: Reading for Week 5Graded: Understanding the golden decade and the subsequent crisisWEEK 6Lessons of transition. Searching for solutionsWelcome to the Week 6! Now we will focus on some lessons of transition. To be more precise you will learn what role Stabilization Fund plays in Russian economy. ‘’To save or to borrow’’ dilemma and its solution in Russia will be discussed in this module as well. Then we are going to look at the impact of 2008 financial crisis on Russian economy.4 videos, 1 readingexpandVideo: Two crises lessonsVideo: Stab Fund’s role to assure economic stabilityVideo: ‘To save or to borrow’ dilemmaVideo: Lessons from Stabilization FundReading: Reedings for Week 6Graded: Lessons of transition. Searching for solutionsWEEK 7Fundamental challenges to the Russian economyWelcome to the Week 7! Special focus will be on difficulties which Russia has faced as a result of the transition. There is rather long list of current challenges to Russian economic development. These problems have different roots, which we will consider. Please finish with the weekly quiz, which will help you to refresh your knowledge and help us to assess them.5 videos, 1 readingexpandVideo: Political challenges to transitionVideo: Challenge of mineral resources’ abundance. ParadoxVideo: Will the muted virus of the Dutch decease infect Russian economy forever? How to catch up with a technological gap?Video: International division of labor. A new thinking on self relianceVideo: Business narrow escape challengeDiscussion Prompt: Discussion question for Week 7Reading: Readings for Week 7Graded: Fundamental challenges to the Russian economyWEEK 8Fundamental challenges to the Russian economy (follow up)Welcome to the Week 8! We continue to speak on major challenges of Russian economy. It is our final lecture on the domestic issues of Russian economy. So you will get some general conclusions over economic transition in Russia. We offer you to pass a test that differs a bit from the previous ones - it includes a few questions from the previous topics. Good luck with your further studies!4 videosexpandVideo: Poor infrastructure challengeVideo: Infrastructure for an economic developmentVideo: Corruption as a systemic challenge?Video: Corruption origins. Way outDiscussion Prompt: Discussion question for Week 8Graded: Fundamental challenges to the Russian economy (follow up)Welcome to the Week 1! This module will introduce you to the basics of the given course and to the general issues of transition in Russia. You will learn about economic features of Russia. Our video-lectures will answer the following question: how the transition was at all possible in Russia. Finally, the end of the module is accompanied with a test. Test questions are based on the information from the lectures, but for some of them you will have to find the right answer using different statistical and informational sources.Video: IntroductionReading: AssessmentReading: Course StaffReading: Course PlanReading: Basic ReadingsReading: Pre-course surveyVideo: Economic importance of Russia. Size mattersVideo: Territory as an economic assetVideo: Territory full with resourcesVideo: How to make use in full of all the treasures available?Video: How the transition was at all possible?Welcome to the Week 2! On this week you’ll learn how the transition was set up and organized. In this module we begin the analysis of the Russian economic policy. Understanding the specifics of transition process is crucial for understanding the roots and reasons of modern domestic issues of Russian Federation. That’s why we will make a thorough analysis of it.Video: Transition set up. Starting pointVideo: Pillars of market reformsVideo: State assets privatization. VouchersVideo: Another side of privatization.Buy-outs 1Video: Another side of privatization.Buy-outs 2Reading: Readings for Week 2Discussion Prompt: Discussion question for Week 2Welcome to the Week 3! Today we continue to analyze initial measures within market reforms in Russia. The module will cover several topics like price liberalization including radical reform widely known as ‘’shock therapy’’ and real estate privatization. Then we will proceed to major controversies and paradoxes of transition. This module provides discussion on the ‘’New Russians’’.Video: Price liberalization. Shock therapyVideo: Real estate privatizationDiscussion Prompt: Discussion questionVideo: OutcomesVideo: ParadoxesVideo: Basics and conclusions. Reform Goals for RussiaVideo: Other aspects of reformsReading: Readings for Week 3Discussion Prompt: New RussiansWelcome to the Week 4! Now we are coming to the next period of the Russian economic transition, namely the period since 1993. As usual you will get useful knowledge through video-lectures. However don’t forget to look at the list of recommended literature in case you want to learn more about the topic of this week. Also you will have to pass a short quiz in order to be assessed as a result of the Week 4.Video: Economic transition under the Presidential authority and the new PM since 1993Video: 1998 crisisDiscussion Prompt: Protectionism in the late 1990sVideo: Understanding the crisis roots 1Video: Understanding the crisis roots 2Video: Outcomes of transition. ParadoxesReading: Reading for Week 4Welcome to the Week 5! We continue to analyze Russian economy in transition. This week we pass on to an extremely interesting period of Russian economic history. We will look at the decade of steady growth, which can be called the golden decade for Russian economy. Economic crisis in 2008 in Russia will be the second important point of this week.Video: The golden decade 1999-2008Video: Understanding the golden decadeVideo: 2008 economic crisisVideo: Evolution of perception of transition. ParadoxesReading: Reading for Week 5Welcome to the Week 6! Now we will focus on some lessons of transition. To be more precise you will learn what role Stabilization Fund plays in Russian economy. ‘’To save or to borrow’’ dilemma and its solution in Russia will be discussed in this module as well. Then we are going to look at the impact of 2008 financial crisis on Russian economy.Video: Two crises lessonsVideo: Stab Fund’s role to assure economic stabilityVideo: ‘To save or to borrow’ dilemmaVideo: Lessons from Stabilization FundReading: Reedings for Week 6Welcome to the Week 7! Special focus will be on difficulties which Russia has faced as a result of the transition. There is rather long list of current challenges to Russian economic development. These problems have different roots, which we will consider. Please finish with the weekly quiz, which will help you to refresh your knowledge and help us to assess them.Video: Political challenges to transitionVideo: Challenge of mineral resources’ abundance. ParadoxVideo: Will the muted virus of the Dutch decease infect Russian economy forever? How to catch up with a technological gap?Video: International division of labor. A new thinking on self relianceVideo: Business narrow escape challengeDiscussion Prompt: Discussion question for Week 7Reading: Readings for Week 7Welcome to the Week 8! We continue to speak on major challenges of Russian economy. It is our final lecture on the domestic issues of Russian economy. So you will get some general conclusions over economic transition in Russia. We offer you to pass a test that differs a bit from the previous ones - it includes a few questions from the previous topics. Good luck with your further studies!Video: Poor infrastructure challengeVideo: Infrastructure for an economic developmentVideo: Corruption as a systemic challenge?Video: Corruption origins. Way outDiscussion Prompt: Discussion question for Week 8The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceThe Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in ChinaThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1",
    "Creator": "Higher School of Economics",
    "Level": "",
    "URL": "https://coursera.org/learn/economy-russia-transition",
    "Language": "English",
    "Commitment": "8 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Creating a Portfolio",
    "Description": "About this course: This course integrates all the learning from the first three courses and guides the learner about ways of building a portfolio of strategies and integrating the same into a hedge fund. \n\nIn the first part of the course, you will be taught ways of measuring the contribution of a strategy to a portfolio in terms of risk and return. You will be able to appreciate the consequences of including a strategy to a new as well an existing portfolio.\nNext, you are taught various ways of conducting the tilting analysis in order to determine the optimal weight to be placed on each strategy.  After this you will learn to develop techniques for minimizing overall portfolio risk.\n \nYou will also get a basic overview of the regulatory framework that is applicable to hedge funds. You will know about different types of investors and the expectations of each type of investors.WEEK 1Module 1In this module you will learn about the efficient market hypothesis and various market anomalies.  In the second half, you will learn how to evaluate the performance of investments.7 videos, 3 readings, 2 practice quizzesexpandVideo: Market EfficiencyVideo: Types of Market EfficiencyVideo: AnomaliesPractice Quiz: Practice Quiz 1Video: Performance measurement 1Video: Performance measurement 2Video: Market timingVideo: Performance measurement 3Practice Quiz: Practice Quiz 2Reading: The Challenge: How To Benchmark Your Investment PortfolioReading: Performance Measurement: The What, Why, and How of the Investment Management ProcessReading: The 101 ways to measure portfolio performanceGraded: Quiz 1WEEK 2Module 2In this module you will lean how to perform style analysis and performance attribution. You will also learn some facts about the mutual fund performance and timing measurement. In the second half of the module you will learn how to calculate the expected returns and risk. The module ends with an understanding of the utility theory.9 videos, 1 reading, 2 practice quizzesexpandVideo: Timing measurementVideo: Style AnalysisVideo: Performance attributionVideo: Mutual fund performancePractice Quiz: Practice Quiz -Video: Expected returns and riskVideo: Utility theoryVideo: Investment Choices and PortfoliosVideo: Capital AllocationVideo: Risky portfoliosPractice Quiz: Practice QuizReading: Utility theory and Attitude toward RiskGraded: Quiz 2WEEK 3Module 3In this module you will learn the importance of diversification in your portfolio. You will learn about the efficient frontier and how to draw it. Also, you will study the investment opportunity set with more than one risky asset and a risk free asset. Finally, you will see how to optimally allocate between a risky and a risk free asset. You will also get a brief idea about the market portfolio and capital market line.7 videos, 4 readings, 1 practice quizexpandVideo: Diversification and efficient frontierVideo: Two fund separationVideo: Diversification revisitedVideo: Investment opportunity set with two risky assets and a risk-free assetVideo: Investment opportunity set with three risky assets and a risk-free assetVideo: The optimal allocation between risky and risk-free assetsVideo: The market portfolio and the capital market linePractice Quiz: Practice QuizReading: The pros' guide to diversificationReading: Diversification: How much is too much?Reading: The 15-Stock Diversification MythReading: Does the composition of the market portfolio really matter?Graded: Weekly assessment 3WEEK 4Module 4In this module you will learn the basics of trading strategies based on text mining and the importance of a benchmark to evaluate the performance of your portfolio. You will also see how to backtest your trading strategy. Finally, you will learn the importance of reporting and compliance in trading.7 videos, 1 reading, 1 practice quizexpandVideo: Strategies based on Text MiningVideo: BenchmarkingVideo: ReportingVideo: Financial InstrumentsVideo: BacktestingVideo: How to backtest?Video: ConclusionPractice Quiz: Practice QuizReading: Successful Backtesting of Algorithmic Trading StrategiesGraded: Weekly assessment 4Video: Market EfficiencyVideo: Types of Market EfficiencyVideo: AnomaliesPractice Quiz: Practice Quiz 1Video: Performance measurement 1Video: Performance measurement 2Video: Market timingVideo: Performance measurement 3Practice Quiz: Practice Quiz 2Reading: The Challenge: How To Benchmark Your Investment PortfolioReading: Performance Measurement: The What, Why, and How of the Investment Management ProcessReading: The 101 ways to measure portfolio performanceIn this module you will lean how to perform style analysis and performance attribution. You will also learn some facts about the mutual fund performance and timing measurement. In the second half of the module you will learn how to calculate the expected returns and risk. The module ends with an understanding of the utility theory.Video: Timing measurementVideo: Style AnalysisVideo: Performance attributionVideo: Mutual fund performancePractice Quiz: Practice Quiz -Video: Expected returns and riskVideo: Utility theoryVideo: Investment Choices and PortfoliosVideo: Capital AllocationVideo: Risky portfoliosPractice Quiz: Practice QuizReading: Utility theory and Attitude toward RiskIn this module you will learn the importance of diversification in your portfolio. You will learn about the efficient frontier and how to draw it. Also, you will study the investment opportunity set with more than one risky asset and a risk free asset. Finally, you will see how to optimally allocate between a risky and a risk free asset. You will also get a brief idea about the market portfolio and capital market line.Video: Diversification and efficient frontierVideo: Two fund separationVideo: Diversification revisitedVideo: Investment opportunity set with two risky assets and a risk-free assetVideo: Investment opportunity set with three risky assets and a risk-free assetVideo: The optimal allocation between risky and risk-free assetsVideo: The market portfolio and the capital market linePractice Quiz: Practice QuizReading: The pros' guide to diversificationReading: Diversification: How much is too much?Reading: The 15-Stock Diversification MythReading: Does the composition of the market portfolio really matter?In this module you will learn the basics of trading strategies based on text mining and the importance of a benchmark to evaluate the performance of your portfolio. You will also see how to backtest your trading strategy. Finally, you will learn the importance of reporting and compliance in trading.Video: Strategies based on Text MiningVideo: BenchmarkingVideo: ReportingVideo: Financial InstrumentsVideo: BacktestingVideo: How to backtest?Video: ConclusionPractice Quiz: Practice QuizReading: Successful Backtesting of Algorithmic Trading StrategiesIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectIndian School of BusinessTrading BasicsRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/investment-portfolio",
    "Language": "English",
    "Commitment": "The estimated workload for this course is 4 to 5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Analizando las Políticas Económicas",
    "Description": "About this course: Este curso utiliza un enfoque no técnico para analizar la forma en la que los gobiernos utilizan políticas económicas para influenciar la economía de sus países. Al finalizar el curso el participante hablará con propiedad sobre temas tan importantes como la deuda y el déficit de los países, podrá examinar las políticas fiscales y monetarias así como las reformas estructurales de los países. Estos conceptos le ofrecerán los conocimientos necesarios para estar informados y poder crear su propio criterio respecto a los debates económicos de la actualidad: estímulos fiscales vs. austeridad, las virtudes de las innovaciones de los bancos centrales en política monetaria, cuándo se necesitan altas tasas de interés y el camino hacia el crecimiento para muchas de las economías más avanzadas.WEEK 1Información general de macroeconomíaEstamos rodeados de noticias y comentarios relacionados con la macroeconomía. Para entenderla, necesitamos afianzar conceptos básicos como son el del PIB, inflación y desempleo para conocer cuáles son sus niveles “normales” y cómo se relacionan entre sí. A pesar de que dichos niveles no son algo mecánico, ofrecen los cimientos básicos para entender qué es lo que hacen los gobiernos en macroeconomía.11 videos, 4 readingsexpandVideo: Introducción: Módulo 1Reading: Syllabus: Módulo 1Reading: Política de EvaluaciónReading: Equipo del CursoReading: Página de ContactoVideo: ¿Qué es el PIB? - El Diagrama de Flujo CircularVideo: El PIB Potencial como Referencia del Ciclo EconómicoVideo: Brechas del PIB y la Formulación de PolíticasVideo: ¿Cómo se ve un ciclo económico?Video: ¿Qué impulsa el ciclo económico? - Oferta Agregada y Demanda AgregadaVideo: Oferta Agregada y Demanda Agregada IIVideo: Oferta Agregada y Demanda Agregada III: Movimientos en la Demanda AgregadaVideo: Oferta Agregada y Demanda Agregada IV: Movimientos en la Oferta AgregadaVideo: El Crecimiento del PIB en el Mundo Real y Perspectivas hacia el Futuro.Video: Conclusión: Módulo 1Graded: Quiz de MacroeconomíaWEEK 2La herramienta de la política fiscal¡Bienvenido al Módulo 2! Profundizaremos en la política fiscal, una de las herramientas que tienen las autoridades para influir en la economía y llevar al PIB más cerca de su tasa de crecimiento ideal. Estas herramientas son cambios que hace el gobierno sobre sus gastos y los ajustes en los impuestos del país. Para tratar de medir cuánto gasto e impuestos se necesitan para llevar al PIB a su potencial, utilizaremos dos conceptos: el multiplicador y el efecto de desplazamiento. Sin embargo, el gasto y los ingresos por concepto de impuestos también se mueven automáticamente en el ciclo económico, lo que hace que la economía sea más estable. ¡Gracias por acompañarnos! ¡Disfrute aprendiendo!7 videos, 1 readingexpandVideo: Introducción: Módulo 2Reading: Syllabus: Módulo 2Video: Herramientas de política fiscal restrictiva y expansivaVideo: El Efecto Multiplicador de la Política FiscalVideo: Efecto de DesplazamientoVideo: Estabilizadores AutomáticosVideo: La Política Fiscal en el Mundo RealVideo: Conclusión: Módulo 2Graded: Quiz de la Herramienta de Política FiscalWEEK 3Déficits, deudas, mitos y realidades¡Bienvenido al Módulo 3! Ahora sabemos cómo se supone que funciona la política fiscal en la economía, para cerrar las brechas recesivas o inflacionarias. En este módulo miraremos en detalle los déficits y las deudas en el mundo real. ¡Estoy segura de que tendremos debates interesantísimos sobre estos temas! ¿Cómo es que se aplican? ¿Qué son los déficits y las deudas de los gobiernos? Cuando los gobiernos incurren en déficit y necesitan pedir préstamos, ¿cómo y a quién se los piden? ¿En qué momento se convierten en un problema el déficit y la deuda? En este módulo estudiaremos a los EEUU y a otras economías avanzadas para responder estas preguntas, aclarar algunos malentendidos y estudiar los conceptos más importantes de esta época en cuanto a déficits y deudas. ¡Buena suerte y nos vemos en línea!10 videos, 1 readingexpandVideo: Introducción: Módulo 3Reading: Syllabus: Módulo 3Video: Déficits y Superávits de los GobiernosVideo: ¿Cómo hacen los Gobiernos para Pedir Préstamos? (I)Video: ¿Cómo hacen los Gobiernos para Pedir Préstamos? (II)Video: ¿Quiénes son los Dueños de la Deuda Pública en las Economías Avanzadas?Video: ¿Cuánto Déficit es Demasiado Déficit?Video: La Deuda de los EEUUVideo: Fortalezas y Debilidades de la Política FiscalVideo: Conclusión: Módulo 3Video: Horario de Consulta para los Módulos 1 al 3Graded: Quiz de Déficits, Deudas, Mitos y RealidadesWEEK 4Política monetaria¡Bienvenido al Módulo 4! Esta semana estaremos abordando un tema fascinante: la política monetaria, y puedo anticipar que tendremos unos debates muy activos. La política monetaria es la otra herramienta fundamental que tienen los gobiernos para influenciar la economía. Las autoridades monetarias trabajan con la masa monetaria para influir en los mercados monetarios y por tanto a la economía real. Pueden realizar operaciones de mercado abierto, variar sus propias tasas activas y reservas o modificar el coeficiente de reserva. Tal como sucede con la política fiscal, una vez que se identifica la brecha económica, se debería utilizar una política monetaria expansiva para las brechas recesivas, y una política monetaria restrictiva en una brecha inflacionaria. La política monetaria es mejor que la política fiscal en muchos sentidos, pero su mayor debilidad es que es mucho menos efectiva en las brechas recesivas que en las brechas inflacionarias. ¡Siga haciendo tan buen trabajo!7 videos, 1 readingexpandVideo: Introducción: Módulo 4Reading: Syllabus: Módulo 4Video: Qué es el Dinero y qué son los Bancos CentralesVideo: Bancos Centrales del MundoVideo: ¿Cuáles son las Herramientas de los Bancos Centrales? Video: ¿Cómo Funciona la Política Monetaria a lo largo del Ciclo Económico y Por Qué a Veces Falla?Video: Fortalezas y Debilidades de la Política MonetariaVideo: Conclusión: Módulo 4Graded: Quiz de Política MonetariaWEEK 5Combinando políticas económicas y otras herramientas¡Bienvenido Courseriano a nuestro quinto módulo en el curso “Analizando la política económica”! Ya conocemos muchas herramientas y ahora podemos invertir nuestras últimas sesiones en juntar todas las partes y abordar los desafíos de las políticas del mundo real. Hay pocas cosas que podrían ser así de relevantes y espero que lo disfrute. En el mundo real, las autoridades fiscales y monetarias puede que se muevan en la misma dirección o pueden actuar en sentidos opuestos el uno del otro. Exploraremos qué sucede cuando las autoridades fiscales y monetarias interactúan en la economía real. Adicionalmente, los que toman las decisiones sobre estas políticas tienen otras dos opciones que pueden utilizar para influenciar la economía, que son la política de tipo de cambio y las políticas estructurales. Discutiremos cómo funcionan y cuáles son las complicaciones y ventajas que conllevan. Este módulo incluye un trabajo que será revisado por sus compañeros. Para responderlo, tendrá que utilizar el Simulador de Políticas Económicas, un ejercicio interactivo gratuito para los participantes de Coursera. En el cual tendrá la oportunidad de decidir las políticas para un país cuyo nombre no conoce. Utilice todas las herramientas que hemos aprendido juntos y disfrute de la oportunidad de tomar decisiones para ese país. Gracias por la efusiva participación, ¡disfrute los dos últimos módulos del curso!8 videos, 1 readingexpandVideo: Introducción: Módulo 5Reading: Syllabus: Módulo 5Video: ¿Cómo Afectan a la Macroeconomía las Distintas Combinaciones de estas Políticas?Video: Combinaciones de Políticas y sus ConsecuenciasVideo: Tasas de CambioVideo: Política EstructuralVideo: Combinación de Políticas en el Mundo RealVideo: Practicando la Formulación de Políticas en el Simulador de Políticas EconómicasVideo: Conclusión: Módulo 5Graded: Quiz de Combinando Políticas y otras Herramientas de PolíticasGraded: Trabajo Evaluado por los Compañeros - Simulador de Políticas EconómicasWEEK 6Formulación de Políticas tras la Crisis Financiera¡Ya se encuentra en el último módulo de nuestro curso “Analizando la política económica”! Tras haber visto la teoría que hay detrás de la formulación de políticas económicas, dedicaremos este último módulo a ver qué hacen los formuladores de políticas en los países desarrollados. Discutiremos si las tasas de interés han sido apropiadas para un grupo de países y cuáles son las consecuencias en caso de que no sean apropiadas. Discutiremos también la expansión cuantitativa, principal política monetaria “no convencional”, y trataremos de anticipar algunas de sus consecuencias. Daremos un vistazo a los déficits y las deudas de algunos países y utilizaremos nuestras herramientas para determinar si son un problema; analizaremos las políticas de “austeridad” que han aplicado muchos países europeos; también veremos la combinación de políticas fiscales, monetarias y estructurales que se están utilizando en Japón, conocidas como “Abenomics”. También consideraremos los peligros de la búsqueda agresiva de crecimiento que tienen los formuladores de las políticas económicas, sobretodo en esta época donde el crecimiento se ha vuelto más escurridizo. El examen final tendrá preguntas sobre lo discutido en este módulo y en cada uno de los anteriores, así que puede utilizar los exámenes anteriores para prepararlo. ¡Mucho éxito para completar el curso! Ha sido un placer contar con su participación en este curso. Saludos cordiales.9 videos, 1 readingexpandVideo: Introducción: Módulo 6Reading: Syllabus: Módulo 6Video: Política Monetaria en los Estados UnidosVideo: Política Monetaria en España y AlemaniaVideo: Expansión CuantitativaVideo: La Política Fiscal en el Mundo Real: ¿Cuándo se dice que la Deuda es Demasiado Alta?Video: AbenomicsVideo: Las Políticas y la Interminable Búsqueda de CrecimientoVideo: Resumen del CursoVideo: Repasando el Simulador de Políticas EconómicasGraded: Examen FinalEstamos rodeados de noticias y comentarios relacionados con la macroeconomía. Para entenderla, necesitamos afianzar conceptos básicos como son el del PIB, inflación y desempleo para conocer cuáles son sus niveles “normales” y cómo se relacionan entre sí. A pesar de que dichos niveles no son algo mecánico, ofrecen los cimientos básicos para entender qué es lo que hacen los gobiernos en macroeconomía.Video: Introducción: Módulo 1Reading: Syllabus: Módulo 1Reading: Política de EvaluaciónReading: Equipo del CursoReading: Página de ContactoVideo: ¿Qué es el PIB? - El Diagrama de Flujo CircularVideo: El PIB Potencial como Referencia del Ciclo EconómicoVideo: Brechas del PIB y la Formulación de PolíticasVideo: ¿Cómo se ve un ciclo económico?Video: ¿Qué impulsa el ciclo económico? - Oferta Agregada y Demanda AgregadaVideo: Oferta Agregada y Demanda Agregada IIVideo: Oferta Agregada y Demanda Agregada III: Movimientos en la Demanda AgregadaVideo: Oferta Agregada y Demanda Agregada IV: Movimientos en la Oferta AgregadaVideo: El Crecimiento del PIB en el Mundo Real y Perspectivas hacia el Futuro.Video: Conclusión: Módulo 1¡Bienvenido al Módulo 2! Profundizaremos en la política fiscal, una de las herramientas que tienen las autoridades para influir en la economía y llevar al PIB más cerca de su tasa de crecimiento ideal. Estas herramientas son cambios que hace el gobierno sobre sus gastos y los ajustes en los impuestos del país. Para tratar de medir cuánto gasto e impuestos se necesitan para llevar al PIB a su potencial, utilizaremos dos conceptos: el multiplicador y el efecto de desplazamiento. Sin embargo, el gasto y los ingresos por concepto de impuestos también se mueven automáticamente en el ciclo económico, lo que hace que la economía sea más estable. ¡Gracias por acompañarnos! ¡Disfrute aprendiendo!Video: Introducción: Módulo 2Reading: Syllabus: Módulo 2Video: Herramientas de política fiscal restrictiva y expansivaVideo: El Efecto Multiplicador de la Política FiscalVideo: Efecto de DesplazamientoVideo: Estabilizadores AutomáticosVideo: La Política Fiscal en el Mundo RealVideo: Conclusión: Módulo 2¡Bienvenido al Módulo 3! Ahora sabemos cómo se supone que funciona la política fiscal en la economía, para cerrar las brechas recesivas o inflacionarias. En este módulo miraremos en detalle los déficits y las deudas en el mundo real. ¡Estoy segura de que tendremos debates interesantísimos sobre estos temas! ¿Cómo es que se aplican? ¿Qué son los déficits y las deudas de los gobiernos? Cuando los gobiernos incurren en déficit y necesitan pedir préstamos, ¿cómo y a quién se los piden? ¿En qué momento se convierten en un problema el déficit y la deuda? En este módulo estudiaremos a los EEUU y a otras economías avanzadas para responder estas preguntas, aclarar algunos malentendidos y estudiar los conceptos más importantes de esta época en cuanto a déficits y deudas. ¡Buena suerte y nos vemos en línea!Video: Introducción: Módulo 3Reading: Syllabus: Módulo 3Video: Déficits y Superávits de los GobiernosVideo: ¿Cómo hacen los Gobiernos para Pedir Préstamos? (I)Video: ¿Cómo hacen los Gobiernos para Pedir Préstamos? (II)Video: ¿Quiénes son los Dueños de la Deuda Pública en las Economías Avanzadas?Video: ¿Cuánto Déficit es Demasiado Déficit?Video: La Deuda de los EEUUVideo: Fortalezas y Debilidades de la Política FiscalVideo: Conclusión: Módulo 3Video: Horario de Consulta para los Módulos 1 al 3¡Bienvenido al Módulo 4! Esta semana estaremos abordando un tema fascinante: la política monetaria, y puedo anticipar que tendremos unos debates muy activos. La política monetaria es la otra herramienta fundamental que tienen los gobiernos para influenciar la economía. Las autoridades monetarias trabajan con la masa monetaria para influir en los mercados monetarios y por tanto a la economía real. Pueden realizar operaciones de mercado abierto, variar sus propias tasas activas y reservas o modificar el coeficiente de reserva. Tal como sucede con la política fiscal, una vez que se identifica la brecha económica, se debería utilizar una política monetaria expansiva para las brechas recesivas, y una política monetaria restrictiva en una brecha inflacionaria. La política monetaria es mejor que la política fiscal en muchos sentidos, pero su mayor debilidad es que es mucho menos efectiva en las brechas recesivas que en las brechas inflacionarias. ¡Siga haciendo tan buen trabajo!Video: Introducción: Módulo 4Reading: Syllabus: Módulo 4Video: Qué es el Dinero y qué son los Bancos CentralesVideo: Bancos Centrales del MundoVideo: ¿Cuáles son las Herramientas de los Bancos Centrales? Video: ¿Cómo Funciona la Política Monetaria a lo largo del Ciclo Económico y Por Qué a Veces Falla?Video: Fortalezas y Debilidades de la Política MonetariaVideo: Conclusión: Módulo 4¡Bienvenido Courseriano a nuestro quinto módulo en el curso “Analizando la política económica”! Ya conocemos muchas herramientas y ahora podemos invertir nuestras últimas sesiones en juntar todas las partes y abordar los desafíos de las políticas del mundo real. Hay pocas cosas que podrían ser así de relevantes y espero que lo disfrute. En el mundo real, las autoridades fiscales y monetarias puede que se muevan en la misma dirección o pueden actuar en sentidos opuestos el uno del otro. Exploraremos qué sucede cuando las autoridades fiscales y monetarias interactúan en la economía real. Adicionalmente, los que toman las decisiones sobre estas políticas tienen otras dos opciones que pueden utilizar para influenciar la economía, que son la política de tipo de cambio y las políticas estructurales. Discutiremos cómo funcionan y cuáles son las complicaciones y ventajas que conllevan. Este módulo incluye un trabajo que será revisado por sus compañeros. Para responderlo, tendrá que utilizar el Simulador de Políticas Económicas, un ejercicio interactivo gratuito para los participantes de Coursera. En el cual tendrá la oportunidad de decidir las políticas para un país cuyo nombre no conoce. Utilice todas las herramientas que hemos aprendido juntos y disfrute de la oportunidad de tomar decisiones para ese país. Gracias por la efusiva participación, ¡disfrute los dos últimos módulos del curso!Video: Introducción: Módulo 5Reading: Syllabus: Módulo 5Video: ¿Cómo Afectan a la Macroeconomía las Distintas Combinaciones de estas Políticas?Video: Combinaciones de Políticas y sus ConsecuenciasVideo: Tasas de CambioVideo: Política EstructuralVideo: Combinación de Políticas en el Mundo RealVideo: Practicando la Formulación de Políticas en el Simulador de Políticas EconómicasVideo: Conclusión: Módulo 5¡Ya se encuentra en el último módulo de nuestro curso “Analizando la política económica”! Tras haber visto la teoría que hay detrás de la formulación de políticas económicas, dedicaremos este último módulo a ver qué hacen los formuladores de políticas en los países desarrollados. Discutiremos si las tasas de interés han sido apropiadas para un grupo de países y cuáles son las consecuencias en caso de que no sean apropiadas. Discutiremos también la expansión cuantitativa, principal política monetaria “no convencional”, y trataremos de anticipar algunas de sus consecuencias. Daremos un vistazo a los déficits y las deudas de algunos países y utilizaremos nuestras herramientas para determinar si son un problema; analizaremos las políticas de “austeridad” que han aplicado muchos países europeos; también veremos la combinación de políticas fiscales, monetarias y estructurales que se están utilizando en Japón, conocidas como “Abenomics”. También consideraremos los peligros de la búsqueda agresiva de crecimiento que tienen los formuladores de las políticas económicas, sobretodo en esta época donde el crecimiento se ha vuelto más escurridizo. El examen final tendrá preguntas sobre lo discutido en este módulo y en cada uno de los anteriores, así que puede utilizar los exámenes anteriores para prepararlo. ¡Mucho éxito para completar el curso! Ha sido un placer contar con su participación en este curso. Saludos cordiales.Video: Introducción: Módulo 6Reading: Syllabus: Módulo 6Video: Política Monetaria en los Estados UnidosVideo: Política Monetaria en España y AlemaniaVideo: Expansión CuantitativaVideo: La Política Fiscal en el Mundo Real: ¿Cuándo se dice que la Deuda es Demasiado Alta?Video: AbenomicsVideo: Las Políticas y la Interminable Búsqueda de CrecimientoVideo: Resumen del CursoVideo: Repasando el Simulador de Políticas EconómicasUniversity of California, IrvineThe Power of Macroeconomics: Economic Principles in the Real WorldUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Policies, Institutions, and Macroeconomic PerformanceUniversity of Illinois at Urbana-ChampaignCountry Level Economics: Macroeconomic Variables and MarketsYale UniversityThe Global Financial CrisisHigher School of EconomicsPublic Economics",
    "Creator": "IE Business School",
    "Level": "",
    "URL": "https://coursera.org/learn/analizando-politicas-economicas",
    "Language": "Spanish, Subtitles: English, Turkish",
    "Commitment": "8 horas",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Design your own trading strategy – Culminating Project",
    "Description": "About this course: In the culminating project, you will develop new trading strategies, evaluate them using the tools learned in the course, integrate them with the existing portfolio and also develop a plan to start a hedge fund.WEEK 1Week 1 - Learner's IntroductionIn this module, you will introduce yourself to the other learners. You can exchange ideas and learn from one another.1 itemexpandDiscussion Prompt: IntroductionWEEK 2Week 2 - StrategyIn this module you will go through the paper based on \n'Pairs Trading' strategy and understand the details of the strategy completely. You will also identify the sector and related sector on which you want to base your strategy.4 videos, 2 readingsexpandReading: Pairs Trading: Performance of a relative value arbitrage rule - 1Peer Review: Part a - Pairs Trading StrategyVideo: How to read an academic paper - aVideo: How to read an academic paper - bVideo: How to read an academic paper - cVideo: How to read an academic paper - AbstractReading: How to read and get the most out of a journal articleWEEK 3Week 3 - Data CollectionIn this module you will gather the data required to design the strategy. You will pick a pair in the chosen sector and one more pair in the related sector to implement the strategy.1 readingexpandReading: Pairs Trading: Performance of a relative value arbitrage rule - 2Peer Review: Part b - Data CollectionWEEK 4Week 4 - Strategy RulesIn this module you will formulate the rules required to trade the strategy and execute the strategy.3 videos, 1 readingexpandReading: Pairs Trading: Performance of a relative value arbitrage rule - 3Peer Review: Part c - Trading rulesVideo: Piotroski F-Score : Implementation - aVideo: Piotroski F-Score : Implementation - bVideo: Piotroski F-Score : Wrap upWEEK 5Week 5 - Strategy EvaluationIn this module, you will evaluate the strategy that you had designed. For this purpose you will make use of various performance measures discussed in the course.3 videosexpandPeer Review: Part d - Performance EvaluationVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresWEEK 6Week 6 - Grading RubricIn this final module, you will use the grading rubric to evaluate the projects submitted by the other learners.Graded: Pairs trading Culminating projectDiscussion Prompt: IntroductionReading: Pairs Trading: Performance of a relative value arbitrage rule - 1Peer Review: Part a - Pairs Trading StrategyVideo: How to read an academic paper - aVideo: How to read an academic paper - bVideo: How to read an academic paper - cVideo: How to read an academic paper - AbstractReading: How to read and get the most out of a journal articleReading: Pairs Trading: Performance of a relative value arbitrage rule - 2Peer Review: Part b - Data CollectionReading: Pairs Trading: Performance of a relative value arbitrage rule - 3Peer Review: Part c - Trading rulesVideo: Piotroski F-Score : Implementation - aVideo: Piotroski F-Score : Implementation - bVideo: Piotroski F-Score : Wrap upPeer Review: Part d - Performance EvaluationVideo: Measuring portfolio or fund returnsVideo: Benchmarks for portfolio performance evaluationVideo: Alternate performance measuresIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessTrading BasicsRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/design-trading-strategy-culminating-project",
    "Language": "English",
    "Commitment": "The estimated workload for this course is 4 to 5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Magic in the Middle Ages",
    "Description": "About this course: Magical thought has always attracted human imagination. In this course we will introduce you to the Middle Ages through a wide conception of magic. Students will have an approach to medieval culture, beliefs and practices from the perspective of History and History of Science. Popular magic, as well as learned magic (alchemy, geomancy and necromancy) will be addressed. Moreover, we will also deal with how eastern practices and texts influenced western culture. In July 2016, the course will contain a brand-new module devoted to astrology. Magic in the Middle Ages offers a captivating overview of medieval society and promotes reflection about certain stereotypes associated with this period.\n\nAt the end of the course, the students:\n\na) will have overcome the usual prejudices about the Middle Ages, \nb) will be able to analyze historical documentation from the Middle Ages and recognize the most common patterns of juridical documents regarding witchcraft, and \nc) will be capable of distinguishing between popular magic and the magic of the learned people; will have a notion of which spiritual practices were allowed in medieval Europe and which ones were related to the devil, and will be aware of the link between a cultural product and the society that produced it.\n\nThis course is taught in English, although subtitles in English, Catalan and Spanish will also be provided.\n\nCOURSE SYLLABUS\n\nWeek 1. Introduction to medieval magic (Pau Castell).\n\nWeek 2. Magic \u0026 Heresy (Delfi I. Nieto-Isabel).\n\nWeek 3. From Magic to Witchcraft (Pau Castell).\n\nWeek 4. Magic in Islam (Godefroid de Callataÿ and Sébastien Moureau).\n\nWeek 5. Astrology \u0026 Geomancy (Theo Loinaz, Delfi I. Nieto-Isabel, Godefroid de Callataÿ and Blanca Villuendas).\n\n© Gemma Pellissa Prades (coord.), Delfi I. Nieto-Isabel and Joana Palau Mumany\nMagic in the Middle Ages by Gemma Pellissa Prades (coord.), Delfi I. Nieto-Isabel and Joana Palau Mumany is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.WEEK 1UNIT 1: INTRODUCTION TO MEDIEVAL MAGIC6 videosexpandVideo: IntroductionVideo: The Idea of MagicVideo: The Ancient PrecedentsVideo: Magic and Superstition in Christian EuropeVideo: The Decline of MagicVideo: Weekly Video 1 (2015)Graded: Unit 1 QuizWEEK 2UNIT 2: MAGIC \u0026 HERESY8 videosexpandVideo: Church versus Magic: The Early Middle Ages (8:04)Video: The Rise and Fall of Natural Magic (5:56)Video: Persecution Unleashed (6:23)Video: The Tale of the Not-So-Evil Inquisitor (7:18)Video: Necromancy: When Demons Spoke Latin (7:11)Video: Optional video I: Eastern Jewish Communities: A Bit of Context (7:45)Video: Optional video II: The Jewish Idea of Magic (6:38)Video: Weekly Video 2 (2015)Graded: Unit 2 QuizWEEK 3UNIT 3: FROM MAGIC TO WITCHCRAFT8 videosexpandVideo: The Medieval Origin of the Crime of Witchcraft (3:46)Video: Witchcraft and Maleficent Magic (7:18)Video: The Mythology of Witchcraft (8:04)Video: Medieval Witchcraft Trials (I) (5:58)Video: Medieval Witchcraft Trials (II) (6:34)Video: Optional video: Medieval Sources on Witchcraft (I)  (6:19)Video: Optional video: Medieval Sources on Witchcraft (II) (5:53)Video: Weekly Video 3 (2015)Graded: Unit 3 QuizGraded: Studying and inquisitorial manualWEEK 4UNIT 4: MAGIC IN ISLAM7 videosexpandVideo: The Varieties of Magic in IslamVideo: How Was Magic Received in Islam?(8:51)Video: The Ikhwān al- Ṣafā’ on Magic and the Occult (8:29)Video: The Science of the Letters (10:01)Video: Alchemy I: Arabic AlchemyVideo: Alchemy II: Arabo-Latin Alchemy (9:55)Video: Weekly Video 4 (2015)Graded: Unit 4 QuizWEEK 5UNIT 5: ASTROLOGY \u0026 GEOMANCY9 videosexpandVideo: Medieval Astrology: Between Science and MagicVideo: The Melting Pot of Medieval AstrologyVideo: Early Medieval Astronomy: the Moon, the Zodiac, Thunders and DreamsVideo: Horoscopes and World Events: the Doings of High-End AstrologyVideo: GeomancyVideo: Optional video-On World Cycles 1: The Great Year Doctrine in Antiquity (1)Video: Optional video-On World Cycles 1: The Great Year Doctrine in Antiquity (2)Video: Optional video-On World Cycles 2: The Great Year Doctrine in the Middle Ages (1)Video: Optional video-On World Cycles 2: The Great Year Doctrine in the Middle Ages (2)Graded: Unit 5 QuizGraded: Analysing astrological imagesVideo: IntroductionVideo: The Idea of MagicVideo: The Ancient PrecedentsVideo: Magic and Superstition in Christian EuropeVideo: The Decline of MagicVideo: Weekly Video 1 (2015)Video: Church versus Magic: The Early Middle Ages (8:04)Video: The Rise and Fall of Natural Magic (5:56)Video: Persecution Unleashed (6:23)Video: The Tale of the Not-So-Evil Inquisitor (7:18)Video: Necromancy: When Demons Spoke Latin (7:11)Video: Optional video I: Eastern Jewish Communities: A Bit of Context (7:45)Video: Optional video II: The Jewish Idea of Magic (6:38)Video: Weekly Video 2 (2015)Video: The Medieval Origin of the Crime of Witchcraft (3:46)Video: Witchcraft and Maleficent Magic (7:18)Video: The Mythology of Witchcraft (8:04)Video: Medieval Witchcraft Trials (I) (5:58)Video: Medieval Witchcraft Trials (II) (6:34)Video: Optional video: Medieval Sources on Witchcraft (I)  (6:19)Video: Optional video: Medieval Sources on Witchcraft (II) (5:53)Video: Weekly Video 3 (2015)Video: The Varieties of Magic in IslamVideo: How Was Magic Received in Islam?(8:51)Video: The Ikhwān al- Ṣafā’ on Magic and the Occult (8:29)Video: The Science of the Letters (10:01)Video: Alchemy I: Arabic AlchemyVideo: Alchemy II: Arabo-Latin Alchemy (9:55)Video: Weekly Video 4 (2015)Video: Medieval Astrology: Between Science and MagicVideo: The Melting Pot of Medieval AstrologyVideo: Early Medieval Astronomy: the Moon, the Zodiac, Thunders and DreamsVideo: Horoscopes and World Events: the Doings of High-End AstrologyVideo: GeomancyVideo: Optional video-On World Cycles 1: The Great Year Doctrine in Antiquity (1)Video: Optional video-On World Cycles 1: The Great Year Doctrine in Antiquity (2)Video: Optional video-On World Cycles 2: The Great Year Doctrine in the Middle Ages (1)Video: Optional video-On World Cycles 2: The Great Year Doctrine in the Middle Ages (2)University of ArizonaRoman Art and ArchaeologyWesleyan UniversityThe Ancient GreeksUniversity of PennsylvaniaIntroduction to Ancient Egypt and Its CivilizationUniversity of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsUniversity of PennsylvaniaAncient Philosophy: Aristotle and His Successors",
    "Creator": "Universitat de Barcelona",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/magic-middle-ages",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Design Thinking for the Greater Good: Innovation in the Social Sector",
    "Description": "About this course: Do you work for a nonprofit or in the social sector? Are you struggling to solve the problems and meet the needs of the people you serve? Come learn more about how design thinking, a human-centered approach to problem solving, can help you truly understand an issue, generate ideas worth testing and iterate to find solutions that make a real difference. Through global stories from areas as diverse as government, health care, and education, we’ll show you the tools, techniques and mindset needed to use design thinking to uncover new and creative solutions in the social sector.\n\nThe development of this course was supported by the Batten Institute for Entrepreneurship and Innovation at the University of Virginia's Darden School of Business. For more about the Batten Institute, see:\nhttp://www.darden.virginia.edu/batten-institute/ \n@BattenInstitute\n@DesignatDardenWEEK 1DESIGN THINKING FUNDAMENTALSWelcome to the first week of Design Thinking in the Social Sector! This week, we provide an overview of design thinking: what it is, why it is different, and why we need it in these uncertain times, especially in complex organizations. We’ll examine the four simple questions at the heart of the design thinking methodology, and illustrate that approach with a visit to the Kingwood Institute in the UK. We’ll conclude this module by giving you a chance to hear from some other experts – Angela Meyer on the visualization tool and Dan Pink on six abilities that matter most.13 videosexpandVideo: Welcome to the Course!Video: What is Design Thinking?Video: Why is Design Thinking Important?Video: How is Design Thinking Different?Video: Four Questions AnimationVideo: Four Questions and What Is?Video: Four Questions: What If? What Wows? What Works?Video: Kingwood IntroVideo: Kingwood and What Is?Video: Kingwood and What If, What Wows, What WorksVideo: Dealing with Complex Social SystemsVideo: VisualizationVideo: Six Abilities That Matter MostGraded: Week 1 Design Thinking Fundamentals QuizWEEK 2BEFORE YOU BEGIN, AND ASKING \"WHAT IS?\"Welcome back! This week, we’ll examine the types of problems that are well-suited for design thinking. We'll recognize what we need to do before we begin a project, and then take a deep dive into the first question in the design thinking process, “What is?” and the concepts of insights and design criteria. You’ll see how asking “What is?” helped improve daily living for adults with autism, their families, and the staff of the Kingwood Trust. Then we’ll look at the Monash University Medical Centre in Australia and how it asked this same question to make patient-centered care a reality. Along the way you’ll learn about two design tools: journey mapping and repertoire. 12 videosexpandVideo: Week 2 OverviewVideo: Introduction to What Is?Video: Kingwood Trust: Ethnography Part 1Video: Kingwood Trust: Ethnography Part 2Video: Monash University Medical Centre IntroVideo: Monash Looks at What IsVideo: Journey Maps and Unmet Customer NeedsVideo: Four Things to Know About Journey MapsVideo: Journey Map Example: The Whole AquariumVideo: More Journey Map ExamplesVideo: Journey Maps: My Favorite ToolVideo: Assessing and Expanding Your RepertoireGraded: Week 2 Before You Begin, And Asking \"What Is?\" QuizWEEK 3A MINDSET FOR INNOVATION, AND ASKING \"WHAT IF?\"Welcome back! This week, we'll continue our exploration of repertoire and a \"mindset for innovation\" through two personas we call George and Geoffrey. We'll examine the question \"What If?\" as a way to think about possibilities. You'll look closely at how brainstorming within the design thinking process helped organizations as different as the Federal Drug Administration and the leaders of a small town of Iveragh, Ireland. This week's tools, storytelling and stakeholder mapping, illustrate ways to gather more information about projects and users.11 videosexpandVideo: Week 3 OverviewVideo: Introduction to What If?Video: The Challenge of Possibility: Geoffrey and George, Part 1Video: The Challenge of Possibility: Geoffrey and George, Part 2Video: Intro to Iveragh, Kerry Part 1Video: Iveragh and What If, Kerry Part 2Video: The FDA IntroVideo: FDA Design Thinking DescriptionVideo: Stakeholder MappingVideo: Stakeholder ExampleVideo: StorytellingGraded: Week 3 A Mindset For Innovation, And Asking \"What If?\" QuizWEEK 4ASKING \"WHAT WOWS?\" AND \"WHAT WORKS?\"Welcome to our final week! This week we transition from idea generation to testing by examining the intersection of what stakeholders want and what the organization can sustainably offer. We'll consider the role of prototypes as a way to test our assumptions about a solution, and consider what it takes to launch a solution into practice, and see real-life examples of prototyping and testing in social sectors as diverse as healthcare and agriculture. You'll begin to think about your own social sector challenge you could tackle with design thinking. We end this week with some advice and actions for impact. 14 videos, 5 readingsexpandVideo: Week 4 OverviewVideo: Intro to What Wows: Assumption TestingVideo: Whiteriver Part 1: First AssumptionsVideo: Whiteriver Part 2: Reassessing AssumptionsReading: Indian Health Service (IHS) Hospital Check-in RedesignVideo: Intro to What Wows: PrototypingVideo: MasAgro: Creating a Space for ExperimentationVideo: MasAgro's Hub SystemVideo: MasAgro's Innovation NetworkVideo: Intro to What WorksVideo: Monash Learning LaunchVideo: Monash Initiative: Long Patient StaysVideo: Integrating DT Across Monash OrganizationReading: Agile Psychological Medicine ClinicVideo: Reviewing Our LessonsVideo: Actions for ImpactReading: Design Thinking Opportunity: Assignment OverviewReading: Identifying a Design Thinking OpportunityReading: Design Thinking Opportunity: Assignment RubricGraded: Week 4 Asking \"What Wows\" and \"What Works\" QuizGraded: Design Thinking Opportunity: Assignment Welcome to the first week of Design Thinking in the Social Sector! This week, we provide an overview of design thinking: what it is, why it is different, and why we need it in these uncertain times, especially in complex organizations. We’ll examine the four simple questions at the heart of the design thinking methodology, and illustrate that approach with a visit to the Kingwood Institute in the UK. We’ll conclude this module by giving you a chance to hear from some other experts – Angela Meyer on the visualization tool and Dan Pink on six abilities that matter most.Video: Welcome to the Course!Video: What is Design Thinking?Video: Why is Design Thinking Important?Video: How is Design Thinking Different?Video: Four Questions AnimationVideo: Four Questions and What Is?Video: Four Questions: What If? What Wows? What Works?Video: Kingwood IntroVideo: Kingwood and What Is?Video: Kingwood and What If, What Wows, What WorksVideo: Dealing with Complex Social SystemsVideo: VisualizationVideo: Six Abilities That Matter MostWelcome back! This week, we’ll examine the types of problems that are well-suited for design thinking. We'll recognize what we need to do before we begin a project, and then take a deep dive into the first question in the design thinking process, “What is?” and the concepts of insights and design criteria. You’ll see how asking “What is?” helped improve daily living for adults with autism, their families, and the staff of the Kingwood Trust. Then we’ll look at the Monash University Medical Centre in Australia and how it asked this same question to make patient-centered care a reality. Along the way you’ll learn about two design tools: journey mapping and repertoire. Video: Week 2 OverviewVideo: Introduction to What Is?Video: Kingwood Trust: Ethnography Part 1Video: Kingwood Trust: Ethnography Part 2Video: Monash University Medical Centre IntroVideo: Monash Looks at What IsVideo: Journey Maps and Unmet Customer NeedsVideo: Four Things to Know About Journey MapsVideo: Journey Map Example: The Whole AquariumVideo: More Journey Map ExamplesVideo: Journey Maps: My Favorite ToolVideo: Assessing and Expanding Your RepertoireWelcome back! This week, we'll continue our exploration of repertoire and a \"mindset for innovation\" through two personas we call George and Geoffrey. We'll examine the question \"What If?\" as a way to think about possibilities. You'll look closely at how brainstorming within the design thinking process helped organizations as different as the Federal Drug Administration and the leaders of a small town of Iveragh, Ireland. This week's tools, storytelling and stakeholder mapping, illustrate ways to gather more information about projects and users.Video: Week 3 OverviewVideo: Introduction to What If?Video: The Challenge of Possibility: Geoffrey and George, Part 1Video: The Challenge of Possibility: Geoffrey and George, Part 2Video: Intro to Iveragh, Kerry Part 1Video: Iveragh and What If, Kerry Part 2Video: The FDA IntroVideo: FDA Design Thinking DescriptionVideo: Stakeholder MappingVideo: Stakeholder ExampleVideo: StorytellingWelcome to our final week! This week we transition from idea generation to testing by examining the intersection of what stakeholders want and what the organization can sustainably offer. We'll consider the role of prototypes as a way to test our assumptions about a solution, and consider what it takes to launch a solution into practice, and see real-life examples of prototyping and testing in social sectors as diverse as healthcare and agriculture. You'll begin to think about your own social sector challenge you could tackle with design thinking. We end this week with some advice and actions for impact. Video: Week 4 OverviewVideo: Intro to What Wows: Assumption TestingVideo: Whiteriver Part 1: First AssumptionsVideo: Whiteriver Part 2: Reassessing AssumptionsReading: Indian Health Service (IHS) Hospital Check-in RedesignVideo: Intro to What Wows: PrototypingVideo: MasAgro: Creating a Space for ExperimentationVideo: MasAgro's Hub SystemVideo: MasAgro's Innovation NetworkVideo: Intro to What WorksVideo: Monash Learning LaunchVideo: Monash Initiative: Long Patient StaysVideo: Integrating DT Across Monash OrganizationReading: Agile Psychological Medicine ClinicVideo: Reviewing Our LessonsVideo: Actions for ImpactReading: Design Thinking Opportunity: Assignment OverviewReading: Identifying a Design Thinking OpportunityReading: Design Thinking Opportunity: Assignment RubricUniversity of London, Goldsmiths, University of London3D Interaction Design in Virtual RealityCopenhagen Business SchoolSocial Business Model and Planning for Social InnovationUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursUniversity of London, Goldsmiths, University of London3D Models for Virtual RealityCopenhagen Business SchoolUnleashing the Impact of your Social Enterprise",
    "Creator": "University of Virginia",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/uva-darden-design-thinking-social-sector",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Teach English Now! Foundational Principles",
    "Description": "About this course: Through a series of engaging metaphors and stories, prospective and current EFL/ESL teachers will identify, summarize, and evaluate 7 basic language learning paradigms.  Learners will be presented information on such foundational principles as motivation, risk taking, two different modes of learning, and balancing the teacher profession.  Learners are also given an understanding of basic techniques founded on those principles, such as teacher talk, looking “ridiculous” in order to lower the affective filter, and networking.   With these foundational principles in mind, ESL/EFL teachers will scrutinize common assumptions about language learning by comparing how they stack up to research-based core principles.WEEK 1Module 1: Making Meaning ClearThis course introduces learners to the role of a teacher in helping to motivate and properly engage learners.  It begins with a metaphor: language is cake, meaning that language must be presented well in order to be enjoyed (we will actually perform a skit to show this meaning clearly).  This module will demonstrate how a teacher can encourage a student and increase motivation by paying attention to techniques such as improving teacher talk, scaffolding language, and the use of body language to make meaning clear.  All of these skills, while gained over the course of a lifetime as a language teacher, must be considered primary goals from the very beginning.  And all of these skills help a teacher recognize that presentation skills make a difference to learners not only in motivating them, but in allowing them to understand the concepts presented. 8 videos, 4 readings, 3 practice quizzesexpandVideo: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Language is CakePeer Review: Language is CakeVideo: Video 2: Language is Cake: Technique and ContentReading: Why Intrinsic Motivation MattersPractice Quiz: Checkpoint 1Video: Video 3: Making Meaning ClearVideo: Video 4: Teacher TalkVideo: Video 5: ScaffoldingPractice Quiz: Checkpoint 2Video: Video 6: Summary and Essential QuestionVideo: Teacher Talk Example (Advanced)Reading: The Input HypothesisReading: Optimal Input is ComprehensibleGraded: Essential Question Peer ReviewGraded: Module 1 Review QuizWEEK 2Module 2: Modes of Learning and InteractionIn this module, learners are introduced to the distinction between learning and acquisition. The distinction is made to help give learners context for the principle that language requires practice. To introduce the importance of practice, the distinction between a focused and diffuse mode of learning demonstrates that students who simply learn through memorizing vocabulary and grammar structures (focused mode) often don’t acquire language structures. On the other hand, teachers who engage students in both a focused and diffuse mode, like a basketball coach with his players, are able to instruct but give time for that instruction to “sink in” through dedicated practice.  5 videos, 2 readings, 2 practice quizzesexpandVideo: Video 1: Acquisition vs. LearningVideo: Video 2: Two Modes of LearningPractice Quiz: Checkpoint 1Video: Video 3: Language is BasketballVideo: Video 4: Practice in the Two ModesReading: Accuracy vs. Fluency: Find a Balance and Keep Moving ForwardPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionReading: The Acquisition-Learning DistinctionGraded: Essential Question Peer ReviewGraded: Module 2 Review QuizWEEK 3Module 3: Taking Risks and Learner StrategiesUsing language learning expert Francois Gouin’s experience of going to Germany and failing to learn German, this module demonstrates the need for learners to understand how a language is learned. Gouin’s experience demonstrates not only the need for a diffuse mode of learning wherein practice is valued, but it also demonstrates the psyche of many second language learners.  Francois, in some sense, was too smart for his own good, relying on techniques for learning material that don’t apply to language use and application.  Students must use techniques and strategies that are proven to help someone acquire language, like those from the good language learner studies. Teachers can facilitate student learning by helping to demonstrate good language learner principles.   5 videos, 6 readings, 2 practice quizzesexpandVideo: Video 1: Language is a StageVideo: Video 2: Lowering the Affective FilterPractice Quiz: Checkpoint 1Video: Video 3: Language Learner StrategiesVideo: Video 4: Good Language Learner StrategiesReading: Teaching Language Learning StrategiesPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionReading: The Lightning BugReading: Three Korean GirlsReading: Fifty-five HoursReading: PiecesReading: The Affective Filter HypothesisGraded: Essential Question Peer ReviewGraded: Module 3 Review QuizWEEK 4Module 4: The Flipped Model of Language LearningWhile it was once considered impossible to be immersed in English outside of an English-speaking country, with the advent of the internet, the world has changed and continues to change significantly. This module presents ways in which to use the internet and other resources to a teacher’s advantage, and helps a teacher recognize their ability to engage students on cell phones, tablets, and computers.  Introduction of the flipped classroom, meaning that learners can engage in focused material (videos, readings, etc) outside the classroom, and then engage in projects, exercises, and discussions within it.5 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: Language Learning Outside the ClassroomVideo: Video 2: Thinking Outside the Classroom BoxPractice Quiz: Checkpoint 1Video: Video 3: Language Learning OnlineVideo: Video 4: Student AutonomyReading: Opening the Classroom DoorPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionGraded: Essential Question Peer ReviewGraded: Module 4 Review QuizWEEK 5Module 5: Avoiding Teacher BurnoutThis module introduces the concept of teacher burnout, and several techniques to avoid it.  The first technique is the creation of a network.  By creating a network of teachers to help you understand your field, you can learn new ideas and have a resource for solving difficult problems.  The second technique, maintaining control of your teaching environment, demonstrates the need for teachers to understand how to best make a difference and avoid the pitfalls of complaining.  Finally, the third technique, finding your core, explains that teachers can, paradoxically, maintain energy by working tirelessly for the principles they most believe in. 5 videos, 2 practice quizzesexpandVideo: Video 1: Let's Talk About YOUVideo: Video 2: Teaching is a Team SportPractice Quiz: Checkpoint 1Video: Video 3: Freaking Out Over ControlVideo: Video 4: Lighting FiresPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionGraded: Essential Question Peer ReviewGraded: Module 5 Review quizWEEK 6Module 6: AssessmentThis review of the course guides learners to understand the different metaphors that serve as guides to understanding the foundational principles presented in this course. 1 video, 1 readingexpandVideo: Video 1: Course SummaryReading: Taxonomy of Language LearningGraded: Final AssessmentThis course introduces learners to the role of a teacher in helping to motivate and properly engage learners.  It begins with a metaphor: language is cake, meaning that language must be presented well in order to be enjoyed (we will actually perform a skit to show this meaning clearly).  This module will demonstrate how a teacher can encourage a student and increase motivation by paying attention to techniques such as improving teacher talk, scaffolding language, and the use of body language to make meaning clear.  All of these skills, while gained over the course of a lifetime as a language teacher, must be considered primary goals from the very beginning.  And all of these skills help a teacher recognize that presentation skills make a difference to learners not only in motivating them, but in allowing them to understand the concepts presented. Video: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Language is CakePeer Review: Language is CakeVideo: Video 2: Language is Cake: Technique and ContentReading: Why Intrinsic Motivation MattersPractice Quiz: Checkpoint 1Video: Video 3: Making Meaning ClearVideo: Video 4: Teacher TalkVideo: Video 5: ScaffoldingPractice Quiz: Checkpoint 2Video: Video 6: Summary and Essential QuestionVideo: Teacher Talk Example (Advanced)Reading: The Input HypothesisReading: Optimal Input is ComprehensibleIn this module, learners are introduced to the distinction between learning and acquisition. The distinction is made to help give learners context for the principle that language requires practice. To introduce the importance of practice, the distinction between a focused and diffuse mode of learning demonstrates that students who simply learn through memorizing vocabulary and grammar structures (focused mode) often don’t acquire language structures. On the other hand, teachers who engage students in both a focused and diffuse mode, like a basketball coach with his players, are able to instruct but give time for that instruction to “sink in” through dedicated practice.  Video: Video 1: Acquisition vs. LearningVideo: Video 2: Two Modes of LearningPractice Quiz: Checkpoint 1Video: Video 3: Language is BasketballVideo: Video 4: Practice in the Two ModesReading: Accuracy vs. Fluency: Find a Balance and Keep Moving ForwardPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionReading: The Acquisition-Learning DistinctionUsing language learning expert Francois Gouin’s experience of going to Germany and failing to learn German, this module demonstrates the need for learners to understand how a language is learned. Gouin’s experience demonstrates not only the need for a diffuse mode of learning wherein practice is valued, but it also demonstrates the psyche of many second language learners.  Francois, in some sense, was too smart for his own good, relying on techniques for learning material that don’t apply to language use and application.  Students must use techniques and strategies that are proven to help someone acquire language, like those from the good language learner studies. Teachers can facilitate student learning by helping to demonstrate good language learner principles.   Video: Video 1: Language is a StageVideo: Video 2: Lowering the Affective FilterPractice Quiz: Checkpoint 1Video: Video 3: Language Learner StrategiesVideo: Video 4: Good Language Learner StrategiesReading: Teaching Language Learning StrategiesPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionReading: The Lightning BugReading: Three Korean GirlsReading: Fifty-five HoursReading: PiecesReading: The Affective Filter HypothesisWhile it was once considered impossible to be immersed in English outside of an English-speaking country, with the advent of the internet, the world has changed and continues to change significantly. This module presents ways in which to use the internet and other resources to a teacher’s advantage, and helps a teacher recognize their ability to engage students on cell phones, tablets, and computers.  Introduction of the flipped classroom, meaning that learners can engage in focused material (videos, readings, etc) outside the classroom, and then engage in projects, exercises, and discussions within it.Video: Video 1: Language Learning Outside the ClassroomVideo: Video 2: Thinking Outside the Classroom BoxPractice Quiz: Checkpoint 1Video: Video 3: Language Learning OnlineVideo: Video 4: Student AutonomyReading: Opening the Classroom DoorPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionThis module introduces the concept of teacher burnout, and several techniques to avoid it.  The first technique is the creation of a network.  By creating a network of teachers to help you understand your field, you can learn new ideas and have a resource for solving difficult problems.  The second technique, maintaining control of your teaching environment, demonstrates the need for teachers to understand how to best make a difference and avoid the pitfalls of complaining.  Finally, the third technique, finding your core, explains that teachers can, paradoxically, maintain energy by working tirelessly for the principles they most believe in. Video: Video 1: Let's Talk About YOUVideo: Video 2: Teaching is a Team SportPractice Quiz: Checkpoint 1Video: Video 3: Freaking Out Over ControlVideo: Video 4: Lighting FiresPractice Quiz: Checkpoint 2Video: Video 5: Summary and Essential QuestionVideo: Video 1: Course SummaryReading: Taxonomy of Language LearningArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Capstone Project 2Arizona State UniversityTeach English Now! Technology Enriched Teaching",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/english-principles",
    "Language": "English, Subtitles: Spanish, Ukrainian",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "How to Write and Publish a Scientific Paper (Project-Centered Course)",
    "Description": "About this course: What you will achieve:\nIn this project-based course, you will outline a complete scientific paper, choose an appropriate journal to which you'll submit the finished paper for publication, and prepare a checklist that will allow you to independently judge whether your paper is ready to submit.\n\nWhat you'll need to get started:\nThis course is designed for students who have previous experience with academic research - you should be eager to adapt our writing and publishing advice to an existing personal project. If you just finished your graduate dissertation, just began your PhD, or are at a different stage of your academic journey or career and just want to publish your work, this course is for you. \n\n*About Project-Centered Courses: \nProject-Centered Courses are designed to help you complete a personally meaningful real-world project, with your instructor and a community of learners with similar goals providing guidance and suggestions along the way. By actively applying new concepts as you learn, you’ll master the course content more efficiently; you’ll also get a head start on using the skills you gain to make positive changes in your life and career. When you complete the course, you’ll have a finished project that you’ll be proud to use and share.WEEK 1Understanding academiaIn this section of the MOOC, you will learn what is necessary before writing a paper: the context in which the scientist is publishing. You will learn how to know your own community, through different exemples, and then we will present you how scientific journal and publication works. We will finish with a couple of ethical values that the academic world is sharing!8 videos, 5 readings, 5 practice quizzesexpandReading: MOOCKnowledge SurveyVideo: Introduction by Mathis PlappReading: Teaching teamVideo: Let me walk you through the courseDiscussion Prompt: Your thoughtsVideo: French version of the classVideo: Why is publishing important?Practice Quiz: Why is publishing important?Reading: Breakthroughs!Video: \"KYC\": Know Your CommunityPractice Quiz: Know your communityVideo: How journals work: the review processPractice Quiz: How journals work: the review processReading: Additional contentsVideo: Presentation of scientific journalsDiscussion Prompt: Compatibility between paper submission and editorial boardPractice Quiz: Communication with the editorial boardVideo: Ethical GuidelinesReading: Examples of guidelinesPractice Quiz: Ethical Guidelines and intellectual propertyWEEK 2Before writing: delimiting your scientific paperA good paper do not loose focus throughout the entirety of its form. As such, we are going to give you a more detailed view on how to delimit your paper. We are going to lead you through your paper by taking a closer look at the paper definition which will ensure you don't loose focus. Then we will explain why the literature review is important and how to actually do it. And then we will guide you with advices as to how to find the so-what of your paper! This is important as research is all about so-what!6 videos, 1 reading, 2 practice quizzesexpandVideo: Paper definition \"KYP\", Know Your PaperDiscussion Prompt: Compatibility between paper and journalPractice Quiz: So, what?Video: How to: the literature review 1/2: find a good literature reviewDiscussion Prompt: Understanding how the literature review is structuredVideo: How to: the literature review 2/2: construction of your own literature reviewReading: Books and toolsPractice Quiz: Think about itDiscussion Prompt:  Finding Useful References: Difficulties \u0026 Strategies for Success.Video: How to: the research designDiscussion Prompt: Comparing different research designs on the same subjectVideo: How to: the gapVideo: Presentation of Zotero: aggregate referencesGraded: Literature ReviewGraded: Main ideasGraded: The Gap?WEEK 3Writing the paper: things you need to knowIn this part of the MOOC, you will learn how to write your paper. In a first part, we will focus on the structure of the paper, and then you will be able to see how to use bibliographical tools such as zotero. Finally you will be required to write your own abstract and to do a peer review for the abstract of the others, as in real academic life!5 videos, 2 readings, 1 practice quizexpandVideo: The structure of an academic paperDiscussion Prompt: Comparing different constructions of papersVideo: On writing an academic paper, preliminary tipsReading: Important readings before writing a paperVideo: How to: the bibliographyPractice Quiz: Please, try by yourselfVideo: The abstractDiscussion Prompt: Discussing abstractsReading: More detailed information on how to write your articleVideo: Zotero: online featuresGraded: The bibliographyGraded: Peer reviewing of an abstractWEEK 4After the writing: the check listAfter writing the paper comes the time of reading your paper a few times in order to get everything perfect.In this section you will learn how to remove a lot of mistakes you might have been writing. In the end, you will have to build your own checklist corresponding to your own problems you want to avoid. After this, your article can be submitted and will hopefully be accepted!!5 videos, 4 readingsexpandVideo: How to avoid being boring?Reading: Avoiding mistakesVideo: The main mistakes to look for: formatReading: Format and Writing ReadingsVideo: 1. The researcherVideo: 2. The editorVideo: Constructing your checklistDiscussion Prompt: Several content worth taking a look atReading: TipsReading: Final surveyGraded: Now it is your turn: the checking listIn this section of the MOOC, you will learn what is necessary before writing a paper: the context in which the scientist is publishing. You will learn how to know your own community, through different exemples, and then we will present you how scientific journal and publication works. We will finish with a couple of ethical values that the academic world is sharing!Reading: MOOCKnowledge SurveyVideo: Introduction by Mathis PlappReading: Teaching teamVideo: Let me walk you through the courseDiscussion Prompt: Your thoughtsVideo: French version of the classVideo: Why is publishing important?Practice Quiz: Why is publishing important?Reading: Breakthroughs!Video: \"KYC\": Know Your CommunityPractice Quiz: Know your communityVideo: How journals work: the review processPractice Quiz: How journals work: the review processReading: Additional contentsVideo: Presentation of scientific journalsDiscussion Prompt: Compatibility between paper submission and editorial boardPractice Quiz: Communication with the editorial boardVideo: Ethical GuidelinesReading: Examples of guidelinesPractice Quiz: Ethical Guidelines and intellectual propertyA good paper do not loose focus throughout the entirety of its form. As such, we are going to give you a more detailed view on how to delimit your paper. We are going to lead you through your paper by taking a closer look at the paper definition which will ensure you don't loose focus. Then we will explain why the literature review is important and how to actually do it. And then we will guide you with advices as to how to find the so-what of your paper! This is important as research is all about so-what!Video: Paper definition \"KYP\", Know Your PaperDiscussion Prompt: Compatibility between paper and journalPractice Quiz: So, what?Video: How to: the literature review 1/2: find a good literature reviewDiscussion Prompt: Understanding how the literature review is structuredVideo: How to: the literature review 2/2: construction of your own literature reviewReading: Books and toolsPractice Quiz: Think about itDiscussion Prompt:  Finding Useful References: Difficulties \u0026 Strategies for Success.Video: How to: the research designDiscussion Prompt: Comparing different research designs on the same subjectVideo: How to: the gapVideo: Presentation of Zotero: aggregate referencesIn this part of the MOOC, you will learn how to write your paper. In a first part, we will focus on the structure of the paper, and then you will be able to see how to use bibliographical tools such as zotero. Finally you will be required to write your own abstract and to do a peer review for the abstract of the others, as in real academic life!Video: The structure of an academic paperDiscussion Prompt: Comparing different constructions of papersVideo: On writing an academic paper, preliminary tipsReading: Important readings before writing a paperVideo: How to: the bibliographyPractice Quiz: Please, try by yourselfVideo: The abstractDiscussion Prompt: Discussing abstractsReading: More detailed information on how to write your articleVideo: Zotero: online featuresAfter writing the paper comes the time of reading your paper a few times in order to get everything perfect.In this section you will learn how to remove a lot of mistakes you might have been writing. In the end, you will have to build your own checklist corresponding to your own problems you want to avoid. After this, your article can be submitted and will hopefully be accepted!!Video: How to avoid being boring?Reading: Avoiding mistakesVideo: The main mistakes to look for: formatReading: Format and Writing ReadingsVideo: 1. The researcherVideo: 2. The editorVideo: Constructing your checklistDiscussion Prompt: Several content worth taking a look atReading: TipsReading: Final surveyUniversity of AmsterdamQualitative Research MethodsUniversity of AmsterdamQuantitative MethodsUniversity of MichiganQuestionnaire Design for Social SurveysUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of MichiganData Collection: Online, Telephone and Face-to-face",
    "Creator": "École Polytechnique",
    "Level": "",
    "URL": "https://coursera.org/learn/how-to-write-a-scientific-paper",
    "Language": "English, Subtitles: Portuguese (Brazilian)",
    "Commitment": "7-10 hours of study, 10 hours of active project work",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "ADHD: Everyday Strategies for Elementary Students",
    "Description": "About this course: This course will provide an overview of ADHD diagnosis and treatment. Course participants can expect to learn about ADHD as a developmental disorder that begins early in childhood, and participants will also learn about evidence-based approaches for diagnosing ADHD. Following that, two evidence-based treatment approaches (the Daily Report Card and Parenting Strategies) will be introduced. (Note these course activities are informational and are not intended to replace working with a licensed/trained professional). \n\nLearning Objectives: Students will be able to identify the behaviors characteristic of ADHD, the components of a diagnosis, and evidence-based treatment procedures that can be used in the school or home. \n1. Identify the key areas of functional impairment, symptom presentation, and diagnostic decision-making for youth with ADHD.  \n2. Develop a behavioral intervention suitable for treating ADHD in the school setting. \n3. Apply effective parenting and teaching strategies for supporting youth with ADHD in the home, classroom, and neighborhood.WEEK 1What is ADHD? This module introduces the history, course, prevalence, and associated issues important for understanding attention-deficit/hyperactivity disorder. 3 videos, 4 readings, 1 practice quizexpandVideo: Introductory VideoReading: Knowledge of ADHDReading: ADHD Fact SheetsVideo: New Findings and Treatments for ADHD: What we have Learned and What We Can DoReading: PowerPoint Slides for Module 1, Part IVideo: Prevalance and CausesReading: PowerPoint Slides for Module 1, Part IIPractice Quiz: Module 1 ReflectionGraded: Module 1 QuizWEEK 2Methods of assessment for screeningIn this module course participants will learn about the components of an evidence-based assessment approach for diagnosing ADHD and planning treatment. 3 videos, 4 readings, 1 practice quizexpandReading: ADHD Assessments and Symptoms RatingsVideo: Diagnostic CriteriaReading: PowerPoint Slides for Module 2, Part IVideo: Evidence-Based AssessmentReading: PowerPoint Slides for Module 2, Part IIVideo: Aligning Assessment with TreatmentReading: PowerPoint Slides for Module 2, Part IIIPractice Quiz: Module 2 ReflectionGraded: Module 2 QuizWEEK 3School-based treatment approaches and the Daily Report Card (DRC)This module explores the uses of an effective school-based treatment, the Daily Report Card4 videos, 5 readings, 1 practice quizexpandReading: Resources for Identifying and Treating Children with ADHD at School and at HomeVideo: Why Use aDaily Report Card (DRC)?Reading: PowerPoint Slides for Module 3, Part IVideo: Structure of the DRCReading: PowerPoint Slides for Module 3, Part IIVideo: Using a DRC - A ScenarioVideo: DRC ConsequencesReading: PowerPoint Slides for Module 3, Part IIIReading: Daily Report Card- ResourcesPractice Quiz: Module 3 ReflectionGraded: Module 3 QuizWEEK 4Parenting strategies This module presents a number of parenting strategies that are best practice for supporting youth with ADHD2 videos, 3 readings, 2 practice quizzesexpandReading: Resources for Parenting StrategiesVideo: Practical Parenting Strategies: Things You Can Do TodayReading: Powerpoint Slides for Module 4Practice Quiz: Module 4 ReflectionReading: Resources for Writing House Rules and Behavior ContractsPractice Quiz: Write your Own House Rules and Behavior ContractVideo: Brief Summary by Professor Greg FabianoGraded: Module 4 QuizVideo: Introductory VideoReading: Knowledge of ADHDReading: ADHD Fact SheetsVideo: New Findings and Treatments for ADHD: What we have Learned and What We Can DoReading: PowerPoint Slides for Module 1, Part IVideo: Prevalance and CausesReading: PowerPoint Slides for Module 1, Part IIPractice Quiz: Module 1 ReflectionReading: ADHD Assessments and Symptoms RatingsVideo: Diagnostic CriteriaReading: PowerPoint Slides for Module 2, Part IVideo: Evidence-Based AssessmentReading: PowerPoint Slides for Module 2, Part IIVideo: Aligning Assessment with TreatmentReading: PowerPoint Slides for Module 2, Part IIIPractice Quiz: Module 2 ReflectionReading: Resources for Identifying and Treating Children with ADHD at School and at HomeVideo: Why Use aDaily Report Card (DRC)?Reading: PowerPoint Slides for Module 3, Part IVideo: Structure of the DRCReading: PowerPoint Slides for Module 3, Part IIVideo: Using a DRC - A ScenarioVideo: DRC ConsequencesReading: PowerPoint Slides for Module 3, Part IIIReading: Daily Report Card- ResourcesPractice Quiz: Module 3 ReflectionReading: Resources for Parenting StrategiesVideo: Practical Parenting Strategies: Things You Can Do TodayReading: Powerpoint Slides for Module 4Practice Quiz: Module 4 ReflectionReading: Resources for Writing House Rules and Behavior ContractsPractice Quiz: Write your Own House Rules and Behavior ContractVideo: Brief Summary by Professor Greg FabianoUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "The State University of New York, The University at Buffalo",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/adhd-treatment",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "4 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Learning to Teach Online",
    "Description": "About this course: Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? \n\nThe Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. \n\nIntegrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. \n\nThis course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.WEEK 1Why is Online Teaching Important + Open and Institutionally Supported Technologies'Module 1: Why is Online Teaching Important' is about understanding where you are in the current educational landscape, and determining where you want to be. We will explore why online teaching is relevant to your teaching practice, and you’ll have an opportunity to reflect upon the opportunities and challenges you face in your own context. 'Module 2: Open and Institutionally Supported Technologies' focuses on helping you understand the benefits and restrictions of both broad categories of technologies. We’re all familiar with different social media technologies, and many of us will be aware of larger institutional online learning systems. In this module we will ask you to think about the reasons why you might want to use freely available online tools for your teaching - or your institution's learning management system. Important considerations such as which types of technologies are suitable for a range of different activities will also be explored.12 videos, 6 readingsexpandVideo: Welcome to Learning to Teach Online!Reading: How to Get Started!Reading: Course OverviewReading: Assignments, Activities and Personalised RecommendationsReading: Special Thanks and AcknowledgementsVideo: OverviewVideo: Key Concept - Why is Online Teaching Important?LTI Item: Activity 1.1 - Self EvaluationLTI Item: Activity 1.2 - KnowledgeDiscussion Prompt: What are your reasons for undertaking this course?Video: Case Study - Why is Online Teaching Important? (Optional)Video: Case Study - Learning Online from a Student Perspective (Optional)Reading: Module 1 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Open and Institutionally Supported TechnologiesLTI Item: Activity 2.1 - Self EvaluationLTI Item: Activity 2.2 - KnowledgeDiscussion Prompt: What technology challenges will you face in your own teaching?Video: Case Study - Using Google Sites to Build Online Portfolios (K-12) (Optional)Video: Case Study - Learning Management System or the Open Web? (Optional)Reading: Module 2 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsVideo: Assignment 1 Tips - How to Get the Most from the AssignmentVideo: Assignment 1 Tips - Evidence and ReferencingVideo: Assignment 1 Tips - Giving Constructive FeedbackGraded: ASSIGNMENT 1 - Selecting technologyWEEK 2Planning Online Learning + Online Learning Activities'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.16 videos, 2 readingsexpandVideo: OverviewVideo: Key Concept - Planning Online LearningLTI Item: Activity 3.1 - Self EvaluationLTI Item: Activity 3.2 - KnowledgeDiscussion Prompt: What planning tips can you share with others?Video: Case Study - Planning Your Online Class (Optional)Video: Case Study - The Flipped Classroom (Optional)Video: Case Study - Using Online Environments for Teaching Large Classes (Optional)Reading: Module 3 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Online Learning ActivitiesLTI Item: Activity 4.1 - Self EvaluationLTI Item: Activity 4.2 - KnowledgeDiscussion Prompt: What ideas do you have for online activities in your own classes?Video: Case Study - Video Conferencing in Museum Education (K-12) (Optional)Video: Case Study - Considerations for Choosing Technology (Optional)Video: Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional)Video: Case Study - Using Online Lectures to Support Active Learning (Optional)Video: Case Study - iLabs - Online Access to Remote Laboratories (Optional)Video: Case Study - Using Flickr as an Online Classroom (Optional)Video: Case Study - Using Blogs for Peer Feedback and Discussion (Optional)Video: Case Study - Teaching Using Scenario Based Simulations in Second Life (Optional)Video: Case Study - Using Online Communities to Foster Collaboration in Visual Arts (K-12) (Optional)Reading: Module 4 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsWEEK 3Online Assessment Strategies + Online Resources'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.11 videos, 2 readingsexpandVideo: OverviewVideo: Key Concept - Online Assessment StrategiesLTI Item: Activity 5.1 - Self EvaluationLTI Item: Activity 5.2 - KnowledgeDiscussion Prompt: How could you conduct your own assessments online?Video: Case Study - Formative Online Assessment in Medicine (Optional)Video: Case Study - Using Audio Feedback (Optional)Video: Case Study - Using ePortfolios as a Reflective Teaching Tool (Optional)Reading: Module 5 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Online ResourcesLTI Item: Activity 6.1 - Self EvaluationLTI Item: Activity 6.2 - KnowledgeDiscussion Prompt: How would you use online resources in your class?Video: Case Study - Integrating Online Resources into Your Teaching (Optional)Video: Case Study - Understanding Creative Commons (Optional)Video: Case Study - Creating eBooks for Distance Education (Optional)Video: Case Study - Hippocrates. Online Medical Tutorials (Optional)Reading: Module 6 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsWEEK 4Engaging and Motivating Students + Evaluation Strategies'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.19 videos, 2 readingsexpandVideo: OverviewVideo: Key Concept - Engaging and Motivating StudentsLTI Item: Activity 7.1 - Self EvaluationLTI Item: Activity 7.2 - KnowledgeDiscussion Prompt: How would you engage your students online?Video: Case Study - Engaging and Motivating Students (Optional)Video: Case Study - Online Teamwork and Collaboration (Optional)Video: Case Study - Conducting Effective Online Discussions (Optional)Video: Case Study - Managing Your Time when Teaching Online (Optional)Video: Case Study - Using Wikis for Student Collaboration (Optional)Video: Case Study - Increasing Student Engagement Using Podcasts (Optional)Video: Case Study - Flipped Language Class (Optional)Video: Case Study - Fostering Student Engagement with Stile (K-12) (Optional)Reading: Module 7 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Evaluation StrategiesLTI Item: Activity 8.1 - Self EvaluationLTI Item: Activity 8.2 - KnowledgeDiscussion Prompt: Useful checklists to evaluate your courses - how did they rate?Video: Case Study - Learning Analytics to Inform Teaching Practice (Optional)Reading: Module 8 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsVideo: Assignment 2 Tips - How to Get the Most from the AssignmentVideo: Assignment 2 Tips - How to Assess Criterion 1Video: Assignment 2 Tips - How to Assess Criterion 2Video: Assignment 2 Tips - How to Assess Criterion 3Video: Assignment 2 Tips - How to Assess Criterion 4Video: Assignment 2 Tips - How to Assess Criterion 5Graded: ASSIGNMENT 2 - Designing an Online Learning ComponentWEEK 5Question and AnswersSimon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q\u0026A videos have been collated according to their relevance to the Modules of the course.54 videosexpandVideo: How do you keep a teacher's presence in an online environment?Video: The dangers of teaching online.Video: What are the current main challenges about teaching online in your opinion?Video: What do we do to recruit, motivate and retain teachers?Video: What resistance do teachers have when they begin teaching online courses?Video: Who can help if you are a trailblazer?Video: How do we keep pace with current Web 2.0 technology?Video: How do you classify tools that sit between Open and LMS technologies?Video: How do you stop being overwhelmed or paralysed by all the options?Video: How to address risks associated with open access technologies while designing an online activity.Video: Improving video production qualityVideo: What about the 'not invented here' syndrome?Video: What tools were used to make this MOOC?Video: Which platform better allows the use of a MOOC with interactive activities?Video: Dealing with different attitudes to online and blended learningVideo: Handling copyright for online coursesVideo: How much time is needed to plan a 10 month online course?Video: Is blended learning always preferred?Video: Is there a difference between Learning Outcomes and Learning Objectives?Video: What advice do you have for creating the whole course from scratch?Video: What moderation techniques are used in the MOOC?Video: What is a rubric?Video: What is the one thing you think we should take away from the course?Video: What is your suggested structure for setting up online courses?Video: Alternatives to video recordingsVideo: BYOD Apps and ToolsVideo: How do you ensure quality assurance in online courses?Video: Scripting considerations for instructional videosVideo: What are different approaches to using videos in online courses and which are most effective?Video: What is the ideal time duration for a podcast?Video: What is scenario based training?Video: Are videos assessed in a less nuanced way than written work?Video: Ensuring authenticity with online assessmentsVideo: How do you employ audio for meaningful feedback or assessment of learning?Video: Making an effective assessment rubric for online activitiesVideo: Peer Review - When to use it and why is it used in the course?Video: What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?Video: What frameworks are helpful for thinking about self assessment and peer assessment exercises?Video: Boundaries when supporting online discussionsVideo: Group projects in the online learning environmentVideo: What technology do you use for video conferences with students?Video: Building relationship with studentsVideo: Do rubrics guide students behaviour?Video: How can I best support younger students to use classroom social media appropriately?Video: How can you best develop online learning for learners with low levels of independence?Video: How do you engage reluctant students?Video: How to generate community in an online course that students start whenever each one enrols?Video: Means to check for digital literacy levelVideo: What about 1 - 1 tutoring online?Video: What tips would you give to private online teachers?Video: Can you recommend online course analytics?Video: Evaluating quality using national or international standards or frameworksVideo: How do you use learning and teaching data for scientific publication?Video: Is it acceptable to make changes to a course after launching?'Module 1: Why is Online Teaching Important' is about understanding where you are in the current educational landscape, and determining where you want to be. We will explore why online teaching is relevant to your teaching practice, and you’ll have an opportunity to reflect upon the opportunities and challenges you face in your own context. 'Module 2: Open and Institutionally Supported Technologies' focuses on helping you understand the benefits and restrictions of both broad categories of technologies. We’re all familiar with different social media technologies, and many of us will be aware of larger institutional online learning systems. In this module we will ask you to think about the reasons why you might want to use freely available online tools for your teaching - or your institution's learning management system. Important considerations such as which types of technologies are suitable for a range of different activities will also be explored.Video: Welcome to Learning to Teach Online!Reading: How to Get Started!Reading: Course OverviewReading: Assignments, Activities and Personalised RecommendationsReading: Special Thanks and AcknowledgementsVideo: OverviewVideo: Key Concept - Why is Online Teaching Important?LTI Item: Activity 1.1 - Self EvaluationLTI Item: Activity 1.2 - KnowledgeDiscussion Prompt: What are your reasons for undertaking this course?Video: Case Study - Why is Online Teaching Important? (Optional)Video: Case Study - Learning Online from a Student Perspective (Optional)Reading: Module 1 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Open and Institutionally Supported TechnologiesLTI Item: Activity 2.1 - Self EvaluationLTI Item: Activity 2.2 - KnowledgeDiscussion Prompt: What technology challenges will you face in your own teaching?Video: Case Study - Using Google Sites to Build Online Portfolios (K-12) (Optional)Video: Case Study - Learning Management System or the Open Web? (Optional)Reading: Module 2 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsVideo: Assignment 1 Tips - How to Get the Most from the AssignmentVideo: Assignment 1 Tips - Evidence and ReferencingVideo: Assignment 1 Tips - Giving Constructive Feedback'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.Video: OverviewVideo: Key Concept - Planning Online LearningLTI Item: Activity 3.1 - Self EvaluationLTI Item: Activity 3.2 - KnowledgeDiscussion Prompt: What planning tips can you share with others?Video: Case Study - Planning Your Online Class (Optional)Video: Case Study - The Flipped Classroom (Optional)Video: Case Study - Using Online Environments for Teaching Large Classes (Optional)Reading: Module 3 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Online Learning ActivitiesLTI Item: Activity 4.1 - Self EvaluationLTI Item: Activity 4.2 - KnowledgeDiscussion Prompt: What ideas do you have for online activities in your own classes?Video: Case Study - Video Conferencing in Museum Education (K-12) (Optional)Video: Case Study - Considerations for Choosing Technology (Optional)Video: Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional)Video: Case Study - Using Online Lectures to Support Active Learning (Optional)Video: Case Study - iLabs - Online Access to Remote Laboratories (Optional)Video: Case Study - Using Flickr as an Online Classroom (Optional)Video: Case Study - Using Blogs for Peer Feedback and Discussion (Optional)Video: Case Study - Teaching Using Scenario Based Simulations in Second Life (Optional)Video: Case Study - Using Online Communities to Foster Collaboration in Visual Arts (K-12) (Optional)Reading: Module 4 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised Recommendations'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.Video: OverviewVideo: Key Concept - Online Assessment StrategiesLTI Item: Activity 5.1 - Self EvaluationLTI Item: Activity 5.2 - KnowledgeDiscussion Prompt: How could you conduct your own assessments online?Video: Case Study - Formative Online Assessment in Medicine (Optional)Video: Case Study - Using Audio Feedback (Optional)Video: Case Study - Using ePortfolios as a Reflective Teaching Tool (Optional)Reading: Module 5 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Online ResourcesLTI Item: Activity 6.1 - Self EvaluationLTI Item: Activity 6.2 - KnowledgeDiscussion Prompt: How would you use online resources in your class?Video: Case Study - Integrating Online Resources into Your Teaching (Optional)Video: Case Study - Understanding Creative Commons (Optional)Video: Case Study - Creating eBooks for Distance Education (Optional)Video: Case Study - Hippocrates. Online Medical Tutorials (Optional)Reading: Module 6 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised Recommendations'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.Video: OverviewVideo: Key Concept - Engaging and Motivating StudentsLTI Item: Activity 7.1 - Self EvaluationLTI Item: Activity 7.2 - KnowledgeDiscussion Prompt: How would you engage your students online?Video: Case Study - Engaging and Motivating Students (Optional)Video: Case Study - Online Teamwork and Collaboration (Optional)Video: Case Study - Conducting Effective Online Discussions (Optional)Video: Case Study - Managing Your Time when Teaching Online (Optional)Video: Case Study - Using Wikis for Student Collaboration (Optional)Video: Case Study - Increasing Student Engagement Using Podcasts (Optional)Video: Case Study - Flipped Language Class (Optional)Video: Case Study - Fostering Student Engagement with Stile (K-12) (Optional)Reading: Module 7 Useful Links and ResourcesVideo: OverviewVideo: Key Concept - Evaluation StrategiesLTI Item: Activity 8.1 - Self EvaluationLTI Item: Activity 8.2 - KnowledgeDiscussion Prompt: Useful checklists to evaluate your courses - how did they rate?Video: Case Study - Learning Analytics to Inform Teaching Practice (Optional)Reading: Module 8 Useful Links and ResourcesLTI Item: Check Your Activity Progress and Personalised RecommendationsVideo: Assignment 2 Tips - How to Get the Most from the AssignmentVideo: Assignment 2 Tips - How to Assess Criterion 1Video: Assignment 2 Tips - How to Assess Criterion 2Video: Assignment 2 Tips - How to Assess Criterion 3Video: Assignment 2 Tips - How to Assess Criterion 4Video: Assignment 2 Tips - How to Assess Criterion 5Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q\u0026A videos have been collated according to their relevance to the Modules of the course.Video: How do you keep a teacher's presence in an online environment?Video: The dangers of teaching online.Video: What are the current main challenges about teaching online in your opinion?Video: What do we do to recruit, motivate and retain teachers?Video: What resistance do teachers have when they begin teaching online courses?Video: Who can help if you are a trailblazer?Video: How do we keep pace with current Web 2.0 technology?Video: How do you classify tools that sit between Open and LMS technologies?Video: How do you stop being overwhelmed or paralysed by all the options?Video: How to address risks associated with open access technologies while designing an online activity.Video: Improving video production qualityVideo: What about the 'not invented here' syndrome?Video: What tools were used to make this MOOC?Video: Which platform better allows the use of a MOOC with interactive activities?Video: Dealing with different attitudes to online and blended learningVideo: Handling copyright for online coursesVideo: How much time is needed to plan a 10 month online course?Video: Is blended learning always preferred?Video: Is there a difference between Learning Outcomes and Learning Objectives?Video: What advice do you have for creating the whole course from scratch?Video: What moderation techniques are used in the MOOC?Video: What is a rubric?Video: What is the one thing you think we should take away from the course?Video: What is your suggested structure for setting up online courses?Video: Alternatives to video recordingsVideo: BYOD Apps and ToolsVideo: How do you ensure quality assurance in online courses?Video: Scripting considerations for instructional videosVideo: What are different approaches to using videos in online courses and which are most effective?Video: What is the ideal time duration for a podcast?Video: What is scenario based training?Video: Are videos assessed in a less nuanced way than written work?Video: Ensuring authenticity with online assessmentsVideo: How do you employ audio for meaningful feedback or assessment of learning?Video: Making an effective assessment rubric for online activitiesVideo: Peer Review - When to use it and why is it used in the course?Video: What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?Video: What frameworks are helpful for thinking about self assessment and peer assessment exercises?Video: Boundaries when supporting online discussionsVideo: Group projects in the online learning environmentVideo: What technology do you use for video conferences with students?Video: Building relationship with studentsVideo: Do rubrics guide students behaviour?Video: How can I best support younger students to use classroom social media appropriately?Video: How can you best develop online learning for learners with low levels of independence?Video: How do you engage reluctant students?Video: How to generate community in an online course that students start whenever each one enrols?Video: Means to check for digital literacy levelVideo: What about 1 - 1 tutoring online?Video: What tips would you give to private online teachers?Video: Can you recommend online course analytics?Video: Evaluating quality using national or international standards or frameworksVideo: How do you use learning and teaching data for scientific publication?Video: Is it acceptable to make changes to a course after launching?University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "UNSW Australia (The University of New South Wales)",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/teach-online",
    "Language": "English",
    "Commitment": "6 Weeks, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Transmedia Storytelling: Narrative worlds, emerging technologies, and global audiences",
    "Description": "About this course: Transmedia storytelling is the practice of designing, sharing, and participating in a cohesive story experience across multiple traditional and digital delivery platforms - for entertainment, advertising and marketing, or social change. \n\nHave you ever read a book, seen a movie, watched a television show, or played a game that centred around different aspects of a larger story or universe? You may be familiar with popular examples of such universes like Star Wars, Marvel, and The Walking Dead (to name a few). \n\nHow do the professionals develop such expansive narratives? How do they ensure that each element stays true to the original story? How do they innovatively use different technologies to share the stories, grow audiences and create an active and involved community of fans? \n\nMore and more, we are also engaging with elements or franchises of larger and more complex stories across a much more diverse range of platforms like interactive web experiences, social media communities, mobile devices, theme parks, and even augmented and virtual reality. A major challenge that current and future storytellers face is being able to engage different audiences in a story that is seamlessly told across all of these different platforms.\n\n\nWHAT WILL I LEARN?\nThis course  will help you to design a strategy for developing and telling your own transmedia story. You will learn about what it takes to:\n• Shape your ideas into compelling and well structured narratives and complex story worlds\n• Identify, understand, and engage different audiences in your stories\n• Create cohesive user experiences across different platforms\n• Evaluate existing and emerging technologies to share your story with the world, and help your audience participate in the larger storyworld you create\n\nThe course provides you with a unique, authentic, and industry relevant learning opportunity. You will have access to current theory, industry examples and advice and undertake learning activities that will equip you with the tools you need to start developing your own ideas.\n\n\nWHO WILL MY INSTRUCTORS BE?\nYou will learn effective transmedia design strategies from leading UNSW Australia Art \u0026 Design academics. You will also examine case studies that demonstrate how amazing ideas, technology and audience contributions can be brought together to create dynamic storyworlds. You'll see examples of major, successful transmedia storytelling projects involving movies, digital entertainment, gaming, virtual reality and more. In collaboration with our industry partner X Media Lab, the course will give you inside access to the personal stories, insight and advice of the following innovative transmedia storytelling professionals from Hollywood USA, Canada and Australia. \n\n• Susan Bonds, 42 Entertainment, Los Angeles, USA\n• Flint Dille, Screenwriter, Game Designer and Novelist, Los Angeles, USA\n• Cindi Drennan, Illuminart, Australia\n• Tom Ellard, UNSW Art \u0026 Design, Sydney, Australia\n• Catherine Fargher, Dr Egg Digital, Sydney, Australia\n• Hal Hefner, 3AM Creative, USA\n• Brian Seth Hurst, StoryTech,  Los Angeles, USA\n• Henry Jenkins, School for Communication and Journalism, University of Southern California, USA\n• Mikey Leung, Digital Storytellers, Sydney, Australia\n• Alex Lieu, 42 Entertainment, Los Angeles, USA\n• Geoffrey Long, Annenberg Innovation Lab, University of Southern California, USA\n• John McGhee, UNSW Art \u0026 Design, Sydney, Australia\n• Joseph Narai, Transmedia Entertainment, Sydney, Australia\n• Jeff Nicholas, The Uprising Creative, Los Angeles, USA\n• Sergio Paez, Graphic Artist working in animation, TV, video games, and film. Co Founder, StoryboardArt, California, USA\n• Steve Peters, No Mimes Media, Los Angeles, USA\n• Stuart Samuels, Stuart Samuels Productions, Toronto, Canada\n• Charles Santoso, Concept Artist, Sydney, Australia \n• Seth Shapiro, New Amsterdam Media, Los Angeles, USA\n• Scott Snibbe, Eyegroove, San Francisco, USA\n• Tracey Taylor, The Pulse, Sydney, Australia\n• Robert Tercek, Public Speaker, Digital Media Strategist, and Executive Leader for Creative Ventures and Business Innovation, • University of Southern California, USA\n• Kevin Williams, Founder \u0026 Director of KWP Ltd and DNA Association, UK\n• Brent Young, Super 78, Los Angeles, USA\n• Maya Zuckerman, Transmedia SF, San Francisco, USA\n\nCOURSE CONTENT DEVELOPMENT\nKarin Watson, Iman Irannejad, and Dr. Simon McIntyre.WEEK 1What is Transmedia Storytelling?This module will introduce you to the instructors of this course, and give you an understanding of how the course works and what you will learn. We will also introduce you to what Transmedia Storytelling is and how it is important to the way we interact and communicate. We’ll explain the anatomy of story and the importance of developing a narrative, and show you some examples of contemporary transmedia storytelling. The information in this module will form the backbone of your own transmedia strategy that you will develop over the duration of the course.21 videos, 12 readingsexpandVideo: Key Concept - Welcome to Transmedia StorytellingReading: Course OverviewReading: Important note about the assignments in the courseReading: Join the transmedia storytelling MOOC community!Reading: Meet your academic instructorsReading: Meet our industry partner - X Media LabReading: Meet the industry contributorsVideo: Professional advice on getting startedReading: Special thanks and acknowledgementsReading: Key points to remember from this lessonVideo: Brian Seth Hurst - Conspiracy for GoodVideo: Susan Bonds - Why so serious? Transmedia promotion for The Dark KnightVideo: Henry Jenkins - The Matrix. An example of a transmedia worldVideo: Mikey Leung - The Darwin Aboriginal Art FairVideo: Scott Snibbe - Biophilia, a transmedia story of music, technology and natureVideo: Key Concept - What is transmedia storytelling?Discussion Prompt: What do you think transmedia storytelling is?Video: An industry perspective of transmedia storytellingVideo: Henry Jenkins - The benefits of a transmedia approachVideo: Henry Jenkins - The importance of collaboration in the creative processVideo: CommercialismVideo: Copyright and transmedia storytellingVideo: Geoffrey Long - The future of the term 'transmedia'Video: Henry Jenkins - What defines a successful transmedia project?Reading: Module 1 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - The anatomy of storyDiscussion Prompt: What examples of the hero's journey can you think of?Video: Henry Jenkins - How a transmedia strategy enriches a storyVideo: Tom Ellard - Important elements of storyVideo: Tom Ellard - Story structure and the hero’s journeyVideo: Tom Ellard - The role of memory, imagery and emotion in understanding storyVideo: Henry Jenkins - World buildingReading: Module 1 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonWEEK 2Creative Ideas Generation - Building a StoryworldThis module introduces you to creative thinking techniques that you can use to help you develop a cohesive and rich story narrative. You’ll explore important models of creative thinking, along with different tools and techniques that can help you expand your narrative into a storyworld that will become the basis of an effective transmedia strategy.17 videos, 8 readingsexpandVideo: Key Concept - The premise and six word storiesDiscussion Prompt: Can you write your own six word story? Video: Narrative and storyVideo: Charles Santoso - Six word storiesReading: Module 2 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Three tools for creating contentDiscussion Prompt: What creative idea generation tools appeal to you?Video: Developing and communicating ideasVideo: Charles Santoso - Conceptual blendingVideo: Stuart Samuels - What is an idea?Reading: Module 2 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Developing your conceptual story idea with contentDiscussion Prompt: How might you add detail to your story idea?Video: The importance of a strong central narrativeVideo: Charles Santoso - Creativity techniquesVideo: Sergio Paez - The role of visual storytellingVideo: Mikey Leung - Planning and testing your storyReading: Module 2 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Working creatively in storyworlds by using constraintsDiscussion Prompt: What are the constraints that help define your story?Video: Building a storyworldVideo: Charles Santoso - Storytelling and seed ideasVideo: Susan Bonds - The process of developing a transmedia storyVideo: Mikey Leung - Using storyworlds in transmedia social campaignsReading: Module 2 Lesson 4 Useful links and resourcesReading: Key points to remember from this lessonGraded: Assignment 1: What is your story?WEEK 3Understanding a Transmedia AudienceUnderstanding the different audiences that engage with elements of a transmedia experience can help develop and improve the reach and impact of your storyworld. This module explores the concepts of ethnography and participatory design as a means of identifying, engaging, and learning from your audience, to help you to focus your strategy to better meet their needs. 13 videos, 6 readingsexpandVideo: Key Concept - An introduction to the audienceDiscussion Prompt: How do you think your audience will affect your story?Video: Audience in transmedia storytellingVideo: Connecting audience with storyVideo: Henry Jenkins - The collective intelligence of a transmedia audienceReading: Module 3 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Understanding the audience using ethnographyDiscussion Prompt: How will you learn about your own story's audience?Video: The changing nature of audienceVideo: Mikey Leung - Identifying and engaging your audienceVideo: Henry Jenkins - Developing strategy for engaging multiple types of audienceVideo: John McGhee - Identifying and understanding user groups for virtual reality (VR) medical visualisationsReading: Module 3 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Understanding the audience using participatory designDiscussion Prompt: Do you want your audience to be passive or active?Video: Mikey Leung - The potential of transmedia storytelling for audience engagementVideo: Maya Zuckerman - Rapid prototypingVideo: Cindi Drennan - The Departure. A case study of engaging a community in participatory designReading: Module 3 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonGraded: Assignment 2: Who are you telling your story to?WEEK 4The Transmedia User ExperienceThe success of your project is ultimately determined by the quality of the audience's experience. Will your transmedia strategy capture people’s imagination and continue to engage them in multiple facets of the larger storyworld over time? In this module you will being to think about how the convergence of narrative, audience, and technology affects the design of a transmedia strategy. You will also explore theories and frameworks that will help you better understand how to design and evaluate engaging, persuasive and enjoyable transmedia user experiences.12 videos, 6 readingsexpandVideo: Key Concept - User experience in contextDiscussion Prompt: What are some examples of experiences that might work in your own storyworld?Video: Tracey Taylor - Group interactive experiencesVideo: Henry Jenkins - Orientation. Unifying a transmedia story experienceReading: Module 4 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Getting a grip on experienceDiscussion Prompt: What types of experiences suit your own transmedia strategy?Video: Tom Ellard - Advice about audience engagementVideo: Catherine Fargher - Evaluating user engagementReading: Module 4 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Designing the transmedia user journeyDiscussion Prompt: What are some of the key touchpoints in your own transmedia strategy?Video: Henry Jenkins - Continuity and expectation in the transmedia user experienceVideo: Designing cohesive experiences for multiple audiencesVideo: Tom Ellard - Translating stories across different mediaVideo: Steve Peters - Ethics in transmedia storytellingVideo: Catherine Fargher - Designing for participationReading: Module 4 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonGraded: Assignment 3: How is your story experienced?WEEK 5Using Creative TechnologiesWorking in a transmedia context means taking a flexible and inclusive approach to technologies - old and new.  Within this module, you will be exposed to evaluation and design strategies for different technologies in a transmedia storytelling context. It showcases several examples of creative uses of technology in storytelling, and explores how emerging digital technologies such as virtual reality (VR) and augmented reality (AR) are creating new possibilities for narrative personalisation and audience immersion in a story.\n18 videos, 8 readingsexpandVideo: Key Concept - Creative technologies and the transmedia experienceDiscussion Prompt: What technologies inspire and frustrate you?Video: Joseph Narai - Location based storytellingVideo: Henry Jenkins - Low tech transmedia strategiesReading: Module 5 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Choosing the right technologies to tell your storyDiscussion Prompt: What issues should you consider when choosing technologies for your story?Video: Brian Seth Hurst - Choosing a technology platformVideo: Henry Jenkins - Examples of technological affordances and audience experienceVideo: Cindi Drennan - Projection mapping. Affordances, constraints and audienceVideo: Joseph Narai - UNSW Business School Virtual Reality (VR) MarketingVideo: Tracey Taylor - A rich multimedia projectReading: Module 5 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Experiencing technology in contextDiscussion Prompt: Which technology will you use for different types of engagement?Video: Tom Ellard - Choosing the right platform for your storyVideo: Cindi Drennan - Illuminart. Permanent interactive projection mappingVideo: Cindi Drennan - Illuminart. Harts MillReading: Module 5 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Considerations for using current and emerging technologies for storytellingDiscussion Prompt: Which emerging technology do you think has great potential for storytelling?Video: Managing expectations of emerging technologiesVideo: Discussion and applications of  Augmented Reality (AR) and Virtual Reality (VR)Video: John McGhee - The future of virtual reality (VR) technologiesVideo: Geoff Long - The future of technology and storytellingReading: Module 5 Lesson 4 Useful links and resourcesReading: Key points to remember from this lessonGraded: Assignment 4: How will you use technology to tell your story?WEEK 6Stories from Industry - Professionals’ Career Journeys and AdviceMeet the instructors who will be guiding you through the course, and benefit from the stories of personal career journeys of some of the biggest names in transmedia storytelling from the USA (Hollywood), Canada, and Australia. Hear their advice about getting started in the industry, and examine examples of their work in movies, digital entertainment, virtual reality and more.24 videosexpandVideo: Susan Bonds, 42 Entertainment. Los Angeles, USAVideo: Flint Dille, Screenwriter, Game Designer and Novelist. Los Angeles, USAVideo: Cindi Drennan, Illuminart. Adelaide, AustraliaVideo: Tom Ellard, UNSW Australia | Art \u0026 Design. Sydney, AustraliaVideo: Catherine Fargher, Dr Egg Digital. Sydney, AustraliaVideo: Hal Hefner, 3AM Creative. USAVideo: Brian Seth Hurst, StoryTech. Los Angeles, USAVideo: Henry Jenkins, School for Communication and Journalism. University of Southern California, USAVideo: Mikey Leung, Digital Storytellers. Sydney, AustraliaVideo: Alex Lieu, 42 Entertainment. Los Angeles, USAVideo: Geoffery Long, Annenberg Innovation Lab. University of Southern California, USAVideo: John McGhee, UNSW Australia | Art \u0026 Design. Sydney, AustraliaVideo: Joseph Narai, Transmedia Entertainment. Sydney, AustraliaVideo: Jeff Nicholas, The Uprising Creative. Los Angeles, USAVideo: Sergio Paez, Lucasfilm. California, USAVideo: Steve Peters, No Mimes Media. Los Angeles, USAVideo: Stuart Samuels, Stuart Samuels Productions. Toronto, CanadaVideo: Seth Shapiro, New Amsterdam Media. Los Angeles, USAVideo: Scott Snibbe, Eyegroove. San Francisco, USAVideo: Tracey Taylor, The Pulse. Sydney, AustraliaVideo: Robert Tercek, School of Cinema-Television. University of Southern California, USAVideo: Kevin Williams,Founder \u0026 Director of KWP Ltd and DNA AssociationVideo: Brent Young, Super 78. Los Angeles, USAVideo: Maya Zuckerman, Transmedia SF. San Francisco, USAThis module will introduce you to the instructors of this course, and give you an understanding of how the course works and what you will learn. We will also introduce you to what Transmedia Storytelling is and how it is important to the way we interact and communicate. We’ll explain the anatomy of story and the importance of developing a narrative, and show you some examples of contemporary transmedia storytelling. The information in this module will form the backbone of your own transmedia strategy that you will develop over the duration of the course.Video: Key Concept - Welcome to Transmedia StorytellingReading: Course OverviewReading: Important note about the assignments in the courseReading: Join the transmedia storytelling MOOC community!Reading: Meet your academic instructorsReading: Meet our industry partner - X Media LabReading: Meet the industry contributorsVideo: Professional advice on getting startedReading: Special thanks and acknowledgementsReading: Key points to remember from this lessonVideo: Brian Seth Hurst - Conspiracy for GoodVideo: Susan Bonds - Why so serious? Transmedia promotion for The Dark KnightVideo: Henry Jenkins - The Matrix. An example of a transmedia worldVideo: Mikey Leung - The Darwin Aboriginal Art FairVideo: Scott Snibbe - Biophilia, a transmedia story of music, technology and natureVideo: Key Concept - What is transmedia storytelling?Discussion Prompt: What do you think transmedia storytelling is?Video: An industry perspective of transmedia storytellingVideo: Henry Jenkins - The benefits of a transmedia approachVideo: Henry Jenkins - The importance of collaboration in the creative processVideo: CommercialismVideo: Copyright and transmedia storytellingVideo: Geoffrey Long - The future of the term 'transmedia'Video: Henry Jenkins - What defines a successful transmedia project?Reading: Module 1 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - The anatomy of storyDiscussion Prompt: What examples of the hero's journey can you think of?Video: Henry Jenkins - How a transmedia strategy enriches a storyVideo: Tom Ellard - Important elements of storyVideo: Tom Ellard - Story structure and the hero’s journeyVideo: Tom Ellard - The role of memory, imagery and emotion in understanding storyVideo: Henry Jenkins - World buildingReading: Module 1 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonThis module introduces you to creative thinking techniques that you can use to help you develop a cohesive and rich story narrative. You’ll explore important models of creative thinking, along with different tools and techniques that can help you expand your narrative into a storyworld that will become the basis of an effective transmedia strategy.Video: Key Concept - The premise and six word storiesDiscussion Prompt: Can you write your own six word story? Video: Narrative and storyVideo: Charles Santoso - Six word storiesReading: Module 2 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Three tools for creating contentDiscussion Prompt: What creative idea generation tools appeal to you?Video: Developing and communicating ideasVideo: Charles Santoso - Conceptual blendingVideo: Stuart Samuels - What is an idea?Reading: Module 2 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Developing your conceptual story idea with contentDiscussion Prompt: How might you add detail to your story idea?Video: The importance of a strong central narrativeVideo: Charles Santoso - Creativity techniquesVideo: Sergio Paez - The role of visual storytellingVideo: Mikey Leung - Planning and testing your storyReading: Module 2 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Working creatively in storyworlds by using constraintsDiscussion Prompt: What are the constraints that help define your story?Video: Building a storyworldVideo: Charles Santoso - Storytelling and seed ideasVideo: Susan Bonds - The process of developing a transmedia storyVideo: Mikey Leung - Using storyworlds in transmedia social campaignsReading: Module 2 Lesson 4 Useful links and resourcesReading: Key points to remember from this lessonUnderstanding the different audiences that engage with elements of a transmedia experience can help develop and improve the reach and impact of your storyworld. This module explores the concepts of ethnography and participatory design as a means of identifying, engaging, and learning from your audience, to help you to focus your strategy to better meet their needs. Video: Key Concept - An introduction to the audienceDiscussion Prompt: How do you think your audience will affect your story?Video: Audience in transmedia storytellingVideo: Connecting audience with storyVideo: Henry Jenkins - The collective intelligence of a transmedia audienceReading: Module 3 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Understanding the audience using ethnographyDiscussion Prompt: How will you learn about your own story's audience?Video: The changing nature of audienceVideo: Mikey Leung - Identifying and engaging your audienceVideo: Henry Jenkins - Developing strategy for engaging multiple types of audienceVideo: John McGhee - Identifying and understanding user groups for virtual reality (VR) medical visualisationsReading: Module 3 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Understanding the audience using participatory designDiscussion Prompt: Do you want your audience to be passive or active?Video: Mikey Leung - The potential of transmedia storytelling for audience engagementVideo: Maya Zuckerman - Rapid prototypingVideo: Cindi Drennan - The Departure. A case study of engaging a community in participatory designReading: Module 3 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonThe success of your project is ultimately determined by the quality of the audience's experience. Will your transmedia strategy capture people’s imagination and continue to engage them in multiple facets of the larger storyworld over time? In this module you will being to think about how the convergence of narrative, audience, and technology affects the design of a transmedia strategy. You will also explore theories and frameworks that will help you better understand how to design and evaluate engaging, persuasive and enjoyable transmedia user experiences.Video: Key Concept - User experience in contextDiscussion Prompt: What are some examples of experiences that might work in your own storyworld?Video: Tracey Taylor - Group interactive experiencesVideo: Henry Jenkins - Orientation. Unifying a transmedia story experienceReading: Module 4 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Getting a grip on experienceDiscussion Prompt: What types of experiences suit your own transmedia strategy?Video: Tom Ellard - Advice about audience engagementVideo: Catherine Fargher - Evaluating user engagementReading: Module 4 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Designing the transmedia user journeyDiscussion Prompt: What are some of the key touchpoints in your own transmedia strategy?Video: Henry Jenkins - Continuity and expectation in the transmedia user experienceVideo: Designing cohesive experiences for multiple audiencesVideo: Tom Ellard - Translating stories across different mediaVideo: Steve Peters - Ethics in transmedia storytellingVideo: Catherine Fargher - Designing for participationReading: Module 4 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonWorking in a transmedia context means taking a flexible and inclusive approach to technologies - old and new.  Within this module, you will be exposed to evaluation and design strategies for different technologies in a transmedia storytelling context. It showcases several examples of creative uses of technology in storytelling, and explores how emerging digital technologies such as virtual reality (VR) and augmented reality (AR) are creating new possibilities for narrative personalisation and audience immersion in a story.\nVideo: Key Concept - Creative technologies and the transmedia experienceDiscussion Prompt: What technologies inspire and frustrate you?Video: Joseph Narai - Location based storytellingVideo: Henry Jenkins - Low tech transmedia strategiesReading: Module 5 Lesson 1 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Choosing the right technologies to tell your storyDiscussion Prompt: What issues should you consider when choosing technologies for your story?Video: Brian Seth Hurst - Choosing a technology platformVideo: Henry Jenkins - Examples of technological affordances and audience experienceVideo: Cindi Drennan - Projection mapping. Affordances, constraints and audienceVideo: Joseph Narai - UNSW Business School Virtual Reality (VR) MarketingVideo: Tracey Taylor - A rich multimedia projectReading: Module 5 Lesson 2 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Experiencing technology in contextDiscussion Prompt: Which technology will you use for different types of engagement?Video: Tom Ellard - Choosing the right platform for your storyVideo: Cindi Drennan - Illuminart. Permanent interactive projection mappingVideo: Cindi Drennan - Illuminart. Harts MillReading: Module 5 Lesson 3 Useful links and resourcesReading: Key points to remember from this lessonVideo: Key Concept - Considerations for using current and emerging technologies for storytellingDiscussion Prompt: Which emerging technology do you think has great potential for storytelling?Video: Managing expectations of emerging technologiesVideo: Discussion and applications of  Augmented Reality (AR) and Virtual Reality (VR)Video: John McGhee - The future of virtual reality (VR) technologiesVideo: Geoff Long - The future of technology and storytellingReading: Module 5 Lesson 4 Useful links and resourcesReading: Key points to remember from this lessonMeet the instructors who will be guiding you through the course, and benefit from the stories of personal career journeys of some of the biggest names in transmedia storytelling from the USA (Hollywood), Canada, and Australia. Hear their advice about getting started in the industry, and examine examples of their work in movies, digital entertainment, virtual reality and more.Video: Susan Bonds, 42 Entertainment. Los Angeles, USAVideo: Flint Dille, Screenwriter, Game Designer and Novelist. Los Angeles, USAVideo: Cindi Drennan, Illuminart. Adelaide, AustraliaVideo: Tom Ellard, UNSW Australia | Art \u0026 Design. Sydney, AustraliaVideo: Catherine Fargher, Dr Egg Digital. Sydney, AustraliaVideo: Hal Hefner, 3AM Creative. USAVideo: Brian Seth Hurst, StoryTech. Los Angeles, USAVideo: Henry Jenkins, School for Communication and Journalism. University of Southern California, USAVideo: Mikey Leung, Digital Storytellers. Sydney, AustraliaVideo: Alex Lieu, 42 Entertainment. Los Angeles, USAVideo: Geoffery Long, Annenberg Innovation Lab. University of Southern California, USAVideo: John McGhee, UNSW Australia | Art \u0026 Design. Sydney, AustraliaVideo: Joseph Narai, Transmedia Entertainment. Sydney, AustraliaVideo: Jeff Nicholas, The Uprising Creative. Los Angeles, USAVideo: Sergio Paez, Lucasfilm. California, USAVideo: Steve Peters, No Mimes Media. Los Angeles, USAVideo: Stuart Samuels, Stuart Samuels Productions. Toronto, CanadaVideo: Seth Shapiro, New Amsterdam Media. Los Angeles, USAVideo: Scott Snibbe, Eyegroove. San Francisco, USAVideo: Tracey Taylor, The Pulse. Sydney, AustraliaVideo: Robert Tercek, School of Cinema-Television. University of Southern California, USAVideo: Kevin Williams,Founder \u0026 Director of KWP Ltd and DNA AssociationVideo: Brent Young, Super 78. Los Angeles, USAVideo: Maya Zuckerman, Transmedia SF. San Francisco, USAMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Wesleyan UniversityCreative Writing: The Craft of Setting and Description",
    "Creator": "UNSW Australia (The University of New South Wales)",
    "Level": "",
    "URL": "https://coursera.org/learn/transmedia-storytelling",
    "Language": "English",
    "Commitment": "6 weeks of study, 3-4 hours / week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Autism Spectrum Disorder",
    "Description": "About this course: Understanding the characteristics of autism spectrum disorder (ASD) and their implications for behavior, learning and the ability to process information is critical for anyone working or interacting with those on the spectrum -- educators, clinicians, counselors, therapists, medical staff, family and employers. This course will give you a fundamental understanding of what ASD is, how it is diagnosed, the primary areas of impairment, and why prevalence is increasing. \n\nExamine the developmental and sensori-motor differences that may impact academic, play, social and self-help skills at different stages of life, including the transition to higher education and employment. Gain a clear understanding of how sensory regulation differs for individuals on the spectrum, and explore practical tools for identifying triggers and communicating feelings.  Learn to use evidence-based practices to provide effective interventions and explore typical strengths and weaknesses of individuals on the spectrum in relation to identified impairments. \n\nThe course culminates with a description of the ASD system of care, an overview of the National Standards Report studies and treatments, and an explanation of how evidence-based practices are established and implemented.\n\nThose seeking a more in-depth, instructor-led experience are encouraged to check out the Professional Concentration in Autism offered by UC Davis Extension: https://extension.ucdavis.edu/certificate-program/professional-concentration-autism-spectrum-disordersWEEK 1Course Information \u0026 Overview of ASDThis module provides an overview of the course and of Autism Spectrum Disorders or ASD. You will learn the definition of this spectrum disorder (and why it's considered a spectrum of disorders), how autism is diagnosed, the core areas of impairment, the process for qualifying for special services, and the statistics that show that the diagnosis rate of autism spectrum disorders is increasing.7 videos, 1 readingexpandVideo: Course IntroductionVideo: IntroductionVideo: What is Autism Spectrum Disorder?Video: Why is Autism a Spectrum Disorder?Video: How to Qualify for Special Education ServicesVideo: What are the Impacts of Increasing Rates of Autism?Video: SummaryReading: Suggested Activity: Visit the Autism Speaks ASD Video GlossaryGraded: Week 1WEEK 2Developmental Differences in Autism Across the LifespanThis module discusses how autism spectrum disorders affect development at different life stages. The importance of early identification is discussed, as are common indicators of autism in infants, toddlers, preschoolers, and K-12 students. Finally, you will learn about the challenges individuals with autism spectrum disorders face as they approach adulthood, as well as tips to help smooth the transition.9 videos, 1 readingexpandVideo: IntroductionVideo: Why is Early Identification Important?Video: What are Indicators of ASD in Infants and Toddlers?Video: What are Indicators of ASD in Preschoolers?Video: What are Indicators of ASD in K-12 Students?Video: What Happens After High School?Video: How to Transition to WorkVideo: What are Some Helpful Tips for Finding Work?Video: SummaryReading: Suggested Activity: Interview a Parent of a Child with ASDGraded: Week 2WEEK 3Patterns of Strengths and WeaknessesIn this module, you will learn about strengths and weaknesses amongst people on the autism spectrum, especially as these pertain to learning differences. Theory of Mind (ToM) is also discussed and how the lack of or delays in ToM can lead to various social and relationship challenges for people on the autism spectrum.6 videos, 1 readingexpandVideo: IntroductionVideo: What are the Strengths and Weaknesses in School Subjects?Video: What are the Strengths and Weaknesses in Processing?Video: What is Theory of Mind?Video: How can Strengths and Passions be Leveraged?Video: SummaryReading: Suggested Activity: Watch HBO Documentary \"Temple Grandin\" (2010)Graded: Week 3WEEK 4Understanding Sensory Regulation DifferencesIn this module, we focus on sensory issues that people on the autism spectrum experience. Particularly, you will learn about hyper and hypo reactivity, body awareness and balance issues, and how these sensory difficulties can sometimes manifest themselves into strong emotional and behavioral reactions, including the importance of prevention and teaching self-advocacy and coping strategies.6 videos, 1 readingexpandVideo: IntroductionVideo: What are the Diagnostic Features of Autism?Video: What are Sensory Regulation Differences?Video: What Senses Relate to Body Awareness and Balance?Video: How do Sensory Difficulties Relate to Emotional and Behavioral Reactions?Video: SummaryReading: Suggested Activity: Sensory Overload ExperienceGraded: Week 4WEEK 5Using Evidence-based PracticesIn this final module, you will learn about several evidenced-based practices (EBP), including the Early Start Denver Model, developed by Dr. Sally Rogers of the UC Davis MIND Institute, two national resources that track evidence-based interventions for ASDs, and the importance of systems level support and fidelity of use of recognized EBPs.8 videos, 1 readingexpandVideo: IntroductionVideo: What Care is Available?Video: Who is Developing Evidence-based Practices?Video: What is Social Narrative?Video: Why is the National Standard Report Important?Video: How can we Implement EBPs?Video: SummaryReading: Suggested Activity: Read the Reports Discussed in the ModuleVideo: Course Wrap-UpGraded: Week 5This module provides an overview of the course and of Autism Spectrum Disorders or ASD. You will learn the definition of this spectrum disorder (and why it's considered a spectrum of disorders), how autism is diagnosed, the core areas of impairment, the process for qualifying for special services, and the statistics that show that the diagnosis rate of autism spectrum disorders is increasing.Video: Course IntroductionVideo: IntroductionVideo: What is Autism Spectrum Disorder?Video: Why is Autism a Spectrum Disorder?Video: How to Qualify for Special Education ServicesVideo: What are the Impacts of Increasing Rates of Autism?Video: SummaryReading: Suggested Activity: Visit the Autism Speaks ASD Video GlossaryThis module discusses how autism spectrum disorders affect development at different life stages. The importance of early identification is discussed, as are common indicators of autism in infants, toddlers, preschoolers, and K-12 students. Finally, you will learn about the challenges individuals with autism spectrum disorders face as they approach adulthood, as well as tips to help smooth the transition.Video: IntroductionVideo: Why is Early Identification Important?Video: What are Indicators of ASD in Infants and Toddlers?Video: What are Indicators of ASD in Preschoolers?Video: What are Indicators of ASD in K-12 Students?Video: What Happens After High School?Video: How to Transition to WorkVideo: What are Some Helpful Tips for Finding Work?Video: SummaryReading: Suggested Activity: Interview a Parent of a Child with ASDIn this module, you will learn about strengths and weaknesses amongst people on the autism spectrum, especially as these pertain to learning differences. Theory of Mind (ToM) is also discussed and how the lack of or delays in ToM can lead to various social and relationship challenges for people on the autism spectrum.Video: IntroductionVideo: What are the Strengths and Weaknesses in School Subjects?Video: What are the Strengths and Weaknesses in Processing?Video: What is Theory of Mind?Video: How can Strengths and Passions be Leveraged?Video: SummaryReading: Suggested Activity: Watch HBO Documentary \"Temple Grandin\" (2010)In this module, we focus on sensory issues that people on the autism spectrum experience. Particularly, you will learn about hyper and hypo reactivity, body awareness and balance issues, and how these sensory difficulties can sometimes manifest themselves into strong emotional and behavioral reactions, including the importance of prevention and teaching self-advocacy and coping strategies.Video: IntroductionVideo: What are the Diagnostic Features of Autism?Video: What are Sensory Regulation Differences?Video: What Senses Relate to Body Awareness and Balance?Video: How do Sensory Difficulties Relate to Emotional and Behavioral Reactions?Video: SummaryReading: Suggested Activity: Sensory Overload ExperienceIn this final module, you will learn about several evidenced-based practices (EBP), including the Early Start Denver Model, developed by Dr. Sally Rogers of the UC Davis MIND Institute, two national resources that track evidence-based interventions for ASDs, and the importance of systems level support and fidelity of use of recognized EBPs.Video: IntroductionVideo: What Care is Available?Video: Who is Developing Evidence-based Practices?Video: What is Social Narrative?Video: Why is the National Standard Report Important?Video: How can we Implement EBPs?Video: SummaryReading: Suggested Activity: Read the Reports Discussed in the ModuleVideo: Course Wrap-UpJohns Hopkins UniversityPsychological First AidThe University of ChicagoUnderstanding the Brain: The Neurobiology of Everyday LifeEmory UniversityThe Addicted BrainPeking UniversityAdvanced Neurobiology IUniversity of PennsylvaniaVital Signs: Understanding What the Body Is Telling Us",
    "Creator": "University of California, Davis",
    "Level": "",
    "URL": "https://coursera.org/learn/autism-spectrum-disorder",
    "Language": "English, Subtitles: Russian, Portuguese (European)",
    "Commitment": "5 weeks, 2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Supporting children with difficulties in reading and writing",
    "Description": "About this course: This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries.\n\nParticipation in or completion of this online course will not confer academic credit for University of London programmesWEEK 1An overviewWriting systems; models of reading acquisition (the ‘decoding’ and ‘direct’ paths); the importance of automatization; bilingualism 8 videos, 11 readingsexpandReading: Start Here!Video: The promotional videoReading: SyllabusReading: GradingReading: ResourcesReading: GlossaryReading: DownloadsReading: FAQsReading: The Course TeamReading: AcknowledgementsReading: Module OneReading: Module One | ResourcesVideo: 1.1 Introduction by Jenny and VincentVideo: 1.2 Writing systemsVideo: 1.3 Models of reading – Part 1Video: 1.4 Models of reading - Part 2Video: 1.5 The importance of automatizationVideo: 1.6 Bilingualism – Part 1Video: 1.7 Bilingualism – Part 2Graded: Module OneWEEK 2Definitions and identification of dyslexiaCauses; identification; numerous activities include simple methods of observation (not formal diagnosis)8 videos, 2 readingsexpandReading: Module TwoReading: Module Two | ResourcesVideo: 2.1 Definition and causesVideo: 2.2 Identification – Pre-primaryVideo: 2.3 Identification – PrimaryVideo: 2.4 Informal assessment - Part 1Video: 2.5 Informal assessment - Part 2Video: 2.6 Informal assessment - Part 3Video: 2.7 Identification – Later years 1Video: 2.8 Identification – Later years 2Graded: Module TwoWEEK 3'Co-morbidity', and psychological and social aspectsThe ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a child10 videos, 3 readingsexpandReading: Module ThreeReading: Module Three | Resources and Assessment InformationVideo: 3.1 AuditionVideo: 3.2 VisionVideo: 3.3 AttentionVideo: 3.4 Math(s) (Dyscalculia)Video: 3.5 DyspraxiaVideo: 3.6 Oral language impairmentVideo: 3.7 Psychological aspects – Part 1Video: 3.8 Psychological aspects – Part 2Video: 3.9 Positive aspectsVideo: 3.10 Pros and Cons of “labelling”Reading: Peer ReviewsGraded: Module ThreeGraded: The child observation chartWEEK 4Practical teaching approaches Part 1General principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mapping6 videos, 2 readingsexpandReading: Module FourReading: Module Four | Resources and Assessment InformationVideo: 4.1 InclusionVideo: 4.2 Reports on readingVideo: 4.3 General principles – Part 1Video: 4.4 General principles – Part 2Video: 4.5 Subject-specific – Science, History and Math(s)Video: 4.6 'Individualization'Graded: Module FourGraded: Irregular wordsWEEK 5Practical teaching approaches Part 2Multisensory teaching in practice illusted; ctraomprehension, composition14 videos, 2 readingsexpandReading: Module FiveReading: Module Five | ResourcesVideo: 5.1 Multisensory teaching practice – Auditory, visual and oral-kinaesthetic discoveryVideo: 5.2 Multisensory teaching practice – Manual–kinaesthetic discoveryVideo: 5.3 Multisensory teaching practice – SegmentationVideo: 5.4 Multisensory teaching practice – The AlphabetVideo: 5.5 Multisensory teaching practice – 'Blap'Video: 5.6 Multisensory teaching practice - Revision of reading cardsVideo: 5.7 Teaching phonological awareness and the alphabetic principle – Part 1Video: 5.8 Teaching phonological awareness and the alphabetic principle – Part 2Video: 5.9 Teaching phonological awareness and the alphabetic principle - Part 3Video: 5.10 Multisensory techniques for reading and spelling – Part 1Video: 5.11 Multisensory techniques for reading and spelling – Part 2Video: 5.12 Comprehension - Part 1Video: 5.13 Comprehension - Part 2Video: 5.14 CompositionGraded: Module FiveWEEK 6Study skills, aids and accommodationsAttention, memory and organization; technological aids especially for reading and writing; examples of accommodations for formal assessments and examinations8 videos, 2 readingsexpandReading: Module SixReading: Module Six | ResourcesVideo: 6.1 Interview with SEN teacherVideo: 6.2 AccommodationsVideo: 6.3 Technology aids - Reading 1Video: 6.4 Technology aids – Reading 2Video: 6.5 Technology aids – Writing 1Video: 6.6 Technology aids – Writing 2Video: 6.7 Technology aids – MemoryVideo: 6.8 OrganizationGraded: End-of-course quizReading: Start Here!Video: The promotional videoReading: SyllabusReading: GradingReading: ResourcesReading: GlossaryReading: DownloadsReading: FAQsReading: The Course TeamReading: AcknowledgementsReading: Module OneReading: Module One | ResourcesVideo: 1.1 Introduction by Jenny and VincentVideo: 1.2 Writing systemsVideo: 1.3 Models of reading – Part 1Video: 1.4 Models of reading - Part 2Video: 1.5 The importance of automatizationVideo: 1.6 Bilingualism – Part 1Video: 1.7 Bilingualism – Part 2Reading: Module TwoReading: Module Two | ResourcesVideo: 2.1 Definition and causesVideo: 2.2 Identification – Pre-primaryVideo: 2.3 Identification – PrimaryVideo: 2.4 Informal assessment - Part 1Video: 2.5 Informal assessment - Part 2Video: 2.6 Informal assessment - Part 3Video: 2.7 Identification – Later years 1Video: 2.8 Identification – Later years 2The ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a childReading: Module ThreeReading: Module Three | Resources and Assessment InformationVideo: 3.1 AuditionVideo: 3.2 VisionVideo: 3.3 AttentionVideo: 3.4 Math(s) (Dyscalculia)Video: 3.5 DyspraxiaVideo: 3.6 Oral language impairmentVideo: 3.7 Psychological aspects – Part 1Video: 3.8 Psychological aspects – Part 2Video: 3.9 Positive aspectsVideo: 3.10 Pros and Cons of “labelling”Reading: Peer ReviewsGeneral principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mappingReading: Module FourReading: Module Four | Resources and Assessment InformationVideo: 4.1 InclusionVideo: 4.2 Reports on readingVideo: 4.3 General principles – Part 1Video: 4.4 General principles – Part 2Video: 4.5 Subject-specific – Science, History and Math(s)Video: 4.6 'Individualization'Reading: Module FiveReading: Module Five | ResourcesVideo: 5.1 Multisensory teaching practice – Auditory, visual and oral-kinaesthetic discoveryVideo: 5.2 Multisensory teaching practice – Manual–kinaesthetic discoveryVideo: 5.3 Multisensory teaching practice – SegmentationVideo: 5.4 Multisensory teaching practice – The AlphabetVideo: 5.5 Multisensory teaching practice – 'Blap'Video: 5.6 Multisensory teaching practice - Revision of reading cardsVideo: 5.7 Teaching phonological awareness and the alphabetic principle – Part 1Video: 5.8 Teaching phonological awareness and the alphabetic principle – Part 2Video: 5.9 Teaching phonological awareness and the alphabetic principle - Part 3Video: 5.10 Multisensory techniques for reading and spelling – Part 1Video: 5.11 Multisensory techniques for reading and spelling – Part 2Video: 5.12 Comprehension - Part 1Video: 5.13 Comprehension - Part 2Video: 5.14 CompositionReading: Module SixReading: Module Six | ResourcesVideo: 6.1 Interview with SEN teacherVideo: 6.2 AccommodationsVideo: 6.3 Technology aids - Reading 1Video: 6.4 Technology aids – Reading 2Video: 6.5 Technology aids – Writing 1Video: 6.6 Technology aids – Writing 2Video: 6.7 Technology aids – MemoryVideo: 6.8 OrganizationUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of London, UCL Institute of Education, Dyslexia International",
    "Level": "",
    "URL": "https://coursera.org/learn/dyslexia-difficulties",
    "Language": "English",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Introduction",
    "Description": "About this course: Foundations of Teaching for Learning is a program of study primarily for people who are currently teaching but have had no formal teacher education. This course is an introductory one that considers the three domains of being a teacher:  Professional Knowledge and Understanding; Professional Practice; and Professional Values, Relationships and Engagement.WEEK 1Being a Teacher: A Professional PrivilegeThis first week gives an introduction to the course and asks what it is to be a teacher. This is a chance for you to reflect on you own identity and aspirations as a teacher and gain an informed understanding of the world, or worlds, of childhood. You will build on and extend your existing knowledge as a teacher. We will discuss the ways in which teaching can be defined as a profession and what it means to be a professional teacher.4 videos, 4 readingsexpandReading: SyllabusReading: Grading and LogisticsReading: General OverviewReading: Outline for Week One: Being a Teacher: A Professional PrivilegeVideo: Lecture 1: About the CourseVideo: Lecture 2: Being a TeacherVideo: Lecture 3: The World of ChildhoodVideo: Lecture 4: Being a ProfessionalGraded: Quiz 1WEEK 2Thinking About LearningThe videos in this week are all related to the theme of children and young people’s learning. The emphasis is on thinking ‘skills’ – learning how to think effectively and creatively. We ask how you as a teacher ensure that students are thinking while they are in your classroom. You will write an essay which brings together the various strands of your learning. This is for your own professional development, but it will also help you to consider what the implications are for teaching and learning in your own classroom.4 videos, 1 readingexpandReading: Outline for Week Two: Thinking about LearningVideo: Lecture 1: Revisiting LearningVideo: Lecture 2: Thinking About ThinkingVideo: Lecture 3: Teaching for LearningVideo: Lecture 4: Thinking About CurriculumGraded: Quiz 2Graded: Reflection on Teaching and LearningWEEK 3How Good is My Classroom?This week is focused on the classroom and asks you to consider the question ‘How good is my classroom?’ It asks you to revisit, replay, and bring together the many ingredients that make a classroom a stimulating place for learning and an enjoyable and engaging place for teaching. We come back to the importance of assessment for learning. As Dylan Wiliam says, ‘assessment is minute by minute in the classroom’, not simply something that happens at the end of the course.4 videos, 1 readingexpandReading: Outline for Week Three: How Good is my Classroom?Video: Lecture 1: What is a Good School? Video: Lecture 2: QuestioningVideo: Lecture 3: Thinking about AssessmentVideo: Lecture 4: Planning for ImprovementGraded: Quiz 3WEEK 4Continuing to Learn in a Changing WorldThis week focuses on ways that we can help children to live and learn in a world of change. We will consider the importance of cultivating creativity and acknowledging multiple types of intelligence. We will also look at learning that takes place informally outside of school. We will identify key features of excellent practice in schools and look at the benefits of professional development. This is the final week of this course. If you have stayed with us to the end, congratulations! This may be an ending but it is also a beginning as you move on to the next course.4 videos, 1 readingexpandReading: Outline for Week Four: Continuing to Learn in a Changing WorldVideo: Lecture 1: A World of ChangeVideo: Lecture 2: Outside of SchoolVideo: Lecture 3: Professional DevelopmentVideo: Lecture 4: A Review: Questions of ProfessionalismGraded: Quiz 4Graded: Your Learning Story This first week gives an introduction to the course and asks what it is to be a teacher. This is a chance for you to reflect on you own identity and aspirations as a teacher and gain an informed understanding of the world, or worlds, of childhood. You will build on and extend your existing knowledge as a teacher. We will discuss the ways in which teaching can be defined as a profession and what it means to be a professional teacher.Reading: SyllabusReading: Grading and LogisticsReading: General OverviewReading: Outline for Week One: Being a Teacher: A Professional PrivilegeVideo: Lecture 1: About the CourseVideo: Lecture 2: Being a TeacherVideo: Lecture 3: The World of ChildhoodVideo: Lecture 4: Being a ProfessionalThe videos in this week are all related to the theme of children and young people’s learning. The emphasis is on thinking ‘skills’ – learning how to think effectively and creatively. We ask how you as a teacher ensure that students are thinking while they are in your classroom. You will write an essay which brings together the various strands of your learning. This is for your own professional development, but it will also help you to consider what the implications are for teaching and learning in your own classroom.Reading: Outline for Week Two: Thinking about LearningVideo: Lecture 1: Revisiting LearningVideo: Lecture 2: Thinking About ThinkingVideo: Lecture 3: Teaching for LearningVideo: Lecture 4: Thinking About CurriculumThis week is focused on the classroom and asks you to consider the question ‘How good is my classroom?’ It asks you to revisit, replay, and bring together the many ingredients that make a classroom a stimulating place for learning and an enjoyable and engaging place for teaching. We come back to the importance of assessment for learning. As Dylan Wiliam says, ‘assessment is minute by minute in the classroom’, not simply something that happens at the end of the course.Reading: Outline for Week Three: How Good is my Classroom?Video: Lecture 1: What is a Good School? Video: Lecture 2: QuestioningVideo: Lecture 3: Thinking about AssessmentVideo: Lecture 4: Planning for ImprovementThis week focuses on ways that we can help children to live and learn in a world of change. We will consider the importance of cultivating creativity and acknowledging multiple types of intelligence. We will also look at learning that takes place informally outside of school. We will identify key features of excellent practice in schools and look at the benefits of professional development. This is the final week of this course. If you have stayed with us to the end, congratulations! This may be an ending but it is also a beginning as you move on to the next course.Reading: Outline for Week Four: Continuing to Learn in a Changing WorldVideo: Lecture 1: A World of ChangeVideo: Lecture 2: Outside of SchoolVideo: Lecture 3: Professional DevelopmentVideo: Lecture 4: A Review: Questions of ProfessionalismCommonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Curriculum",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching",
    "Language": "English, Subtitles: Italian, Spanish, Portuguese (Brazilian), Chinese (Simplified)",
    "Commitment": "3-4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Teaching Character and Creating Positive Classrooms",
    "Description": "About this course: Positive psychology meets K-12 pedagogy. This course explores key ideas of positive psychology and shows how great teachers apply those lessons to maximize student engagement and accomplishment.  Through lectures, discussions, interviews and footage of great educators in action, you’ll learn how to integrate character-based objectives into your own teaching.WEEK 1Your Character JourneyLet's begin with an exploration of our own strengths of character... we all have them!4 videos, 5 readingsexpandVideo: Introduction VideoReading: Course OverviewVideo: Welcome to Teaching CharacterReading: Course SurveyReading: 24 Character StrengthsVideo: 24 Character Strengths - Interview with Dr. Martin SeligmanVideo: Practice OptimismReading: Rank What Matters MostReading: The VIAGraded: Compare the Two RankingsWEEK 2The Science of CharacterThis module explores the research base that supports the teaching of character. 7 videos, 1 readingexpandVideo: PERMA - Interview with Dr. Martin SeligmanReading: An Excerpt from 'Authentic Happiness'Video: Positive InstitutionsVideo: Self-Control - Interview with Dr. Walter MischelVideo: Practice Goal SettingVideo: Grit - Interview with Dr. Angela DuckworthVideo: Character Ed. History - Interview with Mayme HostetterVideo: Who Should Learn Character? - Interview with Dominic RandolphGraded: Character ReflectionWEEK 3Teaching Character in Every MomentCharacter education starts with an intentional approach to every human-to-human interaction.10 videosexpandVideo: Micro-Moment TriangleVideo: Constructive RespondingVideo: Growth Mindset - Interview with Dr. Carol Dweck \u0026 Dr. Greg WaltonVideo: Character Behavior LanguageVideo: Survey on the Micro-MomentVideo: Practice Micro-MomentsVideo: Micro-Moment Triangle in ActionVideo: Micro-Moment Case Study: KevinVideo: Micro-Moment Case Study: Nina, Part IVideo: Micro-Moment Case Study: Nina, Part IIGraded: Responding with Micro-MomentsWEEK 4Macro StructuresCreate a plan for teaching character and then work every day to make it happen.8 videosexpandVideo: Teaching Character with Macro StructuresVideo: Macro Structure Case Study: SilverVideo: Practice Macro StructuresVideo: Dual PurposeVideo: Dual Purpose Case Study: Mitch, Part IVideo: Dual Purpose Case Study: Mitch, Part IIVideo: Dual Purpose Case Study: Jessica \u0026 Patrick, Part IVideo: Dual Purpose Case Study: Jessica \u0026 Patrick, Part IIGraded: Dual Purpose Lesson ObjectiveGraded: Midterm Exam WEEK 5Talking About Character GrowthNo one ever masters something like grit or gratitude; the goal is to integrate those lessons into our daily lives.5 videos, 3 readingsexpandVideo: Return to Gratitude PracticeVideo: Character Growth CardReading: Growth Card ResourceVideo: The Science of the Growth CardVideo: Growth Card in ActionReading: KIPP's Approach to Character in the NewsVideo: Ready to Teach CharacterReading: Post-Course SurveyGraded: Preparing to Teach CharacterVideo: Introduction VideoReading: Course OverviewVideo: Welcome to Teaching CharacterReading: Course SurveyReading: 24 Character StrengthsVideo: 24 Character Strengths - Interview with Dr. Martin SeligmanVideo: Practice OptimismReading: Rank What Matters MostReading: The VIAVideo: PERMA - Interview with Dr. Martin SeligmanReading: An Excerpt from 'Authentic Happiness'Video: Positive InstitutionsVideo: Self-Control - Interview with Dr. Walter MischelVideo: Practice Goal SettingVideo: Grit - Interview with Dr. Angela DuckworthVideo: Character Ed. History - Interview with Mayme HostetterVideo: Who Should Learn Character? - Interview with Dominic RandolphVideo: Micro-Moment TriangleVideo: Constructive RespondingVideo: Growth Mindset - Interview with Dr. Carol Dweck \u0026 Dr. Greg WaltonVideo: Character Behavior LanguageVideo: Survey on the Micro-MomentVideo: Practice Micro-MomentsVideo: Micro-Moment Triangle in ActionVideo: Micro-Moment Case Study: KevinVideo: Micro-Moment Case Study: Nina, Part IVideo: Micro-Moment Case Study: Nina, Part IIVideo: Teaching Character with Macro StructuresVideo: Macro Structure Case Study: SilverVideo: Practice Macro StructuresVideo: Dual PurposeVideo: Dual Purpose Case Study: Mitch, Part IVideo: Dual Purpose Case Study: Mitch, Part IIVideo: Dual Purpose Case Study: Jessica \u0026 Patrick, Part IVideo: Dual Purpose Case Study: Jessica \u0026 Patrick, Part IIVideo: Return to Gratitude PracticeVideo: Character Growth CardReading: Growth Card ResourceVideo: The Science of the Growth CardVideo: Growth Card in ActionReading: KIPP's Approach to Character in the NewsVideo: Ready to Teach CharacterReading: Post-Course SurveyCommonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Being a Professional",
    "Creator": "Relay Graduate School of Education",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-character",
    "Language": "English, Subtitles: Serbian, Chinese (Traditional)",
    "Commitment": "10-15 hours of videos and assessments",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "What future for education?",
    "Description": "About this course: Through this course you will start to critically examine your own ideas about education, teaching and learning. The critique will be developed through engagement with theories and ideas developed through educational research. You will be encouraged to use these ideas to challenge or support your own ideas about education.   \n\nEach week we will focus on one key question, using video lectures, key readings and challenges to explore some commonplace notions about education. With the guidance of the course team, you will be asked to use these ideas to critically reflect on your own understandings and experience. By the end of the course, you will have developed a personal response to the main question: what is your preferred future for education?\n\n\n\nAnnouncement for US based teachers:\n\nCoursera and its partners are proud to offer eligible teachers free verified certificates for this course and other high-quality teacher professional development courses, through the ConnectED effort announced by President Obama.\n\nTo participate in this opportunity, district leaders simply need to approve Coursera teacher professional development by completing a brief form at: www.coursera.org/tpd.\n\nTeachers interested in this opportunity are also encouraged to follow the link to learn more and complete the form.  \n\nOnce a district’s form has been verified, the district leader will be notified and teachers in the district will receive access to free verified certificates for Coursera professional development.\n\nCoursera and its partners thank educators for the hard work they do every day and hope this opportunity will allow them to continue developing their craft in a meaningful and flexible way.\n\nParticipation in or completion of this online course will not confer academic credit for University of London programmesWEEK 1How do we learn?This week we focus on the important question of \"how do we learn?\". One of our aims this week is to demonstrate the learning approach of this course as well as to get you to think about how you have learnt in the past, and to question some of your own assumptions about learning.7 videos, 7 readingsexpandReading: SyllabusReading: GradingReading: Glossary of TermsVideo: Clare's introduction to What future for education?Reading: How do we learn? (about week 1)Video: Lecture 1 How do we learn?Video: Lecture 2 How do we learn? cont'dVideo: Lecture 3 How do we learn? cont'dVideo: Lecture 4 How do we learn? optional extraVideo: Lecture 5 How do we learn? optional cont'dVideo: Lecture 6 How do we learn? optional cont'dReading: This week's readings (and lectures)Reading: Let's discuss...Reading: ReflectionsGraded: Journal entry for Week 1WEEK 2What is intelligence and does it matter?In this second week of the course we focus on the tricky issue of intelligence. In the resources this week, we explore what we mean by intelligence and how it can affect learning and educational success.4 videos, 4 readingsexpandReading: What is intelligence and does it matter? (about week 2)Video: Lecture 1 What is intelligence?Video: Lecture 2 What is intelligence cont'dVideo: Lecture 3 What is intelligence cont'dVideo: Lecture 4 What is intelligence cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsGraded: Journal Entry for Week 2WEEK 3What makes a good teacher?In the third week of this course, we turn our attention from learning to teaching. In the resources this week we explore our images of \"good\" teachers and consider where these images come from.6 videos, 4 readingsexpandReading: What makes a good teacher? (about week 3)Video: Lecture 1 What makes a good teacher?Video: Lecture 2 What makes a good teacher? cont'dVideo: Lecture 3 What makes a good teacher? cont'dVideo: Lecture 4 What makes a good teacher? cont'dVideo: Lecture 5 What makes a good teacher? cont'dVideo: Lecture 6 What makes a good teacher? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsGraded: Journal entry for Week 3WEEK 4Can schools make a difference?In this fourth week, we turn our attention from individual classrooms and the relationship between learning and teaching, and focus on schools as organisations3 videos, 4 readingsexpandReading: Can schools make a difference? (about week 4)Video: Lecture 1 What makes a good school?Video: Lecture 2 What makes a good school? cont'dVideo: Lecture 3 What makes a good school? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsGraded: Journal entry for Week 4WEEK 5Why do governments fund education?In this penultimate week of the course we expand our discussion still further and consider the role education plays in our societies.6 videos, 4 readingsexpandReading: Why do governments fund education? (about week 5)Video: Lecture 1 What are governments' priorities for education?Video: Lecture 2 What are governments' priorities for education? cont'dVideo: Lecture 3 What are governments' priorities for education? cont'dVideo: Lecture 4 What are governments' priorities for education? cont'dVideo: Lecture 5 What are governments' priorities for education? cont'dVideo: Lecture 6 What are governments' priorities for education? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsGraded: Journal entry for Week 5WEEK 6What future for education?In this final week of the course, we return to the question that started it all off: what future for education? The content is a little different this week, but the structure should be familiar to you.1 video, 4 readingsexpandReading: What future for education? (about week 6)Video: Clare introduces Week 6Reading: This week's TED talksReading: Let's discuss...Reading: Reflections ... create your own TED talkGraded: Create your own \"Ted Talk\"This week we focus on the important question of \"how do we learn?\". One of our aims this week is to demonstrate the learning approach of this course as well as to get you to think about how you have learnt in the past, and to question some of your own assumptions about learning.Reading: SyllabusReading: GradingReading: Glossary of TermsVideo: Clare's introduction to What future for education?Reading: How do we learn? (about week 1)Video: Lecture 1 How do we learn?Video: Lecture 2 How do we learn? cont'dVideo: Lecture 3 How do we learn? cont'dVideo: Lecture 4 How do we learn? optional extraVideo: Lecture 5 How do we learn? optional cont'dVideo: Lecture 6 How do we learn? optional cont'dReading: This week's readings (and lectures)Reading: Let's discuss...Reading: ReflectionsReading: What is intelligence and does it matter? (about week 2)Video: Lecture 1 What is intelligence?Video: Lecture 2 What is intelligence cont'dVideo: Lecture 3 What is intelligence cont'dVideo: Lecture 4 What is intelligence cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsReading: What makes a good teacher? (about week 3)Video: Lecture 1 What makes a good teacher?Video: Lecture 2 What makes a good teacher? cont'dVideo: Lecture 3 What makes a good teacher? cont'dVideo: Lecture 4 What makes a good teacher? cont'dVideo: Lecture 5 What makes a good teacher? cont'dVideo: Lecture 6 What makes a good teacher? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsReading: Can schools make a difference? (about week 4)Video: Lecture 1 What makes a good school?Video: Lecture 2 What makes a good school? cont'dVideo: Lecture 3 What makes a good school? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsReading: Why do governments fund education? (about week 5)Video: Lecture 1 What are governments' priorities for education?Video: Lecture 2 What are governments' priorities for education? cont'dVideo: Lecture 3 What are governments' priorities for education? cont'dVideo: Lecture 4 What are governments' priorities for education? cont'dVideo: Lecture 5 What are governments' priorities for education? cont'dVideo: Lecture 6 What are governments' priorities for education? cont'dReading: This week's readingsReading: Let's discuss...Reading: ReflectionsReading: What future for education? (about week 6)Video: Clare introduces Week 6Reading: This week's TED talksReading: Let's discuss...Reading: Reflections ... create your own TED talkUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of London, UCL Institute of Education",
    "Level": "",
    "URL": "https://coursera.org/learn/future-education",
    "Language": "English",
    "Commitment": "6-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Understanding child development: from synapse to society",
    "Description": "About this course: In this course, we dive into the topic of child development. You will learn that child development is complex and is influenced by a surprisingly rich number of factors at many different levels of organization. You will see that development can be studied in various domains and at various levels of understanding, from different angles and disciplines. Importantly, you will come to understand that processes within and between the various domains and levels of organization continuously interact to shape development. This implies that understanding development requires taking an interdisciplinary approach.\n\nIn order to help you organize your thinking about this complexity you will learn more about the developmental systems approach and theories related to that. We will look, amongst other things, at the brain and motor development, cognitive, language and social-emotional development and all the factors that have an influence on development.\n\nTo illustrate how an interdisciplinary approach helps to understand child development you will see how researchers from various disciplines and backgrounds study child development at Utrecht University. These scientists will give a look in their field of knowledge and their collaboration with colleagues, to illustrate how the theory you will learn translates to practice.\n\nIn sum, we invite you to follow us on a journey to understand child development from synapse to society!WEEK 1Introduction to Dynamics of YouthAfter a general introduction to this MOOC, this week focuses on the developmental systems approach to understand development. We will illustrate how such an approach can be facilitated by introducing you to Dynamics of Youth, a strategic research theme of Utrecht University set up to foster interdisciplinary research on child and adolescent development.3 videos, 6 readings, 4 practice quizzesexpandReading: General introductionReading: IntroductionPractice Quiz: What do you know already?Video: The developmental systems approachPractice Quiz: Test your knowledge on the developmental systems approachReading: Applying the developmental systems approach to well-beingReading: Optional readings on the developmental systems approachReading: IntroductionVideo: What it takes to study development from a developmental systems approachPractice Quiz: How can you make it happen?Video: Introduction to Dynamics of Youth and the cohort studiesReading: The YOUth cohort studiesPractice Quiz: What do you think of Dynamics of Youth and the cohort studies?Graded: Test your understanding of the developmental systems approachWEEK 2Brain and motor developmentIn the first week of this course, we explained the developmental systems approach and introduced you to Dynamics of Youth as an example of how this approach can be adopted in practice. Now it is time to dive into child development itself. This week, we will be focusing on two domains of development: the brain and motor control.5 videos, 6 readings, 3 practice quizzesexpandReading: IntroductionVideo: The early developing brainReading: Brain plasticity and behaviourReading: Optional reading on the developing brainReading: Optional reading on brain plasticityPractice Quiz: Test your knowledge on brain developmentVideo: Growing synapses - Interview with a brain researcherReading: IntroductionVideo: Developing motor skillsReading: The development of motor behaviorPractice Quiz: Test your knowledge on motor developmentVideo: Interview with a human movement scientistVideo: WEIRD sciencePractice Quiz: What did you learn about brain and motor development?WEEK 3Cognitive developmentThis week we will focus on cognitive development and how this affects how children think and act. You will see that information from the previous week, in which we discussed the development of the brain and motor skills, can be used to understand cognitive development. 6 videos, 2 readings, 2 practice quizzesexpandReading: IntroductionVideo: The emergence of thinking and understandingReading: More on cognitive developmentPractice Quiz: Test your knowledge on cognitive developmentVideo: Playing (with) rats - Interview with a neurobiologistVideo: Rats and synapses - Interview about interdisciplinary collaborationVideo: Experimenting teenagers - Interview with a psychologistVideo: Applied geography - Interview with a social geographerVideo: Embodied cognition, culture and geographyPractice Quiz: What did you learn about cognitive development?Graded: What do you think of animal research?WEEK 4CommunicationThis week’s focus is on communication. As you will see, language development is tightly interwoven with cognitive development and as such is also closely related to brain and motor development. 5 videos, 3 readings, 3 practice quizzesexpandReading: IntroductionPractice Quiz: What do you know already about language development?Video: Speech and language developmentReading: Cracking the code of languageVideo: 'Talking' Zebrafinches - Interview with a biologistPractice Quiz: Test your knowledge on speech and language developmentVideo: Talking to babies - Interview with a linguistVideo: Language and machine learning - Interview with a brain imaging expertReading: Media literacyVideo: Language, (embodied) cognition and culturePractice Quiz: What did you learn about speech and language development?WEEK 5Social-emotional developmentIn this fifth week of the course, we will pay attention to social-emotional development.5 videos, 3 readings, 2 practice quizzesexpandReading: IntroductionVideo: Developing emotions and sociabilityReading: Culture and the development of emotionsPractice Quiz: Test your knowledge on social-emotional developmentVideo: Language and behavior problems - Interview with a linguistVideo: Social-emotional problems - Interview with a developmental psychologistVideo: Ethnic and socio-economical influences - Interview with an interdisciplinary social scientistReading: More on social-emotional developmentVideo: IntegrationPractice Quiz: What did you learn about social-emotional development?WEEK 6The big pictureIn this final week of this course, you will be challenged to fit it all together and see the big picture.2 videos, 5 readingsexpandReading: IntroductionVideo: The case of prematurely born children - Interview with a clinical child and family researcherVideo: Zooming out - Interview with a biologistReading: MOOCs survey about peer feedback and deep learningReading: Final surveyReading: AcknowledgementsReading: There's more where that came from!Graded: Do you understand development from synapse to society?After a general introduction to this MOOC, this week focuses on the developmental systems approach to understand development. We will illustrate how such an approach can be facilitated by introducing you to Dynamics of Youth, a strategic research theme of Utrecht University set up to foster interdisciplinary research on child and adolescent development.Reading: General introductionReading: IntroductionPractice Quiz: What do you know already?Video: The developmental systems approachPractice Quiz: Test your knowledge on the developmental systems approachReading: Applying the developmental systems approach to well-beingReading: Optional readings on the developmental systems approachReading: IntroductionVideo: What it takes to study development from a developmental systems approachPractice Quiz: How can you make it happen?Video: Introduction to Dynamics of Youth and the cohort studiesReading: The YOUth cohort studiesPractice Quiz: What do you think of Dynamics of Youth and the cohort studies?In the first week of this course, we explained the developmental systems approach and introduced you to Dynamics of Youth as an example of how this approach can be adopted in practice. Now it is time to dive into child development itself. This week, we will be focusing on two domains of development: the brain and motor control.Reading: IntroductionVideo: The early developing brainReading: Brain plasticity and behaviourReading: Optional reading on the developing brainReading: Optional reading on brain plasticityPractice Quiz: Test your knowledge on brain developmentVideo: Growing synapses - Interview with a brain researcherReading: IntroductionVideo: Developing motor skillsReading: The development of motor behaviorPractice Quiz: Test your knowledge on motor developmentVideo: Interview with a human movement scientistVideo: WEIRD sciencePractice Quiz: What did you learn about brain and motor development?This week we will focus on cognitive development and how this affects how children think and act. You will see that information from the previous week, in which we discussed the development of the brain and motor skills, can be used to understand cognitive development. Reading: IntroductionVideo: The emergence of thinking and understandingReading: More on cognitive developmentPractice Quiz: Test your knowledge on cognitive developmentVideo: Playing (with) rats - Interview with a neurobiologistVideo: Rats and synapses - Interview about interdisciplinary collaborationVideo: Experimenting teenagers - Interview with a psychologistVideo: Applied geography - Interview with a social geographerVideo: Embodied cognition, culture and geographyPractice Quiz: What did you learn about cognitive development?Reading: IntroductionPractice Quiz: What do you know already about language development?Video: Speech and language developmentReading: Cracking the code of languageVideo: 'Talking' Zebrafinches - Interview with a biologistPractice Quiz: Test your knowledge on speech and language developmentVideo: Talking to babies - Interview with a linguistVideo: Language and machine learning - Interview with a brain imaging expertReading: Media literacyVideo: Language, (embodied) cognition and culturePractice Quiz: What did you learn about speech and language development?Reading: IntroductionVideo: Developing emotions and sociabilityReading: Culture and the development of emotionsPractice Quiz: Test your knowledge on social-emotional developmentVideo: Language and behavior problems - Interview with a linguistVideo: Social-emotional problems - Interview with a developmental psychologistVideo: Ethnic and socio-economical influences - Interview with an interdisciplinary social scientistReading: More on social-emotional developmentVideo: IntegrationPractice Quiz: What did you learn about social-emotional development?Reading: IntroductionVideo: The case of prematurely born children - Interview with a clinical child and family researcherVideo: Zooming out - Interview with a biologistReading: MOOCs survey about peer feedback and deep learningReading: Final surveyReading: AcknowledgementsReading: There's more where that came from!University of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsNational Research Tomsk State UniversityPsychodiagnostics and Psychological AssessmentUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of PennsylvaniaPositive Psychology: Resilience Skills",
    "Creator": "Utrecht University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/child-development",
    "Language": "English",
    "Commitment": "6 weeks of study, 4-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Powerful Tools for Teaching and Learning: Digital Storytelling",
    "Description": "About this course: Powerful Tools for Teaching and Learning: Digital Storytelling introduces educators to digital storytelling and explores ways to use digital stories to enhance students’ learning experiences. The course is designed to be comprehensive yet fundamental. By comprehensive we mean that the course provides a solid foundation for all of the components of a digital story and illustrates these components with tutorials, example stories, and links to additional readings. The course also provides a hands-on opportunity for learners to create their own digital stories. The course is fundamental because it covers the basic process of creating a digital story starting with just a simple script and as little as one image. \n\nThis course is intended for K-12 teachers in all disciplines, although it is open to anyone with an interest in digital storytelling. Course participants will use WeVideo (https://www.wevideo.com/), a free web-based video editing program, to create a digital story that could be shared both online and with students in the classroom. Teachers in the state of Texas may be eligible to receive Continuing Professional Education units if they complete the major requirements of the course.WEEK 1WEEK 1:  Choosing a Topic and Defining your PurposesWeek 1 introduces you to the basics of digital storytelling. You will explore the fundamental elements of a good digital story and review examples used by educators across a varied curriculum. By the end of this week, you will be able to choose a topic and define the purpose of a digital story you will create for your classroom or informal learning setting. You may access the course materials for this week from the links below, or from the navigation bar on the left side of this page.7 videos, 2 readingsexpandVideo: Week 1 OverviewReading: Week 1 InstructionsVideo: WelcomeVideo: Introduction to Digital Storytelling Video:  Digital Storytelling ProcessVideo: Types of Digital StoriesVideo: Selecting a TopicVideo: Digital Storytelling in the Classroom  Reading: Week 1 Reading MaterialsDiscussion Prompt: Week 1 DiscussionGraded: Assignment 1: Select your Topic and Define the Purpose of the digital storyWEEK 2WEEK 2: Writing an Effective Script and Creating a StoryboardIn Week 2, we will focus on scriptwriting, storyboarding, and Creative Commons. We will begin by discussing the steps in developing and writing a script for the digital story you will create in this course.We will explore the basic elements of the script,such as introduction, character development, tension and resolution that are necessary in developing a script. Then, we will also examine the importance of selecting appropriate images and creating a storyboard. In Week 2, you will learn not only the functions and the sequences of a storyboard, but also the most useful ways to locate images, such as using photos taken with a digital camera and images downloaded from the internet based on the size, quality, type and usage rights. A step-by-step approach will be used to illustrate how these images can support your own script as a part of creating a digital story. By the end of this week, you will begin to understand the important steps and elements of scriptwriting, and be able to envision your story's script in a visually interesting storyboard.8 videos, 2 readingsexpandVideo: Week 2 OverviewReading: Week 2 InstructionsVideo: Getting Started with ScriptwritingVideo: Creating a StoryboardVideo: Creative CommonsVideo: Images and CopyrightVideo: Using High Resolution ImagesVideo: Creating a Storyboard with StoryboardThatVideo: 12 lessons learned part 1Reading: Week 2 Reading MaterialsDiscussion Prompt: Week 2 DiscussionGraded: Assignment 2: Write Your Script and Create your StoryboardWEEK 3WEEK 3In week 3, we will focus on how you can record audio narration that will be used in your digital story. We will examine some of the most common types of microphones and recording devices that you can use to record the script you wrote. We will also demonstrate how to record and edit your digital audio files using Audacity, free audio recording software available for Windows and Macintosh computers. Of course, if you prefer, you may use any audio editing program to record and/or edit your narration. The important thing to remember is that recording your own voice is a key component of the digital storytelling process since it explains the information you are presenting and provides a personal touch to your story. We feel strongly that this part of the process should not be overlooked.This week, we will also explore how you can find and download appropriate music that supports the theme of your story. We will focus on music that is in the public domain or is free of copyright restrictions so that it can be used in your digital story legally and at no cost. 11 videos, 2 readingsexpandVideo: Week 3 OverviewVideo: Recording Narration With a Portable Recording DeviceReading: Week 3 InstructionsVideo: Recording Your NarrationVideo: Digital Audio FormatsVideo: Recording Narration with an iPhoneVideo: Recording Narration with an Android PhoneVideo: Downloading and Installing AudacityVideo: Recording and Saving with AudacityVideo: Basic Editing in Audacity: Removing Parts of an Audio FileVideo: Mixing Audio with AudacityVideo: Finding and Using Copyright-Free Music TracksReading: Week 3 Reading MaterialsDiscussion Prompt: Week 3 Discussion Graded: Record Your NarrationWEEK 4WEEK 4In Week 4, we will explore how to assemble all of the elements (text, images, narration, and if you choose, music and/or video clips) to create the final version of your digital story and publish it online. You may use any video editing software program of your choice, and you may find a list of software options, Web 2.0 tools, and mobile apps, on the Educational Uses of Digital Storytelling website (http://digitalstorytelling.coe.uh.edu).12 videos, 3 readingsexpandVideo: Week 4 OverviewReading: Week 4  InstructionsVideo: Creating a Single Image Digital StoryVideo: WeVideo IntroductionVideo: Adding MediaVideo: Creating a Digital Story in WeVideoVideo: Image EditingVideo: Adding TextVideo: Adjusting AudioVideo: Adding a Video ClipVideo: Finalizing Your VideoVideo: Single Image Digital Story: Finalized VersionVideo: New WeVideo Editing ToolReading: Week 4 Reading MaterialsReading: WeVideo InstructionsDiscussion Prompt: Week 4 DiscussionGraded: Publish Your Digital StoryWEEK 5Week 5In Week 5, you will reflect on what you have learned in this course, how you dealt with each component of the digital storytelling process and discuss the challenges you faced, as well as how you dealt with these challenges in creating your digital story.In addition, you will have the option of revising the final version of your digital story based on the feedback you received. Please note that you may choose to use the version of your digital story that you submitted in the previous week as the final version. If this is the case, you do not need to revise your digital story, but you should still complete the Final Digital Story Assessment as one of this week’s assignments.6 videos, 2 readingsexpandVideo: Week 5 OverviewReading: Week 5  InstructionsVideo: 12 Lessons Learned Part 1Video: 12 Lessons Learned Part 2Video: 12 Lessons Learned Part 3Video: Educational Materials to Support Digital StoriesVideo: Assessment and EvaluationReading: Week 5 Reading MaterialsDiscussion Prompt: Week 5 DiscussionGraded: Final Digital Story AssessmentGraded: Course-ReflectionGraded: Post-Course SurveyWeek 1 introduces you to the basics of digital storytelling. You will explore the fundamental elements of a good digital story and review examples used by educators across a varied curriculum. By the end of this week, you will be able to choose a topic and define the purpose of a digital story you will create for your classroom or informal learning setting. You may access the course materials for this week from the links below, or from the navigation bar on the left side of this page.Video: Week 1 OverviewReading: Week 1 InstructionsVideo: WelcomeVideo: Introduction to Digital Storytelling Video:  Digital Storytelling ProcessVideo: Types of Digital StoriesVideo: Selecting a TopicVideo: Digital Storytelling in the Classroom  Reading: Week 1 Reading MaterialsDiscussion Prompt: Week 1 DiscussionIn Week 2, we will focus on scriptwriting, storyboarding, and Creative Commons. We will begin by discussing the steps in developing and writing a script for the digital story you will create in this course.We will explore the basic elements of the script,such as introduction, character development, tension and resolution that are necessary in developing a script. Then, we will also examine the importance of selecting appropriate images and creating a storyboard. In Week 2, you will learn not only the functions and the sequences of a storyboard, but also the most useful ways to locate images, such as using photos taken with a digital camera and images downloaded from the internet based on the size, quality, type and usage rights. A step-by-step approach will be used to illustrate how these images can support your own script as a part of creating a digital story. By the end of this week, you will begin to understand the important steps and elements of scriptwriting, and be able to envision your story's script in a visually interesting storyboard.Video: Week 2 OverviewReading: Week 2 InstructionsVideo: Getting Started with ScriptwritingVideo: Creating a StoryboardVideo: Creative CommonsVideo: Images and CopyrightVideo: Using High Resolution ImagesVideo: Creating a Storyboard with StoryboardThatVideo: 12 lessons learned part 1Reading: Week 2 Reading MaterialsDiscussion Prompt: Week 2 DiscussionIn week 3, we will focus on how you can record audio narration that will be used in your digital story. We will examine some of the most common types of microphones and recording devices that you can use to record the script you wrote. We will also demonstrate how to record and edit your digital audio files using Audacity, free audio recording software available for Windows and Macintosh computers. Of course, if you prefer, you may use any audio editing program to record and/or edit your narration. The important thing to remember is that recording your own voice is a key component of the digital storytelling process since it explains the information you are presenting and provides a personal touch to your story. We feel strongly that this part of the process should not be overlooked.This week, we will also explore how you can find and download appropriate music that supports the theme of your story. We will focus on music that is in the public domain or is free of copyright restrictions so that it can be used in your digital story legally and at no cost. Video: Week 3 OverviewVideo: Recording Narration With a Portable Recording DeviceReading: Week 3 InstructionsVideo: Recording Your NarrationVideo: Digital Audio FormatsVideo: Recording Narration with an iPhoneVideo: Recording Narration with an Android PhoneVideo: Downloading and Installing AudacityVideo: Recording and Saving with AudacityVideo: Basic Editing in Audacity: Removing Parts of an Audio FileVideo: Mixing Audio with AudacityVideo: Finding and Using Copyright-Free Music TracksReading: Week 3 Reading MaterialsDiscussion Prompt: Week 3 Discussion In Week 4, we will explore how to assemble all of the elements (text, images, narration, and if you choose, music and/or video clips) to create the final version of your digital story and publish it online. You may use any video editing software program of your choice, and you may find a list of software options, Web 2.0 tools, and mobile apps, on the Educational Uses of Digital Storytelling website (http://digitalstorytelling.coe.uh.edu).Video: Week 4 OverviewReading: Week 4  InstructionsVideo: Creating a Single Image Digital StoryVideo: WeVideo IntroductionVideo: Adding MediaVideo: Creating a Digital Story in WeVideoVideo: Image EditingVideo: Adding TextVideo: Adjusting AudioVideo: Adding a Video ClipVideo: Finalizing Your VideoVideo: Single Image Digital Story: Finalized VersionVideo: New WeVideo Editing ToolReading: Week 4 Reading MaterialsReading: WeVideo InstructionsDiscussion Prompt: Week 4 DiscussionIn Week 5, you will reflect on what you have learned in this course, how you dealt with each component of the digital storytelling process and discuss the challenges you faced, as well as how you dealt with these challenges in creating your digital story.In addition, you will have the option of revising the final version of your digital story based on the feedback you received. Please note that you may choose to use the version of your digital story that you submitted in the previous week as the final version. If this is the case, you do not need to revise your digital story, but you should still complete the Final Digital Story Assessment as one of this week’s assignments.Video: Week 5 OverviewReading: Week 5  InstructionsVideo: 12 Lessons Learned Part 1Video: 12 Lessons Learned Part 2Video: 12 Lessons Learned Part 3Video: Educational Materials to Support Digital StoriesVideo: Assessment and EvaluationReading: Week 5 Reading MaterialsDiscussion Prompt: Week 5 DiscussionUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of Houston System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/digital-storytelling",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Being a Teacher",
    "Description": "About this course: How we teach has its foundation in how we were taught and how we learned. This course provides an opportunity for you to reflect on your personal and professional development as a teacher. Through reflection and portfolio development you will enhance your knowledge and understanding of how to promote learning.WEEK 1What is a teacher?The first week of this course looks at what it means to be a teacher. We look at the many roles that a teacher plays and why each of these is important. We consider what it means to be an effective teacher. We look at ways in which we can improve what we do as teachers using a model of continuous professional development. Finally, we consider what a philosophy of education is and how we can develop a philosophy that guides our teaching.5 videos, 5 readingsexpandVideo: Introduction to Being a TeacherReading: SyllabusReading: Grading and LogisticsReading: Portfolio and Other ActivitiesReading: FAQ UpdatedReading: Week One OutlineVideo: Lecture 1.1Video: Lecture 1.2Video: Lecture 1.3Video: Lecture 1.4Graded: Quiz 1WEEK 2Myself and My LearningThe second week of this course looks at teachers’ sense of identity, and the differing reasons and motivations people have for becoming a teacher. We ask you to consider the influences on you and particularly the people who may have played a part in your decision to join the profession. You will reflect on the nature of transactions in the classroom and the differing ways in which students respond to how teachers address them. The fourth lecture draws on educational theorist Jacob Kounin’s key strategies that expert teachers to manage classrooms effectively.5 videos, 1 readingexpandReading: Week Two OutlineVideo: Lecture 2.1Video: Lecture 2.2Video: Lecture 2.3Video: Lecture 2.4Video: Interview 1Graded: Quiz 2Graded: Peer Assessment 1WEEK 3Influences on my learningThe third week of this course continues the theme of how your teaching and learning has been influenced by other key people or events. You will learn about the primary motivations that persuade people to take up teaching as a career. How do you communicate with children, or adult learners, in ways that helps them to grasp key concepts and ways of thinking? Reflecting on your teaching and on your students’ learning may help you to have a greater impact as a teacher. The fourth lecture, entitled Asking or Telling address fundamental issues of pedagogy, reminding us that ‘telling’ is rarely an effective strategy for teaching either as a teacher or a parent, whereas questioning requires activity and involvement on the part of the learner.4 videos, 1 readingexpandReading: Week Three OutlineVideo: Lecture 3.1Video: Lecture 3.2Video: Lecture 3.3Video: Lecture 3.4Graded: Quiz 3WEEK 4Impacts on my learningThis week we look at the impact our social identities have on our learning. The four lectures in week four are all related to the theme of difference. It will be important for you to think about your own socialization and how you learned about difference. Is difference something you learned to value or is it something you have learned to ridicule? Think about how you deal with difference in your personal context and in your classroom. We encourage you to write a narrative in which you bring together a reflection on your own socialization and how this impacts on your teaching.5 videos, 1 readingexpandReading: Week Four OutlineVideo: Lecture 4.1Video: Lecture 4.2Video: Lecture 4.3Video: Lecture 4.4Video: Interview 2Graded: Quiz 4Graded: Peer Assessment TwoWEEK 5How do I learn?How do I learn best? During this week we will focus on how you learn best and how you can make the connections with your own classroom and learners. We encourage you to think more about how we learn as teachers, and how we can create the best conditions for ourselves and our students to learn.4 videos, 1 readingexpandReading: Week Five OutlineVideo: Lecture 5.1Video: Lecture 5.2Video: Lecture 5.3Video: Lecture 5.4Graded: Quiz 5WEEK 6My learning environmentCongratulations, you have stayed throughout the course 'Being a teacher'. I hope you have been making the connection between how you have learned and how you teach. During this week we will focus on 'My learning environment'. We will explore the principles of pedagogy, specifically Alexander’s nine aspects of pedagogy. In the fourth and final lecture, we also revisit some of the key ideas explored on the course. 5 videos, 1 readingexpandReading: Week Six OutlineVideo: Lecture 6.1Video: Lecture 6.2Video: Lecture 6.3Video: Lecture 6.4Video: Interview 3Graded: Quiz 6The first week of this course looks at what it means to be a teacher. We look at the many roles that a teacher plays and why each of these is important. We consider what it means to be an effective teacher. We look at ways in which we can improve what we do as teachers using a model of continuous professional development. Finally, we consider what a philosophy of education is and how we can develop a philosophy that guides our teaching.Video: Introduction to Being a TeacherReading: SyllabusReading: Grading and LogisticsReading: Portfolio and Other ActivitiesReading: FAQ UpdatedReading: Week One OutlineVideo: Lecture 1.1Video: Lecture 1.2Video: Lecture 1.3Video: Lecture 1.4The second week of this course looks at teachers’ sense of identity, and the differing reasons and motivations people have for becoming a teacher. We ask you to consider the influences on you and particularly the people who may have played a part in your decision to join the profession. You will reflect on the nature of transactions in the classroom and the differing ways in which students respond to how teachers address them. The fourth lecture draws on educational theorist Jacob Kounin’s key strategies that expert teachers to manage classrooms effectively.Reading: Week Two OutlineVideo: Lecture 2.1Video: Lecture 2.2Video: Lecture 2.3Video: Lecture 2.4Video: Interview 1The third week of this course continues the theme of how your teaching and learning has been influenced by other key people or events. You will learn about the primary motivations that persuade people to take up teaching as a career. How do you communicate with children, or adult learners, in ways that helps them to grasp key concepts and ways of thinking? Reflecting on your teaching and on your students’ learning may help you to have a greater impact as a teacher. The fourth lecture, entitled Asking or Telling address fundamental issues of pedagogy, reminding us that ‘telling’ is rarely an effective strategy for teaching either as a teacher or a parent, whereas questioning requires activity and involvement on the part of the learner.Reading: Week Three OutlineVideo: Lecture 3.1Video: Lecture 3.2Video: Lecture 3.3Video: Lecture 3.4This week we look at the impact our social identities have on our learning. The four lectures in week four are all related to the theme of difference. It will be important for you to think about your own socialization and how you learned about difference. Is difference something you learned to value or is it something you have learned to ridicule? Think about how you deal with difference in your personal context and in your classroom. We encourage you to write a narrative in which you bring together a reflection on your own socialization and how this impacts on your teaching.Reading: Week Four OutlineVideo: Lecture 4.1Video: Lecture 4.2Video: Lecture 4.3Video: Lecture 4.4Video: Interview 2How do I learn best? During this week we will focus on how you learn best and how you can make the connections with your own classroom and learners. We encourage you to think more about how we learn as teachers, and how we can create the best conditions for ourselves and our students to learn.Reading: Week Five OutlineVideo: Lecture 5.1Video: Lecture 5.2Video: Lecture 5.3Video: Lecture 5.4Congratulations, you have stayed throughout the course 'Being a teacher'. I hope you have been making the connection between how you have learned and how you teach. During this week we will focus on 'My learning environment'. We will explore the principles of pedagogy, specifically Alexander’s nine aspects of pedagogy. In the fourth and final lecture, we also revisit some of the key ideas explored on the course. Reading: Week Six OutlineVideo: Lecture 6.1Video: Lecture 6.2Video: Lecture 6.3Video: Lecture 6.4Video: Interview 3Commonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Curriculum",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/being-a-teacher",
    "Language": "English, Subtitles: Spanish, Portuguese (European)",
    "Commitment": "3-4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Teach English Now! Theories of Second Language Acquisition",
    "Description": "About this course: In this course learners are introduced to second or foreign language theories and practices for teaching and assessing listening, speaking, and pronunciation.  Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications.  Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique.WEEK 1The Swing of the Pendulum: A Brief Look at ESL HistoryIn this course, learners are introduced to second or foreign language theories and practices for teaching and assessing English.  Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications.  Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique. In Week 1, learners are introduced to the concepts of purpose, content, and technique as they relate to language teaching, and to some of the themes that will be repeated throughout the course, such as the time machine analogy and the angel and devil debates.6 videos, 3 readings, 3 practice quizzesexpandVideo: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Purpose, Content, and TechniqueVideo: Video 2:  The Time Machine: Visiting 8 Teachers throughout HistoryReading: Blank Graphic Organizer (Historical Approches)Practice Quiz: Checkpoint 1Video: Video 3:  The Angel and Devil DebatesVideo: Video 4: The Pendular Swing of ESL HistoryReading: Critical Thinking:  A Skill for BOTH Teachers and StudentsPractice Quiz: Checkpoint 2Video: Video 5: SummaryGraded: Module 1 Review QuizWEEK 2A Study in Contrasts: The Grammar Translation and Direct Approach Learners go back in time to visit 1880 and 1910 to speak with teachers from the Grammar Translation and the Direct approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Grammar Translation and the Direct approaches.7 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: Back in Time: Grammar TranslationVideo: Video 2: Angel and Devil Debate: Grammar TranslationVideo: Video 3: What have we learned?: Grammar TranslationPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: Direct ApproachVideo: Video 5: Angel and Devil Debate: Direct ApproachVideo: Video 6: What have we learned?: Direct ApproachReading: The Berlitz MethodPractice Quiz: Checkpoint 2Video: Video 7: SummaryGraded: Critical Evaluation of the 2 ApproachesGraded: Module 2 Review QuizWEEK 3A Study in Contrasts: The Reading and Audiolingual ApproachLearners go back in time to visit 1930 and 1940 to speak with teachers from the Reading and the Audio-lingual approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Reading and the Audio-lingual approaches.7 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: Back in Time: The Reading ApproachVideo: Video 2: Angel and Devil Debate: Reading ApproachVideo: Video 3: What have we learned?: Reading ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Audio-lingual MethodVideo: Video 5: Angel and Devil Debate: The Audio-lingual ApproachVideo: Video 6: What Have We Learned?: The Audio-lingual ApproachReading: The Navajo Code TalkersPractice Quiz: Checkpoint 2Video: Video 7: SummaryGraded: Critical Evaluation of the 2 ApproachesGraded: Module 3 Review QuizWEEK 4A Study in Contrasts: The Cognitive and Affective-Humanistic ApproachLearners go back in time to visit 1960 and 1970 to speak with experts from the Cognitive and the Affective-Humanistic approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Cognitive and the Affective-Humanistic approaches.\n7 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: Back in Time: The Cognitive ApproachVideo: Video 2: Angel and Devil Debate:The Cognitive ApproachVideo: Video 3: What Have We Learned?: The Cognitive ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Affective-Humanistic ApproachVideo: Video 5: Angel and Devil Debate: The Affective-Humanistic ApproachVideo: Video 6: What Have We Learned?: The Affective-Humanistic ApproachReading: Role Playing in the ClassroomPractice Quiz: Checkpoint 2Video: Video 7: SummaryGraded: Critical Evaluation of the 2 ApproachesGraded: Module 4 Review QuizWEEK 5A Study in Similarities: The Comprehension and Communicative ApproachLearners go back in time to visit the 1980s twice to speak with teachers from the Comprehension and the Communicative approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Comprehension and the Communicative approaches.7 videos, 1 reading, 2 practice quizzesexpandVideo: Video 1: Back in Time: The Comprehension ApproachVideo: Video 2: Angel and Devil Debate: The Comprehension ApproachVideo: Video 3: What Have We Learned?: The Comprehension ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Communicative ApproachVideo: Video 5: Angel and Devil Debate: The Communicative ApproachVideo: Video 6: What have we learned?: The Communicative ApproachReading: Bringing the Communicative Approach to a Predominantly Grammar Translation SystemPractice Quiz: Checkpoint 2Video: Video 7: SummaryGraded: Critical Evaluation of the 2 ApproachesGraded: Module 5 Review QuizWEEK 6AssessmentEach of the eight approaches covered in Weeks 2 – 5 will be summarized in preparation for the final quiz. Learners will have the opportunity to look at their graphic organizer and fill in any missing pieces of information as they review the principles taught in the previous weeks.1 video, 1 readingexpandVideo: Course Summary VideoReading: Historical Overview of Language Teaching Approaches (Completed)Graded: Final AssessmentIn this course, learners are introduced to second or foreign language theories and practices for teaching and assessing English.  Learners will also be introduced to basic studies in second language acquisition and their pedagogical implications.  Teachers will be invited to recognize the importance of grounding their own teaching philosophy through an examination of purpose, content, and technique. In Week 1, learners are introduced to the concepts of purpose, content, and technique as they relate to language teaching, and to some of the themes that will be repeated throughout the course, such as the time machine analogy and the angel and devil debates.Video: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Purpose, Content, and TechniqueVideo: Video 2:  The Time Machine: Visiting 8 Teachers throughout HistoryReading: Blank Graphic Organizer (Historical Approches)Practice Quiz: Checkpoint 1Video: Video 3:  The Angel and Devil DebatesVideo: Video 4: The Pendular Swing of ESL HistoryReading: Critical Thinking:  A Skill for BOTH Teachers and StudentsPractice Quiz: Checkpoint 2Video: Video 5: SummaryLearners go back in time to visit 1880 and 1910 to speak with teachers from the Grammar Translation and the Direct approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Grammar Translation and the Direct approaches.Video: Video 1: Back in Time: Grammar TranslationVideo: Video 2: Angel and Devil Debate: Grammar TranslationVideo: Video 3: What have we learned?: Grammar TranslationPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: Direct ApproachVideo: Video 5: Angel and Devil Debate: Direct ApproachVideo: Video 6: What have we learned?: Direct ApproachReading: The Berlitz MethodPractice Quiz: Checkpoint 2Video: Video 7: SummaryLearners go back in time to visit 1930 and 1940 to speak with teachers from the Reading and the Audio-lingual approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Reading and the Audio-lingual approaches.Video: Video 1: Back in Time: The Reading ApproachVideo: Video 2: Angel and Devil Debate: Reading ApproachVideo: Video 3: What have we learned?: Reading ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Audio-lingual MethodVideo: Video 5: Angel and Devil Debate: The Audio-lingual ApproachVideo: Video 6: What Have We Learned?: The Audio-lingual ApproachReading: The Navajo Code TalkersPractice Quiz: Checkpoint 2Video: Video 7: SummaryLearners go back in time to visit 1960 and 1970 to speak with experts from the Cognitive and the Affective-Humanistic approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Cognitive and the Affective-Humanistic approaches.\nVideo: Video 1: Back in Time: The Cognitive ApproachVideo: Video 2: Angel and Devil Debate:The Cognitive ApproachVideo: Video 3: What Have We Learned?: The Cognitive ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Affective-Humanistic ApproachVideo: Video 5: Angel and Devil Debate: The Affective-Humanistic ApproachVideo: Video 6: What Have We Learned?: The Affective-Humanistic ApproachReading: Role Playing in the ClassroomPractice Quiz: Checkpoint 2Video: Video 7: SummaryLearners go back in time to visit the 1980s twice to speak with teachers from the Comprehension and the Communicative approaches. In our “Angel and Devil Debate” videos, learners will examine each approach from different points of view and decide for themselves which they agree with, if any. Finally, learners will be introduced to a variety of teaching methods that are derived from the Comprehension and the Communicative approaches.Video: Video 1: Back in Time: The Comprehension ApproachVideo: Video 2: Angel and Devil Debate: The Comprehension ApproachVideo: Video 3: What Have We Learned?: The Comprehension ApproachPractice Quiz: Checkpoint 1Video: Video 4: Back in Time: The Communicative ApproachVideo: Video 5: Angel and Devil Debate: The Communicative ApproachVideo: Video 6: What have we learned?: The Communicative ApproachReading: Bringing the Communicative Approach to a Predominantly Grammar Translation SystemPractice Quiz: Checkpoint 2Video: Video 7: SummaryEach of the eight approaches covered in Weeks 2 – 5 will be summarized in preparation for the final quiz. Learners will have the opportunity to look at their graphic organizer and fill in any missing pieces of information as they review the principles taught in the previous weeks.Video: Course Summary VideoReading: Historical Overview of Language Teaching Approaches (Completed)Arizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Capstone Project 2Arizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Foundational Principles",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/language-theories",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "University Teaching",
    "Description": "About this course: University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong.  \n\nWith input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies.  You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent.\n\nMore specifically, University Teaching will help you to address the following questions:\n\n- What does teaching in higher education involve? \n- What does research evidence tell us about effective teaching in higher education? \n- How can we ensure that our instructional design will help our students achieve their intended learning outcomes? \n- What pedagogic options do we have to make our teaching successful? \n- What assessment and feedback practices can help our students learn more effectively? \n\nAfter completing the learning tasks in this course, you will be able to:\n- Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter.\n- Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching.\n- Analyse the relationships between various aspects of teaching and student learning.\n- Identify a range of instructional strategies to support effective student learning.\n- Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning.\n \nCourse trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE\nCourse outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdfWEEK 1Course Introduction1 video, 3 readings, 1 practice quizexpandVideo: Course introductionМатериал для самостоятельного изучения: Course outlineМатериал для самостоятельного изучения: Course communicationМатериал для самостоятельного изучения: Course entrance surveyТренировочный тест: Orientation quizWhat does it look like teaching in higher education?This module focuses on a wider scope of what it is like teaching in higher education, such as, what responsibilities are involved, where challenges and opportunities might occur, and how experienced academics approach their teaching development, to help you to think about your teaching role in a broader context.8 videos, 1 readingexpandVideo: Module overviewVideo: Teaching and learning spacesVideo: Student voice: What are we looking for in university education?Video: Student voice: What kind of teaching engages us?Video: Student diversity in learning (I) : Three examplesVideo: Student diversity in learning (II) : Implications for teachingVideo: What does it involve teaching in a university?  – Interviews with colleaguesVideo: What options do we have for long-term professional development?  – Interviews with colleaguesВопрос для обсуждения: Global loungeМатериал для самостоятельного изучения: Reading listGraded: Self assessmentGraded: Module quizWEEK 2What does research tell us about effective teaching in higher education?This module focuses on a selection of established research evidence on effective university teaching in higher education for you to learn what works, what doesn’t, what helps, and what hinders. No overwhelming literature review. These are only selected essentials. 8 videos, 1 readingexpandVideo: Module overviewVideo: Three domains of learning and levels of understandingVideo: Teaching and learning approachesVideo: Factors that influence student learning (I)Video: Factors that influence student learning (II)Video: Seven principles of effective teaching (I)Video: Seven principles of effective teaching (II)Video: Seven principles of effective teaching (III)Вопрос для обсуждения: What do you think about the research evidence discussed in this module?Материал для самостоятельного изучения: Reading listGraded: Self assessmentGraded: Module quizWEEK 3How shall we go about curriculum and instructional design?This is a practical module where you will be introduced to some key ideas you can immediately apply in your instructional design. You will also hear directly from the founders of one of the concepts in this module, Professor John Biggs and Dr. Catherine Tang. 8 videos, 1 readingexpandVideo: Module overviewVideo: Constructive alignmentVideo: Interview with Biggs and TangVideo: Writing learning outcomes (I)Video: Writing learning outcomes (II)Video: Writing learning outcomes (III)Video: Compiling a course outlineVideo: Planning a lessonВопрос для обсуждения: Alignment exerciseМатериал для самостоятельного изучения: Reading listGraded: Self assessmentGraded: Module quizWEEK 4What pedagogical options can we find from successful examples? – An instructional toolboxModule 4 presents a range of real instructional examples from different disciplines, hoping to inspire you to design your own course. Depending on your interest and discipline, you are invited to choose three (or more) examples to watch. For almost every example, there are one or two readings for those who are interested in exploring more.9 videos, 4 readingsexpandVideo: Module oveviewМатериал для самостоятельного изучения: Information sheet – Problem-based learningVideo: Problem-based learning (I) : PBL in practiceVideo: Problem-based learning (II) : Rationale, design and practical experiencesVideo: Audience response systemVideo: Think-pair-shareVideo: Teaching a large classVideo: Flipped learningVideo: Team-based learningМатериал для самостоятельного изучения: Information sheet – Experiential learningVideo: Experiential learningВопрос для обсуждения: The examples I likeВопрос для обсуждения: Share your examplesМатериал для самостоятельного изучения: Reading listМатериал для самостоятельного изучения: Self-reflection on the instructional examplesWEEK 5How to design effective assessment?This module will provide you with some principles and practical examples for designing assessment that is effective and enhances students’ learning. It will introduce the purpose of different types of assessment, the design principles, and a number of exemplary practices.  8 videos, 1 reading, 1 practice quizexpandVideo: Purposes of assessmentVideo: The impact of assessment on students’ learning and the backwash effectVideo: Decisions framework for assessment designVideo: Contexts of assessment: Learners’ characteristicsVideo: Contexts of assessment: Standards-based assessment and norm-based assessmentVideo: Interview with Prof. Royce Sadler on understanding standardsVideo: Groupwork assessmentVideo: Principles of good assessment practicesВопрос для обсуждения: Assessment challengesМатериал для самостоятельного изучения: Reading listТренировочный тест: Practice quizGraded: Assessment design (Scenario 1)Graded: Assessment design (Scenario 2)WEEK 6How to provide constructive and high-impact feedback?This module will offer advice and strategies on providing constructive and high-impact feedback to students. We will show examples supported by evidence and theories.  We will also look at some common concerns among teachers on giving feedback and discuss possible solutions to make feedback manageable and sustainable.5 videos, 2 readings, 1 practice quizexpandVideo: Introduction of feedback and the relationship between assessment and feedbackVideo: Feedback that makes a differenceVideo: Small changes in feedback practices making a big differenceVideo: How to make feedback sustainable?Video: Principles of good feedbackВопрос для обсуждения: High-impact FeedbackМатериал для самостоятельного изучения: Reading listТренировочный тест: Practice quizМатериал для самостоятельного изучения: Course exit surveyGraded: Feedback designVideo: Course introductionМатериал для самостоятельного изучения: Course outlineМатериал для самостоятельного изучения: Course communicationМатериал для самостоятельного изучения: Course entrance surveyТренировочный тест: Orientation quizThis module focuses on a wider scope of what it is like teaching in higher education, such as, what responsibilities are involved, where challenges and opportunities might occur, and how experienced academics approach their teaching development, to help you to think about your teaching role in a broader context.Video: Module overviewVideo: Teaching and learning spacesVideo: Student voice: What are we looking for in university education?Video: Student voice: What kind of teaching engages us?Video: Student diversity in learning (I) : Three examplesVideo: Student diversity in learning (II) : Implications for teachingVideo: What does it involve teaching in a university?  – Interviews with colleaguesVideo: What options do we have for long-term professional development?  – Interviews with colleaguesВопрос для обсуждения: Global loungeМатериал для самостоятельного изучения: Reading listThis module focuses on a selection of established research evidence on effective university teaching in higher education for you to learn what works, what doesn’t, what helps, and what hinders. No overwhelming literature review. These are only selected essentials. Video: Module overviewVideo: Three domains of learning and levels of understandingVideo: Teaching and learning approachesVideo: Factors that influence student learning (I)Video: Factors that influence student learning (II)Video: Seven principles of effective teaching (I)Video: Seven principles of effective teaching (II)Video: Seven principles of effective teaching (III)Вопрос для обсуждения: What do you think about the research evidence discussed in this module?Материал для самостоятельного изучения: Reading listVideo: Module overviewVideo: Constructive alignmentVideo: Interview with Biggs and TangVideo: Writing learning outcomes (I)Video: Writing learning outcomes (II)Video: Writing learning outcomes (III)Video: Compiling a course outlineVideo: Planning a lessonВопрос для обсуждения: Alignment exerciseМатериал для самостоятельного изучения: Reading listModule 4 presents a range of real instructional examples from different disciplines, hoping to inspire you to design your own course. Depending on your interest and discipline, you are invited to choose three (or more) examples to watch. For almost every example, there are one or two readings for those who are interested in exploring more.Video: Module oveviewМатериал для самостоятельного изучения: Information sheet – Problem-based learningVideo: Problem-based learning (I) : PBL in practiceVideo: Problem-based learning (II) : Rationale, design and practical experiencesVideo: Audience response systemVideo: Think-pair-shareVideo: Teaching a large classVideo: Flipped learningVideo: Team-based learningМатериал для самостоятельного изучения: Information sheet – Experiential learningVideo: Experiential learningВопрос для обсуждения: The examples I likeВопрос для обсуждения: Share your examplesМатериал для самостоятельного изучения: Reading listМатериал для самостоятельного изучения: Self-reflection on the instructional examplesThis module will provide you with some principles and practical examples for designing assessment that is effective and enhances students’ learning. It will introduce the purpose of different types of assessment, the design principles, and a number of exemplary practices.  Video: Purposes of assessmentVideo: The impact of assessment on students’ learning and the backwash effectVideo: Decisions framework for assessment designVideo: Contexts of assessment: Learners’ characteristicsVideo: Contexts of assessment: Standards-based assessment and norm-based assessmentVideo: Interview with Prof. Royce Sadler on understanding standardsVideo: Groupwork assessmentVideo: Principles of good assessment practicesВопрос для обсуждения: Assessment challengesМатериал для самостоятельного изучения: Reading listТренировочный тест: Practice quizThis module will offer advice and strategies on providing constructive and high-impact feedback to students. We will show examples supported by evidence and theories.  We will also look at some common concerns among teachers on giving feedback and discuss possible solutions to make feedback manageable and sustainable.Video: Introduction of feedback and the relationship between assessment and feedbackVideo: Feedback that makes a differenceVideo: Small changes in feedback practices making a big differenceVideo: How to make feedback sustainable?Video: Principles of good feedbackВопрос для обсуждения: High-impact FeedbackМатериал для самостоятельного изучения: Reading listТренировочный тест: Practice quizМатериал для самостоятельного изучения: Course exit surveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "The University of Hong Kong",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/university-teaching",
    "Language": "English",
    "Commitment": "3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Teach English Now! Lesson Design and Assessment",
    "Description": "About this course: Learners will be introduced to designing lesson plans based on principles and knowledge of learning objectives, assessment plans, methods, materials, and learning activities. Learners will find and prepare appropriate teaching materials through careful analysis, adaptation and creation of professional resources. Learners will also reflect on the cohesion between lesson design and teaching philosophies.WEEK 1Basic Instructional DesignIn this module, learners are introduced to lesson design based on theorists such as Robert Gagne and Benjamin Bloom.  Learners are introduced to concepts to both begin a lesson (gain attention, state objectives, stimulate recall) and give a lesson (present the content, provide learning guidance, elicit performance). This module also introduces learners to a general lesson plan template that will be used throughout the course and to basic classroom management skills. 6 videos, 4 readings, 3 practice quizzesexpandVideo: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Instructional Design Theory: Get Going with GagneVideo: Video 2: Three Teachers: Starting a LessonReading: Reading on Positive Language/Controlling a ClassroomPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 3: Instructional Design Theory: Present by Staying PresentVideo: Video 4: Three Teachers: Giving a LessonPractice Quiz: Checkpoint Quiz (5 Q’s)Video: Video 5: SummaryReading: Download the Lesson Plan TemplateReading: Bonus Reading:  Employing \"Good Talk\" and \"Warm Language\"Graded: Graded Checkpoint (10 Q’s)Graded: Writing Prompt WEEK 2Activating Background Knowledge and Objective DiscussionsIn this module, learners are introduced to warm up activities, and how warm ups not only can introduce a lesson's theme but also can be used to connect that theme to previous learner knowledge and previous lessons.  Objective discussions are also introduced, and advice about when and how to give objective discussions is given.  6 videos, 4 readings, 2 practice quizzesexpandVideo: Video 1: Students are NOT Empty VesselsVideo: Video 2: Three Teachers: Warm UpsReading: Reading: Excerpts from 100 TESOL Activities (Ice Breakers and Warm-Ups)Practice Quiz: Checkpoint (5 Q’s)Video: Video 3: It’s Hard to Hit What You Don’t Aim ForVideo: Video 4: What Objectives are NOTVideo: Video 5: Three Teachers: Objective DiscussionsReading: Reading: Excerpts from 100 TESOL activities (Objective Discussion)Practice Quiz: Checkpoint (5 Q’s)Video: Video 6: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Graded: Graded Checkpoint (10 Q’s)Graded: Writing PromptWEEK 3Presenting Instruction and ModelingLearners are introduced to the concepts of presenting instruction and modeling.  Learners are introduced to the concept of \"stickiness,\" and given several words of advice on how to make content sticky. Modeling is also depicted as a way in which to help learners to see what  teachers are trying to explain, and can be a powerful form of instruction  itself. Learners are counseled to have more than one model, and are cautioned about presenting models too early.  5 videos, 4 readings, 2 practice quizzesexpandVideo: Video 1: Presenting Instruction: Making Curriculum StickyVideo: Video 2: Three Teachers: Presenting InstructionReading: Reading: Excerpts from 100 TESOL Activities (Presenting Instruction/Modeling)Practice Quiz: Checkpoint (5 Q’s)Video: Video 3: Modeling Do’s and Don’tsVideo: Video 4: Three Teachers: ModelingReading: Reading: Excerpts from 100 TESOL Activities (Top Ten TESOL Activities)Practice Quiz: Checkpoint (5 Q’s)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Graded: Graded Checkpoint (10 Q’s)Graded: Writing PromptWEEK 4Guided to Independent PracticeIn this module, learners are introduced to the importance of guided and independent practices of lesson planning.  In our \"Three Teachers\" videos, learners will view different examples, both strong and weak, of teachers facilitate guided and independent practices and receive breakdowns and analysis of each teacher.    5 videos, 4 readings, 2 practice quizzesexpandVideo: Video 1: What is Guided Practice?Video: Video 2: Three Teachers: Guided PracticeReading: Reading: Excerpts from 100 TESOL Activities: Guided PracticePractice Quiz: Checkpoint (5 Q's)Video: Video 3: What is Independent Practice?Video: Video 4: Three Teachers: Independent PracticeReading: Reading: Excerpts from 100 TESOL Activities: Independent PracticePractice Quiz: Checkpoint (5 Qs)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Graded: Graded Checkpoint: (10 Q's)Graded: Writing PromptWEEK 5AssessmentsIn this module, learners review the concept of clear objectives and are introduced to the idea of alignment. Learners are introduced to the ideas of memory and knowledge learning and how to appropriately assess each type. Learners are given several tips to make their lives easier (regarding assessment). Learners see three teachers give assessments in their classrooms and hear analysis of each one.5 videos, 3 readings, 2 practice quizzesexpandVideo: Video 1: Back to the Beginning: ObjectivesVideo: Video 2: Assessing Knowledge vs. Memory, and then BeyondPractice Quiz: Checkpoint (5 Q's)Video: Video 3: Assessment Ideas to Make Your Life EasierReading: Rubric ExampleVideo: Video 4: Three Teachers: AssessmentPractice Quiz: Checkpoint (5 Q's)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Graded: Graded Checkpoint (10 Q's)Graded: Writing PromptWEEK 6Final ReviewEach of the concepts covered in Modules 1 - 5 is summarized. Learners will submit their completed lesson plan for review.1 video, 2 readingsexpandVideo: Video 1: Course SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Graded: Final Checkpoint (25 Questions)Graded: Final Lesson Plan ReviewIn this module, learners are introduced to lesson design based on theorists such as Robert Gagne and Benjamin Bloom.  Learners are introduced to concepts to both begin a lesson (gain attention, state objectives, stimulate recall) and give a lesson (present the content, provide learning guidance, elicit performance). This module also introduces learners to a general lesson plan template that will be used throughout the course and to basic classroom management skills. Video: Welcome VideoReading: Welcome Guide to the Teach English Now! MOOCPractice Quiz: Welcome GuideVideo: Video 1: Instructional Design Theory: Get Going with GagneVideo: Video 2: Three Teachers: Starting a LessonReading: Reading on Positive Language/Controlling a ClassroomPractice Quiz: Checkpoint Quiz (5 Q's)Video: Video 3: Instructional Design Theory: Present by Staying PresentVideo: Video 4: Three Teachers: Giving a LessonPractice Quiz: Checkpoint Quiz (5 Q’s)Video: Video 5: SummaryReading: Download the Lesson Plan TemplateReading: Bonus Reading:  Employing \"Good Talk\" and \"Warm Language\"In this module, learners are introduced to warm up activities, and how warm ups not only can introduce a lesson's theme but also can be used to connect that theme to previous learner knowledge and previous lessons.  Objective discussions are also introduced, and advice about when and how to give objective discussions is given.  Video: Video 1: Students are NOT Empty VesselsVideo: Video 2: Three Teachers: Warm UpsReading: Reading: Excerpts from 100 TESOL Activities (Ice Breakers and Warm-Ups)Practice Quiz: Checkpoint (5 Q’s)Video: Video 3: It’s Hard to Hit What You Don’t Aim ForVideo: Video 4: What Objectives are NOTVideo: Video 5: Three Teachers: Objective DiscussionsReading: Reading: Excerpts from 100 TESOL activities (Objective Discussion)Practice Quiz: Checkpoint (5 Q’s)Video: Video 6: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Learners are introduced to the concepts of presenting instruction and modeling.  Learners are introduced to the concept of \"stickiness,\" and given several words of advice on how to make content sticky. Modeling is also depicted as a way in which to help learners to see what  teachers are trying to explain, and can be a powerful form of instruction  itself. Learners are counseled to have more than one model, and are cautioned about presenting models too early.  Video: Video 1: Presenting Instruction: Making Curriculum StickyVideo: Video 2: Three Teachers: Presenting InstructionReading: Reading: Excerpts from 100 TESOL Activities (Presenting Instruction/Modeling)Practice Quiz: Checkpoint (5 Q’s)Video: Video 3: Modeling Do’s and Don’tsVideo: Video 4: Three Teachers: ModelingReading: Reading: Excerpts from 100 TESOL Activities (Top Ten TESOL Activities)Practice Quiz: Checkpoint (5 Q’s)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2In this module, learners are introduced to the importance of guided and independent practices of lesson planning.  In our \"Three Teachers\" videos, learners will view different examples, both strong and weak, of teachers facilitate guided and independent practices and receive breakdowns and analysis of each teacher.    Video: Video 1: What is Guided Practice?Video: Video 2: Three Teachers: Guided PracticeReading: Reading: Excerpts from 100 TESOL Activities: Guided PracticePractice Quiz: Checkpoint (5 Q's)Video: Video 3: What is Independent Practice?Video: Video 4: Three Teachers: Independent PracticeReading: Reading: Excerpts from 100 TESOL Activities: Independent PracticePractice Quiz: Checkpoint (5 Qs)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2In this module, learners review the concept of clear objectives and are introduced to the idea of alignment. Learners are introduced to the ideas of memory and knowledge learning and how to appropriately assess each type. Learners are given several tips to make their lives easier (regarding assessment). Learners see three teachers give assessments in their classrooms and hear analysis of each one.Video: Video 1: Back to the Beginning: ObjectivesVideo: Video 2: Assessing Knowledge vs. Memory, and then BeyondPractice Quiz: Checkpoint (5 Q's)Video: Video 3: Assessment Ideas to Make Your Life EasierReading: Rubric ExampleVideo: Video 4: Three Teachers: AssessmentPractice Quiz: Checkpoint (5 Q's)Video: Video 5: SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Video: Video 1: Course SummaryReading: Lesson Plan Example #1Reading: Lesson Plan Example #2Arizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Capstone Project 2Arizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/lesson-design",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Health Literacy and Communication for Health Professionals",
    "Description": "About this course: In the United States, two-thirds of the population read at an eighth-grade level or below. When it comes to health information, most Americans have the ability to read and write at the fifth-grade level. This inter-professional course aims to give health professionals the tools needed to improve upon their health literacy and communication skills.\n\nThis inter-professional course will help educate a variety of health professionals about health literacy efforts and improved communication skills. It will require your active participation in creating health literate interactions at various organizational levels. This course will provide the opportunity to reinforce existing opportunities to work together as a multidisciplinary team or fill a gap if you haven’t had an opportunity to do so yet!\n\nPlease copy and paste the following link into your browser to view our course overview video. http://tinyurl.com/jepeg5e \n\nUpon completion of the course, you will be able to:\n\n1.     Define health literacy and how it applies to all health disciplines. \n\n2.     List the varied factors that influence health literacy and health communication. \n\n3.     Identify who is affected by health literacy and health communication. \n\n4.     Recognize the consequences of limited health literacy and poor health communication. \n\n5.     Determine the stakeholders in health literacy and health communication. \n\n6.     Recognize the role of health literacy in meeting core health service across disciplines. \n\n7.      Apply strategies to improve health literacy at the group, organizational, community, and policy levels\n\nIn addition to these course objectives, it is key to the success of the student that participants understand their responsibilities of working as a part of an inter-professional health care team. The basis of patient-centered care and the foundation of the medical home model is that health professionals will learn and implement skills to meet the community’s health needs in the context of the community’s daily lives—which is their reality! That includes recognizing the social determinants of health, such as complex social, economic, environmental, and political factors, that impact both the public’s wellness and their health literacy, too.\n\nOne initial step – an optional but recommended prerequisite to beginning this online course – is to first complete the Centers for Disease Control and Prevention’s self-directed online training, “Health Literacy for Public Health Professionals”. It provides a good foundation about health literacy in three brief, interactive lessons which will take about 1.5-2 hours to complete.\n\nWe are also using the Institute of Medicine’s Roundtable on Health Literacy discussion paper, “Ten Attributes of Health Literate Health Care Organizations” as a guide.  This online course will assist its participants in understanding that health literacy needs to be an organizational value and embraced as part of the organization’s core business. \n\nA phrase that we often like to use is “help a person connect the dots”. By this we mean we need to make sure that understanding of health information exists. An example of this would be thinking if someone is advised they need to take a medication, or told they need to change daily choices and behaviors to improve health that it will simply happen as directed. But, there are many necessary steps, strategies, and skills in communication for the advice being given to actually happen.  Often, current health professionals and health care settings often assume that “one size fits all” when it comes to communicating health messages.  This course will focus on some approaches to becoming a health literate health care organization by using scenarios with actors based on patient experiences, by also letting patients share their experiences in their own words, and by offering suggestions for improvement in health communication.\n\nWe hope you join us and become an agent of change both in your own discipline and as a member of an inter-professional team in health care organizations going forward!WEEK 1Literacy: Its role in health care organizationsWelcome to the first of eight modules about health literacy and communication. This module has three video segments which will help you understand how multifaceted health literacy is, who it impacts, and why leadership plays a key role. You will hear from students and faculty members about their perceptions of health literacy and why it matters for all of us. This first module also includes an overview of what is covered by the (USA) Institute of Medicine’s Ten Attributes discussion paper and the (USA) National Action Plan to Improve Health Literacy.  5 videos, 7 readingsexpandVideo: Introduction VideoReading: First StepsReading: Pre-MOOC SurveyReading: Complete the CDC Training (optional)Reading: Why Public HealthVideo: Health Literacy and its Role in Health Care Organizations  Part 1Video: Health Literacy and its Role in Health Care Organizations Part 2Reading: Suggested ReadingVideo: Ten Attributes of a Health Literate Health Care Organization LectureReading: Suggested ReadingVideo: National Action Plan to Improve Health Literacy LectureReading: Suggested ReadingGraded: Module 1 Discussion Forum participation statement of completion.Graded: Reflection Journal Entry - Week 1Graded: Module 1 QuizWEEK 2Initiation: Preparing the health care workforceWelcome to the second of eight modules about health literacy and communication. This module has three video segments which will help you understand how being part of a healthcare team includes patient and family members, government, community health advocates, advertisers, and social marketers, too. We will examine some barriers within the healthcare system and how social, economic, environmental, and political factors impact health literacy, too. This second module discusses how a health literate workforce impacts patient care and community health outcomes. Evidence-based practices have been included in toolkits available for healthcare organizations to improve their workforce’s performance. You will hear from both patients and standardized patients on this matter.  \n5 videos, 1 readingexpandVideo: Role of literacy in preparing the workforce lectureVideo: Barriers that affect health literacy lectureVideo: Use of effective communication lectureReading: Suggested Readings and ResourcesVideo: Scenario- Preparing the Workforce (One way/improved way) videoVideo: Scenario- Medical Conversation (One way/improved way)Graded: Module 2 Discussion Forum participation statement of completionGraded: Module 2 QuizWEEK 3They: Who we are serving?Welcome to the third of eight modules about health literacy and communication. This module has three video segments which will help you understand how important it is to understand as much as we can about the intended audience of our health messages in both spoken and written formats. You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important. This third module also includes an overview of what is covered by the enhanced (USA) National Standards on Culturally and Linguistically Appropriate Services (CLAS) and other resources that are provided for you to use to improve your own health literacy and that of your healthcare organization!\n5 videos, 3 readingsexpandVideo: Tailoring health communications to intended audiencesVideo: Incorporating community in health information messagingReading: Suggested Readings and ResourcesReading: 3.2 HandoutVideo: Identify/measure health literacy levels of a communityReading: 3.3 HandoutVideo: Complex Orders (One way/improved way)Video: Medical Procedure Forms (One way/improved way)Graded: Module 3 Discussion Forum participation statement of completionGraded: Module 3 QuizGraded: Leadership Outline for Improving Health LiteracyWEEK 4Equipped: Using the Best Tools for CommunicationWelcome to the fourth of eight modules about health literacy and communication. This module has three video segments which will help you understand what clear health communication involves in both spoken and written formats. You will hear from patients, standardized patients, and faculty members about their perceptions of why the patient/community needs to be active in their health care by asking questions to reach understanding and how health care providers must do their part as well through the use of plain language and manageable amounts of information. This fourth module also includes an overview of what is covered by “Ask me 3” which provides patients with tips for learning about their health and the “Teach Back” method for providers to check for understanding all along their encounters with community.5 videos, 4 readingsexpandVideo: Clear Health CommunicationReading: 4.1 HandoutVideo: Creating effective communication messagesReading: 4.2 HandoutVideo: Strategies to check for understandingReading: Suggested Readings and ResourcesVideo: Advanced Directive for Pregnancy (One way/improved way)Video: Culture and Language (One way/improved way)Reading: Icon Array ResourcesGraded: Module 4 Forum participation statement of completionGraded: Module 4 QuizGraded: Icon ArrayWEEK 5Results: Evaluating our effortsWelcome to the fifth of eight modules about health literacy and communication. This module has two video segments which will help you understand how important it is to understand as much as we can about the intended audience so that the communication tools we select help us deliver our message in ways that our community can understand…without a “one size fits all” approach! You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important. This fifth module also includes an overview of what is covered by Simply Put, and the Universal Precautions Toolkit to Improve Health Literacy, the Patient Education Materials Assessment Tool (PEMAT), the Clear Communication Index, and readability formulas for you to use to improve your own health literacy and that of your healthcare organization!5 videos, 3 readingsexpandVideo: Evaluating our efforts Part 1Video: Evaluating our efforts Part 2Reading: 5.1 HandoutVideo: Available resources for improving health messagesReading: Suggested Readings and ResourcesReading: 5.2 HandoutsVideo: Medicine Counseling (One way/improved way)Video: Advanced Directives (One way/improved way)Graded: Module 5 Discussion Forum Participation Statement of CompletionGraded: Module 5 QuizWEEK 6Access: Providing plain health informationWelcome to the sixth of eight modules about health literacy and communication. This module has four video segments which will help you understand how important it is to use simple, plain language in both spoken and written formats with the public rather than medical jargon for which they are not trained nor familiar. You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important especially for those with limited English proficiency. This sixth module also includes an overview of what is covered by the tools that help make documents easy-to-read, understand, and use as well as other resources that are provided for you to use to improve your own health literacy and that of your healthcare organization!8 videos, 1 readingexpandVideo: Providing plain health information to people Part 1Video: Providing plain health information to people Part 2Video: Limited english proficiencyVideo: Oral communication strategiesVideo: Written communication strategiesVideo: Ask Me 3Reading: Suggested Readings and ResourcesVideo: Delivering a Difficult Diagnosis (One way/improved way)Video: Quiet Patient/Receptionist (One way/improved way)Graded: Module 6 Discussion Forum Participation Statement of CompletionGraded: Module 6 QuizGraded: Interview with a health professionalWEEK 7Transferring information: Using the best channelsWelcome to the seventh of eight modules about health literacy and communication. This module has four video segments which will help you understand how important it is to select the best methods to communicate health information with our intended audiences. Sometimes we use face-to-face interactions, but sometimes we use broadcast mass media to channel our health communication messages to larger numbers of people at the same time. This seventh module also includes an overview of things to consider when electronic health records are used in order to help you improve your own health literacy and that of your healthcare organization!5 videos, 2 readingsexpandVideo: Selecting the best methods to communicateVideo: Communication channels and interpersonal interactionsVideo: Social MediaReading: Suggested Readings and ResourcesReading: 7.3 HandoutVideo: Module 7.4- Electronic Health ApplicationsVideo: Hearing Loss (One way/improved way)Graded: Module 7 Discussion Forum Participation Statement of CompletionGraded: Module 7 QuizWEEK 8Essential skills: Communicating high risk and care transitionsWelcome to the final eighth module about health literacy and communication. This module has four video segments which will help you understand how important it is to select the best methods to communicate about the proper use of medications, number values, and health risks with our intended audiences. Disaster alerts and emergency preparedness messages need to have clear action steps for all. Sometimes we use face-to-face interactions for medication reconciliation, sometimes we must rely on other means for that to happen.  This eighth module also includes an overview of tools such as infographics when numbers are used in order to help you improve your own health literacy and that of your healthcare organization!7 videos, 5 readingsexpandVideo: Module 8.1- Use of numbers in communication riskVideo: Numbers role in medication and health literacyDiscussion Prompt: Discussion: Instructions on self-care, such as taking medications, preventive health behaviors, or finding health careReading: 8.2 HandoutVideo: Communicating risk to publicVideo: Communication during crisis situationsReading: Suggested Readings and ResourcesVideo: Too Much Coumadin (One way/improved way)Video: Pharmacy Medication (One way/improved way)Video: Course Conclusion VideoReading: Post MOOC Survey LinkReading: Signature Track Participants and Continuing Education CreditsReading: Infographic ResourcesGraded: Module 8 Discussion Forum Participation Statement of CompletionGraded: Reflection Journal Entry - Week 8Graded: Module 8 QuizGraded: Infographic Welcome to the first of eight modules about health literacy and communication. This module has three video segments which will help you understand how multifaceted health literacy is, who it impacts, and why leadership plays a key role. You will hear from students and faculty members about their perceptions of health literacy and why it matters for all of us. This first module also includes an overview of what is covered by the (USA) Institute of Medicine’s Ten Attributes discussion paper and the (USA) National Action Plan to Improve Health Literacy.  Video: Introduction VideoReading: First StepsReading: Pre-MOOC SurveyReading: Complete the CDC Training (optional)Reading: Why Public HealthVideo: Health Literacy and its Role in Health Care Organizations  Part 1Video: Health Literacy and its Role in Health Care Organizations Part 2Reading: Suggested ReadingVideo: Ten Attributes of a Health Literate Health Care Organization LectureReading: Suggested ReadingVideo: National Action Plan to Improve Health Literacy LectureReading: Suggested ReadingWelcome to the second of eight modules about health literacy and communication. This module has three video segments which will help you understand how being part of a healthcare team includes patient and family members, government, community health advocates, advertisers, and social marketers, too. We will examine some barriers within the healthcare system and how social, economic, environmental, and political factors impact health literacy, too. This second module discusses how a health literate workforce impacts patient care and community health outcomes. Evidence-based practices have been included in toolkits available for healthcare organizations to improve their workforce’s performance. You will hear from both patients and standardized patients on this matter.  \nVideo: Role of literacy in preparing the workforce lectureVideo: Barriers that affect health literacy lectureVideo: Use of effective communication lectureReading: Suggested Readings and ResourcesVideo: Scenario- Preparing the Workforce (One way/improved way) videoVideo: Scenario- Medical Conversation (One way/improved way)Welcome to the third of eight modules about health literacy and communication. This module has three video segments which will help you understand how important it is to understand as much as we can about the intended audience of our health messages in both spoken and written formats. You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important. This third module also includes an overview of what is covered by the enhanced (USA) National Standards on Culturally and Linguistically Appropriate Services (CLAS) and other resources that are provided for you to use to improve your own health literacy and that of your healthcare organization!\nVideo: Tailoring health communications to intended audiencesVideo: Incorporating community in health information messagingReading: Suggested Readings and ResourcesReading: 3.2 HandoutVideo: Identify/measure health literacy levels of a communityReading: 3.3 HandoutVideo: Complex Orders (One way/improved way)Video: Medical Procedure Forms (One way/improved way)Welcome to the fourth of eight modules about health literacy and communication. This module has three video segments which will help you understand what clear health communication involves in both spoken and written formats. You will hear from patients, standardized patients, and faculty members about their perceptions of why the patient/community needs to be active in their health care by asking questions to reach understanding and how health care providers must do their part as well through the use of plain language and manageable amounts of information. This fourth module also includes an overview of what is covered by “Ask me 3” which provides patients with tips for learning about their health and the “Teach Back” method for providers to check for understanding all along their encounters with community.Video: Clear Health CommunicationReading: 4.1 HandoutVideo: Creating effective communication messagesReading: 4.2 HandoutVideo: Strategies to check for understandingReading: Suggested Readings and ResourcesVideo: Advanced Directive for Pregnancy (One way/improved way)Video: Culture and Language (One way/improved way)Reading: Icon Array ResourcesWelcome to the fifth of eight modules about health literacy and communication. This module has two video segments which will help you understand how important it is to understand as much as we can about the intended audience so that the communication tools we select help us deliver our message in ways that our community can understand…without a “one size fits all” approach! You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important. This fifth module also includes an overview of what is covered by Simply Put, and the Universal Precautions Toolkit to Improve Health Literacy, the Patient Education Materials Assessment Tool (PEMAT), the Clear Communication Index, and readability formulas for you to use to improve your own health literacy and that of your healthcare organization!Video: Evaluating our efforts Part 1Video: Evaluating our efforts Part 2Reading: 5.1 HandoutVideo: Available resources for improving health messagesReading: Suggested Readings and ResourcesReading: 5.2 HandoutsVideo: Medicine Counseling (One way/improved way)Video: Advanced Directives (One way/improved way)Welcome to the sixth of eight modules about health literacy and communication. This module has four video segments which will help you understand how important it is to use simple, plain language in both spoken and written formats with the public rather than medical jargon for which they are not trained nor familiar. You will hear from patients, standardized patients, and faculty members about their perceptions of why tailoring the message to the audience is so important especially for those with limited English proficiency. This sixth module also includes an overview of what is covered by the tools that help make documents easy-to-read, understand, and use as well as other resources that are provided for you to use to improve your own health literacy and that of your healthcare organization!Video: Providing plain health information to people Part 1Video: Providing plain health information to people Part 2Video: Limited english proficiencyVideo: Oral communication strategiesVideo: Written communication strategiesVideo: Ask Me 3Reading: Suggested Readings and ResourcesVideo: Delivering a Difficult Diagnosis (One way/improved way)Video: Quiet Patient/Receptionist (One way/improved way)Welcome to the seventh of eight modules about health literacy and communication. This module has four video segments which will help you understand how important it is to select the best methods to communicate health information with our intended audiences. Sometimes we use face-to-face interactions, but sometimes we use broadcast mass media to channel our health communication messages to larger numbers of people at the same time. This seventh module also includes an overview of things to consider when electronic health records are used in order to help you improve your own health literacy and that of your healthcare organization!Video: Selecting the best methods to communicateVideo: Communication channels and interpersonal interactionsVideo: Social MediaReading: Suggested Readings and ResourcesReading: 7.3 HandoutVideo: Module 7.4- Electronic Health ApplicationsVideo: Hearing Loss (One way/improved way)Welcome to the final eighth module about health literacy and communication. This module has four video segments which will help you understand how important it is to select the best methods to communicate about the proper use of medications, number values, and health risks with our intended audiences. Disaster alerts and emergency preparedness messages need to have clear action steps for all. Sometimes we use face-to-face interactions for medication reconciliation, sometimes we must rely on other means for that to happen.  This eighth module also includes an overview of tools such as infographics when numbers are used in order to help you improve your own health literacy and that of your healthcare organization!Video: Module 8.1- Use of numbers in communication riskVideo: Numbers role in medication and health literacyDiscussion Prompt: Discussion: Instructions on self-care, such as taking medications, preventive health behaviors, or finding health careReading: 8.2 HandoutVideo: Communicating risk to publicVideo: Communication during crisis situationsReading: Suggested Readings and ResourcesVideo: Too Much Coumadin (One way/improved way)Video: Pharmacy Medication (One way/improved way)Video: Course Conclusion VideoReading: Post MOOC Survey LinkReading: Signature Track Participants and Continuing Education CreditsReading: Infographic ResourcesJohns Hopkins UniversityCommunity Change in Public HealthJohns Hopkins UniversitySystems Thinking In Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversityHealth for All Through Primary Health Care",
    "Creator": "University of Nebraska",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/health-literacy",
    "Language": "English",
    "Commitment": "8 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Disability Awareness and Support",
    "Description": "About this course: The goal of this course is to promote equal opportunity and the full participation of students with disabilities in higher education by helping participants advance their awareness of the meaning of accessibility in education. Participants will gain competence and confidence in working with students by focusing on legislation, universal design, and assistive technologies. Thank you to Abbas (Bobby) Husain Quamar, Graduate Student Researcher in the Department of Rehabilitation Science and Technology at the University of Pittsburgh, for his contributions to the course.WEEK 1IntroductionStudents come to our higher education classrooms with a wide variety of knowledge, skills, talents, and abilities. As educators, we want all of our students to be successful and feel supported in an inclusive learning environment. Many of our students have disabilities that they may or may not disclose to faculty and staff. Typically, the process of providing required documentation and identifying appropriate accommodations is a collaborative effort between the student and the disability services staff. Faculty are not a part of this process and may not be aware of the rationale or implications. In this week, we will begin with an introduction to students with disabilities. Week 1 highlights the key United States legislation that relates to higher education students with disabilities and describes the process of obtaining support services. 14 videos, 3 readingsexpandVideo: About the CourseReading: ReadingsVideo: What is a Disability?Video: LegislationVideo: Obtaining ServicesDiscussion Prompt: Legislation In Your CountryVideo: Dr. Cooper - What was your experience in college before the ADA was passed?Video: Dr. Cooper - How can administrators improve the academic environment for students with disabilities?Video: Jonathan - What assumptions do other students make about your abilities?Video: Brandon - What would you like other students to know about living with a disability?Video: Jonathan - What do you wish you’d known when you went to college?Video: Dr. Seelman - How can faculty learn more about students with disabilities?Video: Dr. Seelman - What can be done beyond the Disability Services Office to support students with disabilities on campus?Video: Dr. Seelman - How does the UN convention impact the ratifying countries regarding higher education?Video: Director Culley - What is the process a student with disabilities goes through with Disability Services?Video: Director Culley - What role do instructors play in helping students with disabilities?Reading: Assistive TechnologyReading: GlossaryGraded: Week 1WEEK 2Accommodations and Assistive TechnologyThis week we describe the process used for deciding on reasonable accommodations for students with disabilities and the role of Disability Services in making this determination. We identify specific accommodations that students with disabilities might need in order to fully participate in life at the university.11 videos, 2 readingsexpandReading: ReadingsVideo: AccommodationsVideo: Testing Center AccommodationsVideo: Assistive TechnologyVideo: Screen Reader DemonstrationReading: Assistive Technology Case StudyDiscussion Prompt: Assistive Technology Case StudyVideo: Jonathan - What was your experience with the level of support at your institution?Video: Brandon - Have faculty been understanding of your need for accommodations?Video: Brandon - How was beginning your undergraduate years different from going to graduate school?Video: Jonathan - How does assistive technology help your in day-to-day activities?Video: Bobby - What types of accommodations have faculty made for you and what do you think could be improved?Video: Dr. Cooper - How do assistive technologies impact education?Video: Director Culley - Who determines reasonable accommodations for students with disabilities?Graded: Week 2Graded: Accessibility AssignmentWEEK 3Accessible DesignIn Weeks 1 and 2, we reviewed disability definitions and legislation, plus the disability services, accommodations, and technologies that you might find on your college campus.  In Week 3, we focus on the design and development of your course materials. We use the term “universal design” to emphasize the inclusive design of instruction to make it meaningful and useful for all students. We also look at best practices for documents such as using clear fonts, organizing text with headings, and describing images with alternative text.\n5 videos, 1 readingexpandReading: ReadingsVideo: Universal Design for LearningVideo: Document DesignVideo: Dr. Seelman - How are web accessibility standards related to students with disabilities?Video: Dr. Cooper - How can administrators improve the academic environment for students with disabilities?Video: Director Culley - Who is responsible for making emerging technology accessible to students with disabilities?Graded: Quiz: Week 3WEEK 4ApplicationPlease read the following case studies and respond to the corresponding questions on the discussion boards.5 readingsexpandReading: Case Study: Accommodations for Student with ConcussionDiscussion Prompt: Accommodations for Student with Concussion Case StudyReading: Case Study: DeafnessDiscussion Prompt: Deafness Case StudyReading: Case Study: EthicsDiscussion Prompt: Ethics Case StudyReading: Case Study: Low VisionDiscussion Prompt: Low Vision Case StudyReading: Post Course SurveyGraded: Quiz: Week 4Students come to our higher education classrooms with a wide variety of knowledge, skills, talents, and abilities. As educators, we want all of our students to be successful and feel supported in an inclusive learning environment. Many of our students have disabilities that they may or may not disclose to faculty and staff. Typically, the process of providing required documentation and identifying appropriate accommodations is a collaborative effort between the student and the disability services staff. Faculty are not a part of this process and may not be aware of the rationale or implications. In this week, we will begin with an introduction to students with disabilities. Week 1 highlights the key United States legislation that relates to higher education students with disabilities and describes the process of obtaining support services. Video: About the CourseReading: ReadingsVideo: What is a Disability?Video: LegislationVideo: Obtaining ServicesDiscussion Prompt: Legislation In Your CountryVideo: Dr. Cooper - What was your experience in college before the ADA was passed?Video: Dr. Cooper - How can administrators improve the academic environment for students with disabilities?Video: Jonathan - What assumptions do other students make about your abilities?Video: Brandon - What would you like other students to know about living with a disability?Video: Jonathan - What do you wish you’d known when you went to college?Video: Dr. Seelman - How can faculty learn more about students with disabilities?Video: Dr. Seelman - What can be done beyond the Disability Services Office to support students with disabilities on campus?Video: Dr. Seelman - How does the UN convention impact the ratifying countries regarding higher education?Video: Director Culley - What is the process a student with disabilities goes through with Disability Services?Video: Director Culley - What role do instructors play in helping students with disabilities?Reading: Assistive TechnologyReading: GlossaryThis week we describe the process used for deciding on reasonable accommodations for students with disabilities and the role of Disability Services in making this determination. We identify specific accommodations that students with disabilities might need in order to fully participate in life at the university.Reading: ReadingsVideo: AccommodationsVideo: Testing Center AccommodationsVideo: Assistive TechnologyVideo: Screen Reader DemonstrationReading: Assistive Technology Case StudyDiscussion Prompt: Assistive Technology Case StudyVideo: Jonathan - What was your experience with the level of support at your institution?Video: Brandon - Have faculty been understanding of your need for accommodations?Video: Brandon - How was beginning your undergraduate years different from going to graduate school?Video: Jonathan - How does assistive technology help your in day-to-day activities?Video: Bobby - What types of accommodations have faculty made for you and what do you think could be improved?Video: Dr. Cooper - How do assistive technologies impact education?Video: Director Culley - Who determines reasonable accommodations for students with disabilities?In Weeks 1 and 2, we reviewed disability definitions and legislation, plus the disability services, accommodations, and technologies that you might find on your college campus.  In Week 3, we focus on the design and development of your course materials. We use the term “universal design” to emphasize the inclusive design of instruction to make it meaningful and useful for all students. We also look at best practices for documents such as using clear fonts, organizing text with headings, and describing images with alternative text.\nReading: ReadingsVideo: Universal Design for LearningVideo: Document DesignVideo: Dr. Seelman - How are web accessibility standards related to students with disabilities?Video: Dr. Cooper - How can administrators improve the academic environment for students with disabilities?Video: Director Culley - Who is responsible for making emerging technology accessible to students with disabilities?Reading: Case Study: Accommodations for Student with ConcussionDiscussion Prompt: Accommodations for Student with Concussion Case StudyReading: Case Study: DeafnessDiscussion Prompt: Deafness Case StudyReading: Case Study: EthicsDiscussion Prompt: Ethics Case StudyReading: Case Study: Low VisionDiscussion Prompt: Low Vision Case StudyReading: Post Course SurveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University System of GeorgiaK-12 Blended \u0026 Online Learning",
    "Creator": "University of Pittsburgh",
    "Level": "",
    "URL": "https://coursera.org/learn/disability-awareness",
    "Language": "English",
    "Commitment": "1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Lesson Planning with the ELL in Mind",
    "Description": "About this course: In this course you will learn how to design lesson plans around the needs of your ELL students and their language level through the analysis of content language and cognitive demands. You will learn how to align language objectives to the adopted standards of your school and content area.  You will learn how to modify existing course materials as well as develop graphic organizers and languages frames to support ELLs’ access to content.  Analysis of second language acquisition theories will be applied to lesson planning.\n\nUpon completing this course, you will be able to:\n     * Conceptualize theories of second language acquisition as they apply to the planning of lessons through annotation\n     * Assess the linguistic needs of your students using BICS and CALP\n     * Identify content specific vocabulary, grammatical structures, and language functions necessary for a student to succeed in your     \n       classroom \n     * Write language learning outcomes that align to your student’s linguistic and cognitive ability and your school’s adopted   \n       standards \n     * Adapt a lesson plan that accomplishes the learning outcomes outlined in the lesson objectives\n    * Modify materials to support ELLs’ access to content\n    * Use a wide variety of graphic organizer templates and language frames to support ELLs’ access to content\n    * Develop activity types appropriate to the cognitive and linguistic abilities of ELLs\n    * Incorporate community and culture into lesson planningWEEK 1ELL Language and Communication Skills Across the Curriculum Welcome to week 1! This module is very important as it introduces you to the basics of second language acquisition.  By the end of this module, you will be able to: conceptualize theories of SLA as they apply to ELL students in your mainstream classrooms, assess your student’s language skills and abilities using BICS and CALP, classify vocabulary types specific to your content, identify grammar structures specific to your content, identify language functions specific to your content and strategically pre-plan vocabulary and language functions necessary for lessons in your mainstream classroom. Lots to learn!  Let's get started!11 videos, 6 readings, 3 practice quizzesexpandVideo: IntroductionVideo: Theories of Second Language AcquisitionPractice Quiz: Second Language Acquisition TheoryReading: Bonus Reading:  Why educating ELLs means success for everyoneVideo: BICS \u0026 CALPVideo: BICS \u0026 CALP ScenariosReading: Bonus Reading: Teaching academic languageVideo: Vocabulary for ELLsVideo: Classroom Application-Vocabulary for ELLsPractice Quiz: VocabularyReading: Bonus Reading: Introducing academic vocabulary to studentsVideo: Grammatical Structures and Language FunctionsVideo: Classroom Application-Grammar \u0026 Language FunctionsPractice Quiz: Grammar and Language StructureReading: Bonus Reading: Grammar and vocabulary: seven ways to help students enjoy grammarReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Developing Literacy Skills with the ELL in MindReading: Bonus Video: A language immersion storyGraded: Module 1 AssessmentWEEK 2ELL Cognitive and Learning SKills Across the Curriculum Welcome to week 2! This week you will continue to work through pre-planning stages of lesson design as you keep in mind your ELLs.  By the end of this module, you will be able to engage cognitive skills of ELLs through the learning of content, develop ELL autonomy by teaching students how to learn, evaluate the affective filter of your ELL students, strategically design classroom environment to reduce affective filter and strategically pre-plan cognitive and learning skills necessary for lessons in your mainstream classroom. 10 videos, 5 readings, 3 practice quizzesexpandReading: Greetings!Video: IntroductionVideo: Developing Cognitive SkillsVideo: Classroom Application-Cognitive SkillsPractice Quiz: Cognitive SkillsVideo: Developing Learning SkillsVideo: Classroom Application-Learning SkillsPractice Quiz: Learning SkillsReading: Bonus Reading: What is learner autonomy and how can it be fostered?Video: Affective FilterVideo: Classroom Application-Affective FilterPractice Quiz: Affective FilterReading: Bonus Reading: One teacher's quest to build language skills and confidenceReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Developing Learner Autonomy \u0026 Creating a Welcoming Environment with the ELL in MindReading: Bonus Reading: Struggling with English from kindergarten to high schoolGraded: Module 2 AssessementWEEK 3Lesson Planning with the ELL in MindWelcome to week 3! We are excited to begin writing and creating the lesson plan and activities to support our students' learning of content and development of language.  By the end of this module, you will be able to write language learning outcomes to support your content learning outcomes, plan/adapt lesson activities that support cognitive and linguistic access for ELLs, identify language demands of existing activities, lessons, textbooks and content and strategically plan lesson objectives and activities in your mainstream classroom with your ELL in mind. Happy Lesson Planning!10 videos, 6 readings, 3 practice quizzesexpandReading: Greetings!Video: IntroductionVideo: Language Genres by ContentVideo: Classroom Application-Language GenresPractice Quiz: Language GenresVideo: Writing Learning OutcomesVideo: Aligning Learning Outcome to StandardsPractice Quiz: Learning OutcomesReading: Bonus Reference: English language development standardsReading: Bonus Reference: PreK-12 English language proficiency standardsVideo: Designing Activities with the ELL in MindVideo: Classroom Application-ActivitiesPractice Quiz: ActivitiesReading: Bonus Reading: Fostering student questions: strategies for inquiry-based learningReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Strengthening Lesson Planning with the ELL in MindReading: Bonus Reading: New education standards widen achievement gap for English language learners?Graded: Module 3 AssessmentWEEK 4Materials and Lesson Delivery Welcome to week 4! Now that you have created your lesson, it is time to start thinking about the materials you will need to make sure that the lesson is successful. By the end of this module, you will be able to apply thoughtful criteria for selecting materials in your mainstream classroom (meet input and cognition demands), adapt materials for ELLs using a word level, sentence level and text level analysis, modify existing text to provide linguistic access to your ELLs, create materials to provide linguistic access to your ELLs and strategically select and adapt materials in lesson planning with your ELL in mind. Let's get started!10 videos, 4 readings, 3 practice quizzesexpandReading: Greetings!Video: IntroductionVideo: Material SelectionPractice Quiz: Material SelectionVideo: Material AdaptationVideo: Classroom Application-Material AdaptationVideo: Adapted TextPractice Quiz: Material AdaptationVideo: Activity TypesReading: Lesson Plan TemplateVideo: Lesson DeliveryPractice Quiz: Activities and Lesson DeliveryReading: Bonus Reading: Scaffolding academic language for second language learnersReading: Lesson Plan TemplateVideo: Lesson Plan AnnotationVideo: SummaryVideo: Interview: Best Classroom Practices with the ELL in MindGraded: Module 4 AssessmentWEEK 5ELL Lesson Planning in Action  Welcome to week 5! This is a unique module in that you will have a chance to see some lesson plans in action.  We will share 3 lesson plans fully developed with the ELL in mind.  By the end of this module, you will be able to: identify key aspects of Second Language Acquisition in 3 fully developed lesson plans, analyze ways to select vocabulary, grammatical structures, language functions, cognitive skills, and learning skills within these 3 model lessons, recognize alignment of learning outcomes to state standards within these 3 model lessons, identify modified texts and materials for ELLs and apply these same concepts to your own lessons, objectives, and materials. 6 videos, 4 readingsexpandReading: Greetings!Video: IntroductionReading: Lesson Plan TemplateVideo: Social Studies Lesson Plan AnnotationReading: Lesson Plan TemplateVideo: Language Arts Lesson Plan AnnotationReading: Lesson Plan TemplateVideo: Mathematics Lesson Plan AnnotationVideo: SummaryVideo: Interview: Scaffolding and Lesson Delivery with the ELL in MindWEEK 6Assessment Welcome to week 6! Congratulations and well done. It is now time to apply the many strategies for lesson planning with the ELL in mind to your own teaching context.  By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!1 video, 2 readingsexpandReading: Greetings!Video: Final ReviewReading: Works Cited for CoursePeer Review:  Content Materials Adapted for ELLsGraded: Final AssessmentWelcome to week 1! This module is very important as it introduces you to the basics of second language acquisition.  By the end of this module, you will be able to: conceptualize theories of SLA as they apply to ELL students in your mainstream classrooms, assess your student’s language skills and abilities using BICS and CALP, classify vocabulary types specific to your content, identify grammar structures specific to your content, identify language functions specific to your content and strategically pre-plan vocabulary and language functions necessary for lessons in your mainstream classroom. Lots to learn!  Let's get started!Video: IntroductionVideo: Theories of Second Language AcquisitionPractice Quiz: Second Language Acquisition TheoryReading: Bonus Reading:  Why educating ELLs means success for everyoneVideo: BICS \u0026 CALPVideo: BICS \u0026 CALP ScenariosReading: Bonus Reading: Teaching academic languageVideo: Vocabulary for ELLsVideo: Classroom Application-Vocabulary for ELLsPractice Quiz: VocabularyReading: Bonus Reading: Introducing academic vocabulary to studentsVideo: Grammatical Structures and Language FunctionsVideo: Classroom Application-Grammar \u0026 Language FunctionsPractice Quiz: Grammar and Language StructureReading: Bonus Reading: Grammar and vocabulary: seven ways to help students enjoy grammarReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Developing Literacy Skills with the ELL in MindReading: Bonus Video: A language immersion storyWelcome to week 2! This week you will continue to work through pre-planning stages of lesson design as you keep in mind your ELLs.  By the end of this module, you will be able to engage cognitive skills of ELLs through the learning of content, develop ELL autonomy by teaching students how to learn, evaluate the affective filter of your ELL students, strategically design classroom environment to reduce affective filter and strategically pre-plan cognitive and learning skills necessary for lessons in your mainstream classroom. Reading: Greetings!Video: IntroductionVideo: Developing Cognitive SkillsVideo: Classroom Application-Cognitive SkillsPractice Quiz: Cognitive SkillsVideo: Developing Learning SkillsVideo: Classroom Application-Learning SkillsPractice Quiz: Learning SkillsReading: Bonus Reading: What is learner autonomy and how can it be fostered?Video: Affective FilterVideo: Classroom Application-Affective FilterPractice Quiz: Affective FilterReading: Bonus Reading: One teacher's quest to build language skills and confidenceReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Developing Learner Autonomy \u0026 Creating a Welcoming Environment with the ELL in MindReading: Bonus Reading: Struggling with English from kindergarten to high schoolWelcome to week 3! We are excited to begin writing and creating the lesson plan and activities to support our students' learning of content and development of language.  By the end of this module, you will be able to write language learning outcomes to support your content learning outcomes, plan/adapt lesson activities that support cognitive and linguistic access for ELLs, identify language demands of existing activities, lessons, textbooks and content and strategically plan lesson objectives and activities in your mainstream classroom with your ELL in mind. Happy Lesson Planning!Reading: Greetings!Video: IntroductionVideo: Language Genres by ContentVideo: Classroom Application-Language GenresPractice Quiz: Language GenresVideo: Writing Learning OutcomesVideo: Aligning Learning Outcome to StandardsPractice Quiz: Learning OutcomesReading: Bonus Reference: English language development standardsReading: Bonus Reference: PreK-12 English language proficiency standardsVideo: Designing Activities with the ELL in MindVideo: Classroom Application-ActivitiesPractice Quiz: ActivitiesReading: Bonus Reading: Fostering student questions: strategies for inquiry-based learningReading: Lesson Plan TemplateVideo: Lesson AnnotationVideo: SummaryVideo: Interview: Strengthening Lesson Planning with the ELL in MindReading: Bonus Reading: New education standards widen achievement gap for English language learners?Welcome to week 4! Now that you have created your lesson, it is time to start thinking about the materials you will need to make sure that the lesson is successful. By the end of this module, you will be able to apply thoughtful criteria for selecting materials in your mainstream classroom (meet input and cognition demands), adapt materials for ELLs using a word level, sentence level and text level analysis, modify existing text to provide linguistic access to your ELLs, create materials to provide linguistic access to your ELLs and strategically select and adapt materials in lesson planning with your ELL in mind. Let's get started!Reading: Greetings!Video: IntroductionVideo: Material SelectionPractice Quiz: Material SelectionVideo: Material AdaptationVideo: Classroom Application-Material AdaptationVideo: Adapted TextPractice Quiz: Material AdaptationVideo: Activity TypesReading: Lesson Plan TemplateVideo: Lesson DeliveryPractice Quiz: Activities and Lesson DeliveryReading: Bonus Reading: Scaffolding academic language for second language learnersReading: Lesson Plan TemplateVideo: Lesson Plan AnnotationVideo: SummaryVideo: Interview: Best Classroom Practices with the ELL in MindWelcome to week 5! This is a unique module in that you will have a chance to see some lesson plans in action.  We will share 3 lesson plans fully developed with the ELL in mind.  By the end of this module, you will be able to: identify key aspects of Second Language Acquisition in 3 fully developed lesson plans, analyze ways to select vocabulary, grammatical structures, language functions, cognitive skills, and learning skills within these 3 model lessons, recognize alignment of learning outcomes to state standards within these 3 model lessons, identify modified texts and materials for ELLs and apply these same concepts to your own lessons, objectives, and materials. Reading: Greetings!Video: IntroductionReading: Lesson Plan TemplateVideo: Social Studies Lesson Plan AnnotationReading: Lesson Plan TemplateVideo: Language Arts Lesson Plan AnnotationReading: Lesson Plan TemplateVideo: Mathematics Lesson Plan AnnotationVideo: SummaryVideo: Interview: Scaffolding and Lesson Delivery with the ELL in MindWelcome to week 6! Congratulations and well done. It is now time to apply the many strategies for lesson planning with the ELL in mind to your own teaching context.  By the end of this module, you will be able to synthesize course material, complete the final exam and complete the optional peer review. Good luck!Reading: Greetings!Video: Final ReviewReading: Works Cited for CoursePeer Review:  Content Materials Adapted for ELLsArizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Foundational Principles",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ell-lesson",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Multimodal Literacies: Communication and Learning in the Era of Digital Media",
    "Description": "About this course: This course introduces innovative approaches to learning and teaching, with a focus on the use of e-learning and social web technologies.WEEK 1Module 1: Course Orientation + Multimodal Meaning and SynesthesiaThis module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone.4 videos, 8 readings, 1 practice quizexpandReading: SyllabusReading: Task Overview - How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaVideo: 8.1 Introduction - Representation, Communication and DesignReading: \"Regimes of Literacy,\" Kalantzis and CopeVideo: 8.2 Design and MultimodalityVideo: 8.3 A Grammar of Multimodal MeaningVideo: 8.4 Synesthesia or Mode SwitchingReading: Related ReadingsDiscussion Prompt: Essential Update #1Graded: Essential Peer Reviewed Update #1WEEK 2Module 2: Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning  This module begins with an overview of the conventional focus of literacy pedagogy – reading and writing. In its second half, the module applies a parallel set of tools to analysis of visual meanings.16 videos, 3 readingsexpandVideo: 9.1 Learning to Read: PhonicsVideo: 9.2 Learning to Read: Reading for MeaningReading: Related ReadingsDiscussion Prompt: Optional Update #2Peer Review: Optional Peer Reviewed Update #2Video: 10.1 The Nature of WritingVideo: 10.2 Traditional Grammar and Its ImpossibilitiesVideo: 10.3 Chomsky’s GrammarVideo: 10.4 Halliday’s GrammarVideo: 10.5 A Grammar of MultiliteraciesVideo: 10.6 The Writing ProcessReading: Related ReadingsDiscussion Prompt: Essential Update #3Video: 11.1 The Contemporary Significance of Visual MeaningsVideo: 11.2 Designs of Visual MeaningsVideo: 11.3 Perceptual Images and Mental ImagesVideo: 11.4 A Grammar of the VisualVideo: 11.5 Deconstructing ImagesVideo: 11.6 Image Making as DesignVideo: 11.7 Parsing ImagesVideo: 11.8 Multimodal Pedagogy in PracticeReading: Related ReadingsDiscussion Prompt: Optional Update #4Peer Review: Optional Peer Reviewed Update #4Graded: Essential Peer Reviewed Update #3WEEK 3Module 3: Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings +  Literacies to Think and to LearnIn this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call \"literacies\" in the plural, or \"multiliteracies.\" In the final section of the module, we explore how we use literacies to think in characteristically \"academic\" ways. In this sense, literacies play a critical supportive role in the learning process.13 videos, 3 readingsexpandVideo: 12.1 Spatial, Tactile, and Gestural MeaningsVideo: 12.2 A Grammar of Spatial MeaningVideo: 12.3 Tactile MeaningsVideo: 12.4 A Grammar of Tactile MeaningVideo: 12.5 Gestural MeaningsVideo: 12.6 A Grammar of Gestural MeaningsReading: Related ReadingsDiscussion Prompt: Optional Update # 5Peer Review: Optional Peer Reviewed Update # 5Video: 13.1 Making Audio MeaningsVideo: 13.2 Making Meanings Using Oral LanguageVideo: 13.3 Synesthesia and Mode Shifting Between Oral and Written MeaningsVideo: 13.4 Classroom Discussion in Speech and WritingReading: Related ReadingsDiscussion Prompt: Essential Update #6Video: 14.1 Literacies to Think and to LearnVideo: 14.2 On Human Meaning SystemsVideo: 14.3 Academic Literacies as Ways of ThinkingReading: Related ReadingsDiscussion Prompt: Optional Update #7Peer Review: Optional Peer Reviewed Update #7Graded: Essential Peer Reviewed Update #6WEEK 4Module 4: Literacies and Learner Differences + Literacies Standards and AssessmentThe final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes.13 videos, 2 readingsexpandVideo: 15.1 Literacies and Learner DifferencesVideo: 15.2 The Effects of Learner DifferencesVideo: 15.3 Literacies Learning and DevelopmentVideo: 15.4 Recognizing Learner Differences in Literacies PedagogyVideo: 15.5 Complexities of Learner DifferencesVideo: 15.6 Differentiated Literacies InstructionReading: Related ReadingsDiscussion Prompt: Essential Update #8Video: 16.1 Approaches to Literacy Standards and AssessmentVideo: 16.2 Standardized and Norm-referenced AssessmentVideo: 16.3 Criterion Referenced AssessmentVideo: 16.4 Progress AssessmentVideo: 16.5 Select and Supply Response AssessmentsVideo: 16.6 Rubric-Based Peer and Formative AssessmentVideo: 16.7 Big Data and the Future of AssessmentReading: Related ReadingsDiscussion Prompt: Optional Update #9Peer Review: Optional Peer Reviewed Update #9Peer Review: Optional Work 1: Educational TheoryPeer Review: Optional Work 2A: Learning Practice Case StudyPeer Review: Optional Work 2B: Design a Learning ModuleGraded: Essential Peer Reviewed Update #8This module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone.Reading: SyllabusReading: Task Overview - How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaVideo: 8.1 Introduction - Representation, Communication and DesignReading: \"Regimes of Literacy,\" Kalantzis and CopeVideo: 8.2 Design and MultimodalityVideo: 8.3 A Grammar of Multimodal MeaningVideo: 8.4 Synesthesia or Mode SwitchingReading: Related ReadingsDiscussion Prompt: Essential Update #1Video: 9.1 Learning to Read: PhonicsVideo: 9.2 Learning to Read: Reading for MeaningReading: Related ReadingsDiscussion Prompt: Optional Update #2Peer Review: Optional Peer Reviewed Update #2Video: 10.1 The Nature of WritingVideo: 10.2 Traditional Grammar and Its ImpossibilitiesVideo: 10.3 Chomsky’s GrammarVideo: 10.4 Halliday’s GrammarVideo: 10.5 A Grammar of MultiliteraciesVideo: 10.6 The Writing ProcessReading: Related ReadingsDiscussion Prompt: Essential Update #3Video: 11.1 The Contemporary Significance of Visual MeaningsVideo: 11.2 Designs of Visual MeaningsVideo: 11.3 Perceptual Images and Mental ImagesVideo: 11.4 A Grammar of the VisualVideo: 11.5 Deconstructing ImagesVideo: 11.6 Image Making as DesignVideo: 11.7 Parsing ImagesVideo: 11.8 Multimodal Pedagogy in PracticeReading: Related ReadingsDiscussion Prompt: Optional Update #4Peer Review: Optional Peer Reviewed Update #4In this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call \"literacies\" in the plural, or \"multiliteracies.\" In the final section of the module, we explore how we use literacies to think in characteristically \"academic\" ways. In this sense, literacies play a critical supportive role in the learning process.Video: 12.1 Spatial, Tactile, and Gestural MeaningsVideo: 12.2 A Grammar of Spatial MeaningVideo: 12.3 Tactile MeaningsVideo: 12.4 A Grammar of Tactile MeaningVideo: 12.5 Gestural MeaningsVideo: 12.6 A Grammar of Gestural MeaningsReading: Related ReadingsDiscussion Prompt: Optional Update # 5Peer Review: Optional Peer Reviewed Update # 5Video: 13.1 Making Audio MeaningsVideo: 13.2 Making Meanings Using Oral LanguageVideo: 13.3 Synesthesia and Mode Shifting Between Oral and Written MeaningsVideo: 13.4 Classroom Discussion in Speech and WritingReading: Related ReadingsDiscussion Prompt: Essential Update #6Video: 14.1 Literacies to Think and to LearnVideo: 14.2 On Human Meaning SystemsVideo: 14.3 Academic Literacies as Ways of ThinkingReading: Related ReadingsDiscussion Prompt: Optional Update #7Peer Review: Optional Peer Reviewed Update #7The final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes.Video: 15.1 Literacies and Learner DifferencesVideo: 15.2 The Effects of Learner DifferencesVideo: 15.3 Literacies Learning and DevelopmentVideo: 15.4 Recognizing Learner Differences in Literacies PedagogyVideo: 15.5 Complexities of Learner DifferencesVideo: 15.6 Differentiated Literacies InstructionReading: Related ReadingsDiscussion Prompt: Essential Update #8Video: 16.1 Approaches to Literacy Standards and AssessmentVideo: 16.2 Standardized and Norm-referenced AssessmentVideo: 16.3 Criterion Referenced AssessmentVideo: 16.4 Progress AssessmentVideo: 16.5 Select and Supply Response AssessmentsVideo: 16.6 Rubric-Based Peer and Formative AssessmentVideo: 16.7 Big Data and the Future of AssessmentReading: Related ReadingsDiscussion Prompt: Optional Update #9Peer Review: Optional Peer Reviewed Update #9Peer Review: Optional Work 1: Educational TheoryPeer Review: Optional Work 2A: Learning Practice Case StudyPeer Review: Optional Work 2B: Design a Learning ModuleUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "",
    "URL": "https://coursera.org/learn/multimodal-literacies",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Globalization of Business Enterprise",
    "Description": "About this course: The majority of businesses say they want to become more global. And business leaders say that the lack of people with global intelligence is the key constraint holding them back. This course will address both gaps — at the business and the personal level, it will focus on practical strategies for dealing with the real consequences of globalization.WEEK 1Week 1Welcome to Week 1 of Globalization of Business Enterprise!\n\nWe are delighted that you have chosen to take this course and look forward to engaging with you in the coming weeks, as we complete this journey through globalization together.\n\nIn the following sections, you will find some important information to help you get off to a strong start in the course and to begin your learning in Week 1.6 videos, 4 readingsexpandReading: Course Overview \u0026 SyllabusReading: About Week 1Reading: Survey - before starting the courseVideo: 1. How “globalized” is the world really?Video: 2. Frequently asked questionsVideo: 3. Why might we be prone to globaloney?Video: 4. Why do assessed levels of globalization matter? Social implicationsVideo: 5. Why do assessed levels of globalization matter? Business implicationsVideo: 6. SummaryDiscussion Prompt: Week 1 : Your Understanding of GlobalizationReading: Required Reading Week 1: Globalization and GlobaloneyGraded: Quiz 1WEEK 2Week 2 - The CAGE Distance FrameworkWeek 1 focused on explaining that globalization isn’t complete and why that matters. Week 2 focuses on what globalization is rather than what it isn’t: it looks at the structure of the international interactions that do take place. It turns out that the lion’s share of them are concentrated between countries that are broadly similar to each other. This session also presents a research-based framework for diagnosing cross-country differences versus similarities: the CAGE distance framework, where “CAGE” is an acronym for Cultural, Administrative (institutional and political), Geographic and Economic distances between countries7 videos, 3 readingsexpandReading: About Week 2Reading: Taking Totto GlobalVideo: 1. Touring Times Square (New York City)Video: 2. The law of distanceVideo: 3. The CAGE distance frameworkVideo: 4. Implications of the CAGE framework: Keeping distances and differences in viewVideo: 5. Implications of the CAGE framework: Developing strategiesVideo: 6. ConclusionsVideo: A walk through Totto’s flagship storeDiscussion Prompt: Week 2: CAGE Framework in Your Personal LifeReading: Required Reading Week 2:Graded: Quiz 2WEEK 3Week 3 - Cultural DistanceThis session will focus on the first dimension of the CAGE Distance Framework, namely Culture. Cultural distance encompasses differences in such things as religious beliefs, race/ethnicity, language, social norms and values. Our focus will be on how cultural differences at the national level affect international interactions and, particularly, international business. 5 videos, 2 readingsexpandReading: About Week 3Video: 1. A Visit to La Boqueria (Barcelona, Spain)Video: 2. Cultural globaloney?Video: 3. Cultural distances and international interactionsVideo: 4. Deep(er) cultural differencesVideo: 5. Stretching across culturesDiscussion Prompt: Week 3: Cultural Dimension of CAGE FrameworkReading: Required Reading Week 3:Graded: Quiz 3WEEK 4Week 4 - Administrative DistanceThis session will focus on the second dimension of the CAGE Distance Framework, namely Administrative Distance. Administrative attributes specific to a particular country, such as autocratic policies or weak institutions and high levels of corruption, profoundly affect that country’s international connections—but so do bilateral/multilateral factors, such as whether two countries are part of the same regional trading agreement, or had a colony-colonizer relationship in the past. This session will provide you with greater insight into how differences in such respects matter, with a particular emphasis on variations in how business enterprises are structured and governed around the world.6 videos, 3 readingsexpandReading: About Week 4Video: 1. Outside the United Nations General Assembly building (New York City)Video: 2. Administrative globaloney?Video: 3. Administrative distances and international interactionsVideo: 4. Differences in business administration around the worldVideo: 5. Patterns in the differencesVideo: 6. Possible explanationsDiscussion Prompt: Week 4: Administrative Dimension of CAGE FrameworkReading: Required Reading Week 4:Reading: InstructionsGraded: Quiz 4WEEK 5Week 5 - Geographic DistanceThis session will focus on the third dimension of the CAGE Distance Framework, namely Geographic Distance. This session will look at how trade and cross-border interactions in general are influenced by physical distance, whether two countries share a common border and other geographic factors. We will also look at the significant regionalization of most cross-border interactions and discuss what underlies the strength of that effect.5 videos, 2 readingsexpandReading: About Week 5Video: 1. Geographic globaloney?Video: 2. Geographic distances and international interactionsVideo: 3. RegionalizationVideo: 4. Issues with regionalization as globalizationVideo: 5. Geography and the rest of CAGEDiscussion Prompt: Week 5: Geographic Dimension of CAGE FrameworkReading: Required Reading Week 5:Graded: Quiz 5WEEK 6Week 6 - Economic DistanceThis session will focus on the fourth and final dimension of the CAGE Distance Framework, namely Economic Distance. This session will look at how economic differences, particularly differences in per capita income, affect cross-border interactions. It will then focus in on emerging economies by examining the big shift of most types of economic activities towards them, how they differ from advanced economies, and whether advanced country multinationals are likely to be displaced by competitors from emerging economies as a result.6 videos, 2 readingsexpandReading: About Week 6Video: 1. Overlooking the Jet d’Eau, one of the world’s tallest fountains (Geneva, Switzerland)Video: 2. Economic globaloney?Video: 3. Economic distances and international interactionsVideo: 4. Emerging EconomiesVideo: 5. The Big ShiftVideo: 6. Summary       Discussion Prompt: Week 6: Economic Dimension of CAGE FrameworkReading: Required Reading Week 6:Graded: Quiz 6WEEK 7Week 7 - The Implications of Distances for Business StrategyIn this session, we will review the three broad AAA strategies for dealing with CAGE differences: Adaptation, to adjust to differences across countries to achieve some local responsiveness; Aggregation, to overcome some of the differences across countries and thereby unlock cross-border economies of scale/scope; and Arbitrage, to exploit some of the differences across countries in order to achieve absolute efficiency.6 videos, 2 readingsexpandReading: About Week 7Video: 1. Location Video: Seoul, South KoreaVideo: 2. Introduction to AAA StrategiesVideo: 3. Adaptation StrategiesVideo: 4. Aggregation StrategiesVideo: 5. Arbitrage StrategiesVideo: 6. IntegrationDiscussion Prompt: Week 7: AAA StrategiesReading: Required Reading Week 7:Graded: Quiz 7WEEK 8Week 8 - Globalization and YouThis session, which is titled “Globalization and You”, looks at how globalization affects organizations and people, and in particular, you. We take a dual perspective, looking first at the globalization of personnel within and particularly at the top of organizations and second, at the individual or personal level.3 videos, 3 readingsexpandReading: About Week 8Video: 1. Globalization at Organizational level Video: 2. Globalization at Personal levelVideo: Closing VideoReading: Required Reading Week 8:Reading: Survey - Personal AssessmentGraded: Quiz Week 8Welcome to Week 1 of Globalization of Business Enterprise!\n\nWe are delighted that you have chosen to take this course and look forward to engaging with you in the coming weeks, as we complete this journey through globalization together.\n\nIn the following sections, you will find some important information to help you get off to a strong start in the course and to begin your learning in Week 1.Reading: Course Overview \u0026 SyllabusReading: About Week 1Reading: Survey - before starting the courseVideo: 1. How “globalized” is the world really?Video: 2. Frequently asked questionsVideo: 3. Why might we be prone to globaloney?Video: 4. Why do assessed levels of globalization matter? Social implicationsVideo: 5. Why do assessed levels of globalization matter? Business implicationsVideo: 6. SummaryDiscussion Prompt: Week 1 : Your Understanding of GlobalizationReading: Required Reading Week 1: Globalization and GlobaloneyWeek 1 focused on explaining that globalization isn’t complete and why that matters. Week 2 focuses on what globalization is rather than what it isn’t: it looks at the structure of the international interactions that do take place. It turns out that the lion’s share of them are concentrated between countries that are broadly similar to each other. This session also presents a research-based framework for diagnosing cross-country differences versus similarities: the CAGE distance framework, where “CAGE” is an acronym for Cultural, Administrative (institutional and political), Geographic and Economic distances between countriesReading: About Week 2Reading: Taking Totto GlobalVideo: 1. Touring Times Square (New York City)Video: 2. The law of distanceVideo: 3. The CAGE distance frameworkVideo: 4. Implications of the CAGE framework: Keeping distances and differences in viewVideo: 5. Implications of the CAGE framework: Developing strategiesVideo: 6. ConclusionsVideo: A walk through Totto’s flagship storeDiscussion Prompt: Week 2: CAGE Framework in Your Personal LifeReading: Required Reading Week 2:This session will focus on the first dimension of the CAGE Distance Framework, namely Culture. Cultural distance encompasses differences in such things as religious beliefs, race/ethnicity, language, social norms and values. Our focus will be on how cultural differences at the national level affect international interactions and, particularly, international business. Reading: About Week 3Video: 1. A Visit to La Boqueria (Barcelona, Spain)Video: 2. Cultural globaloney?Video: 3. Cultural distances and international interactionsVideo: 4. Deep(er) cultural differencesVideo: 5. Stretching across culturesDiscussion Prompt: Week 3: Cultural Dimension of CAGE FrameworkReading: Required Reading Week 3:This session will focus on the second dimension of the CAGE Distance Framework, namely Administrative Distance. Administrative attributes specific to a particular country, such as autocratic policies or weak institutions and high levels of corruption, profoundly affect that country’s international connections—but so do bilateral/multilateral factors, such as whether two countries are part of the same regional trading agreement, or had a colony-colonizer relationship in the past. This session will provide you with greater insight into how differences in such respects matter, with a particular emphasis on variations in how business enterprises are structured and governed around the world.Reading: About Week 4Video: 1. Outside the United Nations General Assembly building (New York City)Video: 2. Administrative globaloney?Video: 3. Administrative distances and international interactionsVideo: 4. Differences in business administration around the worldVideo: 5. Patterns in the differencesVideo: 6. Possible explanationsDiscussion Prompt: Week 4: Administrative Dimension of CAGE FrameworkReading: Required Reading Week 4:Reading: InstructionsThis session will focus on the third dimension of the CAGE Distance Framework, namely Geographic Distance. This session will look at how trade and cross-border interactions in general are influenced by physical distance, whether two countries share a common border and other geographic factors. We will also look at the significant regionalization of most cross-border interactions and discuss what underlies the strength of that effect.Reading: About Week 5Video: 1. Geographic globaloney?Video: 2. Geographic distances and international interactionsVideo: 3. RegionalizationVideo: 4. Issues with regionalization as globalizationVideo: 5. Geography and the rest of CAGEDiscussion Prompt: Week 5: Geographic Dimension of CAGE FrameworkReading: Required Reading Week 5:This session will focus on the fourth and final dimension of the CAGE Distance Framework, namely Economic Distance. This session will look at how economic differences, particularly differences in per capita income, affect cross-border interactions. It will then focus in on emerging economies by examining the big shift of most types of economic activities towards them, how they differ from advanced economies, and whether advanced country multinationals are likely to be displaced by competitors from emerging economies as a result.Reading: About Week 6Video: 1. Overlooking the Jet d’Eau, one of the world’s tallest fountains (Geneva, Switzerland)Video: 2. Economic globaloney?Video: 3. Economic distances and international interactionsVideo: 4. Emerging EconomiesVideo: 5. The Big ShiftVideo: 6. Summary       Discussion Prompt: Week 6: Economic Dimension of CAGE FrameworkReading: Required Reading Week 6:In this session, we will review the three broad AAA strategies for dealing with CAGE differences: Adaptation, to adjust to differences across countries to achieve some local responsiveness; Aggregation, to overcome some of the differences across countries and thereby unlock cross-border economies of scale/scope; and Arbitrage, to exploit some of the differences across countries in order to achieve absolute efficiency.Reading: About Week 7Video: 1. Location Video: Seoul, South KoreaVideo: 2. Introduction to AAA StrategiesVideo: 3. Adaptation StrategiesVideo: 4. Aggregation StrategiesVideo: 5. Arbitrage StrategiesVideo: 6. IntegrationDiscussion Prompt: Week 7: AAA StrategiesReading: Required Reading Week 7:This session, which is titled “Globalization and You”, looks at how globalization affects organizations and people, and in particular, you. We take a dual perspective, looking first at the globalization of personnel within and particularly at the top of organizations and second, at the individual or personal level.Reading: About Week 8Video: 1. Globalization at Organizational level Video: 2. Globalization at Personal levelVideo: Closing VideoReading: Required Reading Week 8:Reading: Survey - Personal AssessmentUniversity of LondonInternational Business EnvironmentUniversity of LondonManagement Skills for International BusinessUniversity of LondonQuantitative Foundations for International BusinessUniversity of LondonStatistics for International BusinessUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate Entrepreneurs",
    "Creator": "IESE Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/global-business",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Problem-Solving Skills for University Success",
    "Description": "About this course: In this course, you will learn how to develop your Problem Solving and Creativity Skills to help you achieve success in your university studies. After completing this course, you will be able to:\n\n1. Recognise the importance and function of problem solving and creative thought within academic study and the role of critical thought in creative ideation.\n\n2. Develop a toolkit to be able to identify real problems and goals within ill-defined problems\n\n3. Recognize and apply analytical problem solving techniques\n\n4. Recognise and apply creative problem solving techniques\n\n5. Identify the use of creativity within and types of problems most common to your field \n\n6. Apply learnt problem solving and creative ideation skills to a real-life context and reflect on personal learning processesWEEK 1Introduction to Problem-Solving Skills for University SuccessAfter this module, you will be able to 1. Understand the structure \u0026 expectations of the course 2. Understand expectations about Problem-Solving within academic culture 3. Articulate the skills \u0026 dispositions needed for Problem-Solving 4. Demonstrate awareness of ethical issues related to academic integrity surrounding Problem-Solving6 videos, 8 readings, 4 practice quizzesexpandVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Overview of Weekly Topics \u0026 Learning OutcomesReading: Problem-Solving Skills Assessment OverviewReading: Glossary of TermsReading: AcknowledgementsReading: Learning OutcomesDiscussion Prompt: Brain Teaser: \"The Deadly Lion\"Video: 1.1a Introduction to the CourseDiscussion Prompt: 1.1 Introduction ForumPractice Quiz: 1.1. ReviewReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Problem SolvingPractice Quiz: 1.2 ReviewReading: Learning OutcomesVideo: 1.3a Survival Skills for UniversityPractice Quiz: 1.3 ReviewReading: Learning OutcomesVideo: 1.4 Academic IntegrityDiscussion Prompt: 1.4 Academic IntegrityPractice Quiz: 1.4 ReviewGraded: Summative Quiz - Module 1Graded: Discussion Board Self-Assessment - Module 1WEEK 2Categorise Problems \u0026 The Problem-Solving ProcessAfter this module, you will be able to 1. Categorize different problems based on their type 2. Identify the different problem types most common at university 3. Recognise language associated with descriptive \u0026 analytical problem types 4. Recognise \u0026 apply the four-step problem solving process9 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesDiscussion Prompt: Brain Teaser: Coloured HatsVideo: 2.1a Defining ProblemsVideo: 2.1b Categorizing Problems 1Video: 2.1c Categorizing Problems 2Video: 2.1d Problems in Different FieldsDiscussion Prompt: Types of ProblemsPractice Quiz: 2.1 ReviewReading: Learning OutcomesVideo: 2.2a Descriptive Tasks and ProblemsPractice Quiz: 2.2 ReviewReading: Learning OutcomesVideo: 2.3a Analytical TasksVideo: 2.3b Analytical ProblemsPractice Quiz: 2.3 ReviewReading: Learning OutcomesVideo: 2.4a The Problem Solving ProcessVideo: 2.4b The Problem Solving ProcessPractice Quiz: 2.4 ReviewDiscussion Prompt: The Problem-Solving ProcessGraded: Summative Quiz - Module 2Graded: Discussion Board Self-Assessment - Module 2WEEK 3Understanding Problems, Generating Solutions \u0026 Solution PathsAfter this module, you will be able to 1. Apply strategies to help you better understand a problem \u0026 identify the goal of a problem 2. Generate ideas or approaches for solving a problem 3. Apply strategies to help you find alternative solutions 4. Recognise the place of research \u0026 evidence in problem solving 5. Identify \u0026 justify formulas, theories or outside tools required for problem solving.8 videos, 6 readings, 4 practice quizzesexpandReading: Learning OutcomesDiscussion Prompt: Brain Teaser: Prince's Dilemma Video: 3.1a Understanding the ProblemVideo: 3.1b Strategies for Understanding and Beginning the ProblemVideo: 3.1c Check your Marking Criteria!Reading: 3.1d Strategies for Understanding the ProblemPractice Quiz: 3.1 ReviewReading: Learning OutcomesVideo: 3.2a Starting with What you KnowDiscussion Prompt: Starting with What you KnowReading: 3.2b Brainstorms \u0026 Mind-Maps explainedPractice Quiz: 3.2 ReviewReading: Learning OutcomesVideo: 3.3a Using Specialized KnowledgePractice Quiz: 3.3 ReviewReading: Learning OutcomesVideo: 3.4a Problem-Solving with Special CasesVideo: 3.4b Strategies for Problem-Solving with Specialized Knowledge \u0026 Special CasesVideo: 3.4c Using Special Cases to Solve ProblemsDiscussion Prompt: Understanding the ProblemPractice Quiz: 3.4 ReviewGraded: Summative Quiz - Module 3Graded: Discussion Board Self-Assessment - Module 3WEEK 4Taking Creative \u0026 Critical Approaches to Solving Problems, \u0026 Evaluating SolutionsAfter this module, you will be able to 1. Change analogies \u0026 viewpoints to solve problems. 2. Apply a variety of forms of reasoning \u0026 thinking. 3. Employ creative techniques to the solution of problems. 4. Evaluate a number of solutions to a problem to determine the best one.9 videos, 5 readings, 4 practice quizzesexpandReading: Learning OutcomesDiscussion Prompt: Brain Teaser: 9 Dot ProblemVideo: 4.1a Seeking Different PerspectivesVideo: 4.1b Learning from Other PeopleDiscussion Prompt: Traffic Control InsightPractice Quiz: 4.1 ReviewReading: Learning OutcomesVideo: 4.2a Applying Forms of Reasoning and ThinkingVideo: 4.2b Questioning Assumptions \u0026 Considering AlternativesVideo: Questioning Assumptions: The 9 Dot ProblemPractice Quiz: 4.2 ReviewReading: Learning OutcomesVideo: 4.3a Using Creative StrategiesVideo: 4.3b The Importance of CreativityReading: 4.3c Creative Ideation StrategiesPractice Quiz: 4.3 ReviewReading: Learning OutcomesVideo: 4.4a Evaluating SolutionsVideo: 4.4b Strategies for Evaluating SolutionsDiscussion Prompt: Evaluating SolutionsPractice Quiz: 4.4 ReviewGraded: Summative Quiz - Module 4Graded: Discussion Board Self-Assessment - Module 4WEEK 5Communicating Solutions \u0026 Solving Problems in Academic LifeAfter this module, you will be able to 1. Communicate your solutions to problems to your audience. 2. Study for university exams, \u0026 communicate your solutions to problems in exams. 3. Deal with competing priorities at university. 4. Find solutions to problems that can occur at university.10 videos, 6 readings, 4 practice quizzesexpandReading: Learning OutcomesDiscussion Prompt: Brain Teaser: The Trolley ProblemVideo: 5.1a Communicating SolutionsVideo: 5.1b Communicating Solutions in Written \u0026 Oral FormPractice Quiz: 5.1 ReviewReading: Learning OutcomesVideo: 5.2a Communicating Solutions in ExamsReading: 5.2b Exam ChecklistDiscussion Prompt: Exam StrategiesPractice Quiz: 5.2 ReviewReading: Learning OutcomesVideo: 5.3a Group Problem SolvingVideo: 5.3b Solving Group ProblemsVideo: 5.3c Group Work at UniversityReading: 5.3d Active Listening TechniquesPractice Quiz: 5.3 ReviewReading: Learning OutcomesVideo: 5.4a Problems, Problems, ProblemsVideo: 5.4b Organisation \u0026 Time ManagementVideo: 5.4c Learning to De-Stress \u0026 Let Things GoVideo: 5.4d Where to Find HelpPractice Quiz: 5.4 ReviewDiscussion Prompt: Spy GameGraded: Summative Quiz - Module 5Graded: Discussion Board Self-Assessment - Module 5WEEK 6Summative Assessment3 readingsexpandDiscussion Prompt: End Of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer making activity answersGraded: Describing your Problem-Solving ProcessesAfter this module, you will be able to 1. Understand the structure \u0026 expectations of the course 2. Understand expectations about Problem-Solving within academic culture 3. Articulate the skills \u0026 dispositions needed for Problem-Solving 4. Demonstrate awareness of ethical issues related to academic integrity surrounding Problem-SolvingVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Overview of Weekly Topics \u0026 Learning OutcomesReading: Problem-Solving Skills Assessment OverviewReading: Glossary of TermsReading: AcknowledgementsReading: Learning OutcomesDiscussion Prompt: Brain Teaser: \"The Deadly Lion\"Video: 1.1a Introduction to the CourseDiscussion Prompt: 1.1 Introduction ForumPractice Quiz: 1.1. ReviewReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Problem SolvingPractice Quiz: 1.2 ReviewReading: Learning OutcomesVideo: 1.3a Survival Skills for UniversityPractice Quiz: 1.3 ReviewReading: Learning OutcomesVideo: 1.4 Academic IntegrityDiscussion Prompt: 1.4 Academic IntegrityPractice Quiz: 1.4 ReviewAfter this module, you will be able to 1. Categorize different problems based on their type 2. Identify the different problem types most common at university 3. Recognise language associated with descriptive \u0026 analytical problem types 4. Recognise \u0026 apply the four-step problem solving processReading: Learning OutcomesDiscussion Prompt: Brain Teaser: Coloured HatsVideo: 2.1a Defining ProblemsVideo: 2.1b Categorizing Problems 1Video: 2.1c Categorizing Problems 2Video: 2.1d Problems in Different FieldsDiscussion Prompt: Types of ProblemsPractice Quiz: 2.1 ReviewReading: Learning OutcomesVideo: 2.2a Descriptive Tasks and ProblemsPractice Quiz: 2.2 ReviewReading: Learning OutcomesVideo: 2.3a Analytical TasksVideo: 2.3b Analytical ProblemsPractice Quiz: 2.3 ReviewReading: Learning OutcomesVideo: 2.4a The Problem Solving ProcessVideo: 2.4b The Problem Solving ProcessPractice Quiz: 2.4 ReviewDiscussion Prompt: The Problem-Solving ProcessAfter this module, you will be able to 1. Apply strategies to help you better understand a problem \u0026 identify the goal of a problem 2. Generate ideas or approaches for solving a problem 3. Apply strategies to help you find alternative solutions 4. Recognise the place of research \u0026 evidence in problem solving 5. Identify \u0026 justify formulas, theories or outside tools required for problem solving.Reading: Learning OutcomesDiscussion Prompt: Brain Teaser: Prince's Dilemma Video: 3.1a Understanding the ProblemVideo: 3.1b Strategies for Understanding and Beginning the ProblemVideo: 3.1c Check your Marking Criteria!Reading: 3.1d Strategies for Understanding the ProblemPractice Quiz: 3.1 ReviewReading: Learning OutcomesVideo: 3.2a Starting with What you KnowDiscussion Prompt: Starting with What you KnowReading: 3.2b Brainstorms \u0026 Mind-Maps explainedPractice Quiz: 3.2 ReviewReading: Learning OutcomesVideo: 3.3a Using Specialized KnowledgePractice Quiz: 3.3 ReviewReading: Learning OutcomesVideo: 3.4a Problem-Solving with Special CasesVideo: 3.4b Strategies for Problem-Solving with Specialized Knowledge \u0026 Special CasesVideo: 3.4c Using Special Cases to Solve ProblemsDiscussion Prompt: Understanding the ProblemPractice Quiz: 3.4 ReviewAfter this module, you will be able to 1. Change analogies \u0026 viewpoints to solve problems. 2. Apply a variety of forms of reasoning \u0026 thinking. 3. Employ creative techniques to the solution of problems. 4. Evaluate a number of solutions to a problem to determine the best one.Reading: Learning OutcomesDiscussion Prompt: Brain Teaser: 9 Dot ProblemVideo: 4.1a Seeking Different PerspectivesVideo: 4.1b Learning from Other PeopleDiscussion Prompt: Traffic Control InsightPractice Quiz: 4.1 ReviewReading: Learning OutcomesVideo: 4.2a Applying Forms of Reasoning and ThinkingVideo: 4.2b Questioning Assumptions \u0026 Considering AlternativesVideo: Questioning Assumptions: The 9 Dot ProblemPractice Quiz: 4.2 ReviewReading: Learning OutcomesVideo: 4.3a Using Creative StrategiesVideo: 4.3b The Importance of CreativityReading: 4.3c Creative Ideation StrategiesPractice Quiz: 4.3 ReviewReading: Learning OutcomesVideo: 4.4a Evaluating SolutionsVideo: 4.4b Strategies for Evaluating SolutionsDiscussion Prompt: Evaluating SolutionsPractice Quiz: 4.4 ReviewAfter this module, you will be able to 1. Communicate your solutions to problems to your audience. 2. Study for university exams, \u0026 communicate your solutions to problems in exams. 3. Deal with competing priorities at university. 4. Find solutions to problems that can occur at university.Reading: Learning OutcomesDiscussion Prompt: Brain Teaser: The Trolley ProblemVideo: 5.1a Communicating SolutionsVideo: 5.1b Communicating Solutions in Written \u0026 Oral FormPractice Quiz: 5.1 ReviewReading: Learning OutcomesVideo: 5.2a Communicating Solutions in ExamsReading: 5.2b Exam ChecklistDiscussion Prompt: Exam StrategiesPractice Quiz: 5.2 ReviewReading: Learning OutcomesVideo: 5.3a Group Problem SolvingVideo: 5.3b Solving Group ProblemsVideo: 5.3c Group Work at UniversityReading: 5.3d Active Listening TechniquesPractice Quiz: 5.3 ReviewReading: Learning OutcomesVideo: 5.4a Problems, Problems, ProblemsVideo: 5.4b Organisation \u0026 Time ManagementVideo: 5.4c Learning to De-Stress \u0026 Let Things GoVideo: 5.4d Where to Find HelpPractice Quiz: 5.4 ReviewDiscussion Prompt: Spy GameDiscussion Prompt: End Of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer making activity answersDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyDuke UniversityThink Again IV: How to Avoid FallaciesThe University of SydneyCritical Thinking Skills for University SuccessThe University of SydneyCommunication Skills for University Success",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/problem-solving-skills",
    "Language": "English",
    "Commitment": "6 weeks of study, 2 - 4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "iMOOC102: Mastering American e-Learning",
    "Description": "About this course: This competency-based, skill-building course will help non-U.S. students, first generation immigrants and foreign-born professionals better understand and master American e-Learning, as well as other U.S. virtual environments, for college and career success.\n\nTo excel in American online learning and work environments, international students and foreign-born professionals need to know how American universities and companies use the Internet to organize study and work, develop and execute projects, communicate ideas, collaborate, and solve organizational and technical problems. By taking this course, you will learn how to enhance your cultural knowledge and assess potential skill gaps that may hinder your online experience or negatively impact your performance in U.S. virtual work environments. Throughout the course you will systematically review competencies required for online work, come to better understand common barriers for non-native students and professionals, learn how to detect and overcome competency gaps, and develop plans for self-improvement.\n\nWe hope that you will enjoy the course and invite you to share your own experiences with other students.WEEK 1International learners in U.S. online educationIn this introductory module, we explain why many international online learners and foreign-born professionals experience problems in American e-learning environments and how they can use a competency-based approach to overcome barriers and become fully proficient for college and career success. Your instructors for this week are Dr. Valeri Chukhlomin, Dr. Dana Gliserman-Kopans, Dr. Michele Forte, and Amy Giaculli. Guest lecturers are Prof. Xenia Coulter and Lorette Pellettiere Calix.21 videos, 6 readings, 4 practice quizzesexpandVideo: The iMOOC: What this course is aboutVideo: Meet Alex, the Global Web-SurferPractice Quiz: Do you need this course? Take this self-assessment practice quiz!Video: How this course worksReading: How this course worksReading: How I can contributeVideo: Capstone Project (video and text descriptions)Video: Bonus interview: International students in American online coursesVideo: Alex: How does it work, actually?Video: The problem that we are trying to solve in this coursePractice Quiz: Week 1 Self-assessmentVideo: How to use a competency-based approach to overcome barriersVideo: What is uniquely American in U.S.-based online education?Practice Quiz: Week 1 Lesson 2 practice quiz: Barriers and competenciesVideo: Bonus lecture: The anatomy of a U.S.-style, student-centered, online learning environmentVideo: Bonus interview: A faculty perspective on working with international students in online environmentsVideo: Alex: What do you want to know about the online classroom in the U.S.?Video: Classroom navigationReading: Navigating the online classroomReading: Important skills for online learnersVideo: Getting helpReading: Tips for success in the online environmentVideo: Student information centerVideo: Student servicesVideo: Disability servicesVideo: The U.S. academic systemVideo: Academic qualifications and degreesPractice Quiz: Week 1 Lesson 3 Practice Quiz: U.S. online educationVideo: Bonus lecture: The philosophy of American educationVideo: Bonus lecture: The methodology of American educationReading: Week 1 Learning journalGraded: Week 1 Final quiz: Barriers to U.S. online educationWEEK 2Overcoming barriers of technology, language, and cultureThis week covers three lessons to help you address the key barriers of technology, language, and culture. The first lesson on technology will help you become familiar with the general expectations regarding the technological competencies necessary for your success in the U.S. university environment. Our goal is to make you an expert user of technology which will empower you navigate comfortably through your online learning program with ease, no matter the school or program in which you are enrolled. The remaining two lessons are designed to help you understand the critical language and cross-cultural factors that might either hinder or help your success as a student in an American setting. The main objective is to master the language and cultural competencies that are needed to fulfill the required tasks for efficient and effective cross-cultural communication.  Your instructor for this week is Dr. Bidhan Chandra, capstone task facilitator - Dr. Michele Forte. 12 videos, 11 readings, 4 practice quizzesexpandVideo: Introduction to technology, language, and cultureVideo: The basics of technology for American e-LearningReading: The basics of technology for American e-LearningVideo: Getting through, obtaining information, using systemsReading: Getting through, obtaining information, using systemsVideo: Refining working skillsReading: Refining working skillsVideo: Using e-Learning infrastructureReading: Using e-Learning infrastructureVideo: Bonus Interview: A Faculty Perspective on Technology-Related BarriersPractice Quiz: Week 2: Lesson 1 Practice QuizVideo: Introduction to language and cultureReading: Language barriers in eLearningReading: eLearning vocabulary and other support servicesPractice Quiz: Week 2: Lesson 2 Practice QuizVideo: An International Faculty Perspective 1Video: An International Faculty Perspective 2Video: Culture in general and culture shockReading: Introduction to culture and culture shockReading: Avoiding stereotyping and using generalizationsVideo: Some critical cross-cultural skillsReading: Some critical cross-cultural skillsReading: Basics of American society and cultureVideo: Conclusion to language and culturePractice Quiz: Week 2: Lesson 3 Practice QuizReading: Week 2 Learning journalPractice Quiz: Week 2 Self assessmentGraded: Week 2 Final Quiz: Technology, Language, CultureWEEK 3Navigating the U.S. academic systemIn this week, you will become familiar with the U.S. academic system, concentrating especially on communications and the culture of online environments. We will look closely at the American online classroom and review necessary skills. Your instructor for this week is Dr. Dana Gliserman-Kopans, capstone task facilitator - Dr. Michele Forte. 13 videos, 16 readings, 4 practice quizzesexpandVideo: Introduction to Week 3Reading: Entering the American ClassroomVideo: Understanding the American Education System - A student's perspectiveReading: Student Roles and the Learning EnvironmentVideo: The Role of the Online InstructorReading: Faculty RolesVideo: American Culture in the Classroom - A student's perspectiveReading: Classroom CultureVideo: Understanding the Philosophies Behind American Education - A student's perspectivePractice Quiz: Week 3: Lesson 1 Practice quizVideo: Participating in Classroom Discussions - A student's perspectiveReading: Addressing FacultyVideo: Overcoming Language Barriers - A student's perspectiveReading: Class DiscussionsVideo: Communicating With Your Instructor - A student's perspectiveReading: Intercultural and Cross-Cultural CommunicationVideo: The Online Learning EnvironmentPractice Quiz: Week 3: Lesson 2 Practice quizVideo: Online libraryReading: Becoming a Better WriterReading: The Varieties and Purposes of WritingVideo: Evaluating Information Sources for Audience and PurposeReading: AudienceReading: The Writing ProcessVideo: Narrowing Your TopicReading: Scholarly vs. Popular SourcesReading: Thesis or ClaimVideo: Your Research Question and Thesis StatementReading: Essay structureReading: Tone, Diction, and MechanicsPractice Quiz: Week 3: Lesson 3 Practice quizReading: Week 3 Learning journalPractice Quiz: Week 3 Self assessmentGraded: Week 3 Final quiz: The U.S. Academic SystemWEEK 4Navigating U.S. professional environmentsIn this week, you will become familiar with the professional contexts of U.S. working environments. We will look closely at employability skills such as self-management, problem solving, creativity, and self-directed learning. We will also examine how ethics, leadership, and teamwork skills may contribute to your success in the U.S. professional context. We will close the week by exploring professional contexts in specific areas. Throughout this week, you will be provided with example scenarios to help you get acquainted with the type of interactions that happen in U.S. environments – both work and learning. Your instructor for this week is Dr. Anant Deshpande, capstone task facilitator - Dr. Michele Forte. 23 videos, 8 readings, 4 practice quizzesexpandVideo: What are employability skills?Video: Self-management: IntroductionReading: Self-managementVideo: What is self-management and its importance in online learning?Video: What is problem solving and why is it important?Reading: Problem solvingReading: CreativityVideo: What is self-directed learning?Reading: Self-directed learningVideo: Employability skills - An interview with Sam ConnVideo: What is needed for new hires in the US?Video: How can you be successful in online classes?Practice Quiz: Week 4: Lesson 1 Practice quizVideo: Bonus video: How can you successfully compete in US environment and importance of pre-requisite courses for classesVideo: Bonus video: International students in online environmentsReading: Leadership in the U.S.Video: Leaders and followers (Case animation 1)Video: Leaders and followers (Case animation 2)Video: Leaders and followers (Case animation 3)Video: Leading and working in a virtual teamVideo: What are the competencies required to successfully navigate the American professional environment and what is needed to be successful in the US workforce?Video: An example of participation in a U.S.-based virtual teamVideo: A case scenario of a foreign national in the US: Is it an ethical behavior? (Case animation 4)Reading: Teamwork and Ethics in U.S.-based professional environmentVideo: Ethical leadership in the US contextPractice Quiz: Week 4: Lesson 2 Practice quizVideo: Professional contexts in specific areas: IntroductionReading: Pre-requisites, professional culture and legal contexts in the US based work environmentsVideo: The importance of pre-requisitesVideo: Getting acquainted with the U.S.-based working environmentVideo: How can you better transition to a U.S.-based professional environmentVideo: A case scenario of a foreign national facing a dilemma about seeking legal help in a U.S.-based workplace (Case animation 5)Practice Quiz: Week 4: Lesson 3 Practice quizReading: Week 4 Learning journalPractice Quiz: Week 4 Self-assessmentGraded: Week 4 Final quiz: U.S. Professional ContextsWEEK 5The final week: Capstone Project and course reviewWhether taking an online course or taking a training module, navigating American e-Learning systems can be rewarding – but also very challenging.In this week, you will submit a Capstone Project.  This project will ask you to identify a barrier you might face in this environment, think about the competencies implied in that barrier, and then create your final project -- a plan for improvement. Complete the Capstone Project peer-review assignment and the-end-of-the-course survey. Your instructors for this week are Dr. Michele Forte, Dr. Anant Deshpande, Dr. Valeri Chukhlomin and Dr. Tonka Jokelova.3 videos, 4 readingsexpandReading: Overview for the Capstone Project: A Plan for Self-ImprovementReading: End-of-the-course surveyVideo: Stefan Van der Vyver, South AfricaVideo: Iman Sedighi, IranVideo: Irina Zakharova, RussiaReading: Course Developers and ContributorsReading: Re-use of Course MaterialsGraded: The Capstone Project: Your Plan for Self-ImprovementIn this introductory module, we explain why many international online learners and foreign-born professionals experience problems in American e-learning environments and how they can use a competency-based approach to overcome barriers and become fully proficient for college and career success. Your instructors for this week are Dr. Valeri Chukhlomin, Dr. Dana Gliserman-Kopans, Dr. Michele Forte, and Amy Giaculli. Guest lecturers are Prof. Xenia Coulter and Lorette Pellettiere Calix.Video: The iMOOC: What this course is aboutVideo: Meet Alex, the Global Web-SurferPractice Quiz: Do you need this course? Take this self-assessment practice quiz!Video: How this course worksReading: How this course worksReading: How I can contributeVideo: Capstone Project (video and text descriptions)Video: Bonus interview: International students in American online coursesVideo: Alex: How does it work, actually?Video: The problem that we are trying to solve in this coursePractice Quiz: Week 1 Self-assessmentVideo: How to use a competency-based approach to overcome barriersVideo: What is uniquely American in U.S.-based online education?Practice Quiz: Week 1 Lesson 2 practice quiz: Barriers and competenciesVideo: Bonus lecture: The anatomy of a U.S.-style, student-centered, online learning environmentVideo: Bonus interview: A faculty perspective on working with international students in online environmentsVideo: Alex: What do you want to know about the online classroom in the U.S.?Video: Classroom navigationReading: Navigating the online classroomReading: Important skills for online learnersVideo: Getting helpReading: Tips for success in the online environmentVideo: Student information centerVideo: Student servicesVideo: Disability servicesVideo: The U.S. academic systemVideo: Academic qualifications and degreesPractice Quiz: Week 1 Lesson 3 Practice Quiz: U.S. online educationVideo: Bonus lecture: The philosophy of American educationVideo: Bonus lecture: The methodology of American educationReading: Week 1 Learning journalThis week covers three lessons to help you address the key barriers of technology, language, and culture. The first lesson on technology will help you become familiar with the general expectations regarding the technological competencies necessary for your success in the U.S. university environment. Our goal is to make you an expert user of technology which will empower you navigate comfortably through your online learning program with ease, no matter the school or program in which you are enrolled. The remaining two lessons are designed to help you understand the critical language and cross-cultural factors that might either hinder or help your success as a student in an American setting. The main objective is to master the language and cultural competencies that are needed to fulfill the required tasks for efficient and effective cross-cultural communication.  Your instructor for this week is Dr. Bidhan Chandra, capstone task facilitator - Dr. Michele Forte. Video: Introduction to technology, language, and cultureVideo: The basics of technology for American e-LearningReading: The basics of technology for American e-LearningVideo: Getting through, obtaining information, using systemsReading: Getting through, obtaining information, using systemsVideo: Refining working skillsReading: Refining working skillsVideo: Using e-Learning infrastructureReading: Using e-Learning infrastructureVideo: Bonus Interview: A Faculty Perspective on Technology-Related BarriersPractice Quiz: Week 2: Lesson 1 Practice QuizVideo: Introduction to language and cultureReading: Language barriers in eLearningReading: eLearning vocabulary and other support servicesPractice Quiz: Week 2: Lesson 2 Practice QuizVideo: An International Faculty Perspective 1Video: An International Faculty Perspective 2Video: Culture in general and culture shockReading: Introduction to culture and culture shockReading: Avoiding stereotyping and using generalizationsVideo: Some critical cross-cultural skillsReading: Some critical cross-cultural skillsReading: Basics of American society and cultureVideo: Conclusion to language and culturePractice Quiz: Week 2: Lesson 3 Practice QuizReading: Week 2 Learning journalPractice Quiz: Week 2 Self assessmentIn this week, you will become familiar with the U.S. academic system, concentrating especially on communications and the culture of online environments. We will look closely at the American online classroom and review necessary skills. Your instructor for this week is Dr. Dana Gliserman-Kopans, capstone task facilitator - Dr. Michele Forte. Video: Introduction to Week 3Reading: Entering the American ClassroomVideo: Understanding the American Education System - A student's perspectiveReading: Student Roles and the Learning EnvironmentVideo: The Role of the Online InstructorReading: Faculty RolesVideo: American Culture in the Classroom - A student's perspectiveReading: Classroom CultureVideo: Understanding the Philosophies Behind American Education - A student's perspectivePractice Quiz: Week 3: Lesson 1 Practice quizVideo: Participating in Classroom Discussions - A student's perspectiveReading: Addressing FacultyVideo: Overcoming Language Barriers - A student's perspectiveReading: Class DiscussionsVideo: Communicating With Your Instructor - A student's perspectiveReading: Intercultural and Cross-Cultural CommunicationVideo: The Online Learning EnvironmentPractice Quiz: Week 3: Lesson 2 Practice quizVideo: Online libraryReading: Becoming a Better WriterReading: The Varieties and Purposes of WritingVideo: Evaluating Information Sources for Audience and PurposeReading: AudienceReading: The Writing ProcessVideo: Narrowing Your TopicReading: Scholarly vs. Popular SourcesReading: Thesis or ClaimVideo: Your Research Question and Thesis StatementReading: Essay structureReading: Tone, Diction, and MechanicsPractice Quiz: Week 3: Lesson 3 Practice quizReading: Week 3 Learning journalPractice Quiz: Week 3 Self assessmentIn this week, you will become familiar with the professional contexts of U.S. working environments. We will look closely at employability skills such as self-management, problem solving, creativity, and self-directed learning. We will also examine how ethics, leadership, and teamwork skills may contribute to your success in the U.S. professional context. We will close the week by exploring professional contexts in specific areas. Throughout this week, you will be provided with example scenarios to help you get acquainted with the type of interactions that happen in U.S. environments – both work and learning. Your instructor for this week is Dr. Anant Deshpande, capstone task facilitator - Dr. Michele Forte. Video: What are employability skills?Video: Self-management: IntroductionReading: Self-managementVideo: What is self-management and its importance in online learning?Video: What is problem solving and why is it important?Reading: Problem solvingReading: CreativityVideo: What is self-directed learning?Reading: Self-directed learningVideo: Employability skills - An interview with Sam ConnVideo: What is needed for new hires in the US?Video: How can you be successful in online classes?Practice Quiz: Week 4: Lesson 1 Practice quizVideo: Bonus video: How can you successfully compete in US environment and importance of pre-requisite courses for classesVideo: Bonus video: International students in online environmentsReading: Leadership in the U.S.Video: Leaders and followers (Case animation 1)Video: Leaders and followers (Case animation 2)Video: Leaders and followers (Case animation 3)Video: Leading and working in a virtual teamVideo: What are the competencies required to successfully navigate the American professional environment and what is needed to be successful in the US workforce?Video: An example of participation in a U.S.-based virtual teamVideo: A case scenario of a foreign national in the US: Is it an ethical behavior? (Case animation 4)Reading: Teamwork and Ethics in U.S.-based professional environmentVideo: Ethical leadership in the US contextPractice Quiz: Week 4: Lesson 2 Practice quizVideo: Professional contexts in specific areas: IntroductionReading: Pre-requisites, professional culture and legal contexts in the US based work environmentsVideo: The importance of pre-requisitesVideo: Getting acquainted with the U.S.-based working environmentVideo: How can you better transition to a U.S.-based professional environmentVideo: A case scenario of a foreign national facing a dilemma about seeking legal help in a U.S.-based workplace (Case animation 5)Practice Quiz: Week 4: Lesson 3 Practice quizReading: Week 4 Learning journalPractice Quiz: Week 4 Self-assessmentWhether taking an online course or taking a training module, navigating American e-Learning systems can be rewarding – but also very challenging.In this week, you will submit a Capstone Project.  This project will ask you to identify a barrier you might face in this environment, think about the competencies implied in that barrier, and then create your final project -- a plan for improvement. Complete the Capstone Project peer-review assignment and the-end-of-the-course survey. Your instructors for this week are Dr. Michele Forte, Dr. Anant Deshpande, Dr. Valeri Chukhlomin and Dr. Tonka Jokelova.Reading: Overview for the Capstone Project: A Plan for Self-ImprovementReading: End-of-the-course surveyVideo: Stefan Van der Vyver, South AfricaVideo: Iman Sedighi, IranVideo: Irina Zakharova, RussiaReading: Course Developers and ContributorsReading: Re-use of Course MaterialsUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "The State University of New York",
    "Level": "",
    "URL": "https://coursera.org/learn/e-learning",
    "Language": "English",
    "Commitment": "5 weeks, 4-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.8 stars"
  },
  {
    "Title": "Social Science Approaches to the Study of Chinese Society Part 1",
    "Description": "About this course: This course seeks to turn learners into informed consumers of social science research. It introduces concepts, standards, and principles of social science research to the interested non-expert. Learners who complete the course will be able to assess evidence and critically evaluate claims about important social phenomena. It reviews the origins and development of social science, describes the process of discovery in contemporary social science research, and explains how contemporary social science differs from apparently related fields. It describes the goals, basic paradigms, and methodologies of the major social science disciplines. It offers an overview of the major questions that are the focus of much contemporary social science research, overall and for China. Special emphasis is given to explaining the challenges that social scientists face in drawing conclusions about cause and effect from their studies, and offers an overview of the approaches that are used to overcome these challenges. Explanation is non-technical and does not involve mathematics. Statistics and quantitative methods are not covered. \n\nExplore the big questions in social science and learn how you can be a critical, informed consumer of social science research. \n\nCourse Overview video: https://youtu.be/QuMOAlwhpvU\n\nAfter you complete Part 1, enroll in Part 2 to learn how to be a PRODUCER of Social science research. \nPart 2:  https://www.coursera.org/learn/social-science-research-chinese-societyWEEK 1What is social science?Welcome to Social Science Approaches to the Study of Chinese Society Part 1! Part 1 focuses on being a CONSUMER of social science research.  Take some time to review the Course Overview video and the assignments for this course. In Week 1, we will explore What is Social Science.  By the end of this week, you will be able to understand the differences between social science from humanities, natural and life sciences, outline the origins of social science and have a grasp of key definitions and terms.8 videos, 4 readingsexpandVideo: Course OverviewReading: Assignments \u0026 GradingDiscussion Prompt: Meet and Greet your peers!Reading: Suggested Reading List (Optional)Video: 1.1 OverviewVideo: 1.2 Why social science is a scienceVideo: 1.3 Theory and evidence in social scienceVideo: 1.4 The origins of social scienceVideo: 1.5 Social science as a new way to study societyVideo: 1.6 Differences between social science and other disciplinesVideo: 1.7 SummaryDiscussion Prompt: Interest in social scienceReading: Week 1 General Reading ListReading: Week 1 Classics Reading ListGraded: Week 1 - What is social science?WEEK 2The Big QuestionsIn Week 2, we will focus on The Big Questions. By the end of this week, you should have some sense of the range of questions that are the focus of much social science research. The next week, Week 3, will expand on China specific research.7 videos, 1 readingexpandVideo: 2.1 OverviewVideo: 2.2 InequalityVideo: 2.3 FamilyVideo: 2.4 Social context and individual outcomesVideo: 2.5 DivergenceVideo: 2.6 Political and social changeVideo: 2.7 SummaryDiscussion Prompt: The Big QuestionsReading: Week 2 The Big Questions ReadingGraded: Week 2 - The Big QuestionsWEEK 3Social Science Research on ChinaIn Week 3, we will focus on Social Science Research on China. By the end of this week, you should have some sense of major topics in current social science research on China.7 videos, 1 readingexpandVideo: 3.1 OverviewVideo: 3.2 Change and continuityVideo: 3.3 FamilyVideo: 3.4 Population agingVideo: 3.5 MigrationVideo: 3.6 Education, Health, and WellbeingVideo: 3.7 SummaryDiscussion Prompt: Notable changes in (Chinese) societyReading: Week 3 Social Science Research on China ResourcesGraded: Week 3 - Social science research on ChinaWEEK 4The Social Science DisciplinesIn Week 4, we will focus on The Social Science Disciplines. By the end of this week, you should have a better understanding of the emphases of each of the major social science disciplines, and the differences between the disciplines.7 videos, 1 readingexpandVideo: 4.1 OverviewVideo: 4.2 SociologyVideo: 4.3 Political ScienceVideo: 4.4 EconomicsVideo: 4.5 AnthropologyVideo: 4.6 Other disciplinesVideo: 4.7 SummaryDiscussion Prompt: Social science disciplinesReading: Week 4 Social Science Disciplines ReadingGraded: Week 4 - Social science disciplinesWEEK 5Study DesignsIn Week 5, we will focus on Study Designs. By the end of this week, you should understand the differences between the most common types of study, and have some sense of the settings in which each is most relevant.8 videos, 1 readingexpandVideo: 5.1 OverviewVideo: 5.2 What is a study?Video: 5.3 Experimental and observational studiesVideo: 5.4 Cross-sectional studiesVideo: 5.4 Longitudinal studiesVideo: 5.6 Qualitative and quantitative studiesVideo: 5.7 Macro and micro studiesVideo: 5.8 SummaryDiscussion Prompt: Study DesignsReading: Week 5 Study Designs ReadingGraded: Week 5 Study DesignsWEEK 6ChallengesIn Week 6, we will focus on Challenges. By the end of this week, you should be able to have a better understanding of key challenges to interpreting results from social science research, and be able to reflect on potential problems with study design.8 videos, 1 readingexpandVideo: 6.1 OverviewVideo: 6.2 RepresentativenessVideo: 6.3 Selection biasVideo: 6.4 Omitted variablesVideo: 6.5 Reverse causalityVideo: 6.6 The ecological fallacyVideo: 6.7 Validity of measuresVideo: 6.8 SummaryDiscussion Prompt: Challenges in social science researchReading: Week 6 Causation vs CorrelationGraded: Week 6 - ChallengesWEEK 7Cause and EffectIn Week 7, we will focus on Cause and Effect. By the end of this week, you should understand the basic approaches that social scientists follow in trying to establish that an observed relationship reflects cause and effect.8 videos, 1 readingexpandVideo: 7.1 OverviewVideo: 7.2 Experimental designsVideo: 7.3 Cause and effect in observational studiesVideo: 7.4 Control variablesVideo: 7.5 Natural/quasi experimentsVideo: 7.6 Instrumental variablesVideo: 7.7 Matching approachesVideo: 7.8 SummaryDiscussion Prompt: Cause and effectReading: Week 7 Measuring Causal RelationshipsGraded: Week 7 - Cause and effectWEEK 8Final ExamYou've reached the final exam week!  Complete the final exam and post-course survey. Your feedback can help us improve future iterations of the course.  \n\nGood luck on the exam and hope to see you in Social Science Approaches Part 2. https://www.coursera.org/learn/social-science-research-chinese-society1 video, 1 practice quizexpandVideo: Concluding RemarksPractice Quiz: Post-course surveyGraded: Final ExamWelcome to Social Science Approaches to the Study of Chinese Society Part 1! Part 1 focuses on being a CONSUMER of social science research.  Take some time to review the Course Overview video and the assignments for this course. In Week 1, we will explore What is Social Science.  By the end of this week, you will be able to understand the differences between social science from humanities, natural and life sciences, outline the origins of social science and have a grasp of key definitions and terms.Video: Course OverviewReading: Assignments \u0026 GradingDiscussion Prompt: Meet and Greet your peers!Reading: Suggested Reading List (Optional)Video: 1.1 OverviewVideo: 1.2 Why social science is a scienceVideo: 1.3 Theory and evidence in social scienceVideo: 1.4 The origins of social scienceVideo: 1.5 Social science as a new way to study societyVideo: 1.6 Differences between social science and other disciplinesVideo: 1.7 SummaryDiscussion Prompt: Interest in social scienceReading: Week 1 General Reading ListReading: Week 1 Classics Reading ListVideo: 2.1 OverviewVideo: 2.2 InequalityVideo: 2.3 FamilyVideo: 2.4 Social context and individual outcomesVideo: 2.5 DivergenceVideo: 2.6 Political and social changeVideo: 2.7 SummaryDiscussion Prompt: The Big QuestionsReading: Week 2 The Big Questions ReadingVideo: 3.1 OverviewVideo: 3.2 Change and continuityVideo: 3.3 FamilyVideo: 3.4 Population agingVideo: 3.5 MigrationVideo: 3.6 Education, Health, and WellbeingVideo: 3.7 SummaryDiscussion Prompt: Notable changes in (Chinese) societyReading: Week 3 Social Science Research on China ResourcesVideo: 4.1 OverviewVideo: 4.2 SociologyVideo: 4.3 Political ScienceVideo: 4.4 EconomicsVideo: 4.5 AnthropologyVideo: 4.6 Other disciplinesVideo: 4.7 SummaryDiscussion Prompt: Social science disciplinesReading: Week 4 Social Science Disciplines ReadingVideo: 5.1 OverviewVideo: 5.2 What is a study?Video: 5.3 Experimental and observational studiesVideo: 5.4 Cross-sectional studiesVideo: 5.4 Longitudinal studiesVideo: 5.6 Qualitative and quantitative studiesVideo: 5.7 Macro and micro studiesVideo: 5.8 SummaryDiscussion Prompt: Study DesignsReading: Week 5 Study Designs ReadingVideo: 6.1 OverviewVideo: 6.2 RepresentativenessVideo: 6.3 Selection biasVideo: 6.4 Omitted variablesVideo: 6.5 Reverse causalityVideo: 6.6 The ecological fallacyVideo: 6.7 Validity of measuresVideo: 6.8 SummaryDiscussion Prompt: Challenges in social science researchReading: Week 6 Causation vs CorrelationVideo: 7.1 OverviewVideo: 7.2 Experimental designsVideo: 7.3 Cause and effect in observational studiesVideo: 7.4 Control variablesVideo: 7.5 Natural/quasi experimentsVideo: 7.6 Instrumental variablesVideo: 7.7 Matching approachesVideo: 7.8 SummaryDiscussion Prompt: Cause and effectReading: Week 7 Measuring Causal RelationshipsYou've reached the final exam week!  Complete the final exam and post-course survey. Your feedback can help us improve future iterations of the course.  \n\nGood luck on the exam and hope to see you in Social Science Approaches Part 2. https://www.coursera.org/learn/social-science-research-chinese-societyVideo: Concluding RemarksPractice Quiz: Post-course surveyThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in ChinaThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-science-study-chinese-society",
    "Language": "English",
    "Commitment": "1-2 hours a week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Performance Assessment in the Virtual Classroom",
    "Description": "About this course: Effective measures of performance and assessment are a crucial component of any virtual program. Teachers and administrators must understand both the myths and challenges of assessing performance virtually, administering standardized testing with geographical challenges, and complying with state and local requirements to make sure students are meeting requirements. This course will discuss student performance in a virtual classroom, formats of virtual assessments, assessing special populations, including at-risk, gifted, and special needs students, data analysis of virtual course gradebooks, and learning management systems as related to performance and assessment. This course will enable teachers to see the importance of communication and organization in managing virtual caseloads, and monitoring student learning remotely through the effective use of learning management system features.WEEK 1Week 1: The Importance of Performance and Assessment in the Virtual ClassroomWelcome to the course! Begin by watching the welcome video and familiarizing yourself with the course. This week, we will discuss the importance of performance and assessment in the virtual classroom. We will also review math topics that can be applied to grade book management in your own virtual course.8 videos, 3 readingsexpandReading: About this CourseReading: Pre-Course SurveyVideo: Welcome to Week 1Video: The Importance of Student Performance in a Virtual World (Lesson 1)Video: The Importance of Student Performance in a Virtual World (Lesson 2)Video: The Importance of Student Performance in a Virtual World (Lesson 3)Video: The Importance of Student Performance in a Virtual World (Lesson 4)Video: The Importance of Student Performance in a Virtual World (Lesson 5)Video: The Importance of Student Performance in a Virtual World (Lesson 6)Video: Week 1: Math TopicsReading: Week 1: Optional ResourcesGraded: Quiz 1WEEK 2Week 2: Assessing Students Virtually, Academic Integrity, and Administering High Stakes Testing at a DistanceIn week two, we will address the concerns regarding academic integrity as well as the challenges that have arisen due to the nature of the environment and how we can combat some of these challenges. We will also be taking a look at how to virtually assess a student's performance and how to administer high stakes tests in a virtual setting. 5 videos, 1 readingexpandVideo: Welcome to Week 2Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 1)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 2)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 3)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 4)Reading: Week 2: Optional ResourcesGraded: Quiz 2WEEK 3Week 3: Data Analysis and Grade book Management in the Virtual ClassroomIn week three, we will cover some of the best practices for data analysis and grade book management and the intended and unintended consequences for using these types of practices. 5 videos, 2 readingsexpandVideo: Welcome to Week 3Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 1)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 2)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 3)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 4)Reading: Week 3: Optional ResourcesReading: About the AssignmentGraded: Analyze the GradebookGraded: Quiz 3WEEK 4Week 4: Performance and Assessment for Special Populations: Gifted, At-Risk, and Special Needs StudentsIn week four, we will be taking a look at the different ways in which we will need to assess students based upon the type of student that they are, as well as how we can accommodate their needs and work together with them. 6 videos, 1 readingexpandVideo: Welcome to Week 4Video: Performance and Assessment for Special Populations (Lesson 1)Video: Performance and Assessment for Special Populations (Lesson 2)Video: Performance and Assessment for Special Populations (Lesson 3)Video: Performance and Assessment for Special Populations (Lesson 4)Video: Performance and Assessment for Special Populations (Lesson 5)Reading: Week 4: Optional ResourcesGraded: Quiz 4WEEK 5Week 5: Instructional Feedback, Monitoring Performance and Assessment Using TechnologyIn this last week, we will discuss the importance of instructional feedback in this type of online setting, how instructional feedback affects a student's performance, monitoring their performance, and assessing their performance using technology. 5 videos, 3 readingsexpandVideo: Welcome to Week 5Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 1)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 2)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 3)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 4)Reading: Week 5: Optional ResourcesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyGraded: Final QuizWelcome to the course! Begin by watching the welcome video and familiarizing yourself with the course. This week, we will discuss the importance of performance and assessment in the virtual classroom. We will also review math topics that can be applied to grade book management in your own virtual course.Reading: About this CourseReading: Pre-Course SurveyVideo: Welcome to Week 1Video: The Importance of Student Performance in a Virtual World (Lesson 1)Video: The Importance of Student Performance in a Virtual World (Lesson 2)Video: The Importance of Student Performance in a Virtual World (Lesson 3)Video: The Importance of Student Performance in a Virtual World (Lesson 4)Video: The Importance of Student Performance in a Virtual World (Lesson 5)Video: The Importance of Student Performance in a Virtual World (Lesson 6)Video: Week 1: Math TopicsReading: Week 1: Optional ResourcesIn week two, we will address the concerns regarding academic integrity as well as the challenges that have arisen due to the nature of the environment and how we can combat some of these challenges. We will also be taking a look at how to virtually assess a student's performance and how to administer high stakes tests in a virtual setting. Video: Welcome to Week 2Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 1)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 2)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 3)Video: Academic Integrity, Virtual Assessments, and High Stakes Testing (Lesson 4)Reading: Week 2: Optional ResourcesVideo: Welcome to Week 3Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 1)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 2)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 3)Video: Data Analysis and Gradebook Management in the Virtual Classroom (Lesson 4)Reading: Week 3: Optional ResourcesReading: About the AssignmentVideo: Welcome to Week 4Video: Performance and Assessment for Special Populations (Lesson 1)Video: Performance and Assessment for Special Populations (Lesson 2)Video: Performance and Assessment for Special Populations (Lesson 3)Video: Performance and Assessment for Special Populations (Lesson 4)Video: Performance and Assessment for Special Populations (Lesson 5)Reading: Week 4: Optional ResourcesVideo: Welcome to Week 5Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 1)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 2)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 3)Video: Instructional Feedback, Monitoring Performance, and Technology (Lesson 4)Reading: Week 5: Optional ResourcesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital AgeUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/performance-assessment",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "U101: Understanding College and College Life",
    "Description": "About this course: College can be confusing and intimidating, but U101 can help. If you were just admitted to college and are nervous about what the next step in life might look like, this course is for you. If you are the parent of a newly admitted college student and curious about what college life is like, this course is also for you. \n\nWhile your specific college will, no doubt, provide additional orientation material, we wanted to give some basic information about what life might be like at a large American University. You might be years away from college or enrolled right now; either way, U101 has some excellent advice from college students, professors, administrators, and staff.\n\nAt the conclusion of the course, learners should:\n1. Understand the basics of how colleges and universities operate. \n2. Identify and describe what faculty are looking for in college-level academic work. \n3. List some effective study strategies. \n4. Identify some strategies for exploring and selecting a major. \n5. Identify the various types of grants and scholarships available and describe the steps involved in applying to these.\n6. Discuss the college life, with special attention to the benefits/limitations of living on or off campus. \n7. Identify some strategies for getting the most out of campus life activities (investigating student clubs, fraternities, sororities, etc.).\n\nThe course is divided into 4 weeks/8 lessons, which provide an overview of the different aspects of college life. If you were just watching the videos and looking at some of the links, the whole course would take about 4-5 hours. \n\nWeek 1\nLesson 1. Welcome to U101!\nLesson 2. Understanding the Nature of College\n\nWeek 2\nLesson 3. Succeeding as a Student\nLesson 4. Building Your Major\n\nWeek 3\nLesson 5. Financing Your Education\nLesson 6. Living On and Off Campus\n\nWeek 4\nLesson 7. Getting Involved in Campus Life\nLesson 8. Conclusion\n\nPlease join us for a short exploration of modern American Colleges. Hopefully, this course can help demystify your upcoming college experience.WEEK 1Welcome to U101!Welcome to University 101. This short course will help you get the most out of your college experience. We want to help incoming undergraduates understand their universities. This opening module lays out what the course is and how you will navigate this online space. 2 videos, 3 readingsexpandVideo: WelcomeVideo: Course DesignReading: Course PreviewReading: How to Use Discussion ForumsReading: Get to Know Your ClassmatesUnderstanding the Nature of College   Now that we have discussed the basic approach in this course, we can dive into the material. A good place to start would be understanding how the university operates. Modern universities are large, complex organizations employing thousands of different teaching and researching faculty, all of who have slightly different roles. College isn’t simply larger than high school, it is structured differently. 3 videos, 3 readingsexpandReading: Key termsVideo: What's college life like?Video: What do faculty do?Video: How do colleges work?Reading: ReviewReading: ResourcesGraded: Understanding the Nature of CollegeGraded: Reflection: Mapping your interestsWEEK 2Succeeding as a StudentYou’re coming to college to get an education. Classes will take up a significant amount of your time, so we should discuss some strategies for success. As discussed in the last module, high school differs significantly from college. Incoming freshmen are often most worried about the classes. You have much more flexible time, but that time needs to be filled with self-directed study. In this unit, we’ll talk a bit about how understanding these classes and studying effectively for them. 4 videos, 3 readingsexpandReading: Preparing for a college educationVideo: Studying in collegeVideo: Faculty expectationsVideo: Using the librariesVideo: Finding additional resourcesReading: ReviewReading: ResourcesGraded: Succeeding as a StudentGraded: Reflection: Planning for StudyingBuilding Your EducationOne of your big questions at college is, “What should I major in?” This module will tackle this question head on. In all honesty, what you major in matters less than how you prepare yourself to be an expert in an area. This requires you to move beyond simply your major and take ownership of your intellectual and professional development during your college years.4 videos, 3 readingsexpandReading: What do you want to major in?Video: Learning in collegeVideo: Choosing a majorVideo: Applying to a majorVideo: Working with faculty membersReading: ReviewReading: ResourcesGraded: Building Your EducationGraded: Reflection: Finding and Following Your InterestsWEEK 3Financing Your EducationPaying for college is a challenge. This module will talk about some strategies for budgeting your money while at college and all the options available to you for funding. There are so many different resources out there to help you pay for college. Regrettably, these are so broad that students remain unaware of them. This module should direct you to some of the most fruitful areas for finding funding. 2 videos, 3 readingsexpandReading: Finances in CollegeVideo: Budgeting in collegeVideo: Finding grants and financial aidReading: ReviewReading: ResourcesGraded: Financing Your EducationGraded: Reflection: Money MattersLiving On and Off CampusAre you going to live on-campus or off? There are strengths and benefits to doing both. This module will talk to some students about their experiences living on and off campus. Wherever you live while at college, odds are that you will experience homesickness at some point. This is entirely natural. We’ll talk a bit about why this happens and identify a few strategies for effectively dealing with homesickness. 3 videos, 2 readingsexpandVideo: Transitioning to a new living environmentVideo: Living on campusVideo: Living off campusReading: ReviewReading: ResourcesGraded: Living on and off campusGraded: Reflection: Where to live?WEEK 4Getting Involved in Campus LifeGoing to your classes is probably the most important thing you’ll do during your time here. But it won’t be the only thing. Campus clubs and groups offer you a great opportunity to experience new things and ideas during your time here. They can introduce you to lifelong friends and enrich your education in untold ways. This module will talk about some options for getting involved in campus life. 2 videos, 4 readingsexpandVideo: Finding your placeVideo: Understanding fraternities and sororitiesReading: Student clubs and organizationsReading: Health and WellnessReading: ReviewReading: ResourcesGraded: Getting involved in campus lifeGraded: Reflection: How will you get involved?ConclusionHere we are at the end of this online orientation. Thank you for participating. This module will recap the key themes from the course and help you figure out what to do next as you prepare to enroll in college. Good Luck!1 videoexpandVideo: Review and Thank YouWelcome to University 101. This short course will help you get the most out of your college experience. We want to help incoming undergraduates understand their universities. This opening module lays out what the course is and how you will navigate this online space. Video: WelcomeVideo: Course DesignReading: Course PreviewReading: How to Use Discussion ForumsReading: Get to Know Your ClassmatesNow that we have discussed the basic approach in this course, we can dive into the material. A good place to start would be understanding how the university operates. Modern universities are large, complex organizations employing thousands of different teaching and researching faculty, all of who have slightly different roles. College isn’t simply larger than high school, it is structured differently. Reading: Key termsVideo: What's college life like?Video: What do faculty do?Video: How do colleges work?Reading: ReviewReading: ResourcesYou’re coming to college to get an education. Classes will take up a significant amount of your time, so we should discuss some strategies for success. As discussed in the last module, high school differs significantly from college. Incoming freshmen are often most worried about the classes. You have much more flexible time, but that time needs to be filled with self-directed study. In this unit, we’ll talk a bit about how understanding these classes and studying effectively for them. Reading: Preparing for a college educationVideo: Studying in collegeVideo: Faculty expectationsVideo: Using the librariesVideo: Finding additional resourcesReading: ReviewReading: ResourcesOne of your big questions at college is, “What should I major in?” This module will tackle this question head on. In all honesty, what you major in matters less than how you prepare yourself to be an expert in an area. This requires you to move beyond simply your major and take ownership of your intellectual and professional development during your college years.Reading: What do you want to major in?Video: Learning in collegeVideo: Choosing a majorVideo: Applying to a majorVideo: Working with faculty membersReading: ReviewReading: ResourcesPaying for college is a challenge. This module will talk about some strategies for budgeting your money while at college and all the options available to you for funding. There are so many different resources out there to help you pay for college. Regrettably, these are so broad that students remain unaware of them. This module should direct you to some of the most fruitful areas for finding funding. Reading: Finances in CollegeVideo: Budgeting in collegeVideo: Finding grants and financial aidReading: ReviewReading: ResourcesAre you going to live on-campus or off? There are strengths and benefits to doing both. This module will talk to some students about their experiences living on and off campus. Wherever you live while at college, odds are that you will experience homesickness at some point. This is entirely natural. We’ll talk a bit about why this happens and identify a few strategies for effectively dealing with homesickness. Video: Transitioning to a new living environmentVideo: Living on campusVideo: Living off campusReading: ReviewReading: ResourcesGoing to your classes is probably the most important thing you’ll do during your time here. But it won’t be the only thing. Campus clubs and groups offer you a great opportunity to experience new things and ideas during your time here. They can introduce you to lifelong friends and enrich your education in untold ways. This module will talk about some options for getting involved in campus life. Video: Finding your placeVideo: Understanding fraternities and sororitiesReading: Student clubs and organizationsReading: Health and WellnessReading: ReviewReading: ResourcesVideo: Review and Thank YouUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of Washington",
    "Level": "",
    "URL": "https://coursera.org/learn/college-life",
    "Language": "English",
    "Commitment": "4 weeks of study, 1 hour/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Orchestrating Whole Classroom Discussion",
    "Description": "About this course: This course offers strategies that can lead to richer, more productive, whole-class discussions in their classrooms. Focusing on how to prepare for discussion, this course is for anyone who leads, wants to lead, or is interested in how teachers lead discussion.\n\nAcross the 4 sessions in this course, we’ll learn more about what teachers and students need to do to prepare for rich discussions, including understanding:\n\n1. What is (and isn't) discussion, and why discussion is important\n2. How teachers set goals for discussion, and establish explicit norms that support these objectives\n3. How teachers select texts and prepare text-based questions to guide the conversation\n4. How teachers – based on these goals, norms, texts, and questions – then prepare students for the whole-class discussion\n\nThe course consists of short videos interspersed with various thinking tasks—such as reflecting on videos of classroom discussions in action, and designing and receiving peer feedback on aspects of a Discussion Plan,  a plan for a discussion you’ll lead in your own classroom.WEEK 1What is discussion? Why discuss?6 videos, 4 readings, 2 practice quizzesexpandVideo: Introduction to your courseReading: Your first taskVideo: Whole Class Discussion VideoPractice Quiz: Whole Class Discussion Example ReviewReading: Tell us about you!Video: Why discuss?Reading: Whole Class Discussion Non-ExampleVideo: Debriefing the Non-exampleReading: Classroom Discussion Example PreviewVideo: Classroom Discussion ExamplePractice Quiz: Classroom Discussion Example ReviewVideo: Into, Through, and BeyondGraded: Peer Response Assignment 1WEEK 2Setting Goals and Establishing Norms for DiscussionSetting Goals and Establishing Norms for Discussion8 videos, 4 readings, 3 practice quizzesexpandVideo: Session 2 GoalsReading: What to consider when watching The House on Mango Street discussionVideo: A class discussion about the House on Mango StreetPractice Quiz: The House on Mango Street class discussionVideo: Determining your discussion goalsReading: Beginning your Discussion Plan TemplateVideo: Setting Norms for DiscussionReading: Instructions for the Classroom Norm-Setting VideoVideo: Classroom Norm-SettingPractice Quiz: Post Classroom Norm-Setting VideoVideo: Debriefing Lily's NormsReading: Instructions for the Goal-Setting Norms VideoVideo: Goal-Specific Norm SettingPractice Quiz: Goal-Specific Norm Setting Video ReviewVideo: Debriefing the Goal-Specific Norm Setting VideoDiscussion Prompt: Two Norms for Your ClassGraded: Developing Goals for Whole Class DiscussionWEEK 3Preparing a Text for Discussion2 videos, 1 practice quizexpandVideo: Preparing TextsDiscussion Prompt: Your Prepared TextVideo: Developing QuestionsPractice Quiz: Levels of QuestioningGraded: Peer Response #3WEEK 4Preparing Students for Discussion8 videos, 3 readings, 2 practice quizzesexpandVideo: An Introduction to Preparing StudentsReading: Preparing for the Classroom VideoVideo: Discussion Preparation ExamplePractice Quiz: Post-Example QuestionsVideo: De-briefing the Classroom ExampleVideo: Small Group Discussion as Preparation ExampleVideo: De-briefing Yvonne's Discussion PreparationsReading: Preparing for the Example of Partner Talk as PreparationVideo: Example of Partner Talk as PreparationPractice Quiz: Post-Example QuestionsVideo: Debriefing the Partner Talk as Discussion Preparation ExampleVideo: Closing VideoReading: Thank you! (Survey Link)Graded: Completing the \"Into\" Section of your Discussion PlanVideo: Introduction to your courseReading: Your first taskVideo: Whole Class Discussion VideoPractice Quiz: Whole Class Discussion Example ReviewReading: Tell us about you!Video: Why discuss?Reading: Whole Class Discussion Non-ExampleVideo: Debriefing the Non-exampleReading: Classroom Discussion Example PreviewVideo: Classroom Discussion ExamplePractice Quiz: Classroom Discussion Example ReviewVideo: Into, Through, and BeyondVideo: Session 2 GoalsReading: What to consider when watching The House on Mango Street discussionVideo: A class discussion about the House on Mango StreetPractice Quiz: The House on Mango Street class discussionVideo: Determining your discussion goalsReading: Beginning your Discussion Plan TemplateVideo: Setting Norms for DiscussionReading: Instructions for the Classroom Norm-Setting VideoVideo: Classroom Norm-SettingPractice Quiz: Post Classroom Norm-Setting VideoVideo: Debriefing Lily's NormsReading: Instructions for the Goal-Setting Norms VideoVideo: Goal-Specific Norm SettingPractice Quiz: Goal-Specific Norm Setting Video ReviewVideo: Debriefing the Goal-Specific Norm Setting VideoDiscussion Prompt: Two Norms for Your ClassVideo: Preparing TextsDiscussion Prompt: Your Prepared TextVideo: Developing QuestionsPractice Quiz: Levels of QuestioningVideo: An Introduction to Preparing StudentsReading: Preparing for the Classroom VideoVideo: Discussion Preparation ExamplePractice Quiz: Post-Example QuestionsVideo: De-briefing the Classroom ExampleVideo: Small Group Discussion as Preparation ExampleVideo: De-briefing Yvonne's Discussion PreparationsReading: Preparing for the Example of Partner Talk as PreparationVideo: Example of Partner Talk as PreparationPractice Quiz: Post-Example QuestionsVideo: Debriefing the Partner Talk as Discussion Preparation ExampleVideo: Closing VideoReading: Thank you! (Survey Link)University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/classdiscussion",
    "Language": "English",
    "Commitment": "3-4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Social Science Approaches to the Study of Chinese Society Part 2",
    "Description": "About this course: This course is intended as a first step for learners who seek to become producers of social science research. It is organized as an introduction to the design and execution of a research study. It introduces the key elements of a proposal for a research study, and explains the role of each. It reviews the major types of qualitative and quantitative data used in social science research, and then introduces some of the most important sources of existing data available freely or by application, worldwide and for China. The course offers an overview of basic principles in the design of surveys, including a brief introduction to sampling. Basic techniques for quantitative analysis are also introduced, along with a review of common challenges that arise in the interpretation of results. Professional and ethical issues that often arise in the conduct of research are also discussed.  The course concludes with an introduction to the options for further study available to the interested student, and an overview of the key steps involved in selecting postgraduate programs and applying for admission. Learners who complete the course will be able to make an informed decision about whether to pursue advanced studies, and should be adequately prepared to write an application for postgraduate study that exhibits basic understanding of key aspects of social science research paradigms and methodologies.\n\nExplore the big questions in social science and learn how you can be a producer of social science research. \n\nCourse Overview video: https://youtu.be/QuMOAlwhpvU\n\nPart 1 should be completed before taking this course:  https://www.coursera.org/learn/social-science-study-chinese-societyWEEK 1Designing a StudyWelcome to Social Science Approaches to the Study of Chinese Society Part 2! Part 2 focuses on being a PRODUCER of Social Science Research.  Take some time to review the course overview, assignments for this course and say hello in the discussion forum.  9 videos, 4 readingsexpandVideo: Course overviewLecture: Assignments and gradingLecture: Suggested Reading List (Optional)Demande de discussion: Meet and greet!Video: 1.1 Designing a StudyVideo: 1.2 The Research ProposalVideo: 1.3 AimsVideo: 1.4 Impact and SignificanceVideo: 1.5 Background-Literature ReviewVideo: 1.6 MethodologyVideo: 1.7 DataVideo: 1.8 SummaryDemande de discussion: Interest in social scienceLecture: Week 1 General Reading ListLecture: Week 1 Designing a studyGraded: Week 1 Designing a studyWEEK 2EvidenceWeek 2 will discuss the kind sources social scientists use for research. By the end of this week, you should be able to identify some of these major sources and perhaps pinpoint some sources that can be used in your own study.10 videos, 1 readingexpandVideo: 2.1 EvidenceVideo: 2.2 Survey dataVideo: 2.3 Public dataVideo: 2.4. Administrative and archival microdataVideo: 2.5. Multi-generational microdataVideo: 2.6 Aggregated dataVideo: 2.7 Sources of aggregated dataVideo: 2.8 Qualitative sourcesVideo: 2.9 New sourcesVideo: 2.10 SummaryDemande de discussion: EvidenceLecture: Week 2 EvidenceGraded: Week 2 EvidenceWEEK 3SamplingBy the end of Week 3, you should be able to understand why RANDOM SAMPLING is important in a survey, outline the most common approaches to sampling and discuss key considerations when choosing a sampling strategy for your study.10 videos, 1 readingexpandVideo: 3.1. Overview: SamplingVideo: 3.2. Surveys and samplingVideo: 3.3. Probability samplingVideo: 3.4. Clustered samplingVideo: 3.5. Stratification, oversamplingVideo: 3.6. Respondent-driven samplingVideo: 3.7(a) Conducting a survey - PreparationVideo: 3.7(b) Conducting a survey - Designing a QuestionnaireVideo: 3.8. Response rates and follow-upVideo: 3.9. SummaryDemande de discussion: SamplingLecture: Week 3 SamplingGraded: Week 3 SamplingWEEK 4Public Data for ChinaWeek 4 discusses major sources of public data available to you.  By the end of this week you should be able to describe the opportunities as well as the challenges associated with using publicly available survey data. 8 videos, 1 readingexpandVideo: 4.1. Overview: Public data for ChinaVideo: 4.2. China General Social SurveyVideo: 4.3. China Health and Retirement Longitudinal SurveyVideo: 4.4. China Family Panel StudiesVideo: 4.5. China Health and Nutrition SurveyVideo: 4.6. The China Multigenerational Panel Datasets (CMGPD)Video: 4.7. Other major datasetsVideo: 4.8. SummaryDemande de discussion: Public Data for ChinaLecture: Week 4 Public Data for ChinaGraded: Week 4 Public Data for ChinaWEEK 5Quantitative AnalysisWeek 5 will give you a taste of the basic methods for quantitative analysis.  From there you should be able to identify key issues when interpreting results and discuss implications for research.9 videos, 1 readingexpandVideo: 5.1 Overview: Quantitative AnalysisVideo: 5.2 TabulationsVideo: 5.3a Correlation and regression IVideo: 5.3b Correlation and regression IIVideo: 5.4 Regression to the meanVideo: 5.5 Statistical significanceVideo: 5.6 Type I errorsVideo: 5.7 Type II errorsVideo: 5.8 Summary Quantitative AnalysisDemande de discussion: Quantitative AnalysisLecture: Week 5 Quantitative AnalysisGraded: Week 5 Study Designs QuizWEEK 6Research and Professional EthicsBy the end of this week you should be able to describe major ethical and professional concerns in social science research.9 videos, 1 readingexpandVideo: 6.1 Overview of research and professional ethicsVideo: 6.2 The protection of subjectsVideo: 6.3 ConsentVideo: 6.4 ConfidentialityVideo: 6.5 International researchVideo: 6.6 Research funding and publicationVideo: 6.7 Data sharingVideo: 6.8 Mentor/student relationshipVideo: 6.9 Summary:  Research and professional ethicsDemande de discussion: Research and professional ethicsLecture: Week 6 Research and professional ethicsGraded: Week 6 Research and professional ethicsWEEK 7Where to go from hereWelcome to the last week of Part 2!  By the end of this week you should be able to be aware of the options you have for further study in social science research and know the steps to move forward in the application process for advanced training.7 videos, 1 readingexpandVideo: 7.1 Overview - where to go from hereVideo: 7.2 Options for advanced study in social scienceVideo: 7.3 Choosing a PG programVideo: 7.4 Writing the personal statementVideo: 7.5 Research proposals and writing samplesVideo: 7.6 Recommendation lettersVideo: 7.7 Summary - where to go from hereDemande de discussion: Where to go from hereLecture: Week 7 Where to go from hereGraded: Week 7 Where to go from hereWEEK 8Final examYou've reached the final exam week!  Complete the final exam and the post-course survey. Your feedback can help us improve the course.  Thank you for being a part of this course and good luck for your pursuit of advanced studies in social science research!1 video, 1 practice quizexpandVideo: Part 2: Concluding remarksQuiz pour s'exercer: Post-course surveyGraded: Final ExamVideo: Course overviewLecture: Assignments and gradingLecture: Suggested Reading List (Optional)Demande de discussion: Meet and greet!Video: 1.1 Designing a StudyVideo: 1.2 The Research ProposalVideo: 1.3 AimsVideo: 1.4 Impact and SignificanceVideo: 1.5 Background-Literature ReviewVideo: 1.6 MethodologyVideo: 1.7 DataVideo: 1.8 SummaryDemande de discussion: Interest in social scienceLecture: Week 1 General Reading ListLecture: Week 1 Designing a studyVideo: 2.1 EvidenceVideo: 2.2 Survey dataVideo: 2.3 Public dataVideo: 2.4. Administrative and archival microdataVideo: 2.5. Multi-generational microdataVideo: 2.6 Aggregated dataVideo: 2.7 Sources of aggregated dataVideo: 2.8 Qualitative sourcesVideo: 2.9 New sourcesVideo: 2.10 SummaryDemande de discussion: EvidenceLecture: Week 2 EvidenceVideo: 3.1. Overview: SamplingVideo: 3.2. Surveys and samplingVideo: 3.3. Probability samplingVideo: 3.4. Clustered samplingVideo: 3.5. Stratification, oversamplingVideo: 3.6. Respondent-driven samplingVideo: 3.7(a) Conducting a survey - PreparationVideo: 3.7(b) Conducting a survey - Designing a QuestionnaireVideo: 3.8. Response rates and follow-upVideo: 3.9. SummaryDemande de discussion: SamplingLecture: Week 3 SamplingVideo: 4.1. Overview: Public data for ChinaVideo: 4.2. China General Social SurveyVideo: 4.3. China Health and Retirement Longitudinal SurveyVideo: 4.4. China Family Panel StudiesVideo: 4.5. China Health and Nutrition SurveyVideo: 4.6. The China Multigenerational Panel Datasets (CMGPD)Video: 4.7. Other major datasetsVideo: 4.8. SummaryDemande de discussion: Public Data for ChinaLecture: Week 4 Public Data for ChinaVideo: 5.1 Overview: Quantitative AnalysisVideo: 5.2 TabulationsVideo: 5.3a Correlation and regression IVideo: 5.3b Correlation and regression IIVideo: 5.4 Regression to the meanVideo: 5.5 Statistical significanceVideo: 5.6 Type I errorsVideo: 5.7 Type II errorsVideo: 5.8 Summary Quantitative AnalysisDemande de discussion: Quantitative AnalysisLecture: Week 5 Quantitative AnalysisVideo: 6.1 Overview of research and professional ethicsVideo: 6.2 The protection of subjectsVideo: 6.3 ConsentVideo: 6.4 ConfidentialityVideo: 6.5 International researchVideo: 6.6 Research funding and publicationVideo: 6.7 Data sharingVideo: 6.8 Mentor/student relationshipVideo: 6.9 Summary:  Research and professional ethicsDemande de discussion: Research and professional ethicsLecture: Week 6 Research and professional ethicsVideo: 7.1 Overview - where to go from hereVideo: 7.2 Options for advanced study in social scienceVideo: 7.3 Choosing a PG programVideo: 7.4 Writing the personal statementVideo: 7.5 Research proposals and writing samplesVideo: 7.6 Recommendation lettersVideo: 7.7 Summary - where to go from hereDemande de discussion: Where to go from hereLecture: Week 7 Where to go from hereVideo: Part 2: Concluding remarksQuiz pour s'exercer: Post-course survey",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-science-research-chinese-society",
    "Language": "English",
    "Commitment": "1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "High Level Biocontainment for Healthcare Facilities",
    "Description": "About this course: The goal of this 4-week course is to equip learners to safely care for a patient infected with a pathogen requiring high-level biocontainment.  This can be accomplished in any healthcare facility given the correct approach and protocols.\n\nPlease copy and paste the following link into a new tab/browser to view the video overview of our course.  http://bit.ly/2bPZ6Cz \n\nIn this course, we will:\n  1.  Discuss the essentials of intake screening.\n  2.  Investigate pathogen transmission characteristics and the chain of infection.\n  3.  Examine patient placement in a facility, as well as the engineering/ administrative controls. \n  4.  Review personal protective equipment worn by the care providers.\n  5.  Evaluate waste management and decontamination protocols.\n\n\nWe look forward to exploring and learning with you!\nDr. Medcalf and University of Nebraska Medical Center Team\n\n\nThis project was funded by the Nebraska Department of Health and Human Services, Division of Public HealthWEEK 1Infection Control Basics and Personal Protection Equipment7 videos, 2 readingsexpandVideo: Course Overview Video (3:19)Video: Basic Tenets of Infection ControlVideo: Advice from the ExpertsReading: Required Readings and ResourcesDiscussion Prompt: Infection Control Basics DiscussionVideo: Donning PPE: Level 1Video: Doffing PPE: Level 1Video: Donning PPE: PAPR LevelVideo: Doffing PPE: PAPR LevelReading: Required Readings and ResourcesDiscussion Prompt: Personal Protective Equipment DiscussionGraded: Basic Tenets of Infection Control QuizGraded: Personal Protective Equipment QuizGraded: Infection Control Basics and Personal Protection Equipment Discussion Forum Participation Statement of CompletionWEEK 2Disease Containment: Historical and Modern Era Examples6 videos, 5 readingsexpandVideo: The Black Death, Influenza Pandemic and SmallpoxReading: The Histories Part 93: The Black Death (video link)Reading: Influenza 1918 PBS America (video link)Reading: What is Smallpox? (video link)Reading: Required Readings and ResourcesDiscussion Prompt: Historical Era DiscussionVideo: Ebola: Africa 1979-2015Video: Ebola: Africa 2014-2015Video: SARS in Toronto (Part 1)Video: SARS in Toronto (Part 2)Video: SARS in Toronto (Part 3)Reading: Required Readings and ResourcesDiscussion Prompt: Modern Era DiscussionGraded: Historical Era QuizGraded: Modern Era QuizGraded: Disease Containment: Historical and Modern Era Examples Discussion Forum Participation Statement of CompletionWEEK 3High Level Biocontainment in Hospitals: The Location and Team6 videos, 1 readingexpandVideo: High Level BiocontainmentVideo: Diagnostics ImaginingVideo: Laboratory and Infection PreventionReading: Required Readings and ResourcesDiscussion Prompt: The Location DiscussionVideo: Assembly, Recruitment, Structure and Culture of the TeamVideo: Communication and Training the TeamVideo: Mental and Occupational Health of the TeamDiscussion Prompt: The Team DiscussionGraded: High Level Biocontainment QuizGraded: High Level Biocontainment Team QuizGraded: High Level Biocontainment in Hospitals: The Location and Team Discussion Forum Participation Statement of Completion.WEEK 4Biocontainment: Patient Intake and Other Considerations7 videos, 2 readingsexpandVideo: Point of Entry ScreeningVideo: Inbound Transportation: Planning and Community Collaboration of PatientsReading: Required Readings and ResourcesDiscussion Prompt: Biocontainment: Patient Intake DiscussionVideo: The Financial Costs of BiocontainmentVideo: Caring for Pediatric PatientsVideo: Fatality ManagementVideo: Risk CommunicationsVideo: Final Thoughts from the ExpertsReading: Required Readings and ResourcesDiscussion Prompt: Biocontainment: Other Considerations Discussion BoardGraded: Patient Intake QuizGraded: Biocontainment: Other Considerations QuizGraded: Biocontainment: Patient Intake and Other Considerations Discussion Forum Participation Statement of CompletionVideo: Course Overview Video (3:19)Video: Basic Tenets of Infection ControlVideo: Advice from the ExpertsReading: Required Readings and ResourcesDiscussion Prompt: Infection Control Basics DiscussionVideo: Donning PPE: Level 1Video: Doffing PPE: Level 1Video: Donning PPE: PAPR LevelVideo: Doffing PPE: PAPR LevelReading: Required Readings and ResourcesDiscussion Prompt: Personal Protective Equipment DiscussionVideo: The Black Death, Influenza Pandemic and SmallpoxReading: The Histories Part 93: The Black Death (video link)Reading: Influenza 1918 PBS America (video link)Reading: What is Smallpox? (video link)Reading: Required Readings and ResourcesDiscussion Prompt: Historical Era DiscussionVideo: Ebola: Africa 1979-2015Video: Ebola: Africa 2014-2015Video: SARS in Toronto (Part 1)Video: SARS in Toronto (Part 2)Video: SARS in Toronto (Part 3)Reading: Required Readings and ResourcesDiscussion Prompt: Modern Era DiscussionVideo: High Level BiocontainmentVideo: Diagnostics ImaginingVideo: Laboratory and Infection PreventionReading: Required Readings and ResourcesDiscussion Prompt: The Location DiscussionVideo: Assembly, Recruitment, Structure and Culture of the TeamVideo: Communication and Training the TeamVideo: Mental and Occupational Health of the TeamDiscussion Prompt: The Team DiscussionVideo: Point of Entry ScreeningVideo: Inbound Transportation: Planning and Community Collaboration of PatientsReading: Required Readings and ResourcesDiscussion Prompt: Biocontainment: Patient Intake DiscussionVideo: The Financial Costs of BiocontainmentVideo: Caring for Pediatric PatientsVideo: Fatality ManagementVideo: Risk CommunicationsVideo: Final Thoughts from the ExpertsReading: Required Readings and ResourcesDiscussion Prompt: Biocontainment: Other Considerations Discussion BoardIcahn School of Medicine at Mount SinaiHPV-Associated Oral and Throat Cancer: What You Need to KnowEmory UniversityHealth in Complex Humanitarian EmergenciesUniversity of Colorado SystemFoundations for Global Health RespondersThe State University of New YorkGlobal Health DiplomacyThe University of TokyoGlobal Health Policy",
    "Creator": "University of Nebraska",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/biocontainment",
    "Language": "English",
    "Commitment": "4-week course requiring 2-4 hours per week by the learner.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Service Transformed: Lessons in U.S. Veteran Centered Care",
    "Description": "About this course: Improving health care for veterans has become a matter of national attention and has gained increasing attention from the medical community.  With the current surge of veterans reintegrating into civilian society it is critical to improve the training of the next cadre of providers who will provide care for our veterans.  It is widely known that veterans receive care in all aspects of the health system, thus providers in  veteran focused care facilities, military health serves and civilian locals must be aware of the unique needs of veterans.  It is perhaps even more important to educate civilian providers who may be unfamiliar with the unique physical, mental and emotional needs related to military service.\n\nCourse Audience\n - all health professions learners, example:\n - medical students, resident physicians, dental students,\n - nursing students, advanced practice nurses,\n - social work, pharmacy student as graduate level learners\n - as well as any and all health professionals interested in veteran-centered care\n\nWhat You Will Learn:\nThis course will provide learners the opportunity to engage with material to facilitate their understanding of the origins of Academic Medical Centers and Veterans Administration affiliations, recognize and manage the influence of bias, class, and power on the clinical encounter and self-reflect on their biases that particularly affect U.S. military veterans.   This course also features several video clips from the acclaimed documentary, Where Soldiers Come From, directed by Heather Courtney.\n\n\nThe views expressed in this course are those of the authors and do not necessarily reflect the position or the policy of the Department of Veterans Affairs or the U.S. government.WEEK 1Unit 1Unit 1 highlights the relationship between Academic Medical Centers and Veterans Health Administration and provides an overview of knowledge of the military and basic demographic of U.S. veterans.5 videos, 2 readings, 1 practice quizexpandReading: READ: Unit 1 OverviewVideo: 01.01 - IntroductionReading: Help us learn more about you!Video: 01.02 - Today's VeteransVideo: 01.03 - VA's Contribution to Medical EducationDiscussion Prompt: Discussion Question 01.01 Video: Introduction to Peer AssessmentsVideo: End of Unit EvaluationsPractice Quiz: Unit 1 Evaluation SurveyGraded: 01.01 - Mr. SimsGraded: 01.02 - Mr. EvansGraded: Unit 1 Content QuizWEEK 2Unit 2Unit 2 provides clear instruction on conceptual differences between determinants of health and health disparities and health care disparities; illustrate individual-based and system-based sources of health disparities for veterans.3 videos, 1 reading, 1 practice quizexpandReading: READ: Unit 2 OverviewVideo: 02.01 - Social Determinants of HealthVideo: 02.02 - Social IssuesVideo: 02.03 - Systemic Causes of Health Care DisparitiesDiscussion Prompt: Discussion Question 02.01Practice Quiz: Unit 2 Evaluation SurveyGraded: 02.01 - Mr. RobertsGraded: 02.02 - Mr. JonesGraded: Unit 2 Content QuizWEEK 3Unit 3Unit 3 outlines the fundamental principles of patient-centeredness and cultural competence in health care, provide tools to develop self-awareness of individual assumptions, stereotypes and biases that influence the medical encounter and deliver activities that help learners acknowledge the importance of patients’ values, culture, and beliefs in improving health care.2 videos, 1 reading, 1 practice quizexpandReading: READ: Unit 3 OverviewVideo: 03.01 - Interpersonal Approaches to Addressing Veteran Health ConcernsVideo: 03.02 - Military CultureDiscussion Prompt: Discussion Question 03.01Practice Quiz: Unit 3 Evaluation SurveyGraded: 03.01 - Ms. AllenGraded: 03.02 - Mr. TaylorGraded: 03.03 - Mr. CookGraded: Unit 3 Content QuizWEEK 4Unit 4Unit 4 illustrates the role of empathy in health care delivery, using key experiences, concerns and perspectives of U.S. military veterans as a clinical context. This unit also describes the relationship between medical history taking and health care delivery as well as develops knowledge in areas related to military and veteran centered care.\n2 videos, 1 reading, 1 practice quizexpandReading: READ: Unit 4 OverviewVideo: 04.01 - Military History Taking: Systemic Approaches to Addressing Veteran Health Concerns (Part 1)Video: 04.02 - Military History Taking: Systemic Approaches to Addressing Veteran Health Concerns (Part 2)Discussion Prompt: Discussion Question 04.01Practice Quiz: Unit 4 Evaluation SurveyGraded: 04.01 - Tuskegee AirmanGraded: Unit 4 Content QuizWEEK 5Unit 5Unit 5 allows learners to use everything they have learned and apply those principles to improving assessment and triage skills for patients with post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI) and identifying anxiety and depression.2 videos, 1 reading, 1 practice quizexpandReading: READ: Unit 5 OverviewVideo: 05.01 - Screening for Sexual TraumaVideo: 05.02 - ReintegrationDiscussion Prompt: Discussion Question 05.01Practice Quiz: Unit 5 Evaluation SurveyGraded: 05.01 - Ms. SmithGraded: Unit 5 Content QuizWEEK 6Unit 6Unit 6 highlights the importance of partnership and collaboration across professional disciplines to enhance veteran centered to achieve optimal health.\n2 videos, 1 reading, 1 practice quizexpandReading: READ: Unit 6 OverviewVideo: 06.01 - Where Soldiers Come From\u0026 the Impact of Combat Related Illnesses (Part 1)Video: 06.02 - Where Soldiers Come From\u0026 the Impact of Combat Related Illnesses (Part 2)Discussion Prompt: Discussion question 06.01Practice Quiz: Unit 6 Evaluation SurveyGraded: 06.01 - DomGraded: 06.02 - BodiGraded: Unit 6 Content ExamWEEK 7Unit 7Unit 7 highlights the importance of partnership and collaboration across professional disciplines to enhance veteran centered care.3 videos, 2 readings, 1 practice quizexpandReading: READ: Unit 7 OverviewVideo: 07.01 - Team Based CareVideo: 07.02 - Patient-Centered Medical HomeVideo: 07.03 - Danielle Furgeson InterviewDiscussion Prompt: Discussion Question 07.01Practice Quiz: Unit 7 Evaluation SurveyReading: Post-course SurveyGraded: 07.01 - Ms. SutchGraded: Unit 7 Content QuizReading: READ: Unit 1 OverviewVideo: 01.01 - IntroductionReading: Help us learn more about you!Video: 01.02 - Today's VeteransVideo: 01.03 - VA's Contribution to Medical EducationDiscussion Prompt: Discussion Question 01.01 Video: Introduction to Peer AssessmentsVideo: End of Unit EvaluationsPractice Quiz: Unit 1 Evaluation SurveyReading: READ: Unit 2 OverviewVideo: 02.01 - Social Determinants of HealthVideo: 02.02 - Social IssuesVideo: 02.03 - Systemic Causes of Health Care DisparitiesDiscussion Prompt: Discussion Question 02.01Practice Quiz: Unit 2 Evaluation SurveyUnit 3 outlines the fundamental principles of patient-centeredness and cultural competence in health care, provide tools to develop self-awareness of individual assumptions, stereotypes and biases that influence the medical encounter and deliver activities that help learners acknowledge the importance of patients’ values, culture, and beliefs in improving health care.Reading: READ: Unit 3 OverviewVideo: 03.01 - Interpersonal Approaches to Addressing Veteran Health ConcernsVideo: 03.02 - Military CultureDiscussion Prompt: Discussion Question 03.01Practice Quiz: Unit 3 Evaluation SurveyUnit 4 illustrates the role of empathy in health care delivery, using key experiences, concerns and perspectives of U.S. military veterans as a clinical context. This unit also describes the relationship between medical history taking and health care delivery as well as develops knowledge in areas related to military and veteran centered care.\nReading: READ: Unit 4 OverviewVideo: 04.01 - Military History Taking: Systemic Approaches to Addressing Veteran Health Concerns (Part 1)Video: 04.02 - Military History Taking: Systemic Approaches to Addressing Veteran Health Concerns (Part 2)Discussion Prompt: Discussion Question 04.01Practice Quiz: Unit 4 Evaluation SurveyReading: READ: Unit 5 OverviewVideo: 05.01 - Screening for Sexual TraumaVideo: 05.02 - ReintegrationDiscussion Prompt: Discussion Question 05.01Practice Quiz: Unit 5 Evaluation SurveyReading: READ: Unit 6 OverviewVideo: 06.01 - Where Soldiers Come From\u0026 the Impact of Combat Related Illnesses (Part 1)Video: 06.02 - Where Soldiers Come From\u0026 the Impact of Combat Related Illnesses (Part 2)Discussion Prompt: Discussion question 06.01Practice Quiz: Unit 6 Evaluation SurveyReading: READ: Unit 7 OverviewVideo: 07.01 - Team Based CareVideo: 07.02 - Patient-Centered Medical HomeVideo: 07.03 - Danielle Furgeson InterviewDiscussion Prompt: Discussion Question 07.01Practice Quiz: Unit 7 Evaluation SurveyReading: Post-course SurveyJohns Hopkins UniversityCommunity Change in Public HealthUniversity of Colorado SystemFoundations for Global Health RespondersThe State University of New YorkGlobal Health DiplomacyUniversity of NebraskaHealth Literacy and Communication for Health ProfessionalsUniversity of GenevaGlobal Health: An Interdisciplinary Overview",
    "Creator": "University of Michigan",
    "Level": "",
    "URL": "https://coursera.org/learn/va-health-care",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Academic Skills for University Success: Capstone",
    "Description": "About this course: This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. \n\nIn the Capstone Project, you will apply the academic knowledge and skills you have learnt throughout courses 1-4 to research, write and present a project proposal that addresses a complex, real-world problem related to your field of interest and/or future study. After completing this course, you will be able to:\n\n1.\tApply a range of idea generation techniques \n2.\tApply research strategies to search, collect, select, process, and cite information\n3.\tUse the research process to develop and critically analyse ideas \n4.\tApply critical thinking skills to evaluate and analyse ideas and evidence\n5.\tUse problem-solving skills to identify gaps in knowledge and define issues \n6.\tDevelop creative and innovative solutions to real-world problems\n7.\tUse appropriate academic genres for written texts and multi-media presentations\n8.\tUse written and oral skills to communicate ideas effectively for academic contextsWEEK 1Introduction to the course \u0026 How to identify a real world problem In this module, you will be introduced to the course and then begin your project proposal. You will do this firstly by choosing a community that means something to you and identifying a real world problem within that community you would like to solve. This will help you to create a project that means something to you and that you can be passionate about. Then you will brainstorm the causes and effects of that problem before finally writing out a problem statement!8 videos, 9 readingsexpandVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Overview of Weekly Topics \u0026 Learning OutcomesReading: Assessment OverviewVideo: 1.1a Introduction to the CapstoneDiscussion Prompt: Introduction ForumVideo: 1.1 DiscussionsVideo: 1.1 Weekly Peer ReviewVideo: 1.1 ResourcesLTI Item: CAPSTONE ProjectVideo: 1.2a Identifying a Real World ProblemDiscussion Prompt: Communities Video: 1.3a Causes \u0026 EffectsVideo: 1.4 Writing a Problem StatementReading: Stage 1 - Step by step exampleReading: Community BrainstormReading: Issues BrainstormReading: Cause \u0026 Effects BrainstormReading: Word StormReading: Question MapReading: Mind MapGraded: Problem statementWEEK 2Researching the Current StateThis module relates to Stage 2 of your Capstone project. Use the resources here to help you search for information, collate and then use the information in order to assess and describe the current state of your issue. 2 videos, 2 readingsexpandVideo: 2.1a Searching for, Evaluating \u0026 Using Information for the CapstoneDiscussion Prompt: Researching!Discussion Prompt: Causes \u0026 EffectsVideo: 2.2a Writing a Background ParagraphLTI Item: CAPSTONE ProjectReading: Processing and CodingReading: Stage 2 - Step by step exampleGraded: Background paragraphWEEK 3Solving the problem: Defining the Desired StateThis module relates to Stages 3, 4 and 5 of your Capstone project. Use the resources here to help you generate ideas and then combine them with research for the desired state. You will then brainstorm possible actions you could do in order to bridge the gap between the current state of your issue, identified in Stage 2, and your desired states. You will also need to evaluate and refine those actions. 2 videos, 2 readingsexpandVideo: 3.1a Defining the Desired StateDiscussion Prompt: Desired StateLTI Item: CAPSTONE ProjectReading: Stage 3 - Step by step exampleVideo: 3.2a Evaluating the ActionsDiscussion Prompt: Proposed ActionsLTI Item: CAPSTONE ProjectReading: Stage 4 and 5 - Step by step exampleGraded: Evaluating actionsWEEK 4Write the project proposalThis module relates to Stages 6 and 7 of your Capstone project. Use the resources here to help you summarise your project, create SMART goals, a detailed action plan and a list of all the participants and resources your project will require. You will also find resources on polishing and refining your proposal for submission. 4 videos, 1 readingexpandVideo: 4.1a Big Picture \u0026 SMART goalsDiscussion Prompt: Are SMART goals really smart?LTI Item: CAPSTONE ProjectVideo: 4.2a Action PlansVideo: 4.3a Participants \u0026 ResourcesVideo: 4.4a Titles \u0026 Refining and PolishingDiscussion Prompt: Project titlesReading: Stages 6 and 7 - Step by step exampleGraded: SMART GoalsWEEK 5Plan, write, and produce the video presentationThis module relates to Stage 8 of your Capstone project. Use the resources here to help you plan, develop and produce your video! Good luck!6 videos, 1 readingexpandVideo: 5.1a Introduction to the Video PresentationLTI Item: CAPSTONE ProjectDiscussion Prompt: Example VideosVideo: 5.2a Creating the StoryboardDiscussion Prompt: ResourcesVideo: 5.2b Writing the ScriptVideo: 5.3a Preparing \u0026 Recording the ScriptReading: Storyboard templateVideo: Video Example 2 - Gateways For GirlsVideo: Video Example One - Early Career TeachersGraded: Inspiring storyWEEK 6Final Submission of AssessmentGraded: Project Proposal - Final SubmissionGraded: Video Proposal - Final SubmissionWEEK 7RESOURCES - OptionalThis module is for the resources from the other courses you have studied. There is no new, or extra, material here. You do not have to watch any of this material.62 videos, 1 readingexpandReading: How to use the Resources SectionVideo: The Resources SectionVideo: PSS 2.1a Defining ProblemsVideo: PSS 2.3a Analytical TasksVideo: PSS 2.3b Analytical ProblemsVideo: PSS 3.2a Starting With What You KnowVideo: PSS 3.1a Understanding the ProblemVideo: PSS 3.1b Strategies for Understanding and Beginning the ProblemVideo: IDL 2.1a The Scholarly and Cultural RecordVideo: IDL 2.1b Defining Information 2Video: IDL 2.2b Understanding different kids of information (Journal Articles)Video: IDL 2.4a Defining an Information NeedVideo: IDL 2.3a Accessing InformationVideo: IDL 2.4b Developing a Search StrategyVideo: IDL 2.4c Documenting \u0026 Evaluating the Search StrategyVideo: COM 3.3a Conducting Research for EssaysVideo: COM 3.3b Conducting Research for Reports and ProposalsVideo: CT 2.2a Argument SpheresVideo: IDL 3.1a Critically Evaluating InformationVideo: IDL 3.1b Critically Evaluating Web ResourcesVideo: IDL 3.1c Critically Evaluating WikipediaVideo: IDL 3.2a Establishing RelevanceVideo: IDL 3.2b Establishing RelevanceVideo: IDL 3.4a Processing and Coding: Step 1 and 2Video: IDL 3.4b Processing and Coding: Step 3Video: PSS 4.1a Seeking Different PerspectivesVideo: CT 3.2a Common FallaciesVideo: CT 4.1a Claims \u0026 EvidenceVideo: CT 4.2a Identifying Biases and Assumptions 1Video: CT 4.2b Identifying Biases and Assumptions 2Video: CT 4.2c Identifying Biases and Assumptions 3Video: IDL 4.3a Incorporating SourcesVideo: IDL 4.3b Incorporating Sources: QuotesVideo: IDL 4.3c Paraphrasing \u0026 SummarisingVideo: IDL 4.1a Avoiding PlagiarismVideo: IDL 4.2a Referencing and Attributing SourcesVideo: IDL 4.4a Referencing SoftwareVideo: IDL 4.4b MendeleyVideo: IDL 4.4c ZoteroVideo: IDL 4.4d EndNoteVideo: PSS 3.3a Using Specialised KnowledgeVideo: PSS 3.4a Problem-solving with Special CasesVideo: PSS 4.1b Learning from Other PeopleVideo: PSS 4.2a Applying forms of Reasoning \u0026 ThinkingVideo: PSS 4.2b Questioning Assumptions \u0026 Considering AlternativesVideo: PSS 4.3a Using Creative StrategiesVideo: CT 3.4a Applying Systems ThinkingVideo: CT 3.4b Applying Systems Thinking Expert VideoVideo: CT 4.3a Using Critical Thinking to Evaluate ArgumentsVideo: CT 4.3b Using Critical Thinking to Evaluate ArgumentsVideo: PSS 4.4a Evaluating SolutionsVideo: PSS 4.4b Strategies for Evaluating SolutionsVideo: PSS 5.1a Communicating solutions in academic contextsVideo: PSS 5.1b Communicating Solutions in Written \u0026 Oral FormVideo: COM 4.2c Coherence \u0026 CohesionVideo: COM 4.3a Polishing and Refining EssaysVideo: COM 4.3b Polishing and Refining Reports \u0026 ProposalsVideo: COM 4.3d Editing for LanguageVideo: COM 4.4a Formatting \u0026 Proofreading Written Assignments for SumbissionVideo: COM 4.3c Incorporating Visual Aids in Written AssignmentsVideo: COM 5.3a Preparing Visual AidsVideo: IDL 5.1a CopyrightVideo: IDL 5.1b Creative Commons LicensingIn this module, you will be introduced to the course and then begin your project proposal. You will do this firstly by choosing a community that means something to you and identifying a real world problem within that community you would like to solve. This will help you to create a project that means something to you and that you can be passionate about. Then you will brainstorm the causes and effects of that problem before finally writing out a problem statement!Video: Welcome to the Academic Skills for University Success Specialization!Reading: Overview of Weekly Topics \u0026 Learning OutcomesReading: Assessment OverviewVideo: 1.1a Introduction to the CapstoneDiscussion Prompt: Introduction ForumVideo: 1.1 DiscussionsVideo: 1.1 Weekly Peer ReviewVideo: 1.1 ResourcesLTI Item: CAPSTONE ProjectVideo: 1.2a Identifying a Real World ProblemDiscussion Prompt: Communities Video: 1.3a Causes \u0026 EffectsVideo: 1.4 Writing a Problem StatementReading: Stage 1 - Step by step exampleReading: Community BrainstormReading: Issues BrainstormReading: Cause \u0026 Effects BrainstormReading: Word StormReading: Question MapReading: Mind MapVideo: 2.1a Searching for, Evaluating \u0026 Using Information for the CapstoneDiscussion Prompt: Researching!Discussion Prompt: Causes \u0026 EffectsVideo: 2.2a Writing a Background ParagraphLTI Item: CAPSTONE ProjectReading: Processing and CodingReading: Stage 2 - Step by step exampleThis module relates to Stages 3, 4 and 5 of your Capstone project. Use the resources here to help you generate ideas and then combine them with research for the desired state. You will then brainstorm possible actions you could do in order to bridge the gap between the current state of your issue, identified in Stage 2, and your desired states. You will also need to evaluate and refine those actions. Video: 3.1a Defining the Desired StateDiscussion Prompt: Desired StateLTI Item: CAPSTONE ProjectReading: Stage 3 - Step by step exampleVideo: 3.2a Evaluating the ActionsDiscussion Prompt: Proposed ActionsLTI Item: CAPSTONE ProjectReading: Stage 4 and 5 - Step by step exampleThis module relates to Stages 6 and 7 of your Capstone project. Use the resources here to help you summarise your project, create SMART goals, a detailed action plan and a list of all the participants and resources your project will require. You will also find resources on polishing and refining your proposal for submission. Video: 4.1a Big Picture \u0026 SMART goalsDiscussion Prompt: Are SMART goals really smart?LTI Item: CAPSTONE ProjectVideo: 4.2a Action PlansVideo: 4.3a Participants \u0026 ResourcesVideo: 4.4a Titles \u0026 Refining and PolishingDiscussion Prompt: Project titlesReading: Stages 6 and 7 - Step by step exampleVideo: 5.1a Introduction to the Video PresentationLTI Item: CAPSTONE ProjectDiscussion Prompt: Example VideosVideo: 5.2a Creating the StoryboardDiscussion Prompt: ResourcesVideo: 5.2b Writing the ScriptVideo: 5.3a Preparing \u0026 Recording the ScriptReading: Storyboard templateVideo: Video Example 2 - Gateways For GirlsVideo: Video Example One - Early Career TeachersReading: How to use the Resources SectionVideo: The Resources SectionVideo: PSS 2.1a Defining ProblemsVideo: PSS 2.3a Analytical TasksVideo: PSS 2.3b Analytical ProblemsVideo: PSS 3.2a Starting With What You KnowVideo: PSS 3.1a Understanding the ProblemVideo: PSS 3.1b Strategies for Understanding and Beginning the ProblemVideo: IDL 2.1a The Scholarly and Cultural RecordVideo: IDL 2.1b Defining Information 2Video: IDL 2.2b Understanding different kids of information (Journal Articles)Video: IDL 2.4a Defining an Information NeedVideo: IDL 2.3a Accessing InformationVideo: IDL 2.4b Developing a Search StrategyVideo: IDL 2.4c Documenting \u0026 Evaluating the Search StrategyVideo: COM 3.3a Conducting Research for EssaysVideo: COM 3.3b Conducting Research for Reports and ProposalsVideo: CT 2.2a Argument SpheresVideo: IDL 3.1a Critically Evaluating InformationVideo: IDL 3.1b Critically Evaluating Web ResourcesVideo: IDL 3.1c Critically Evaluating WikipediaVideo: IDL 3.2a Establishing RelevanceVideo: IDL 3.2b Establishing RelevanceVideo: IDL 3.4a Processing and Coding: Step 1 and 2Video: IDL 3.4b Processing and Coding: Step 3Video: PSS 4.1a Seeking Different PerspectivesVideo: CT 3.2a Common FallaciesVideo: CT 4.1a Claims \u0026 EvidenceVideo: CT 4.2a Identifying Biases and Assumptions 1Video: CT 4.2b Identifying Biases and Assumptions 2Video: CT 4.2c Identifying Biases and Assumptions 3Video: IDL 4.3a Incorporating SourcesVideo: IDL 4.3b Incorporating Sources: QuotesVideo: IDL 4.3c Paraphrasing \u0026 SummarisingVideo: IDL 4.1a Avoiding PlagiarismVideo: IDL 4.2a Referencing and Attributing SourcesVideo: IDL 4.4a Referencing SoftwareVideo: IDL 4.4b MendeleyVideo: IDL 4.4c ZoteroVideo: IDL 4.4d EndNoteVideo: PSS 3.3a Using Specialised KnowledgeVideo: PSS 3.4a Problem-solving with Special CasesVideo: PSS 4.1b Learning from Other PeopleVideo: PSS 4.2a Applying forms of Reasoning \u0026 ThinkingVideo: PSS 4.2b Questioning Assumptions \u0026 Considering AlternativesVideo: PSS 4.3a Using Creative StrategiesVideo: CT 3.4a Applying Systems ThinkingVideo: CT 3.4b Applying Systems Thinking Expert VideoVideo: CT 4.3a Using Critical Thinking to Evaluate ArgumentsVideo: CT 4.3b Using Critical Thinking to Evaluate ArgumentsVideo: PSS 4.4a Evaluating SolutionsVideo: PSS 4.4b Strategies for Evaluating SolutionsVideo: PSS 5.1a Communicating solutions in academic contextsVideo: PSS 5.1b Communicating Solutions in Written \u0026 Oral FormVideo: COM 4.2c Coherence \u0026 CohesionVideo: COM 4.3a Polishing and Refining EssaysVideo: COM 4.3b Polishing and Refining Reports \u0026 ProposalsVideo: COM 4.3d Editing for LanguageVideo: COM 4.4a Formatting \u0026 Proofreading Written Assignments for SumbissionVideo: COM 4.3c Incorporating Visual Aids in Written AssignmentsVideo: COM 5.3a Preparing Visual AidsVideo: IDL 5.1a CopyrightVideo: IDL 5.1b Creative Commons Licensing",
    "Creator": "The University of Sydney",
    "Level": "",
    "URL": "https://coursera.org/learn/academic-skills-project",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Virtual Teacher Final Project",
    "Description": "About this course: The Final Project will be a hands-on, comprehensive project that practitioners of virtual education can implement in their profession. For this final project, learners will draft a design plan for an online learning module utilizing materials learned from the virtual teacher series. Learners will choose the subject matter, method of delivery, tools, instructional strategies, and assessments, with the goal of creating a module of online or blended instruction that meets the needs of their students. Learners do not have to create, develop or teach the online learning module they design.\n\nUpon completing this course, you will be able to:\n1.       Design a fully online or blended instructional module\n2.       Apply theories and/or strategies of effective online instructionWEEK 1Get Started!This section will give you an overview of the course, the timeline for your final project, and grading logistics. Be sure to read all the information carefully and plan accordingly.9 readingsexpandReading: About the CourseReading: Honor Code and PlagiarismReading: Final Project and Peer Review TimelineReading: Grading LogisticsReading: FAQReading: Pre-Course SurveyReading: Project OverviewReading: Rubric for Final ProjectReading: Sample AssignmentWEEK 2Brainstorm and ReviewTo help you get started, we've included optional activities and resources. Also, we've compiled a list of links that tie each piece of the final project to the course content from previous courses. You'll want to review each section carefully before you begin to work on your project. Once you create a rough draft of your final project, you can submit it in the upcoming Optional Feedback Peer Review.3 readingsexpandReading: Optional ActivitiesReading: Optional ResourcesReading: Links to Relevant Course ContentWEEK 3(Optional) Feedback Peer ReviewThis section is optional for those learners who want to have additional feedback on their final project assignment prior to the Final Peer Review submission and evaluation.1 itemexpandPeer Review: Feedback Peer ReviewWEEK 4Final Project Assignment SubmissionThis is the final peer review project submission portion of the course.  Please be mindful that there will be no extension given to learners for any deadlines set.Graded: Final Project SubmissionWEEK 5Final Project Peer Review EvaluationThis is your final peer review project evaluation portion of the course.  Please be mindful that there will be no extension given to learners for any deadlines set.1 readingexpandReading: Evaluate the Work of Your PeersWEEK 6Specialization Wrap Up2 readingsexpandReading: A Message from UCI ExtensionReading: Post-Course SurveyReading: About the CourseReading: Honor Code and PlagiarismReading: Final Project and Peer Review TimelineReading: Grading LogisticsReading: FAQReading: Pre-Course SurveyReading: Project OverviewReading: Rubric for Final ProjectReading: Sample AssignmentTo help you get started, we've included optional activities and resources. Also, we've compiled a list of links that tie each piece of the final project to the course content from previous courses. You'll want to review each section carefully before you begin to work on your project. Once you create a rough draft of your final project, you can submit it in the upcoming Optional Feedback Peer Review.Reading: Optional ActivitiesReading: Optional ResourcesReading: Links to Relevant Course ContentPeer Review: Feedback Peer ReviewReading: Evaluate the Work of Your PeersReading: A Message from UCI ExtensionReading: Post-Course Survey",
    "Creator": "University of California, Irvine",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/virtual-teacher-capstone",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "ELL Success in the Content Classroom: Capstone Project",
    "Description": "About this course: As teachers, it is so important to have a plethora of resources to draw upon for modification for specific students and classroom contexts.  In this capstone project, you are tasked with applying the concepts learned throughout the specialization, to create your own toolbox designed with the ELL in Mind. \n\nIn this two-part capstone, you will first create an annotated lesson plan comprising both formative and summative assessments.  The lesson plan will include any modified materials for ELLs such as graphic organizers or writing frames pertinent to the lesson's activities. The annotation will include a rationale for lesson elements based on information presented in Lesson Planning with the ELL in Mind and Assessing Achievement with the ELL in Mind. \n\nSecond, you will use your checklist of resources, personalized to your school and community, to create an engagement plan of action.  This should include specific milestones for creating a more engaging environment for your students and their families. You will also include a rationale for elements of engagement based on information presented in Engaging the ELL and Their Families in the School and Community.\n\nIn this capstone, you will create a personalized toolbox for ELL success in the content classroom.  \n\nThis toolbox will include:\n   * Annotated Lesson Plan\n       - Modified Materials\n       - Formative and Summative Assessment\n       - Lesson Plan and Materials Rationale\n   * Engagement Action Plan and Rationale\n\nThe materials created in this project should be immediately useful in your classroom.  Your capstone project should be tailored to your teaching context, content area, and students. \n\nBy the end of this course, you will be able to:\n     * Design a lesson plan with attention to the needs of your ELLs\n     * Create appropriate modified materials to support your ELLs\n     * Create formative and summative assessments to measure both content mastery and language development as specified by \n       your lesson plan's learning and language objectives\n     * Rationalize your application of selected methodologies\n     * Create and implement an engagement action plan specified for your teaching contextWEEK 1Introduction to Capstone and Lesson Plan Welcome to Module 1 of the Capstone Project for ELL Success in the Content Classroom: A Teacher Toolbox Series specialization.  We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned to your teaching context.  In the first module of this course, you will be designing a lesson plan specific to your teaching context, including content area and available materials, and your ELLs.   You will be working through a variety of tasks before submitting the first draft of your lesson plan for peer review.  Make sure to refer back to the first course as needed.  Good Luck and happy lesson planning!1 video, 8 readingsexpandVideo: Introduction VideoReading: Learning Outcomes and StandardsDiscussion Prompt: Lesson Plan Development: Initial Stages Discussion PromptReading: Bonus Reading: How to Develop a Lesson Plan that Includes ELLsReading: Material SelectionDiscussion Prompt: Website Share Discussion PromptReading: Bonus Reading: Lesson Planning to Ensure Optimal Engagement of ELLsReading: Key Vocabulary, Grammar, and Language FunctionsDiscussion Prompt: Language Features Discussion Prompt  Reading: Bonus Reading: What are Language Functions?Reading: Bonus Reading: Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12Reading: Learning Skills and Essential QuestionsDiscussion Prompt: Essential Questions Discussion PromptWEEK 2Modified MaterialsNice Work!  Now that you have a working lesson plan draft, you are ready to create the materials needed for the lesson's activities.  In this module, you will be creating brand new materials as well as modifying existing materials to truly support the ELLs in your class as they navigate the lesson you designed in module 1.  Make sure to consider modifications and adaptions needed at the both the input and output level of language, as well as additional support in the area of content background knowledge.  You will be working through a variety of tasks before submitting drafts of your materials for peer review.  Refer back to the first course as needed. Happy creating!8 readingsexpandReading: Designing Meaningful ActivitiesDiscussion Prompt: Foolproof Activities Discussion PromptReading: Bonus Reading: SIOP Lesson Plans and ActivitiesReading: Bonus Reading: Designing Activities for both ESL and non-ESL StudentsReading: Adapting MaterialsDiscussion Prompt: Material Share Discussion PromptReading: Bonus Reading: Strategies for Modifying Instruction for English Language LearnersReading: Bonus Reading: Checklist of Modifications Used for ELLsReading: Lesson DeliveryDiscussion Prompt: Supporting Communication Discussion PromptReading: Bonus Reading: Supporting ELLs in the Mainstream Classroom: Language TipsPeer Review: Lesson Plan Draft Peer ReviewWEEK 3AssessmentWelcome to module 3!  At this point, you have a completed lesson plan and accompanying materials selected, modified and created with the ELL in mind.  You are now ready to add appropriate assessment, both formative and summative, to your lesson plan.  In this module, you will design at least 1 formative and 1 summative assessment to measure your ELL's achievement of the day's lesson.  You will work through a variety of steps before submitting a draft of your assessments for peer review.  Refer back to the second course as needed.  Happy Assessing!10 readingsexpandReading: Identifying the Purpose of AssessmentDiscussion Prompt: Purpose of Assessment Discussion Prompt Reading: Formative AssessmentDiscussion Prompt: Formative Assessment Discussion PromptReading: Bonus Reading: Formative AssessmentReading: Summative AssessmentDiscussion Prompt: Summative Assessment Discussion PromptReading: Bonus Reading: Summative AssessmentReading: Appropriate Modifications in Assessing ELLsDiscussion Prompt: Challenges of Assessment Modifications Discussion PromptsReading: Bonus Reading: Accommodation vs. ModificationReading: Alternatives to AssessmentDiscussion Prompt: Alternative Assessment Discussion Prompt Reading: Bonus Reading: Grading ELL Students and Grading Recommendations for ELLsReading: Bonus Reading: Peer Reviews, Common Core and ELLsPeer Review: Assessment Draft Peer ReviewWEEK 4RationaleCongratulations!  You have now created a lesson plan, supplemental materials, and assessments with the ELL in Mind.  As you continue to edit your initial drafts of each, we ask that you take some time and really identify the reasons WHY you chose to apply the methodologies you did within your work.  In this module, you will be writing a rationale for the elements present in your lesson plan, your modified materials and your assessments.  You will work through a variety of lessons before submitting your rationale for peer review.  Refer back to Courses 1 and 2 as needed.  Good Luck!9 readingsexpandReading: Theories of Language AcquisitionDiscussion Prompt: Additional Research Discussion PromptReading: Bonus Reading: Stephen Krashen's Theory of Second Language AcquisitionReading: Bonus Reading: Science Curriculum Tailored to English Language Learners Boosts Student AchievementReading: The Affective FilterDiscussion Prompt: Affective Filter in Your Classroom Discussion Prompt  Reading: Bonus Reading: What is the Affective Filter?Reading: Authentic Assessment with ELLsDiscussion Prompt: Authentic Assessment Discussion PromptReading: Bonus Reading: Authentic AssessmentsReading: Scoring AssessmentsDiscussion Prompt: Engagement Action Plan Discussion PromptReading: Bonus Reading: WIDA Focus on Differentiation, Part 1Peer Review: Rationale Draft Peer ReviewWEEK 5Engagement Action Plan and RationaleWelcome to Module 5!  We know you are excited to apply the strategies for engagement in your own classroom and no doubt have some great ideas of how to do so!  In this module, you will be creating an individualized plan for engagement of ELLs and their families in your school and community.  You will also be writing a brief rationale for the strategies included in your action plan based on your school's population and your community's resources.  Refer to course 3 as needed for ideas and models of engagement. You will work through a variety of lessons before submitting your engagement action plan for peer review.  Enjoy!7 readingsexpandReading: Engaging ELLs in SchoolDiscussion Prompt: Engagement Action Plan Discussion PromptReading: Bonus Reading: Do's \u0026 Don'ts for Teaching English Language LearnersReading: Parent Engagement in the School and CommunityDiscussion Prompt: Parent Involvement Discussion PromptReading: Bonus Reading: Boosting the Roles of Parents of English Learners in PreschoolsReading: Engaging ELLs and Their Families in the CommunityDiscussion Prompt: Family and Community Discussion PromptReading: Bonus Reading: Missoula Gearing Up for Another Round of RefugeesReading: Engagement Action Plan RationaleDiscussion Prompt: Reflection on the Engagement Action Plan Discussion PromptPeer Review: Engagement Action Plan and Rationale Peer ReviewWEEK 6Final CapstoneCongratulations!  You have completed all modules in the Capstone Course and are ready to submit your final capstone project for peer review.  Before you submit your final project, take some time to fine tune the elements.  Look back at the feedback you received from your peers in modules 1-4 and make corrections and changes as necessary.  This should be an exemplar of your finest work in lesson planning, assessing, and engaging with the ELL in mind. Finally, submit your final capstone project in one file upload and complete the required peer review.  We are proud of your work and the time you have dedicated to better supporting your ELLs in your content classroom.  Continue to be an inspiration for your students and other teachers in your school! 1 videoexpandVideo: Final Capstone VideoGraded: Final Capstone Project Welcome to Module 1 of the Capstone Project for ELL Success in the Content Classroom: A Teacher Toolbox Series specialization.  We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned to your teaching context.  In the first module of this course, you will be designing a lesson plan specific to your teaching context, including content area and available materials, and your ELLs.   You will be working through a variety of tasks before submitting the first draft of your lesson plan for peer review.  Make sure to refer back to the first course as needed.  Good Luck and happy lesson planning!Video: Introduction VideoReading: Learning Outcomes and StandardsDiscussion Prompt: Lesson Plan Development: Initial Stages Discussion PromptReading: Bonus Reading: How to Develop a Lesson Plan that Includes ELLsReading: Material SelectionDiscussion Prompt: Website Share Discussion PromptReading: Bonus Reading: Lesson Planning to Ensure Optimal Engagement of ELLsReading: Key Vocabulary, Grammar, and Language FunctionsDiscussion Prompt: Language Features Discussion Prompt  Reading: Bonus Reading: What are Language Functions?Reading: Bonus Reading: Tips for Educators of ELLs: Teaching Vocabulary in Grades 4-12Reading: Learning Skills and Essential QuestionsDiscussion Prompt: Essential Questions Discussion PromptNice Work!  Now that you have a working lesson plan draft, you are ready to create the materials needed for the lesson's activities.  In this module, you will be creating brand new materials as well as modifying existing materials to truly support the ELLs in your class as they navigate the lesson you designed in module 1.  Make sure to consider modifications and adaptions needed at the both the input and output level of language, as well as additional support in the area of content background knowledge.  You will be working through a variety of tasks before submitting drafts of your materials for peer review.  Refer back to the first course as needed. Happy creating!Reading: Designing Meaningful ActivitiesDiscussion Prompt: Foolproof Activities Discussion PromptReading: Bonus Reading: SIOP Lesson Plans and ActivitiesReading: Bonus Reading: Designing Activities for both ESL and non-ESL StudentsReading: Adapting MaterialsDiscussion Prompt: Material Share Discussion PromptReading: Bonus Reading: Strategies for Modifying Instruction for English Language LearnersReading: Bonus Reading: Checklist of Modifications Used for ELLsReading: Lesson DeliveryDiscussion Prompt: Supporting Communication Discussion PromptReading: Bonus Reading: Supporting ELLs in the Mainstream Classroom: Language TipsPeer Review: Lesson Plan Draft Peer ReviewWelcome to module 3!  At this point, you have a completed lesson plan and accompanying materials selected, modified and created with the ELL in mind.  You are now ready to add appropriate assessment, both formative and summative, to your lesson plan.  In this module, you will design at least 1 formative and 1 summative assessment to measure your ELL's achievement of the day's lesson.  You will work through a variety of steps before submitting a draft of your assessments for peer review.  Refer back to the second course as needed.  Happy Assessing!Reading: Identifying the Purpose of AssessmentDiscussion Prompt: Purpose of Assessment Discussion Prompt Reading: Formative AssessmentDiscussion Prompt: Formative Assessment Discussion PromptReading: Bonus Reading: Formative AssessmentReading: Summative AssessmentDiscussion Prompt: Summative Assessment Discussion PromptReading: Bonus Reading: Summative AssessmentReading: Appropriate Modifications in Assessing ELLsDiscussion Prompt: Challenges of Assessment Modifications Discussion PromptsReading: Bonus Reading: Accommodation vs. ModificationReading: Alternatives to AssessmentDiscussion Prompt: Alternative Assessment Discussion Prompt Reading: Bonus Reading: Grading ELL Students and Grading Recommendations for ELLsReading: Bonus Reading: Peer Reviews, Common Core and ELLsPeer Review: Assessment Draft Peer ReviewCongratulations!  You have now created a lesson plan, supplemental materials, and assessments with the ELL in Mind.  As you continue to edit your initial drafts of each, we ask that you take some time and really identify the reasons WHY you chose to apply the methodologies you did within your work.  In this module, you will be writing a rationale for the elements present in your lesson plan, your modified materials and your assessments.  You will work through a variety of lessons before submitting your rationale for peer review.  Refer back to Courses 1 and 2 as needed.  Good Luck!Reading: Theories of Language AcquisitionDiscussion Prompt: Additional Research Discussion PromptReading: Bonus Reading: Stephen Krashen's Theory of Second Language AcquisitionReading: Bonus Reading: Science Curriculum Tailored to English Language Learners Boosts Student AchievementReading: The Affective FilterDiscussion Prompt: Affective Filter in Your Classroom Discussion Prompt  Reading: Bonus Reading: What is the Affective Filter?Reading: Authentic Assessment with ELLsDiscussion Prompt: Authentic Assessment Discussion PromptReading: Bonus Reading: Authentic AssessmentsReading: Scoring AssessmentsDiscussion Prompt: Engagement Action Plan Discussion PromptReading: Bonus Reading: WIDA Focus on Differentiation, Part 1Peer Review: Rationale Draft Peer ReviewWelcome to Module 5!  We know you are excited to apply the strategies for engagement in your own classroom and no doubt have some great ideas of how to do so!  In this module, you will be creating an individualized plan for engagement of ELLs and their families in your school and community.  You will also be writing a brief rationale for the strategies included in your action plan based on your school's population and your community's resources.  Refer to course 3 as needed for ideas and models of engagement. You will work through a variety of lessons before submitting your engagement action plan for peer review.  Enjoy!Reading: Engaging ELLs in SchoolDiscussion Prompt: Engagement Action Plan Discussion PromptReading: Bonus Reading: Do's \u0026 Don'ts for Teaching English Language LearnersReading: Parent Engagement in the School and CommunityDiscussion Prompt: Parent Involvement Discussion PromptReading: Bonus Reading: Boosting the Roles of Parents of English Learners in PreschoolsReading: Engaging ELLs and Their Families in the CommunityDiscussion Prompt: Family and Community Discussion PromptReading: Bonus Reading: Missoula Gearing Up for Another Round of RefugeesReading: Engagement Action Plan RationaleDiscussion Prompt: Reflection on the Engagement Action Plan Discussion PromptPeer Review: Engagement Action Plan and Rationale Peer ReviewCongratulations!  You have completed all modules in the Capstone Course and are ready to submit your final capstone project for peer review.  Before you submit your final project, take some time to fine tune the elements.  Look back at the feedback you received from your peers in modules 1-4 and make corrections and changes as necessary.  This should be an exemplar of your finest work in lesson planning, assessing, and engaging with the ELL in mind. Finally, submit your final capstone project in one file upload and complete the required peer review.  We are proud of your work and the time you have dedicated to better supporting your ELLs in your content classroom.  Continue to be an inspiration for your students and other teachers in your school! Video: Final Capstone Video",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/ell-project",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Assessment and Teaching of 21st Century Skills",
    "Description": "About this course: This MOOC is designed principally for practicing teachers who are wondering exactly how they can incorporate teaching and assessment of 21st century skills into their classrooms, labs or workshops. It will also be useful to trainee teachers, school leaders, teacher educators and curriculum and assessment specialists, providing them with an understanding of the challenges associated with teaching and assessment of 21st century skills.\n\nThis course explains the social and cognitive skills that are known as 21st century skills. It reviews how they can be represented in the curriculum, in terms of developmental progressions. It also explores how teachers can recognise these skills in students, how the level of skill of a learner can be assessed, and then how learners can be supported to develop their skill. \n\nIn this course we work through two detailed examples of 21st century skills. The first is collaborative problem solving, a 21st century skill which combines the capacities of collaboration, problem solving, critical thinking and communication. The second skill is a meta-cognitive skill of knowing how to learn in a MOOC. In each example, you will explore how to understand the nature of each skill from a teaching perspective, how to teach it, and how to assess it. These two examples show how any 21st century skill can be tackled in the classroom.\n\nThe approach to teaching and assessment in this course derives from the application of a developmental, evidence-based, clinical approach to teaching practice. The course provides a mix of theory and practice, of thinking and doing, and opportunities to share ideas, experience and resources with other participants. \n\nJoin Emeritus Professor Patrick Griffin and the team from the Assessment Research Centre, University of Melbourne in a Massive Open Online Course (MOOC) on the Assessment and Teaching of 21st Century Skills, hosted on Coursera.WEEK 1Why do we need 21st century skills? What are they?During our introduction week, we provide two Modules. Module 1 offers an overview of the course and explains how assessment in it is structured. Our approach to assessment in the course introduces some developmental components that complement the summative approach used by Coursera for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by '21st century skills' and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings.5 videos, 4 readingsexpandVideo: Course introductionReading: Course outlineReading: Course progressionReading: Your teaching teamReading: Start-of-course surveyVideo: 2.1 Influence of technologyVideo: 2.2 21st century skills and frameworksVideo: 2.3 The implementation of 21st century skills in educationVideo: 2.4 Developmental learningGraded: Module 1 Self-Assessment: Judging what you know about teaching and assessment of C21 skillsGraded: Module 2a: About C21 SkillsGraded: Module 2b: C21 Skills frameworksWEEK 2How to teach and assess Collaborative Problem Solving (CPS) as an example of a C21 skillIn Module 3 we introduce collaborative problem solving (CPS), an example of a complex and relevant 21st century skill. We will explain the nature of CPS, describing in depth the underlying competencies involved in this skill. We will explain how we can take a developmental approach to teaching and learning in CPS and how skills progressions can be developed and used for formative assessment and teaching purposes. We deal with this topic at a relatively deep level, in preparation for taking a more practical approach in Weeks 3 and 4. 6 videos, 1 readingexpandVideo: 3.1 Collaborative Problem Solving: An example of a 21st century skillVideo: 3.2 The nature of collaborative problem solvingVideo: 3.3 Social skills for collaborative problem solvingVideo: 3.4 Cognitive skills for collaborative problem solvingVideo: 3.5 A developmental approach to teaching and learning collaborative problem solvingVideo: 3.6 Empirical progressionsReading: Assignment 1: Developing a professional learning assetGraded: Module 3a: Developmental progressionsGraded: Module 3b: Interpreting the CPS ProgressionWEEK 3Assessing and reporting on the development of collaborative problem solving skillsThis week, in Module 4,  you will be reviewing aspects of assessing students’ collaborative problem solving skills using a developmental approach. You will review a video of ICT tasks that the ATC21S team have created, and you will be prompted to think of ways these approaches may be used, in the classroom or in professional learning, to teach and assess CPS. Work in Week 3 of the course combines with work in Weeks 2 and 4 to support development of the learning outcomes described in Strand 3 of the course progression. 7 videos, 1 practice quizexpandVideo: 4.1 Collecting evidenceVideo: 4.2 Using developmental progressions for assessmentVideo: 4.3a Case Study: Laughing ClownsVideo: 4.3b Case Study: Olive OilVideo: 4.3c Case Study: BalanceVideo: 4.3d Case Study: Game of 20Video: 4.4 A look at reportingPractice Quiz: Mid-course self-assessment against the Course ProgressionGraded: Module 4: Using progressions to interpret and report on student learningWEEK 4Developmental teaching of collaborative problem solvingIn Week 4, Module 5, we discuss how individual and group differences can be managed in teaching CPS. We conduct interviews with a teacher, school leader and researcher on implementing the assessment and teaching of 21st century skills in schools. We also discuss, in interview format, the complexities of assessing sophisticated CPS skills using seemingly uncomplicated tasks. How can we assist students to develop their skills from their current level of social and cognitive CPS skill levels, to progress towards greater expertise?  This week, too, you should begin work on your major course assignment. 5 videos, 1 readingexpandVideo: 5.1 Collaborative problem solving and group workVideo: 5.2 Individual and group differencesVideo: 5.3 Interview:  Patrick Griffin and Esther Care discuss CPSVideo: 5.4 Interview: A researcher’s perspective on teaching CPSVideo: 5.5 School PlanningReading: Hints for Assignment 2Graded: Module 5: A case study of teaching CPSWEEK 5Knowing how to learn in a MOOC: another example of a C21 skillThis week, in Module 6 we explore a further example of a C21 skill, and one that has particular relevance to participants in this course: the skill of knowing how to learn in a MOOC. We review the nature of MOOCs as a teaching environment, and why a MOOC demands particular learning skill to generate higher learning. We examine an empirical progression for the skill, and review how to assess the level of skill of any participant in a MOOC. Module 7 is focused on your major assignment, which is  is due this week.3 videos, 3 readingsexpandVideo: 6.1 The 21st century skill of 'knowing how to learn'Video: 6.2 Knowing how to learn in a MOOCVideo: 6.3 Embedded assessments in digital environmentsReading: Progression and self-assessment rubric for the C21skill of 'knowing how to learn in a MOOC'Reading: Your automated assessment for 'knowing how to learn in a MOOC'LTI Item: Graded External ToolReading: Academic IntegrityGraded: Module 6: Knowing how to learn in a MOOCGraded: Assignment 2 - Designing a teaching activity to develop CPS skills of learnersWEEK 6Reflection and looking forwardIn this final week, in Module 8, we ask you to reflect on your learning in the course and particularly on the use of progressions and developmental thinking in the way C21 skills are taught and assessed. If you submitted an Assignment in Week 5, you will assess the work of your peers in the major Assignment.  2 videos, 2 readingsexpandVideo: 8.1 Looking forwardVideo: 8.2 The story so farReading: Graduate Online - The University of MelbourneReading: End-of-course surveyGraded: Module 8: Self-assessment and reflection and critical evaluation exerciseDuring our introduction week, we provide two Modules. Module 1 offers an overview of the course and explains how assessment in it is structured. Our approach to assessment in the course introduces some developmental components that complement the summative approach used by Coursera for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by '21st century skills' and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings.Video: Course introductionReading: Course outlineReading: Course progressionReading: Your teaching teamReading: Start-of-course surveyVideo: 2.1 Influence of technologyVideo: 2.2 21st century skills and frameworksVideo: 2.3 The implementation of 21st century skills in educationVideo: 2.4 Developmental learningIn Module 3 we introduce collaborative problem solving (CPS), an example of a complex and relevant 21st century skill. We will explain the nature of CPS, describing in depth the underlying competencies involved in this skill. We will explain how we can take a developmental approach to teaching and learning in CPS and how skills progressions can be developed and used for formative assessment and teaching purposes. We deal with this topic at a relatively deep level, in preparation for taking a more practical approach in Weeks 3 and 4. Video: 3.1 Collaborative Problem Solving: An example of a 21st century skillVideo: 3.2 The nature of collaborative problem solvingVideo: 3.3 Social skills for collaborative problem solvingVideo: 3.4 Cognitive skills for collaborative problem solvingVideo: 3.5 A developmental approach to teaching and learning collaborative problem solvingVideo: 3.6 Empirical progressionsReading: Assignment 1: Developing a professional learning assetThis week, in Module 4,  you will be reviewing aspects of assessing students’ collaborative problem solving skills using a developmental approach. You will review a video of ICT tasks that the ATC21S team have created, and you will be prompted to think of ways these approaches may be used, in the classroom or in professional learning, to teach and assess CPS. Work in Week 3 of the course combines with work in Weeks 2 and 4 to support development of the learning outcomes described in Strand 3 of the course progression. Video: 4.1 Collecting evidenceVideo: 4.2 Using developmental progressions for assessmentVideo: 4.3a Case Study: Laughing ClownsVideo: 4.3b Case Study: Olive OilVideo: 4.3c Case Study: BalanceVideo: 4.3d Case Study: Game of 20Video: 4.4 A look at reportingPractice Quiz: Mid-course self-assessment against the Course ProgressionIn Week 4, Module 5, we discuss how individual and group differences can be managed in teaching CPS. We conduct interviews with a teacher, school leader and researcher on implementing the assessment and teaching of 21st century skills in schools. We also discuss, in interview format, the complexities of assessing sophisticated CPS skills using seemingly uncomplicated tasks. How can we assist students to develop their skills from their current level of social and cognitive CPS skill levels, to progress towards greater expertise?  This week, too, you should begin work on your major course assignment. Video: 5.1 Collaborative problem solving and group workVideo: 5.2 Individual and group differencesVideo: 5.3 Interview:  Patrick Griffin and Esther Care discuss CPSVideo: 5.4 Interview: A researcher’s perspective on teaching CPSVideo: 5.5 School PlanningReading: Hints for Assignment 2This week, in Module 6 we explore a further example of a C21 skill, and one that has particular relevance to participants in this course: the skill of knowing how to learn in a MOOC. We review the nature of MOOCs as a teaching environment, and why a MOOC demands particular learning skill to generate higher learning. We examine an empirical progression for the skill, and review how to assess the level of skill of any participant in a MOOC. Module 7 is focused on your major assignment, which is  is due this week.Video: 6.1 The 21st century skill of 'knowing how to learn'Video: 6.2 Knowing how to learn in a MOOCVideo: 6.3 Embedded assessments in digital environmentsReading: Progression and self-assessment rubric for the C21skill of 'knowing how to learn in a MOOC'Reading: Your automated assessment for 'knowing how to learn in a MOOC'LTI Item: Graded External ToolReading: Academic IntegrityIn this final week, in Module 8, we ask you to reflect on your learning in the course and particularly on the use of progressions and developmental thinking in the way C21 skills are taught and assessed. If you submitted an Assignment in Week 5, you will assess the work of your peers in the major Assignment.  Video: 8.1 Looking forwardVideo: 8.2 The story so farReading: Graduate Online - The University of MelbourneReading: End-of-course surveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "The University of Melbourne",
    "Level": "",
    "URL": "https://coursera.org/learn/atc21s",
    "Language": "English",
    "Commitment": "4 weeks of guided study, plus 2 weeks to complete assignments and evaluations. 2 to 5 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Information \u0026 Digital Literacy for University Success",
    "Description": "About this course: This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In this course, you will learn how to develop your Information \u0026 Digital Literacy Skills to help you achieve success in your university studies.  After completing this course, you will be able to:\n\n1.\tAccess and search for information efficiently and effectively using a variety of digital tools. \n\n2.\tCritically evaluate the reliability of sources for an academic context.\n\n3.\tFilter, manage and organize information from a wide variety of sources for use in academic study.\n\n4.\tDemonstrate awareness of ethical issues related to academic integrity surrounding the access and use of information.\n\n5.\tUnderstand how to use digital tools for referencing and attribution in order to avoid plagiarism.\n\n6.\tUnderstand how to disseminate and communicate information in a professional way, including managing digital identity and building networks for learning and research.WEEK 1Introduction to Information \u0026 Digital Literacy at UniversityAfter this module you will be able to (1). Understand the structure and expectations of the course (2). Understand expectations about information and digital literacy within academic culture (3). Articulate the skills \u0026 dispositions needed to function effectively in the digital space (4). Demonstrate awareness of ethical issues related to academic integrity surrounding the access and use of information7 videos, 9 readings, 4 practice quizzesexpandVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Information \u0026 Digital Literacy Overview \u0026 Learning OutcomesReading: Information \u0026 Digital Literacy Assessment OverviewReading: Summative Peer AssessmentReading: Glossary of TermsReading: AcknowledgementsLTI Item: Before Module 1 - Confidence DashboardReading: 1.1 Learning OutcomesVideo: 1.1a Welcome and Course InformationVideo: 1.1b Introduction to Example Essay QuestionPractice Quiz: 1.1 Practice QuizDiscussion Prompt: 1.1 Introduce yourselfReading: 1.2 Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Digital LiteracyPractice Quiz: 1.2 Practice QuizReading: 1.3 Learning OutcomesVideo: 1.3 Survival Skills for UniversityPractice Quiz: 1.3 Practice QuizReading: 1.4 Learning OutcomesVideo: 1.4 Academic IntegrityPractice Quiz: 1.4 Practice QuizDiscussion Prompt: 1.4 Academic IntegrityDiscussion Prompt: Module 1 - Questions for InstructorsLTI Item: After Module 1 - Confidence DashboardGraded: Summative Quiz - Module 1Graded: Discussion Board Self-Assessment - Module 1WEEK 2Defining, Accessing \u0026 Searching for InformationAfter this module you will be able to (1). Define the characteristics of different kinds of information (2). Know where to look for information from various sources (3). Develop a search strategy and filter large numbers of search results effectively (4). Document and evaluate your search strategy9 videos, 7 readings, 4 practice quizzesexpandLTI Item: Before Module 2 - Confidence DashboardReading: 2.1 Learning OutcomesVideo: 2.1a The Scholarly and Cultural RecordVideo: 2.1b Primary, Secondary and Tertiary SourcesReading: 2.1b Information Types by FieldVideo: 2.1c Discipline Specific InformationPractice Quiz: 2.1 Practice QuizDiscussion Prompt: 2.1 Information Sources in your FieldReading: 2.2 Learning OutcomesVideo: 2.2a Common Information Sources at UniversityVideo: 2.2b Characteristics of Journal ArticlesReading: 2.2b How to Read a Journal Article in the HumanitiesReading: 2.2b How to Read a Journal Article in the SciencesPractice Quiz: 2.2 Practice QuizReading: 2.3 Learning OutcomesVideo: 2.3 Accessing Information (Experts)Practice Quiz: 2.3 Practice QuizReading: 2.4 Learning OutcomesVideo: 2.4a Defining an Information NeedVideo: 2.4b Developing a Search StrategyVideo: 2.4c Documenting and Evaluating the Search StrategyPractice Quiz: 2.4 Practice QuizDiscussion Prompt: 2.4 Searching for InformationDiscussion Prompt: Module 2 - Questions for InstructorsLTI Item: After Module 2 - Confidence DashboardGraded: Summative Quiz - Module 2Graded: Discussion Board Self-Assessment - Module 2WEEK 3Critically Evaluating, Filtering \u0026 Managing InformationAfter this module you will be able to (1). Apply criteria to critically evaluate the reliability of sources for an academic context (2). Identify the factors that make a web resource reliable (3). Filter information effectively (4). Use file-naming conventions and appropriate software to effectively organize and store information9 videos, 6 readings, 4 practice quizzesexpandLTI Item: Before Module 3 - Confidence DashboardReading: 3.1 Learning OutcomesVideo: 3.1a Critically Evaluating InformationVideo: 3.1b Critically Evaluating Web ResourcesVideo: 3.1c Critically Evaluating Wikipedia (Screencast)Discussion Prompt: 3.1b Critically Evaluating Information OnlinePractice Quiz: 3.1 Practice QuizReading: 3.2 Learning OutcomesVideo: 3.2a Establishing RelevanceVideo: 3.2b Establishing RelevanceReading: 3.2b Supplementary Academic ArticlesPractice Quiz: 3.2 Practice QuizReading: 3.3 Learning OutcomesVideo: 3.3a Managing Information: FilesVideo: 3.3b Managing Information: FoldersReading: 3.3b Guides to File-naming Conventions and Folder HierarchiesPractice Quiz: 3.3 Practice QuizDiscussion Prompt: 3.3 Managing your InformationReading: 3.4 Learning OutcomesVideo: 3.4a Processing and Coding: Steps 1 and 2Video: 3.4b Processing and Coding: Step 3Practice Quiz: 3.4 Practice QuizDiscussion Prompt: Module 3 - Questions for InstructorsLTI Item: After Module 3 - Confidence DashboardGraded: Summative - Module 3Graded: Discussion Board Self-Assessment - Module 3WEEK 4Referencing, Incorporating Sources \u0026 Avoiding Plagiarism After this module you will be able to (1). Understand the consequences of plagiarism in the academic context (2). Use referencing conventions to appropriately cite a variety of information sources and avoid plagiarism (3). Understand how to incorportate ideas from sources into your work (4). Be familiar with different referencing software and evaluate it for your own purposes9 videos, 5 readings, 3 practice quizzesexpandLTI Item: Before Module 4 - Confidence DashboardReading: 4.1 Learning OutcomesVideo: 4.1 Avoiding PlagiarismPractice Quiz: 4.1 Practice QuizDiscussion Prompt: 4.1 Avoiding PlagiarismReading: 4.2 Learning OutcomesVideo: 4.2 Referencing \u0026 Attributing ResourcesPractice Quiz: 4.2 Practice QuizReading: 4.3 Learning OutcomesVideo: 4.3a Incorporating SourcesVideo: 4.3b Incorporating Sources: QuotesVideo: 4.3c Paraphrasing and SummarisingPractice Quiz: 4.3 Practice QuizReading: 4.4 Learning OutcomesVideo: 4.4a Referencing SoftwareReading: 4.4a Referencing SoftwareVideo: 4.4b MendeleyVideo: 4.4c ZoteroVideo: 4.4d EndNoteDiscussion Prompt: 4.4 Referencing SoftwareDiscussion Prompt: Module 4 - Questions for InstructorsLTI Item: After Module 4 - Confidence DashboardGraded: Summative - Module 4Graded: Discussion Board Self-Assessment - Module 4WEEK 5Disseminating \u0026 Communicating InformationAfter this module you will be able to (1). Understand new forms of licensing for online content (2). Communicate effectively in different digital modes (3). Manage digital identity across different domains (4). Use digital networks to manage and advance learning 9 videos, 5 readings, 4 practice quizzesexpandLTI Item: Before Module 5 - Confidence DashboardReading: 5.1 Learning OutcomesVideo: 5.1a CopyrightVideo: 5.1b Creative Commons LicencingPractice Quiz: 5.1 Practice QuizReading: 5.2 Learning OutcomesVideo: 5.2 Digital Networks for Learning and ResearchPractice Quiz: 5.2 Practice QuizDiscussion Prompt: 5.2 Your Personal Learning NetworkReading: 5.3 Learning OutcomesVideo: 5.3a Managing Digital IdentityDiscussion Prompt: 5.3a Managing your Digital IdentityReading: 5.3a Security Management TipsVideo: 5.3b Presenting yourself onlinePractice Quiz: 5.3 Practice QuizDiscussion Prompt: 5.3b Write a Twitter BioReading: 5.4 Learning OutcomesVideo: 5.4a Communicating OnlineVideo: 5.4b Emailing LecturersVideo: 5.4c Writing an EmailVideo: 5.4d Discussion Board NetiquettePractice Quiz: 5.4 Practice QuizDiscussion Prompt: Module 5 - Questions for InstructorsLTI Item: After Module 5 - Confidence DashboardGraded: Summative - Module 5Graded: Discussion Board Self-Assessment - Module 5WEEK 6Summative Assessment3 readingsexpandReading: Summative assignment overviewReading: How to mark your peer's assignmentsReading: Practice peer marking activity answersGraded: Critically evaluating sources After this module you will be able to (1). Understand the structure and expectations of the course (2). Understand expectations about information and digital literacy within academic culture (3). Articulate the skills \u0026 dispositions needed to function effectively in the digital space (4). Demonstrate awareness of ethical issues related to academic integrity surrounding the access and use of informationVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Information \u0026 Digital Literacy Overview \u0026 Learning OutcomesReading: Information \u0026 Digital Literacy Assessment OverviewReading: Summative Peer AssessmentReading: Glossary of TermsReading: AcknowledgementsLTI Item: Before Module 1 - Confidence DashboardReading: 1.1 Learning OutcomesVideo: 1.1a Welcome and Course InformationVideo: 1.1b Introduction to Example Essay QuestionPractice Quiz: 1.1 Practice QuizDiscussion Prompt: 1.1 Introduce yourselfReading: 1.2 Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Digital LiteracyPractice Quiz: 1.2 Practice QuizReading: 1.3 Learning OutcomesVideo: 1.3 Survival Skills for UniversityPractice Quiz: 1.3 Practice QuizReading: 1.4 Learning OutcomesVideo: 1.4 Academic IntegrityPractice Quiz: 1.4 Practice QuizDiscussion Prompt: 1.4 Academic IntegrityDiscussion Prompt: Module 1 - Questions for InstructorsLTI Item: After Module 1 - Confidence DashboardAfter this module you will be able to (1). Define the characteristics of different kinds of information (2). Know where to look for information from various sources (3). Develop a search strategy and filter large numbers of search results effectively (4). Document and evaluate your search strategyLTI Item: Before Module 2 - Confidence DashboardReading: 2.1 Learning OutcomesVideo: 2.1a The Scholarly and Cultural RecordVideo: 2.1b Primary, Secondary and Tertiary SourcesReading: 2.1b Information Types by FieldVideo: 2.1c Discipline Specific InformationPractice Quiz: 2.1 Practice QuizDiscussion Prompt: 2.1 Information Sources in your FieldReading: 2.2 Learning OutcomesVideo: 2.2a Common Information Sources at UniversityVideo: 2.2b Characteristics of Journal ArticlesReading: 2.2b How to Read a Journal Article in the HumanitiesReading: 2.2b How to Read a Journal Article in the SciencesPractice Quiz: 2.2 Practice QuizReading: 2.3 Learning OutcomesVideo: 2.3 Accessing Information (Experts)Practice Quiz: 2.3 Practice QuizReading: 2.4 Learning OutcomesVideo: 2.4a Defining an Information NeedVideo: 2.4b Developing a Search StrategyVideo: 2.4c Documenting and Evaluating the Search StrategyPractice Quiz: 2.4 Practice QuizDiscussion Prompt: 2.4 Searching for InformationDiscussion Prompt: Module 2 - Questions for InstructorsLTI Item: After Module 2 - Confidence DashboardAfter this module you will be able to (1). Apply criteria to critically evaluate the reliability of sources for an academic context (2). Identify the factors that make a web resource reliable (3). Filter information effectively (4). Use file-naming conventions and appropriate software to effectively organize and store informationLTI Item: Before Module 3 - Confidence DashboardReading: 3.1 Learning OutcomesVideo: 3.1a Critically Evaluating InformationVideo: 3.1b Critically Evaluating Web ResourcesVideo: 3.1c Critically Evaluating Wikipedia (Screencast)Discussion Prompt: 3.1b Critically Evaluating Information OnlinePractice Quiz: 3.1 Practice QuizReading: 3.2 Learning OutcomesVideo: 3.2a Establishing RelevanceVideo: 3.2b Establishing RelevanceReading: 3.2b Supplementary Academic ArticlesPractice Quiz: 3.2 Practice QuizReading: 3.3 Learning OutcomesVideo: 3.3a Managing Information: FilesVideo: 3.3b Managing Information: FoldersReading: 3.3b Guides to File-naming Conventions and Folder HierarchiesPractice Quiz: 3.3 Practice QuizDiscussion Prompt: 3.3 Managing your InformationReading: 3.4 Learning OutcomesVideo: 3.4a Processing and Coding: Steps 1 and 2Video: 3.4b Processing and Coding: Step 3Practice Quiz: 3.4 Practice QuizDiscussion Prompt: Module 3 - Questions for InstructorsLTI Item: After Module 3 - Confidence DashboardAfter this module you will be able to (1). Understand the consequences of plagiarism in the academic context (2). Use referencing conventions to appropriately cite a variety of information sources and avoid plagiarism (3). Understand how to incorportate ideas from sources into your work (4). Be familiar with different referencing software and evaluate it for your own purposesLTI Item: Before Module 4 - Confidence DashboardReading: 4.1 Learning OutcomesVideo: 4.1 Avoiding PlagiarismPractice Quiz: 4.1 Practice QuizDiscussion Prompt: 4.1 Avoiding PlagiarismReading: 4.2 Learning OutcomesVideo: 4.2 Referencing \u0026 Attributing ResourcesPractice Quiz: 4.2 Practice QuizReading: 4.3 Learning OutcomesVideo: 4.3a Incorporating SourcesVideo: 4.3b Incorporating Sources: QuotesVideo: 4.3c Paraphrasing and SummarisingPractice Quiz: 4.3 Practice QuizReading: 4.4 Learning OutcomesVideo: 4.4a Referencing SoftwareReading: 4.4a Referencing SoftwareVideo: 4.4b MendeleyVideo: 4.4c ZoteroVideo: 4.4d EndNoteDiscussion Prompt: 4.4 Referencing SoftwareDiscussion Prompt: Module 4 - Questions for InstructorsLTI Item: After Module 4 - Confidence DashboardAfter this module you will be able to (1). Understand new forms of licensing for online content (2). Communicate effectively in different digital modes (3). Manage digital identity across different domains (4). Use digital networks to manage and advance learning LTI Item: Before Module 5 - Confidence DashboardReading: 5.1 Learning OutcomesVideo: 5.1a CopyrightVideo: 5.1b Creative Commons LicencingPractice Quiz: 5.1 Practice QuizReading: 5.2 Learning OutcomesVideo: 5.2 Digital Networks for Learning and ResearchPractice Quiz: 5.2 Practice QuizDiscussion Prompt: 5.2 Your Personal Learning NetworkReading: 5.3 Learning OutcomesVideo: 5.3a Managing Digital IdentityDiscussion Prompt: 5.3a Managing your Digital IdentityReading: 5.3a Security Management TipsVideo: 5.3b Presenting yourself onlinePractice Quiz: 5.3 Practice QuizDiscussion Prompt: 5.3b Write a Twitter BioReading: 5.4 Learning OutcomesVideo: 5.4a Communicating OnlineVideo: 5.4b Emailing LecturersVideo: 5.4c Writing an EmailVideo: 5.4d Discussion Board NetiquettePractice Quiz: 5.4 Practice QuizDiscussion Prompt: Module 5 - Questions for InstructorsLTI Item: After Module 5 - Confidence DashboardReading: Summative assignment overviewReading: How to mark your peer's assignmentsReading: Practice peer marking activity answersUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomThe University of SydneyProblem-Solving Skills for University SuccessUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomThe University of SydneyCritical Thinking Skills for University SuccessUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 Classroom",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/digital-literacy",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "K-12 Blended \u0026 Online Learning",
    "Description": "About this course: This course introduces teachers and interested adults to K12 blended and online learning. Participants will design a blended or online unit and develop one module to use with K12 students.WEEK 1Trends and Standards in K12 Blended \u0026 Online Learning6 videos, 5 readingsexpandLecture: ObjectivesVideo: Week One Video 1 (Introduction)Video: Self-Assessment How-To with Dr. VegaLecture: Complete the Pre-Assessment Quiz \u0026 DiscussionLecture: iNACOL Blended \u0026 Online Teaching Pre-Assessment ResultsDemande de discussion: Week One Discussion #1Lecture: Required \u0026 Optional Module SelectionsVideo: Week One Video 2Video: Week One Video 3Video: Week One Video 4Video: Week One Video 5Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week One Discussion #2Demande de discussion: Week One Discussion #3Graded: Week One QuizWEEK 2Active Learning \u0026 Assessment in K12 Blended \u0026 Online Learning5 videos, 3 readingsexpandLecture: ObjectivesVideo: Week Two Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Two Video 2Video: Week Two Video 3Video: Week Two Video 4Video: Week Two Video 5Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Two DiscussionGraded: Week Two QuizWEEK 3Teaching Blended and Online in the Content Areas8 videos, 4 readingsexpandLecture: ObjectivesVideo: Week Three Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Three Video 2Video: Week Three - Subject Area Guest (Social Studies)Video: Week Three - Subject Area Guest (Lower Grades ELA)Video: Week Three - Subject Area Guest (Upper Grades ELA)Video: Week Three - Subject Area Guest (Mathematics)Video: Week Three - Subject Area Guest (Science)Video: Week Three - Subject Area Guest (Inclusive Education)Lecture: Subject Area Guests - Resources Mentioned in VideosLecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Three DiscussionGraded: Week Three QuizWEEK 4Technologies for Blended \u0026 Online Instruction6 videos, 5 readingsexpandLecture: ObjectivesVideo: Week Four Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Four Video 2Video: Week Four Video 3Video: Week Four Video 4Video: Week Four Video 5Lecture: Discussions \u0026 Other ActivitiesVideo: Self Assessment How-To with Dr. VegaLecture: iNACOL Blended \u0026 Online Teaching Assessment ResultsDemande de discussion: Week Four Discussion #1Demande de discussion: Week Four Discussion #2 (Optional - iNACOL Assessment)Lecture: Optional Course Survey #1Graded: Mid Course QuizWEEK 5Designing A Syllabus3 videos, 3 readingsexpandLecture: ObjectivesVideo: Week Five Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Five Video 2Video: Week Five Video 3Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Five DiscussionDemande de discussion: Week Five Syllabus Feedback (Optional)Graded: Syllabus SubmissionWEEK 6Designing a Blended or Online Unit Plan2 videos, 3 readingsexpandLecture: ObjectivesVideo: Week Six Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Six Video 2Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Six DiscussionDemande de discussion: Week Six Unit Plan Feedback (Optional)Graded: Unit Plan SubmissionWEEK 7Developing a Module2 videos, 3 readingsexpandLecture: ObjectivesVideo: Week Seven Video 1 (Introduction)Lecture: Required and Optional Module SelectionsVideo: Week Seven Video 1Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Seven DiscussionDemande de discussion: Week Seven Module Feedback (Optional)Graded: Module SubmissionWEEK 8Wrapping It Up1 video, 4 readingsexpandLecture: ObjectivesLecture: Discussions \u0026 Other ActivitiesVideo: Self Assessment How-To with Dr. VegaLecture: iNACOL Blended \u0026 Online Teaching Post-Assessment ResultsDemande de discussion: Week Eight Discussion (Post-Assessment)Lecture: Optional Course Survey #2Lecture: ObjectivesVideo: Week One Video 1 (Introduction)Video: Self-Assessment How-To with Dr. VegaLecture: Complete the Pre-Assessment Quiz \u0026 DiscussionLecture: iNACOL Blended \u0026 Online Teaching Pre-Assessment ResultsDemande de discussion: Week One Discussion #1Lecture: Required \u0026 Optional Module SelectionsVideo: Week One Video 2Video: Week One Video 3Video: Week One Video 4Video: Week One Video 5Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week One Discussion #2Demande de discussion: Week One Discussion #3Lecture: ObjectivesVideo: Week Two Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Two Video 2Video: Week Two Video 3Video: Week Two Video 4Video: Week Two Video 5Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Two DiscussionLecture: ObjectivesVideo: Week Three Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Three Video 2Video: Week Three - Subject Area Guest (Social Studies)Video: Week Three - Subject Area Guest (Lower Grades ELA)Video: Week Three - Subject Area Guest (Upper Grades ELA)Video: Week Three - Subject Area Guest (Mathematics)Video: Week Three - Subject Area Guest (Science)Video: Week Three - Subject Area Guest (Inclusive Education)Lecture: Subject Area Guests - Resources Mentioned in VideosLecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Three DiscussionLecture: ObjectivesVideo: Week Four Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Four Video 2Video: Week Four Video 3Video: Week Four Video 4Video: Week Four Video 5Lecture: Discussions \u0026 Other ActivitiesVideo: Self Assessment How-To with Dr. VegaLecture: iNACOL Blended \u0026 Online Teaching Assessment ResultsDemande de discussion: Week Four Discussion #1Demande de discussion: Week Four Discussion #2 (Optional - iNACOL Assessment)Lecture: Optional Course Survey #1Lecture: ObjectivesVideo: Week Five Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Five Video 2Video: Week Five Video 3Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Five DiscussionDemande de discussion: Week Five Syllabus Feedback (Optional)Lecture: ObjectivesVideo: Week Six Video 1 (Introduction)Lecture: Required \u0026 Optional Module SelectionsVideo: Week Six Video 2Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Six DiscussionDemande de discussion: Week Six Unit Plan Feedback (Optional)Lecture: ObjectivesVideo: Week Seven Video 1 (Introduction)Lecture: Required and Optional Module SelectionsVideo: Week Seven Video 1Lecture: Discussions \u0026 Other ActivitiesDemande de discussion: Week Seven DiscussionDemande de discussion: Week Seven Module Feedback (Optional)Lecture: ObjectivesLecture: Discussions \u0026 Other ActivitiesVideo: Self Assessment How-To with Dr. VegaLecture: iNACOL Blended \u0026 Online Teaching Post-Assessment ResultsDemande de discussion: Week Eight Discussion (Post-Assessment)Lecture: Optional Course Survey #2University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University System of Georgia",
    "Level": "",
    "URL": "https://coursera.org/learn/k-12-online-education",
    "Language": "English, Subtitles: Indonesian",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Dynamic Earth: A Course for Educators",
    "Description": "About this course: The AMNH course The Dynamic Earth: A Course for Educators provides students with an overview of the origin and evolution of the Earth. Informed by the recently released Next Generation Science Standards, this course examines geological time scales, radiometric dating, and how scientists “read the rocks.” We will explore dramatic changes in the Earth over the last 4 billion years, including how the evolution of life on Earth has affected its atmosphere. In addition to looking at geology on a global scale, participants will take to their own backyards to explore and share their local geologic history. Course participants will bring their understanding of the dynamic Earth - along with content resources, discussion questions, and assignments - into their own teaching.WEEK 1Introduction \u0026 The Mystery of Geologic TimeYou will explore the ways scientists study the rock record to determine the geologic history of the Earth. 4 videos, 5 readingsexpandVideo: Course OverviewReading: SyllabusReading: ResourcesVideo: Introduction to the CourseReading: About This CourseVideo: How Zircons Have Revolutionized Understanding of Early EarthVideo: The Rate of DecayReading: Using Radiometric Dating to Determine the Age of Rocks and MineralReading: \"Reading\" a Rock to Get Its AgeGraded: Module One QuizWEEK 2Evolution of the AtmosphereYou will learn how the evolution of photosynthetic life changed the concentration of oxygen in the oceans and atmosphere, and how this is reflected in the rock record. You will also become familiar with how the Next Generation Science Standards connect to this week’s content. Finally, you will complete a written assignment: an analysis of a local geologic feature.7 videos, 2 readingsexpandVideo: Evolution of Early Earth's AtmosphereReading: Early LifeReading: Origin of Earth's AtmosphereVideo: Banded Iron FormationVideo: StromatolitesVideo: Teaching with the Next Generation Science Standards: Part 1Video: Teaching with the Next Generation Science Standards: Part 2Video: Local Geology Assignment: Part 1Video: Local Geology Assignment: Part 2Graded: Module Two QuizGraded: Peer Review: Analyze a Local Geologic FeatureWEEK 3Plate Tectonics: Mountain BuildingYou will learn how convection causes solid rock to flow in the Earth’s mantle and how the movement of the Earth’s tectonic plates forms mountains. You will also learn how to identify and address common student misconceptions about plate tectonics.\n5 videos, 2 readingsexpandVideo: The Structure of Mountain Belts: The Swiss AlpsReading: How Rocks FlowVideo: Ductility of RocksVideo: Marble DeformationReading: Mantle Convection and Plate TectonicsVideo: Scientists at Work: Mountain BuildingVideo: Addressing Student Misconceptions When Teaching Plate TectonicsGraded: Module Three QuizWEEK 4Plate Tectonics: EarthquakesYou will learn about earthquake risk. Using a multimedia teaching case about earthquake risk in Bangladesh, you will learn how scientists define and assess the risk from geologic events. You will also learn how to implement this or similar teaching cases with your students. 7 videos, 4 readingsexpandVideo: Earthquake RiskVideo: Learning \u0026 Teaching with the Teaching CaseReading: Earthquake Risk in BangladeshVideo: Part One: BackgroundVideo: Part Two: Data CollectionVideo: Part Three: ResultsVideo: Part Four: Beyond TectonicsVideo: Closing ThoughtsReading: ResourcesReading: Opportunities for EducatorsReading: Support AMNHGraded: Module Four QuizVideo: Course OverviewReading: SyllabusReading: ResourcesVideo: Introduction to the CourseReading: About This CourseVideo: How Zircons Have Revolutionized Understanding of Early EarthVideo: The Rate of DecayReading: Using Radiometric Dating to Determine the Age of Rocks and MineralReading: \"Reading\" a Rock to Get Its AgeYou will learn how the evolution of photosynthetic life changed the concentration of oxygen in the oceans and atmosphere, and how this is reflected in the rock record. You will also become familiar with how the Next Generation Science Standards connect to this week’s content. Finally, you will complete a written assignment: an analysis of a local geologic feature.Video: Evolution of Early Earth's AtmosphereReading: Early LifeReading: Origin of Earth's AtmosphereVideo: Banded Iron FormationVideo: StromatolitesVideo: Teaching with the Next Generation Science Standards: Part 1Video: Teaching with the Next Generation Science Standards: Part 2Video: Local Geology Assignment: Part 1Video: Local Geology Assignment: Part 2Video: The Structure of Mountain Belts: The Swiss AlpsReading: How Rocks FlowVideo: Ductility of RocksVideo: Marble DeformationReading: Mantle Convection and Plate TectonicsVideo: Scientists at Work: Mountain BuildingVideo: Addressing Student Misconceptions When Teaching Plate TectonicsYou will learn about earthquake risk. Using a multimedia teaching case about earthquake risk in Bangladesh, you will learn how scientists define and assess the risk from geologic events. You will also learn how to implement this or similar teaching cases with your students. Video: Earthquake RiskVideo: Learning \u0026 Teaching with the Teaching CaseReading: Earthquake Risk in BangladeshVideo: Part One: BackgroundVideo: Part Two: Data CollectionVideo: Part Three: ResultsVideo: Part Four: Beyond TectonicsVideo: Closing ThoughtsReading: ResourcesReading: Opportunities for EducatorsReading: Support AMNHUniversity of AlbertaPaleontology: Early Vertebrate EvolutionUniversity of AlbertaPaleontology: Theropod Dinosaurs and the Origin of BirdsUniversity of AlbertaPaleontology: Ancient Marine ReptilesUniversity of AlbertaIntroduction to the Arctic: ClimateNational Research Tomsk State UniversityThe Changing Arctic",
    "Creator": "American Museum of Natural History",
    "Level": "",
    "URL": "https://coursera.org/learn/earth-amnh",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Introduction to Student Assessment",
    "Description": "About this course: You will consider various techniques which help to assess student learning. The course also will help you to acquire the skills to develop and use appropriate assessment procedures. \n\nThis course is part of the Foundations of Teaching for Learning program which is designed to assist people who are currently teaching but have had no formal teacher education improve their understanding of their role and work as a teacher.  This set of courses will enhance your knowledge and understanding about learning and teaching and what makes a teacher a professional.  \nPractical activities are provided to assist you in using what you have learned to improve your teaching practice.  While these are optional, it is strongly recommended that you undertake them if at all possible.\n\nOf particular importance is a guide to the development of a portfolio to help you organize and document your thinking about what you have learned. In addition, you may be able to use the portfolio to access other opportunities in the future.WEEK 1An Introduction to Assessment Theory and PracticeWhat is the purpose of assessment? Research has shown that opinions on this differ around the world. In this week’s general introduction to assessment theory and practice, you can compare your own experience of assessment with some contrasting experiences from different parts of the world. We will take a clear look at how educational assessment integrates and links curriculum, teaching, and learning. We will then look at cultural factors that may influence the teaching practices of your workplace.5 videos, 4 readingsexpandReading: General OverviewReading: SyllabusReading: Grading and LogisticsReading: Outline for Week OneVideo: How societies use assessment and what you believe are the purposes of assessmentVideo: Formative \u0026 Summative: Understanding the impact of timing on assessment decisionsVideo: The Curriculum-Teaching-Assessment cycle: A framework for integrating assessment with instructionVideo: Cultural Concern: Perspectives of minorities on educational assessmentVideo: Discussion 1Graded: Quiz 1WEEK 2The nature of feedback in improving teaching and learningFeedback can vary greatly in its effectiveness. In the lectures this week we will identify the key characteristics of good (and bad) feedback. We will explore the practice of incorporating feedback into teaching. Teachers and students have their own views on what constitutes effective feedback. Understanding these views can help you to decide how you should give feedback to your own students. We will ask you to consider how you can best provide feedback to minority students. By the end of the week you should be able to generate your own examples of effective feedback for students.5 videos, 1 readingexpandReading: Outline for Week TwoVideo: Feedback Effectiveness: Hattie \u0026 Timperley’s framework; Gan’s Question promptsVideo: Building Feedback into Teaching: Goals/Intentions; Strengths \u0026 WeaknessesVideo: Teacher \u0026 Student perceptions of feedbackVideo: Cultural Concern: Perspectives of minorities on appropriate feedback mechanismsVideo: Interview 1Graded: Quiz 2Graded: Peer Assessment OneWEEK 3Reporting student achievementWelcome back to our third week of exploring ideas connected to assessment. In the lectures this week, we explore current approaches to reporting and raise important questions about their validity. We will consider the strengths and weaknesses of standardized test scores and point you to effective techniques for writing reports and giving feedback that will actually help students and pupils improve their learning. We will give you tools for use in your own practice and encourage you how reporting practices used with majority groups might need to be modified for use with parents from minority groups.5 videos, 1 readingexpandReading: Outline for Week ThreeVideo: Reporting useful feedback: Where now, where going, what next?Video: Grades, ranks, and scores: Problems with using these approachesVideo: Reporting against objectives, not test questions or itemsVideo: Cultural Concern: Perspectives of minorities on appropriate reporting mechanismsVideo: Discussion 2Graded: Quiz 3WEEK 4Guidelines for developing and using objectively answered question proceduresThis week we describe specific techniques for designing assessment tools. The assessment tool that we will focus on is multiple-choice questions (MCQs), however we will present a number of different formats. You will be given practical advice and tools for creating a variety of good test questions. The key point to note is that unless such objectively-scored questions are written well, getting them right will not be an indicator of knowledge or skill in the domain being assessed. Test-wiseness (i.e., knowing how to answer such questions) increases test scores but this is no guarantee students actually understand more. Hence, care and attention needs to be paid to how test questions are written. Stay active – and enjoy the learning this week. 5 videos, 1 readingexpandReading: Outline for Week FourVideo: Anatomy of a good MCQ: The Question and AnswerVideo: Anatomy of a good MCQ: The Wrong AnswersVideo: Valid alternatives to bad MCQ: Binary choice; MatchingVideo: Valid alternatives to bad MCQ: Sequencing; SortingVideo: Interview twoGraded: Quiz 4Graded: Peer Assessment TwoWEEK 5Guidelines for developing and using human judgement scoring proceduresLast week we focused on assessments that could be scored against agreed correct answers. We will now look at judgement-based assessments. The main assessment method used in teaching has changed from  objective-style to using judgement-based assessment. This change has brought forward some new issues for us to consider.  We will introduce you to challenges that are inherent in designing and evaluating student performance in open-ended formats in the first lecture. In the next two lectures we will focus on two assessment tools that are often used under judgement-based conditions: the rubric and the essay. In the last lecture, we will explore the concepts of moderation and inter-rater reliability. The topics for this week require you to grapple with notions of accuracy, quality, reliability, validity, and error. By the end of the week you should be able to design a valid and reliable assessment task and corresponding marking scheme (rubric).5 videos, 1 readingexpandReading: Outline for Week FiveVideo: Human judgement: Being aware of the errors we makeVideo: Guiding judgements: Analytic \u0026 Holistic Rubric design and useVideo: Essay marking: Working towards more reliable and valid scoringVideo: Moderation: A key to ensuring reliable and valid scoringVideo: Discussion 3Graded: Quiz 5WEEK 6Guidelines for developing and using procedures that involve students in assessmentIn this final week we will define two assessment practices that involve student participation: self-assessment and peer assessment. We will provide you with exemplars of both kinds of assessment for your own personal use, and point you to important issues that you will need to consider when preparing your own assessments. By the end of this week you should be able to create peer and self-assessment tasks that facilitate learning for children you teach.5 videos, 1 readingexpandReading: Outline for Week SixVideo: Rationale and Goals of Involving Students: Improved learning \u0026 self-regulationVideo: Good Peer Assessment practicesVideo: Good Self-Assessment practicesVideo: Concerns with peer and self-assessment: Keeping in mind validityVideo: Interview 3Graded: Quiz 6What is the purpose of assessment? Research has shown that opinions on this differ around the world. In this week’s general introduction to assessment theory and practice, you can compare your own experience of assessment with some contrasting experiences from different parts of the world. We will take a clear look at how educational assessment integrates and links curriculum, teaching, and learning. We will then look at cultural factors that may influence the teaching practices of your workplace.Reading: General OverviewReading: SyllabusReading: Grading and LogisticsReading: Outline for Week OneVideo: How societies use assessment and what you believe are the purposes of assessmentVideo: Formative \u0026 Summative: Understanding the impact of timing on assessment decisionsVideo: The Curriculum-Teaching-Assessment cycle: A framework for integrating assessment with instructionVideo: Cultural Concern: Perspectives of minorities on educational assessmentVideo: Discussion 1Feedback can vary greatly in its effectiveness. In the lectures this week we will identify the key characteristics of good (and bad) feedback. We will explore the practice of incorporating feedback into teaching. Teachers and students have their own views on what constitutes effective feedback. Understanding these views can help you to decide how you should give feedback to your own students. We will ask you to consider how you can best provide feedback to minority students. By the end of the week you should be able to generate your own examples of effective feedback for students.Reading: Outline for Week TwoVideo: Feedback Effectiveness: Hattie \u0026 Timperley’s framework; Gan’s Question promptsVideo: Building Feedback into Teaching: Goals/Intentions; Strengths \u0026 WeaknessesVideo: Teacher \u0026 Student perceptions of feedbackVideo: Cultural Concern: Perspectives of minorities on appropriate feedback mechanismsVideo: Interview 1Welcome back to our third week of exploring ideas connected to assessment. In the lectures this week, we explore current approaches to reporting and raise important questions about their validity. We will consider the strengths and weaknesses of standardized test scores and point you to effective techniques for writing reports and giving feedback that will actually help students and pupils improve their learning. We will give you tools for use in your own practice and encourage you how reporting practices used with majority groups might need to be modified for use with parents from minority groups.Reading: Outline for Week ThreeVideo: Reporting useful feedback: Where now, where going, what next?Video: Grades, ranks, and scores: Problems with using these approachesVideo: Reporting against objectives, not test questions or itemsVideo: Cultural Concern: Perspectives of minorities on appropriate reporting mechanismsVideo: Discussion 2This week we describe specific techniques for designing assessment tools. The assessment tool that we will focus on is multiple-choice questions (MCQs), however we will present a number of different formats. You will be given practical advice and tools for creating a variety of good test questions. The key point to note is that unless such objectively-scored questions are written well, getting them right will not be an indicator of knowledge or skill in the domain being assessed. Test-wiseness (i.e., knowing how to answer such questions) increases test scores but this is no guarantee students actually understand more. Hence, care and attention needs to be paid to how test questions are written. Stay active – and enjoy the learning this week. Reading: Outline for Week FourVideo: Anatomy of a good MCQ: The Question and AnswerVideo: Anatomy of a good MCQ: The Wrong AnswersVideo: Valid alternatives to bad MCQ: Binary choice; MatchingVideo: Valid alternatives to bad MCQ: Sequencing; SortingVideo: Interview twoLast week we focused on assessments that could be scored against agreed correct answers. We will now look at judgement-based assessments. The main assessment method used in teaching has changed from  objective-style to using judgement-based assessment. This change has brought forward some new issues for us to consider.  We will introduce you to challenges that are inherent in designing and evaluating student performance in open-ended formats in the first lecture. In the next two lectures we will focus on two assessment tools that are often used under judgement-based conditions: the rubric and the essay. In the last lecture, we will explore the concepts of moderation and inter-rater reliability. The topics for this week require you to grapple with notions of accuracy, quality, reliability, validity, and error. By the end of the week you should be able to design a valid and reliable assessment task and corresponding marking scheme (rubric).Reading: Outline for Week FiveVideo: Human judgement: Being aware of the errors we makeVideo: Guiding judgements: Analytic \u0026 Holistic Rubric design and useVideo: Essay marking: Working towards more reliable and valid scoringVideo: Moderation: A key to ensuring reliable and valid scoringVideo: Discussion 3In this final week we will define two assessment practices that involve student participation: self-assessment and peer assessment. We will provide you with exemplars of both kinds of assessment for your own personal use, and point you to important issues that you will need to consider when preparing your own assessments. By the end of this week you should be able to create peer and self-assessment tasks that facilitate learning for children you teach.Reading: Outline for Week SixVideo: Rationale and Goals of Involving Students: Improved learning \u0026 self-regulationVideo: Good Peer Assessment practicesVideo: Good Self-Assessment practicesVideo: Concerns with peer and self-assessment: Keeping in mind validityVideo: Interview 3Commonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Developing Relationships",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/learning-assessment",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Race and Cultural Diversity in American Life and History",
    "Description": "About this course: Learners will deepen their understanding and appreciation of ways in which race, ethnicity and cultural diversity have shaped American institutions, ideology, law, and social relationships from the colonial era to the present. Race and ethnicity are ideological and cultural categories that include all groups and individuals. Hence, this course is designed in significant part to take a broad look at the ideology of race and cultural diversity in America’s past and present. The primary focus is on the historical and social relationships among European Americans, Native Americans, African Americans, Latino/as, and Asian/Pacific Americans. Issues of race and ethnicity are examined across different ethno-cultural traditions in order to interweave diverse experiences into a larger synthesis of the meaning of race and ethnicity in American life. In this course, we conceive of “race” and “diversity” as references to the entire American population, even as we recognize that different groups have unique historical experiences resulting in distinctive and even fundamental cultural differences. We treat race and ethnicity as dynamic, complex ideological and cultural processes that shape all social institutions, belief systems, inter-group relationships, and individual experiences.WEEK 1Introduction to Concepts of Race and IdentityThis module introduces the concept of \"race,\" and begins to address the use of the concept in the United States. It also explores both fears and opportunities raised by the realities of racial and ethnic diversity.6 videos, 1 readingexpandVideo: 1.1 Introducing the Key Concepts and Social ChallengesVideo: 1.2 Exploring Attitudes to Race and IdentityVideo: 1.3 What Is Race?Video: 1.4 Race and American IdentityVideo: 1.5 Fear of Multiethnic DemocracyVideo: 1.6 Social and Economic Benefits of a Diverse DemocracyLecture: Supplementary Readings and VideosGraded: Cultural Identity Self-ReflectionWEEK 2Historical Legacies of Race in the United StatesThis module begins to address in greater detail a number of specific issues in the context of the United States: the legacy of slavery in the case of African Americans, the position of native Americans post colonization, and the particular circumstances of Asian American immigrants. These examples raise further complexity in the understanding of race and ethnicity.9 videos, 1 readingexpandVideo: 2.1 Race: The Power of an IllusionVideo: 2.2 Race in the Foundation of American SocietyVideo: 2.3 Slavery as an Economic and Political System, and its AbolitionVideo: 2.4 Racial Exclusion for Asians and Native AmericansVideo: 2.5 Revisiting “Race” as a Socio-historical ConstructionVideo: 2.6 Race and ImmigrationVideo: 2.7 Practices of Racial SubordinationVideo: 2.8 Laws and Customs Based on RaceVideo: 2.9 Past Is PrologueLecture: Further ReadingGraded: Annotated Resource ListingWEEK 3Legacies of Race and Racism TodayThe course now turns in this third module to the complex lived realities of race and ethnic diversity in contemporary American society. Among the issued explored include geographical segregation and racial bias.6 videos, 1 readingexpandVideo: 3.1 Progress and ContestationVideo: 3.2 How Race Is Lived in America (1)Video: 3.3 How Race Is Lived in America (2)Video: 3.4 Geographical Segregation TodayVideo: 3.5 Implicit Racial BiasVideo: 3.6 Facing the FutureLecture: Supplementary Resources: How Race is Lived in AmericaGraded: Research Project ProposalWEEK 4Race and Ethnicity in American Social InstitutionsThe course concludes in this fourth module  with an investigation of institutional racism, systemic social inequalities, and patterns of discrimination. 5 videos, 1 readingexpandVideo: 4.1 Institutional RacismVideo: 4.2 Social Disparities of Race and EthnicityVideo: 4.3 Identifying Discrimination in Everyday Social PracticeVideo: 4.4 Racial and Ethnic Disparities in Wealth and IncomeVideo: 4.5 Inequalities in Education and HousingLecture: Supplementary Resources: Institutional RacismGraded: Peer Reviewed ProjectVideo: 1.1 Introducing the Key Concepts and Social ChallengesVideo: 1.2 Exploring Attitudes to Race and IdentityVideo: 1.3 What Is Race?Video: 1.4 Race and American IdentityVideo: 1.5 Fear of Multiethnic DemocracyVideo: 1.6 Social and Economic Benefits of a Diverse DemocracyLecture: Supplementary Readings and VideosThis module begins to address in greater detail a number of specific issues in the context of the United States: the legacy of slavery in the case of African Americans, the position of native Americans post colonization, and the particular circumstances of Asian American immigrants. These examples raise further complexity in the understanding of race and ethnicity.Video: 2.1 Race: The Power of an IllusionVideo: 2.2 Race in the Foundation of American SocietyVideo: 2.3 Slavery as an Economic and Political System, and its AbolitionVideo: 2.4 Racial Exclusion for Asians and Native AmericansVideo: 2.5 Revisiting “Race” as a Socio-historical ConstructionVideo: 2.6 Race and ImmigrationVideo: 2.7 Practices of Racial SubordinationVideo: 2.8 Laws and Customs Based on RaceVideo: 2.9 Past Is PrologueLecture: Further ReadingVideo: 3.1 Progress and ContestationVideo: 3.2 How Race Is Lived in America (1)Video: 3.3 How Race Is Lived in America (2)Video: 3.4 Geographical Segregation TodayVideo: 3.5 Implicit Racial BiasVideo: 3.6 Facing the FutureLecture: Supplementary Resources: How Race is Lived in AmericaVideo: 4.1 Institutional RacismVideo: 4.2 Social Disparities of Race and EthnicityVideo: 4.3 Identifying Discrimination in Everyday Social PracticeVideo: 4.4 Racial and Ethnic Disparities in Wealth and IncomeVideo: 4.5 Inequalities in Education and HousingLecture: Supplementary Resources: Institutional RacismThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2Erasmus University RotterdamThe Politics of SkepticismUniversity of Virginia, UVA Lifetime Learning, Patrick Henry Memorial FoundationPatrick Henry: Forgotten FounderNational Research Tomsk State UniversityGenius. Talent. Golden MediocrityUniversity of California, San DiegoLeveraging the Power of Professional Communities",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/race-cultural-diversity-american-life",
    "Language": "English",
    "Commitment": "4 weeks of study, 5 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "The Place of Music in 21st Century Education",
    "Description": "About this course: What do children need from education now, and in the future? How is technology best used in teaching and learning? How can innovative approaches to education be reconciled with established, traditional ones? What does student-centred learning really mean?\n\nThis five module course is not just for classroom or ensemble music educators. It’s suitable for anyone interested in creativity-infused education, in contemporary education issues, and in the integration and use of digital technology. It’s designed to challenge old paradigms, to inspire innovative and creative pedagogical philosophies, and to develop your ability to critically respond to the latest research.\n\nWe’ll visit schools with vastly different approaches to learning and teaching, and meet inspiring teachers and principals. We’ll venture inside the classroom to closely observe how technology is integrated with music education – or how it’s decidedly not! \n\nWe’ll talk to international leaders and experts about innovative and traditional approaches to music education, and I’ll provide insights from my own practice as well as from some of my students.\n\nI’ll be provoking you to think critically and creatively, to develop your own ideas and theories around students’ educational needs and the impact of digital technologies, now and into the future.\n\nCopy and paste this link into your browser to watch the trailer: \nhttp://tinyurl.com/music-education-21st-centuryWEEK 1Technology in (music) educationWhat does music education look like with and without technology?12 videos, 5 readings, 2 practice quizzesexpandVideo: IntroductionReading: Module 1 OutcomesVideo: Introduction to Northern Beaches Christian SchoolVideo: Music class at Northern Beaches Christian SchoolVideo: New \u0026 OldPractice Quiz: Practice quiz 1Video: Portfolio Set-up 1Video: Portfolio Set-up 2Reading: Do I need to do more?Video: Portfolio Set-up 3Video: Introduction to KamaroiVideo: Screen Free ChildrenVideo: Music Class at KamaroiDiscussion Prompt: Short Reading: Orff Schulwerk in PracticePractice Quiz: Practice quiz 2Video: Broader DemographicsVideo: ProvocationReading: Reading/video list to inspire debateReading: Module 1 Reading listReading: CreditGraded: DiscussionGraded: Share your portfolio URL (web address)Graded: Research break - Steiner educationGraded: Submit a link to your writingWEEK 2Aliens Hein: \"Why does classroom music seem alien?\"8 videos, 3 readings, 2 practice quizzesexpandReading: Module 2 OutcomesVideo: Introduction to Module 2Video: Classroom Music is AlienVideo: What the Research SaysPractice Quiz: Practice quiz 3Video: Meeting the Unschooled Music Makers Part 1Video: Meeting the Unschooled Music Makers Part 2Reading: Fast readingsPractice Quiz: Practice quiz 4Video: How Electronic Musicians LearnVideo: LiveschoolVideo: CounterpointReading: Module 2 Reading listGraded: So much theory ... are you surprised?Graded: Where's the balance?WEEK 3Inspiring Research If we can learn music from the cloud, do we need music teachers?6 videos, 4 readings, 1 practice quizexpandReading: Module 3 OutcomesReading: Flipped learning 1: Sugata Mitra's TED talkVideo: Mitra in MusicVideo: Technology at the Afghanistan National Institute of MusicReading: Flipped Learning 2: Dimitri ChristakiVideo: Music Learning and TVVideo: The Right AgePractice Quiz: Practice quiz 5Discussion Prompt: A discussion: The balancing act...Video: At the bleeding edgeReading: Module 3 Reading listVideo: Bringing it TogetherGraded: Publish your own provocationWEEK 4The good newsWhat opportunities do new technologies afford music education?7 videos, 2 readings, 1 practice quizexpandReading: Module 4 OutcomesVideo: Introduction to TechnologiesVideo: Introduction to the DAWVideo: Notation and GraphicsVideo: Modern Music MakingPractice Quiz: Practice quiz 6Video: Informal and Open LearningVideo: An Introduction to the BLsVideo: Bringing it togetherReading: Module 4 Reading listGraded: Your example of OPEN learningGraded: Share your thoughts openlyWEEK 5To infinity and beyondWhat would a pluralist music education look like?6 videos, 2 readings, 1 practice quizexpandReading: Module 5 OutcomesVideo: Balancing the ResearchVideo: The \"classical\" Composer's ProcessVideo: The Electronic Composer's ProcessDiscussion Prompt: Discussion - common groundVideo: Music in the MiddleVideo: Rethinking the Elements and the ExperiencesPractice Quiz: Practice quiz 7Video: Conclusion and Towards the FutureReading: Module 5 Reading listGraded: BrainstormingGraded: Final assessment: Your manifestoVideo: IntroductionReading: Module 1 OutcomesVideo: Introduction to Northern Beaches Christian SchoolVideo: Music class at Northern Beaches Christian SchoolVideo: New \u0026 OldPractice Quiz: Practice quiz 1Video: Portfolio Set-up 1Video: Portfolio Set-up 2Reading: Do I need to do more?Video: Portfolio Set-up 3Video: Introduction to KamaroiVideo: Screen Free ChildrenVideo: Music Class at KamaroiDiscussion Prompt: Short Reading: Orff Schulwerk in PracticePractice Quiz: Practice quiz 2Video: Broader DemographicsVideo: ProvocationReading: Reading/video list to inspire debateReading: Module 1 Reading listReading: CreditReading: Module 2 OutcomesVideo: Introduction to Module 2Video: Classroom Music is AlienVideo: What the Research SaysPractice Quiz: Practice quiz 3Video: Meeting the Unschooled Music Makers Part 1Video: Meeting the Unschooled Music Makers Part 2Reading: Fast readingsPractice Quiz: Practice quiz 4Video: How Electronic Musicians LearnVideo: LiveschoolVideo: CounterpointReading: Module 2 Reading listReading: Module 3 OutcomesReading: Flipped learning 1: Sugata Mitra's TED talkVideo: Mitra in MusicVideo: Technology at the Afghanistan National Institute of MusicReading: Flipped Learning 2: Dimitri ChristakiVideo: Music Learning and TVVideo: The Right AgePractice Quiz: Practice quiz 5Discussion Prompt: A discussion: The balancing act...Video: At the bleeding edgeReading: Module 3 Reading listVideo: Bringing it TogetherReading: Module 4 OutcomesVideo: Introduction to TechnologiesVideo: Introduction to the DAWVideo: Notation and GraphicsVideo: Modern Music MakingPractice Quiz: Practice quiz 6Video: Informal and Open LearningVideo: An Introduction to the BLsVideo: Bringing it togetherReading: Module 4 Reading listReading: Module 5 OutcomesVideo: Balancing the ResearchVideo: The \"classical\" Composer's ProcessVideo: The Electronic Composer's ProcessDiscussion Prompt: Discussion - common groundVideo: Music in the MiddleVideo: Rethinking the Elements and the ExperiencesPractice Quiz: Practice quiz 7Video: Conclusion and Towards the FutureReading: Module 5 Reading listBerkleeMusicianship: Tensions, Harmonic Function, and Modal InterchangeBerkleeMusicianship: Chord Charts, Diatonic Chords, and Minor KeysBerkleeThe Art of Music ProductionBerkleeMusic Business FoundationsBerkleeThe Technology of Music Production",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/music-education",
    "Language": "English",
    "Commitment": "5 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Investment Strategy",
    "Description": "About this course: Discover the basic concepts of needs analysis, investment policy, asset allocation, product selection, portfolio monitoring and re-balancing. We will look at the types of institutional investors - pension funds and insurance companies. You will learn the client management life cycle and dive into portfolio management as a process. You will learn the basic concepts, principles, and the major styles of investing in alternative assets. Finally, we study the impact of digitization on investment strategies.WEEK 1Alternate Assets and Hedge fundsAfter finishing this module, you will be able to understand the difference between various alternate assets. You would also have an overview of the Hedge funds.6 videos, 1 readingexpandVideo: 1.1.1 Introduction to alternate asset classes - part aVideo: 1.1.2 Introduction to alternate asset classes - part bVideo: 1.1.3 Introduction to alternate asset classes - part cVideo: 1.1.4 Introduction to alternate asset classes - part dVideo: 1.2 Hedgefund overviewVideo: ProjectReading: The alternative asset management landscape in 2020Discussion Prompt: Hedge fund manager vs Mutual fund managerGraded: Project - Week 1WEEK 2Index InvestingAfter completing this module, you will be able to understand what index investing means and you will also be able to calculate the value of a passive index. You will be able to define Beta and Alpha and can also find out a better investment among a given set of investments.8 videos, 2 readingsexpandVideo: 2.1.1 Introduction to Index Investing - part aVideo: 2.1.2 Introduction to Index Investing - part bVideo: 2.2 Supplement to Index InvestmentsVideo: 2.3 Value of passive indexVideo: 2.4.1 Introduction to Beta and Alpha - part aVideo: 2.4.2 Introduction to Beta and Alpha - part bVideo: 2.5 Beta vs AlphaVideo: 2.6 Which is the better investmentReading: Indexed Investing: A Prosaic Way to Beat the Average InvestorReading: 4 Common Misconceptions About Index InvestingGraded: Project - Week 2WEEK 3Asset AllocationAfter completing this module, you will be able to understand the difference between retail asset allocation and institutional asset allocation. You will also be able to understand the importance of time horizon in defining risk.5 videos, 2 readingsexpandVideo: 3.1.1 Asset Allocation - part aVideo: 3.1.2 Asset Allocation - part bVideo: 3.2 Institutional Asset AllocationVideo: 3.3 Supplement on Institutional asset allocationVideo: 3.4 Risk by Turtle CreekReading: The Future Is Now: Institutional Asset Allocation for Retail InvestorsReading: A Modern approach to Asset Allocation and Portfolio ConstructionDiscussion Prompt: Gambling vs Stock InvestingGraded: Project - Week 3WEEK 4RiskAfter completing this module, you will understand the meaning of permanent loss of capital and you will also be able to evaluate the performance of funds. You will also get a clear understanding of distributional approach to investing in assets.6 videos, 2 readingsexpandVideo: 4.1  Permanent loss of capitalVideo: 4.2 Supplement - Permanent Loss of capitalVideo: 4.3.1 Fund performance evolution - part aVideo: 4.3.2 Fund performance evolution - part bVideo: 4.4.1 Distributional Approach to investing in assetsVideo: 4.4.2 Distributional Approach to investing in assetsReading: Permanent Loss of CapitalReading: Avoiding a Permanent Loss of CapitalDiscussion Prompt: Market - Short run vs Long runGraded: Project - Week 4Video: 1.1.1 Introduction to alternate asset classes - part aVideo: 1.1.2 Introduction to alternate asset classes - part bVideo: 1.1.3 Introduction to alternate asset classes - part cVideo: 1.1.4 Introduction to alternate asset classes - part dVideo: 1.2 Hedgefund overviewVideo: ProjectReading: The alternative asset management landscape in 2020Discussion Prompt: Hedge fund manager vs Mutual fund managerAfter completing this module, you will be able to understand what index investing means and you will also be able to calculate the value of a passive index. You will be able to define Beta and Alpha and can also find out a better investment among a given set of investments.Video: 2.1.1 Introduction to Index Investing - part aVideo: 2.1.2 Introduction to Index Investing - part bVideo: 2.2 Supplement to Index InvestmentsVideo: 2.3 Value of passive indexVideo: 2.4.1 Introduction to Beta and Alpha - part aVideo: 2.4.2 Introduction to Beta and Alpha - part bVideo: 2.5 Beta vs AlphaVideo: 2.6 Which is the better investmentReading: Indexed Investing: A Prosaic Way to Beat the Average InvestorReading: 4 Common Misconceptions About Index InvestingVideo: 3.1.1 Asset Allocation - part aVideo: 3.1.2 Asset Allocation - part bVideo: 3.2 Institutional Asset AllocationVideo: 3.3 Supplement on Institutional asset allocationVideo: 3.4 Risk by Turtle CreekReading: The Future Is Now: Institutional Asset Allocation for Retail InvestorsReading: A Modern approach to Asset Allocation and Portfolio ConstructionDiscussion Prompt: Gambling vs Stock InvestingVideo: 4.1  Permanent loss of capitalVideo: 4.2 Supplement - Permanent Loss of capitalVideo: 4.3.1 Fund performance evolution - part aVideo: 4.3.2 Fund performance evolution - part bVideo: 4.4.1 Distributional Approach to investing in assetsVideo: 4.4.2 Distributional Approach to investing in assetsReading: Permanent Loss of CapitalReading: Avoiding a Permanent Loss of CapitalDiscussion Prompt: Market - Short run vs Long runIndian School of BusinessAdvanced Trading AlgorithmsIndian School of BusinessCreating a Portfolio Indian School of BusinessTrading AlgorithmsIndian School of BusinessDesign your own trading strategy – Culminating ProjectRice UniversityBiases and Portfolio Selection",
    "Creator": "Indian School of Business",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/investment-philosophy",
    "Language": "English",
    "Commitment": "4 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.9 stars"
  },
  {
    "Title": "Copyright for Educators \u0026 Librarians",
    "Description": "About this course: Fear and uncertainty about copyright law often plagues educators and sometimes prevents creative teaching.  This course is a professional development opportunity designed to provide a basic introduction to US copyright law and to empower teachers and librarians at all grade levels. Course participants will discover that the law is designed to help educators and librarians.WEEK 1Welcome to Copyright LawThank you for joining Copyright for Educators and Librarians! Our goal is to provide participants with a practical framework for analyzing copyright issues that they encounter in their professional work. We use a lot of real life examples—some of them quite complex and amusing—to help participants get used to the systematic analysis of copyright problems. This course is intentionally a first step toward bridging the gulf that is often perceived between desirable educational practice and legal permissible activities. We very much hope that this course will be a service to the library and education community, and that it provides a relatively fun and painless way to go deeper into copyright than the average presentation or short workshop allows. If you enjoy this course and would like to learn more about copyright in multimedia, that course will soon be available!1 video, 3 readingsexpandVideo: About The CourseReading: Course OverviewReading: Course Copyright InfoReading: About UsWEEK 2A Framework for Thinking about CopyrightIn the U.S., copyright is first and foremost a federal law passed by Congress under authority given it by the Constitution, where it says that Congress is allowed to pass laws to (among other things) promote the progress of science and the useful arts by securing for limited time to authors and inventors the exclusive right to their respective writing and discoveries.  This authorization allows Congress to adopt both copyright laws which protect creative expression, and patent laws, which are very different and provide exclusive rights in inventions.  In this unit we will examine what is copyright and how it happens.9 videos, 3 readingsexpandVideo: What is Copyright Video: The Roots of Anglo-American Copyright Video: Copyright Moves Across the PondReading: Essential Reading for The History of CopyrightVideo: Ways the Monopoly is Limited Video: How Copyright Happens Video: Framework for Analysis Reading: Essential Reading for A Limited MonopolyVideo: Authorship, Part 1 Video: Authorship, Part 2Video: Authorship, Part 3 Reading: Supplemental Reading for \"A Framework for Thinking about Copyright\" ModuleGraded: History of CopyrightGraded: A Limited MonopolyGraded: Authorship WEEK 3Owning RightsFor this module, we will discuss copyright ownership and what it means in an educational context.  We will also discuss the public domain, the first sale doctrine, and the idea/expression dichotomy. This last concept—that creative expression can be copyrighted, but that the ideas behind it cannot—is one of Anne’s favorite topics in copyright law. As you’ll see in the video, the concept is applicable to many subjects and situations.8 videos, 3 readingsexpandVideo: You Own Copyright Video: Students Own Copyright Too Video: Work Made for Hire and TeachersReading: Essential Reading for Owning CopyrightVideo: First Sale, Part 1 Video: First Sale, Part 2 Video: First Sale, Part 3 Video: Public Domain Video: Idea/Expression DichotomyReading: Essential Reading for Limitations on OwnershipReading: Supplemental Reading for the \"Owning Rights\" ModuleGraded: Owning Copyright Graded: Limitations on Ownership WEEK 4Specific Exceptions for Teachers and LibrariansThis module will cover specific exceptions in copyright law for libraries and educational instruction as outlined in Section 110(1) of the U.S. Copyright Law. The module will examine how this law applies to in-class and online instruction as well as library lending. Additionally, it will explore different licenses for those working in educational institutions and libraries, including the specifics of Creative Commons. Finally, we discuss identifying and requesting permissions for use of copyrighted material.8 videos, 5 readingsexpandVideo: In Class Performances Video: The TEACH Act - Online PerformancesReading: Essential Reading for Educational PerformancesVideo: A Library Exception, Part 1 Video: A Library Exception, Part 2 Video: A Library Exception, Part 3 Reading: Essential Reading for An Exception for LibrariesVideo: Framework Review Reading: Essential Reading for a Framework ReviewVideo: Licenses and the Creative CommonsVideo: Asking for PermissionReading: Essential Reading for Licensing and PermissionReading: Supplemental Reading for \"Specific Exceptions for Teachers and Librarians\"Graded: Educational PerformancesGraded: An Exception for LibrariesGraded: Licensing and PermissionWEEK 5Understanding and Using Fair UseFair Use is one of the most powerful aspects of U.S. copyright law for educators and librarians.  In this module, we help students define Fair Use and understand where and in what contexts the law applies.  We also address international aspects of copyright. 12 videos, 8 readingsexpandVideo: Place of Fair Use, Part 1 Video: Place of Fair Use, Part 2 Video: Using Fair Use - The Four FactorsReading: Essential Reading for Introducing Fair UseVideo: Transformative Fair Use, Part 1 Video: Transformative Fair Use, Part 2Video: Transformative Fair Use, Part 3 Reading: Summary of Appellate RulingsReading: Essential Reading for Transformative Fair UseVideo: Applying Fair Use, Part 1 Video: Applying Fair Use, Part 2Video: Applying Fair Use, Part 3 Reading: Essential Reading for Applying Fair UseVideo: The International Implications, Part 1 Video: The International Implications, Part 2 Video: The International Implications, Part 3 Reading: Essential Reading for The International PictureReading: Supplemental Reading for Understanding and Using Fair UseReading: Final Scenario DocumentReading: EnrichmentGraded: Final Quiz #1:  About CopyrightGraded: Final Quiz #2:  Issues Related to Teaching a ClassGraded: Final Quiz #3:  Making and Reusing Student-made FilmsThank you for joining Copyright for Educators and Librarians! Our goal is to provide participants with a practical framework for analyzing copyright issues that they encounter in their professional work. We use a lot of real life examples—some of them quite complex and amusing—to help participants get used to the systematic analysis of copyright problems. This course is intentionally a first step toward bridging the gulf that is often perceived between desirable educational practice and legal permissible activities. We very much hope that this course will be a service to the library and education community, and that it provides a relatively fun and painless way to go deeper into copyright than the average presentation or short workshop allows. If you enjoy this course and would like to learn more about copyright in multimedia, that course will soon be available!Video: About The CourseReading: Course OverviewReading: Course Copyright InfoReading: About UsIn the U.S., copyright is first and foremost a federal law passed by Congress under authority given it by the Constitution, where it says that Congress is allowed to pass laws to (among other things) promote the progress of science and the useful arts by securing for limited time to authors and inventors the exclusive right to their respective writing and discoveries.  This authorization allows Congress to adopt both copyright laws which protect creative expression, and patent laws, which are very different and provide exclusive rights in inventions.  In this unit we will examine what is copyright and how it happens.Video: What is Copyright Video: The Roots of Anglo-American Copyright Video: Copyright Moves Across the PondReading: Essential Reading for The History of CopyrightVideo: Ways the Monopoly is Limited Video: How Copyright Happens Video: Framework for Analysis Reading: Essential Reading for A Limited MonopolyVideo: Authorship, Part 1 Video: Authorship, Part 2Video: Authorship, Part 3 Reading: Supplemental Reading for \"A Framework for Thinking about Copyright\" ModuleFor this module, we will discuss copyright ownership and what it means in an educational context.  We will also discuss the public domain, the first sale doctrine, and the idea/expression dichotomy. This last concept—that creative expression can be copyrighted, but that the ideas behind it cannot—is one of Anne’s favorite topics in copyright law. As you’ll see in the video, the concept is applicable to many subjects and situations.Video: You Own Copyright Video: Students Own Copyright Too Video: Work Made for Hire and TeachersReading: Essential Reading for Owning CopyrightVideo: First Sale, Part 1 Video: First Sale, Part 2 Video: First Sale, Part 3 Video: Public Domain Video: Idea/Expression DichotomyReading: Essential Reading for Limitations on OwnershipReading: Supplemental Reading for the \"Owning Rights\" ModuleThis module will cover specific exceptions in copyright law for libraries and educational instruction as outlined in Section 110(1) of the U.S. Copyright Law. The module will examine how this law applies to in-class and online instruction as well as library lending. Additionally, it will explore different licenses for those working in educational institutions and libraries, including the specifics of Creative Commons. Finally, we discuss identifying and requesting permissions for use of copyrighted material.Video: In Class Performances Video: The TEACH Act - Online PerformancesReading: Essential Reading for Educational PerformancesVideo: A Library Exception, Part 1 Video: A Library Exception, Part 2 Video: A Library Exception, Part 3 Reading: Essential Reading for An Exception for LibrariesVideo: Framework Review Reading: Essential Reading for a Framework ReviewVideo: Licenses and the Creative CommonsVideo: Asking for PermissionReading: Essential Reading for Licensing and PermissionReading: Supplemental Reading for \"Specific Exceptions for Teachers and Librarians\"Video: Place of Fair Use, Part 1 Video: Place of Fair Use, Part 2 Video: Using Fair Use - The Four FactorsReading: Essential Reading for Introducing Fair UseVideo: Transformative Fair Use, Part 1 Video: Transformative Fair Use, Part 2Video: Transformative Fair Use, Part 3 Reading: Summary of Appellate RulingsReading: Essential Reading for Transformative Fair UseVideo: Applying Fair Use, Part 1 Video: Applying Fair Use, Part 2Video: Applying Fair Use, Part 3 Reading: Essential Reading for Applying Fair UseVideo: The International Implications, Part 1 Video: The International Implications, Part 2 Video: The International Implications, Part 3 Reading: Essential Reading for The International PictureReading: Supplemental Reading for Understanding and Using Fair UseReading: Final Scenario DocumentReading: EnrichmentUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomLund UniversityEuropean Business Law: Understanding the Fundamentals",
    "Creator": "Duke University, Emory University, The University of North Carolina at Chapel Hill",
    "Level": "",
    "URL": "https://coursera.org/learn/copyright-for-education",
    "Language": "English",
    "Commitment": "2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Establishing a Professional ‘Self’ through Effective Intercultural Communication",
    "Description": "About this course: In the course ‘Establishing a professional ‘self’ through effective intercultural communication’, you will learn how to communicate effectively to establish relationships with colleagues in a culturally and linguistically diverse community and workplace.\n \nAs language reflects cultures, we begin the course by highlighting the need to take into considerations cultural values when we communicate in a multicultural community and workplace. We then move on to discuss some effective communication skills required to build relationships with colleagues in a globalised workplace. \n\nYou will learn to adopt appropriate intrapersonal and interpersonal, verbal and nonverbal, communicative strategies to present information based on the 7 communication principles.\n \nFinally, you will learn to build your personal profile and appropriately align yourself in a globalised workplace.WEEK 1Introduction to Specialisation and CourseIn the course ‘Establishing a professional ‘self’ through effective intercultural communication’, you will learn how to communicate effectively to establish relationships with colleagues in a culturally and linguistically diverse community and workplace. As language reflects cultures, we will begin the course by highlighting the need to take into considerations cultural values when we communicate in a multicultural community and workplace. We then move on to discuss some effective communication skills required to build relationships with colleagues in a globalised workplace. You will learn to adopt appropriate intrapersonal and interpersonal communicative strategies to present information based on the 7 communication principles. And, finally, you will learn to build your personal profile and appropriately align yourself to a globalised workplace.2 videos, 2 readingsexpandVideo: Specialisation Introduction VideoReading: Specialisation OverviewVideo: Course Introduction VideoReading: (FAQ) Frequently Asked QuestionsEstablish Work RelationshipsIn this module, you will learn that, in order to adopt appropriate communication strategies in a globalised workplace, it is very important to gain insights into what is valued in a culture and how language is used to reflect cultural values. We can then move on to discuss some effective intrapersonal and interpersonal communication skills required to build relationships with colleagues and to inform others in a workplace.9 videos, 1 reading, 1 practice quizexpandVideo: Introduction to Multicultural DimensionVideo: Power DistanceVideo: Individualist and CollectivistVideo: Masculinity and FemininityVideo: Long and Short Term OrientationVideo: How cultural values affect the way we communicateVideo: Intrapersonal CommunicationVideo: Communication ProcessVideo: Cultural Values, Context and PolitenessPractice Quiz: Establish Work RelationshipsReading: ReferencesWEEK 2Effective CommunicationIn this module, you will learn about the 7 principles of effective communication, and how you can effectively inform your colleagues based on the 7 principles of communication to inform.15 videos, 2 readingsexpandVideo: Introduction to the 7CsVideo: ClarityVideo: CompletenessVideo: CorrectnessVideo: ConcisenessVideo: ConcretenessVideo: CoherenceVideo: CourtesyVideo: Summary for 7CsReading: ReferencesVideo: Using the 7Cs to InformReading: Pre-lesson tasksVideo: Giving InstructionsVideo: Offering SuggestionsVideo: Seeking ClarificationVideo: Giving Bad NewsVideo: Summary for Interpersonal Communicative StrategiesGraded: Quiz for Giving InstructionsGraded: Offering suggestionsGraded: Seeking ClarificationGraded: Giving Bad NewsWEEK 3Personal ProfileAnd, finally, you will learn how to establish a professional self in a globalised workplace. You will learn to adopt strategies to build a professional image and relationships with colleagues as a team member and team leader in a globalised workplace, align yourself to your workplace, build your own personal profile (brand) in a workplace, and use social networking sites to widen your network and present your personal profile (brand).6 videos, 3 readingsexpandVideo: Establish Personal SelfReading: ReferencesVideo: Aligning self to your workplaceVideo: For Potential EmployersVideo: In WorkforceReading: Useful websites for your personal branding, CV and portfolioVideo: Connecting on Social Networking SitesVideo: Etiquettes of using Social Networking WebsitesReading: ReferencesGraded: Personal Branding and ProfileIn the course ‘Establishing a professional ‘self’ through effective intercultural communication’, you will learn how to communicate effectively to establish relationships with colleagues in a culturally and linguistically diverse community and workplace. As language reflects cultures, we will begin the course by highlighting the need to take into considerations cultural values when we communicate in a multicultural community and workplace. We then move on to discuss some effective communication skills required to build relationships with colleagues in a globalised workplace. You will learn to adopt appropriate intrapersonal and interpersonal communicative strategies to present information based on the 7 communication principles. And, finally, you will learn to build your personal profile and appropriately align yourself to a globalised workplace.Video: Specialisation Introduction VideoReading: Specialisation OverviewVideo: Course Introduction VideoReading: (FAQ) Frequently Asked QuestionsIn this module, you will learn that, in order to adopt appropriate communication strategies in a globalised workplace, it is very important to gain insights into what is valued in a culture and how language is used to reflect cultural values. We can then move on to discuss some effective intrapersonal and interpersonal communication skills required to build relationships with colleagues and to inform others in a workplace.Video: Introduction to Multicultural DimensionVideo: Power DistanceVideo: Individualist and CollectivistVideo: Masculinity and FemininityVideo: Long and Short Term OrientationVideo: How cultural values affect the way we communicateVideo: Intrapersonal CommunicationVideo: Communication ProcessVideo: Cultural Values, Context and PolitenessPractice Quiz: Establish Work RelationshipsReading: ReferencesVideo: Introduction to the 7CsVideo: ClarityVideo: CompletenessVideo: CorrectnessVideo: ConcisenessVideo: ConcretenessVideo: CoherenceVideo: CourtesyVideo: Summary for 7CsReading: ReferencesVideo: Using the 7Cs to InformReading: Pre-lesson tasksVideo: Giving InstructionsVideo: Offering SuggestionsVideo: Seeking ClarificationVideo: Giving Bad NewsVideo: Summary for Interpersonal Communicative StrategiesAnd, finally, you will learn how to establish a professional self in a globalised workplace. You will learn to adopt strategies to build a professional image and relationships with colleagues as a team member and team leader in a globalised workplace, align yourself to your workplace, build your own personal profile (brand) in a workplace, and use social networking sites to widen your network and present your personal profile (brand).Video: Establish Personal SelfReading: ReferencesVideo: Aligning self to your workplaceVideo: For Potential EmployersVideo: In WorkforceReading: Useful websites for your personal branding, CV and portfolioVideo: Connecting on Social Networking SitesVideo: Etiquettes of using Social Networking WebsitesReading: ReferencesNational University of SingaporeStrengthening Your Widening Network National University of SingaporeBecoming Part of the Globalised WorkplaceNational University of SingaporeEngaging in Persuasive and Credible CommunicationThe State University of New YorkCareer Brand Development and Self-CoachingUniversity of Maryland, College ParkAdvanced Interviewing Techniques",
    "Creator": "National University of Singapore",
    "Level": "",
    "URL": "https://coursera.org/learn/effective-intercultural-communication",
    "Language": "English",
    "Commitment": "3 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.0 stars"
  },
  {
    "Title": "Emerging Trends \u0026 Technologies in the Virtual K-12 Classroom",
    "Description": "About this course: Emerging technologies are quickly gaining momentum in the field of virtual K-12 instruction. In this course, we will explore how the latest trends in the use of technology affect student learning and engagement. What innovative learning spaces and tools are available to instructors?  How can instructors best utilize free and open resources to more deeply engage students in their learning? What impact can the use of emerging technologies have on student retention and performance?  We will discuss the possibilities and challenges of using technology in fully online environments, although many of the ideas can be applied to blended and traditional environments as well. Learners will compare and contrast tools for use in K-12 virtual instruction, as well as examine best practices for implementing and managing these tools.\n\nUpon completing this course, you will be able to:\n1.       Understand the role of technology in the distribution of content, the facilitation of collaborative activities, and the assessment of students, courses, and organizations.\n2.       Identify and evaluate existing and emerging technologies for their value in virtual course instruction and curriculum development.\n3.       Design and assess a learning activity that utilizes social learning tools.\n4.       Design and assess a learning activity or curricular program that uses game-based strategies and/or badges to deepen student engagement in virtual courses.\n5.       Research, critically evaluate, and employ open content in virtual education.\n6.       Debate the role of MOOCs in virtual K-12 education.WEEK 1Week 1: The Role of Technology in Virtual EducationWelcome to the course! Begin by reading the Course Overview and familiarizing yourself with our course. This week we will explore the role of technology in virtual education, evaluating technologies for use, and implementing technology in the virtual classroom.4 videos, 3 readingsexpandReading: About this CourseReading: Pre-Course SurveyReading: Week 1 Roadmap \u0026 Optional ResourcesVideo: Week 1: The Role of TechnologyVideo: Week 1: Types of TechnologiesVideo: Week 1: Evaluating and ImplementingVideo: Week 1: Interview \u0026 Reflection with MelissaGraded: Week 1 QuizWEEK 2Week 2: Social Technologies in Virtual EducationIn week two, we will explore collaborative and social learning technologies.7 videos, 1 readingexpandReading: Week 2 Roadmap \u0026 Optional ResourcesVideo: Week 2: Learning Management SystemsVideo: Week 2: Asynchronous DiscussionsVideo: Week 2: Synchronous DiscussionsVideo: Week 2: Social Tools OverviewVideo: Week 2: Social Tools ExamplesVideo: Week 2: Interview \u0026 Reflection with MelissaVideo: Week 2: Strategies for Completing Peer Assessed AssignmentsGraded: Week 2 QuizWEEK 3Week 3: Game-based Learning \u0026 Badges in Virtual EducationIn week three, we will discuss game-based learning, badging, augmented reality, and wearable technologies. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.4 videos, 2 readingsexpandReading: Week 3 Roadmap \u0026 Optional ResourcesVideo: Week 3: Gamification and Game-based LearningVideo: Week 3: Minecraft and ScratchVideo: Week 3: Augmented Reality and Wearable Tech.Video: Week 3: Interview \u0026 Reflection with MelissaReading: About the AssignmentGraded: Emerging Trend of Technology Reflection ActivityGraded: Week 3 QuizWEEK 4Week 4: Open Content in Virtual EducationIn week four, we will explore open educational content, web resources, and MOOCs in the context of K-12 education. 9 videos, 1 readingexpandReading: Week 4 Roadmap \u0026 Optional ResourcesVideo: Week 4: Open Educational ResourcesVideo: Week 4: MOOCsVideo: Week 4: Open Science ResourcesVideo: Week 4: Open English Language Arts ResourcesVideo: Week 4: Open Math ResourcesVideo: Week 4: Digital Multimedia Applications and Resources for the ClassroomVideo: Week 4: Language Acquisition ResourcesVideo: Week 4: Open Education Interview with Larry CoopermanVideo: Week 4: Interview \u0026 Reflection with MelissaGraded: Week 4 QuizWEEK 5Week 5: Course ReflectionIn our last week, I'll share some final thoughts about virtual education. Be sure to review the course material before taking the Final Exam. Good luck!1 video, 3 readingsexpandReading: Week 5 RoadmapVideo: Week 5: Final Course ReflectionReading: Message from UC Irvine ExtensionReading: Post-Course SurveyGraded: Final QuizWelcome to the course! Begin by reading the Course Overview and familiarizing yourself with our course. This week we will explore the role of technology in virtual education, evaluating technologies for use, and implementing technology in the virtual classroom.Reading: About this CourseReading: Pre-Course SurveyReading: Week 1 Roadmap \u0026 Optional ResourcesVideo: Week 1: The Role of TechnologyVideo: Week 1: Types of TechnologiesVideo: Week 1: Evaluating and ImplementingVideo: Week 1: Interview \u0026 Reflection with MelissaReading: Week 2 Roadmap \u0026 Optional ResourcesVideo: Week 2: Learning Management SystemsVideo: Week 2: Asynchronous DiscussionsVideo: Week 2: Synchronous DiscussionsVideo: Week 2: Social Tools OverviewVideo: Week 2: Social Tools ExamplesVideo: Week 2: Interview \u0026 Reflection with MelissaVideo: Week 2: Strategies for Completing Peer Assessed AssignmentsReading: Week 3 Roadmap \u0026 Optional ResourcesVideo: Week 3: Gamification and Game-based LearningVideo: Week 3: Minecraft and ScratchVideo: Week 3: Augmented Reality and Wearable Tech.Video: Week 3: Interview \u0026 Reflection with MelissaReading: About the AssignmentReading: Week 4 Roadmap \u0026 Optional ResourcesVideo: Week 4: Open Educational ResourcesVideo: Week 4: MOOCsVideo: Week 4: Open Science ResourcesVideo: Week 4: Open English Language Arts ResourcesVideo: Week 4: Open Math ResourcesVideo: Week 4: Digital Multimedia Applications and Resources for the ClassroomVideo: Week 4: Language Acquisition ResourcesVideo: Week 4: Open Education Interview with Larry CoopermanVideo: Week 4: Interview \u0026 Reflection with MelissaReading: Week 5 RoadmapVideo: Week 5: Final Course ReflectionReading: Message from UC Irvine ExtensionReading: Post-Course SurveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital AgeUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/k-12-education",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Sit Less, Get Active",
    "Description": "About this course: Physical inactivity and sedentariness are “silent killers”. Do you feel like you spend too much time sitting? Do you feel like you would like to be more active?  Are you unsure about how to incorporate physical activity into your daily life? We are here to help. \n\nJoin us on a journey to learn about how to sit less and become more active.  Use this FREE course to learn how to monitor your own activity and set physical activity goals. We will feature various examples of how physical activity could be increased in different settings, such as your neighbourhood, home or work, to give you ideas of ones that could best fit your lifestyle. \n\nAre you a health professional? Use this opportunity to learn how to incorporate physical activity into your daily routine and also how to empower your patients to be more physically active. If time with a patient is an issue, you can simply “prescribe” this course to your patient. \n\nThis course offers you a unique opportunity to receive weekly physical activity health messages and monthly video-reminders on how to increase physical activity in various settings for 6 months after the initial 3 week course. So, join us on the Sit less, get active! journey.\n\nFollow us on Twitter @GetActive MOOC #GetActiveMOOC.  Also, visit our YouTube channel to check out the promo videos (more are to come) https://www.youtube.com/channel/UC6xpBMzJXnffdUaY32-zPdA \nIf YouTube is not available in your country, you can access the promo videos here https://media.ed.ac.uk/search/searchkeyword/sit%20less%20get%20active\n\nP.S. Before you start we would like to know about your approach to physical activity. Please check your emails so you can take the survey we have sent you. Then you can preview the course, or come back and join us when the session starts on September 4, 2017WEEK 1Welcome to Sit Less, Get Active 11 readingexpandReading: Welcome to the course!Discussion Prompt: Introduce yourselfDefining, measuring and getting started with physical activityWelcome to the first week of the Sit Less, Get Active journey! Watch the exciting videos and learn the basics about physical activity and sedentariness; how much physical activity we should be doing; how to monitor your physical activity levels and set physical activity goals; and how to judge how credible the resources for physical activity are. Use the opportunity to engage with others by participating in discussion forums. Join the discussion on barriers and facilitators to physical activity, as we would love to learn more about what helps you or makes it difficult for you to be active daily. Also, share and discuss with us your favourite physical activity resources.Test your knowledge through practice or weekly quizzes and also practice monitoring your own physical activity and setting physical activity goals. Happy Learning! Sit Less, Get Active Team 7 videos, 6 readings, 5 practice quizzesexpandVideo: What is physical activity?Practice Quiz: Concepts and guidelinesDiscussion Prompt: Barriers and facilitators to physical activityReading: Optional readingVideo: Practical ways to meet the guidelinesPractice Quiz: Vigorous, moderate, what do these mean?Reading: Optional readingVideo: Monitoring physical activityPractice Quiz: Monitoring activityReading: Assignment: Practice monitoring your own physical activityReading: Optional readingVideo: Physical Activity Goal SettingVideo: Case Study 1: Sabine's running goalsVideo: Case Study 2: Melissa's running goalsPractice Quiz: Goal SettingReading: Optional readingVideo: Physical Activity ResourcesDiscussion Prompt: Share the resources!Practice Quiz: Credible sourcesReading: Optional readingGraded: Goal setting assignmentGraded: Week 1 QuizWEEK 2Sit less, get active wherever you are!We hope you enjoyed the videos and activities in Week 1. If you haven’t started your assignments, now is the great time to start with the week of monitoring your physical activity and goal setting. This week we will give you tips and suggestions on how to be more active in your neighbourhood, at work, home and school, and how to travel actively to destinations. Discuss with others about what helps you and what keeps you from being active in your neighbourhood or at work. Also, check out additional tips in the optional readings. We hope these videos, tasks and additional readings  will help you to complete the practice quizzes and a weekly quiz successfully. As always, happy learning! Sit Less, Get Active Team.5 videos, 6 readings, 5 practice quizzesexpandVideo: Video 1: Sit less, get active in built and natural environmentsPractice Quiz: Built and natural envronmentsDiscussion Prompt: What helps you and what keeps you from being active in your neighbourhood?Reading: Optional readingVideo: Video 2: What is active travel?Practice Quiz: What have we learnt about active travel?Reading: Assignment reminderReading: Optional readingVideo: Video 3: Sit less, get active at homePractice Quiz: How can you be more active at home?Reading: Optional readingVideo: Video 4: Sit less, get active at workPractice Quiz: Being active during workDiscussion Prompt: Are you physically active at work?Reading: Optional readingVideo: Video 5: Sit less, get active in an educational environmentPractice Quiz: Educational environmentsDiscussion Prompt: Any challenges with goal setting last week?Reading: Optional readingGraded: Step countGraded: Week 2 QuizWEEK 3Making physical activity a lifelong habit for you and othersWeek 3 is starting and bringing with itself new great videos and activities. If you have never heard about the pelvic floor, check out the video on physical activity in pregnancy. Guest speaker Elaine Miller, a physiotherapist and a stand-up comedian, will help you learn more about the pelvic floor and how to strengthen it. Other videos this week will tell you about what leisure centres have to offer, how dancing can help us be more active, how we can make physical activity a habit, and how we can inspire others to sit less and be more active. Remember to track your weekly steps and record them in the assignment. Also, have you set yourself some SMART goals? We encourage you to stay with us after these 3 weeks and get an additional dose of physical activity promotion. We will be sending you weekly physical activity promotional messages and monthly short inspirational videos for 6 months to help you stay active. You can also follow us on Twitter @GetActiveMOOC - Happy Learning! Sit Less, Get Active Team5 videos, 4 readings, 5 practice quizzesexpandVideo: Sit less, get active in leisure centres!Practice Quiz: Physical Activity in a Leisure CentreVideo: Sit less, get active during pregnancyPractice Quiz: Physical activity in pregnancyReading: Optional readingVideo: Dance for healthPractice Quiz: Dancing and healthReading: Assignment reminderVideo: Make physical activity a habitPractice Quiz: Forming a habitReading: Optional readingVideo: Support others to sit less and get more active!Practice Quiz: Sit Less, Get Active for all!Reading: Optional readingGraded: Week 3 QuizReading: Welcome to the course!Discussion Prompt: Introduce yourselfWelcome to the first week of the Sit Less, Get Active journey! Watch the exciting videos and learn the basics about physical activity and sedentariness; how much physical activity we should be doing; how to monitor your physical activity levels and set physical activity goals; and how to judge how credible the resources for physical activity are. Use the opportunity to engage with others by participating in discussion forums. Join the discussion on barriers and facilitators to physical activity, as we would love to learn more about what helps you or makes it difficult for you to be active daily. Also, share and discuss with us your favourite physical activity resources.Test your knowledge through practice or weekly quizzes and also practice monitoring your own physical activity and setting physical activity goals. Happy Learning! Sit Less, Get Active Team Video: What is physical activity?Practice Quiz: Concepts and guidelinesDiscussion Prompt: Barriers and facilitators to physical activityReading: Optional readingVideo: Practical ways to meet the guidelinesPractice Quiz: Vigorous, moderate, what do these mean?Reading: Optional readingVideo: Monitoring physical activityPractice Quiz: Monitoring activityReading: Assignment: Practice monitoring your own physical activityReading: Optional readingVideo: Physical Activity Goal SettingVideo: Case Study 1: Sabine's running goalsVideo: Case Study 2: Melissa's running goalsPractice Quiz: Goal SettingReading: Optional readingVideo: Physical Activity ResourcesDiscussion Prompt: Share the resources!Practice Quiz: Credible sourcesReading: Optional readingWe hope you enjoyed the videos and activities in Week 1. If you haven’t started your assignments, now is the great time to start with the week of monitoring your physical activity and goal setting. This week we will give you tips and suggestions on how to be more active in your neighbourhood, at work, home and school, and how to travel actively to destinations. Discuss with others about what helps you and what keeps you from being active in your neighbourhood or at work. Also, check out additional tips in the optional readings. We hope these videos, tasks and additional readings  will help you to complete the practice quizzes and a weekly quiz successfully. As always, happy learning! Sit Less, Get Active Team.Video: Video 1: Sit less, get active in built and natural environmentsPractice Quiz: Built and natural envronmentsDiscussion Prompt: What helps you and what keeps you from being active in your neighbourhood?Reading: Optional readingVideo: Video 2: What is active travel?Practice Quiz: What have we learnt about active travel?Reading: Assignment reminderReading: Optional readingVideo: Video 3: Sit less, get active at homePractice Quiz: How can you be more active at home?Reading: Optional readingVideo: Video 4: Sit less, get active at workPractice Quiz: Being active during workDiscussion Prompt: Are you physically active at work?Reading: Optional readingVideo: Video 5: Sit less, get active in an educational environmentPractice Quiz: Educational environmentsDiscussion Prompt: Any challenges with goal setting last week?Reading: Optional readingWeek 3 is starting and bringing with itself new great videos and activities. If you have never heard about the pelvic floor, check out the video on physical activity in pregnancy. Guest speaker Elaine Miller, a physiotherapist and a stand-up comedian, will help you learn more about the pelvic floor and how to strengthen it. Other videos this week will tell you about what leisure centres have to offer, how dancing can help us be more active, how we can make physical activity a habit, and how we can inspire others to sit less and be more active. Remember to track your weekly steps and record them in the assignment. Also, have you set yourself some SMART goals? We encourage you to stay with us after these 3 weeks and get an additional dose of physical activity promotion. We will be sending you weekly physical activity promotional messages and monthly short inspirational videos for 6 months to help you stay active. You can also follow us on Twitter @GetActiveMOOC - Happy Learning! Sit Less, Get Active TeamVideo: Sit less, get active in leisure centres!Practice Quiz: Physical Activity in a Leisure CentreVideo: Sit less, get active during pregnancyPractice Quiz: Physical activity in pregnancyReading: Optional readingVideo: Dance for healthPractice Quiz: Dancing and healthReading: Assignment reminderVideo: Make physical activity a habitPractice Quiz: Forming a habitReading: Optional readingVideo: Support others to sit less and get more active!Practice Quiz: Sit Less, Get Active for all!Reading: Optional readingStanford UniversityStanford Introduction to Food and HealthIndian School of BusinessA Life of Happiness and FulfillmentCase Western Reserve UniversityDesigning Your Personal Weight Loss PlanThe University of North Carolina at Chapel HillPositive Psychology The State University of New YorkIgnite Your Everyday Creativity",
    "Creator": "The University of Edinburgh",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/get-active",
    "Language": "English",
    "Commitment": "3 weeks of study, 1.5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Literacy Teaching and Learning: Aims, Approaches and Pedagogies",
    "Description": "About this course: This course opens with an exploration of the social context and aims of literacy teaching and learning. It goes on to describe a range of historical and contemporary approaches to literacy pedagogy, including didactic, authentic, functional, and critical approaches. The course takes has a 'Multiliteracies' perspective, which aims to expand the definition of literacy to encompass today's multimodal communications, and the diversity of literacies across different social and culltural contexts. A Multiliteracies approach also suggests a broad range of activity types—experiential, conceptual, analytical and critical.\n\n--------------------------------\nRecommended Background\n--------------------------------\n\nThis course is designed for people interested in literacy teaching and learning, including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part \"educative.\"\n\n--------------------------------\nTake this Course for Credit at the University of Illinois.\n--------------------------------\n\nThis course has the same content and anticipates the same level of contribution by students in the 'New Media and Literacies' course offered to graduate certificate, masters and doctoral level students in the College of Education at the University of Illinois.\n\nOf course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it - we say that any level of engagement is good engagement.\n\nOn the other hand, if you would like to take this course for credit at the University of Illinois, apply here: http://education.illinois.edu/online-offcampus/programs-degrees/ldl-online If you have already taken this course in Coursera, you can prepare a portfolio of work created there and request that this work is taken into account for your University of Illinois course.WEEK 1The Aims of Literacy This module explores the notion of \"literacies\" in the plural, and in particular the concept of \"Multiliteracies\" coined by the presenters in this course as part of the New London Group. Literacy in the singular consists of the rigid rules of official standard languages, and is purely grounded in written text. Literacies in the plural, or multiliteracies, acknowledges that language use will vary greatly from one cultural and social context to another, and that contemporary communication is increasingly multimodal, where written text is juxtaposed with, or supplemented by, image, sound, space, object, gesture, and speech. The module goes on to explore the evolution of human communication, and the patterns of communication in today's work, public, and community settings.8 videos, 14 readings, 1 practice quizexpandReading: SyllabusReading: Task Overview: How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaVideo: 1.1 Introduction to the Concept of LiteraciesReading: 'Multiliteracies': New Literacies, New Learning (Journal Article)Video: 1.2 First LanguagesReading: First LanguagesReading: On Globalization and Diversity (Journal Article)Video: 1.3 Starting to WriteReading: The Coming of WritingVideo: 1.4 Digital LiteraciesReading: The Impact of New Media on LiteraciesDiscussion Prompt: Discussion Forum: Optional Update #1Peer Review: Optional Peer Reviewed Update #1Video: 2.1 Why Literacy?Video: 2.2 Literacies for WorkReading: Literacies for WorkVideo: 2.3 Literacies for CitizenshipReading: Literacies for CitizenshipVideo: 2.4 Literacies for Everyday LifeReading: Literacy for Contemporary Community LifeDiscussion Prompt: Discussion Forum: Essential Update #2Graded: Essential Peer Reviewed Update #2WEEK 2Theory and Practice of Literacies Learning and TeachingIn this module, we discuss the nature of pedagogy as the conscious design of learning activities. We introduce the idea of \"knowledge processes\" or activity types: experiential, conceptual, critical, and applied. In the case of literacies learning, experiential knowledge processes involve immersion in familiar and new texts. Conceptual knowledge processes include naming of the features of text, and developing theories of how these texts work to serve meaningful purposes. Analytical knowledge processes explore the contexts and purposes of texts. Applied knowledge processes engage learners in the creation of texts.5 videos, 3 readingsexpandVideo: 3.1 Pedagogy as Learning DesignVideo: 3.2 Activity Types in Literacies PedagogyReading: Literacies Pedagogy in ActionVideo: 3.3 Experiential and Conceptual LearningVideo: 3.4 Analytical and Applied LearningVideo: 3.5 Major Approaches to Literacy Teaching and LearningReading: Literacies Pedagogy in TheoryReading: The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies (Book Chapter)Discussion Prompt: Discussion Forum: Essential Update #3Graded: Essential Peer Reviewed Update #3WEEK 3Didactic + Authentic Approaches to LiteracyThis module begins with an overview of the range of activity types that might be found in literacies pedagogy. These are illustrated with some examples of literacies learning modules. It goes on to examine two major models of literacy pedagogy: didactic and authentic.7 videos, 2 readingsexpandVideo: 4.1 Didactic Literacy Pedagogy: An OverviewVideo: 4.2 The Content Focus of Didactic Literacy TeachingVideo: 4.3 The Organization of the Didactic Literacy CurriculumReading: Didactic Literacy PedagogyDiscussion Prompt: Discussion Forum: Optional Update # 4 Peer Review: Optional Peer Reviewed Update #4Video: 5.1 Authentic Literacy Pedagogy: An OverviewVideo: 5.2 The Content Focus of Authentic Literacy PedagogyVideo: 5.3 The Organization of the Authentic Literacy CurriculumVideo: 5.4 Critical Views of Authentic Literacy PedagogyReading: Authentic Literacy PedagogyDiscussion Prompt: Discussion Forum: Essential Update #5Graded: Essential Peer Reviewed Update #5WEEK 4Functional + Critical Approaches to LiteracyNow we explore the remaining two of the four major traditions in literacy teaching and learning: functional and critical approaches to literacy. Our purpose in introducing these four major approaches has been to explore the strengths and weaknesses of each approach, as well as to advocate for the idea that literacy teaching and learning ideally involves a repertoire of different kinds of pedagogical moves or activity types.6 videos, 2 readingsexpandVideo: 6.1 Functional Literacy Pedagogy: An OverviewVideo: 6.2 The Content Focus of Functional Literacy PedagogyVideo: 6.3 Critical Views of Functional LiteracyReading: Functional Literacy PedagogyDiscussion Prompt: Discussion Forum: Optional Update # 6Peer Review: Optional Peer Reviewed Update #6Video: 7.1 Critical Literacies Pedagogy: An OverviewVideo: 7.2 The Content Focus of Critical Literacies LearningVideo: 7.3 Mapping Pedagogical Approaches to LiteraciesReading: Critical Literacy PedagogyDiscussion Prompt: Discussion Forum: Essential Update # 7Graded: Essential Peer Reviewed Update #7This module explores the notion of \"literacies\" in the plural, and in particular the concept of \"Multiliteracies\" coined by the presenters in this course as part of the New London Group. Literacy in the singular consists of the rigid rules of official standard languages, and is purely grounded in written text. Literacies in the plural, or multiliteracies, acknowledges that language use will vary greatly from one cultural and social context to another, and that contemporary communication is increasingly multimodal, where written text is juxtaposed with, or supplemented by, image, sound, space, object, gesture, and speech. The module goes on to explore the evolution of human communication, and the patterns of communication in today's work, public, and community settings.Reading: SyllabusReading: Task Overview: How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaVideo: 1.1 Introduction to the Concept of LiteraciesReading: 'Multiliteracies': New Literacies, New Learning (Journal Article)Video: 1.2 First LanguagesReading: First LanguagesReading: On Globalization and Diversity (Journal Article)Video: 1.3 Starting to WriteReading: The Coming of WritingVideo: 1.4 Digital LiteraciesReading: The Impact of New Media on LiteraciesDiscussion Prompt: Discussion Forum: Optional Update #1Peer Review: Optional Peer Reviewed Update #1Video: 2.1 Why Literacy?Video: 2.2 Literacies for WorkReading: Literacies for WorkVideo: 2.3 Literacies for CitizenshipReading: Literacies for CitizenshipVideo: 2.4 Literacies for Everyday LifeReading: Literacy for Contemporary Community LifeDiscussion Prompt: Discussion Forum: Essential Update #2In this module, we discuss the nature of pedagogy as the conscious design of learning activities. We introduce the idea of \"knowledge processes\" or activity types: experiential, conceptual, critical, and applied. In the case of literacies learning, experiential knowledge processes involve immersion in familiar and new texts. Conceptual knowledge processes include naming of the features of text, and developing theories of how these texts work to serve meaningful purposes. Analytical knowledge processes explore the contexts and purposes of texts. Applied knowledge processes engage learners in the creation of texts.Video: 3.1 Pedagogy as Learning DesignVideo: 3.2 Activity Types in Literacies PedagogyReading: Literacies Pedagogy in ActionVideo: 3.3 Experiential and Conceptual LearningVideo: 3.4 Analytical and Applied LearningVideo: 3.5 Major Approaches to Literacy Teaching and LearningReading: Literacies Pedagogy in TheoryReading: The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies (Book Chapter)Discussion Prompt: Discussion Forum: Essential Update #3This module begins with an overview of the range of activity types that might be found in literacies pedagogy. These are illustrated with some examples of literacies learning modules. It goes on to examine two major models of literacy pedagogy: didactic and authentic.Video: 4.1 Didactic Literacy Pedagogy: An OverviewVideo: 4.2 The Content Focus of Didactic Literacy TeachingVideo: 4.3 The Organization of the Didactic Literacy CurriculumReading: Didactic Literacy PedagogyDiscussion Prompt: Discussion Forum: Optional Update # 4 Peer Review: Optional Peer Reviewed Update #4Video: 5.1 Authentic Literacy Pedagogy: An OverviewVideo: 5.2 The Content Focus of Authentic Literacy PedagogyVideo: 5.3 The Organization of the Authentic Literacy CurriculumVideo: 5.4 Critical Views of Authentic Literacy PedagogyReading: Authentic Literacy PedagogyDiscussion Prompt: Discussion Forum: Essential Update #5Now we explore the remaining two of the four major traditions in literacy teaching and learning: functional and critical approaches to literacy. Our purpose in introducing these four major approaches has been to explore the strengths and weaknesses of each approach, as well as to advocate for the idea that literacy teaching and learning ideally involves a repertoire of different kinds of pedagogical moves or activity types.Video: 6.1 Functional Literacy Pedagogy: An OverviewVideo: 6.2 The Content Focus of Functional Literacy PedagogyVideo: 6.3 Critical Views of Functional LiteracyReading: Functional Literacy PedagogyDiscussion Prompt: Discussion Forum: Optional Update # 6Peer Review: Optional Peer Reviewed Update #6Video: 7.1 Critical Literacies Pedagogy: An OverviewVideo: 7.2 The Content Focus of Critical Literacies LearningVideo: 7.3 Mapping Pedagogical Approaches to LiteraciesReading: Critical Literacy PedagogyDiscussion Prompt: Discussion Forum: Essential Update # 7University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/literacy-teaching-learning",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Teach English Now! Capstone Project 1",
    "Description": "About this course: In the final Capstone Project, you will apply the skills you learned by observing teachers at work (a total of six hours of observation).  You will build on the concepts learned from the previous courses to analyze the lessons.  You will also submit your teaching philosophy, a five-day lesson plan, and a teaching tip. You will deliver a portion of your lesson, submitting a 6-10 minute video for peer review.  If you have completed Teach English Now! Part 1 and Teach English Now! Part 2, you will submit your work for expert review to receive your ASU 150-hour TESOL Certificate from ASU, in addition to your Coursera certificates.WEEK 1Introduction to Capstone and Philosophy of TeachingWelcome to Module 1 of the Capstone Project for Teach English Now!:  Part I.  We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned.  In the first module of this course, you will be designing and writing your own personal Teaching Philosophy.   You will be reflecting on everything you've learned thus far to work through a variety of tasks and peer reviews to perfect your Teaching Philosophy.  Make sure to refer back to the previous courses as needed.  Good Luck!6 videos, 12 readings, 1 practice quizexpandVideo: Welcome Video:  Introduction to the Capstone CourseLeyendo: Welcome to the Teach English Now! MOOCCuestionario de práctica: Welcome GuideLeyendo: Academic IntegrityLeyendo: Reading 1:  Personal Teaching Philosophy OverviewLeyendo: Reading 2:  Tips for Writing a Teaching PhilosophyLeyendo: Sample Teaching PhilosophyLeyendo: Reading 3:  Teaching PurposeLeyendo: Reading 4:  Personal Teaching StyleLeyendo: Reading 5:  Teaching TechniquesLeyendo: Reading 6:  Observation InstructionsLeyendo: Teacher Observation Summary FormLeyendo: Teacher 1 Lesson Plan (Nancy)Video: Teacher 1 Observation (Nancy)Leyendo: Teacher 2 Lesson Plan (Karen)Video: Teacher 2 Observation (Karen) - Part 1Video: Teacher 2 Observation (Karen) - Part 2Video: Teacher 2 Observation (Karen) - Part 3Video: Teacher 2 Observation (Karen) - Part 4Graded: Teaching PurposeGraded: Teaching StyleGraded: Teaching TechniquesGraded: Observation ReflectionsWEEK 2Lesson Planning, Part IIn Module 2, you'll be building the first part of a 50-60 minute lesson plan.4 videos, 9 readingsexpandLeyendo: Reading 1:  Creating Teaching ObjectivesLeyendo: Reading 2:  The Big Picture PlanLeyendo: Reading 3:  Download the Lesson Plan TemplateLeyendo: Reading 4:  Creating Warm Up ActivitiesLeyendo: Reading 5:  Creating an Objective DiscussionLeyendo: Reading 6:  Effectively Presenting Instruction and ModelingLeyendo: Reading 7:  Observation InstructionsLeyendo: Reading 8:  Teacher Observation Summary FormLeyendo: Teacher 3  Lesson Plan (Ipek)Video: Teacher 3 Observation (Ipek) - Part 1Video: Teacher 3 Observation (Ipek) - Part 2Video: Teacher 3 Observation (Ipek) - Part 3Video: Teacher 3 Observation (Ipek) - Part 4Graded: Objectives and Possible AssessmentsGraded: Warm Up ActivityGraded: Objective DiscussionGraded: Instruct and ModelGraded: Observation ReflectionWEEK 3Lesson Planning, Part IIIn Module 3, you'll be building the second part of a 50-60 minute lesson plan. 3 videos, 6 readingsexpandLeyendo: Reading 1:  Creating Guided Practice ActivitiesLeyendo: Reading 2:  Creating Independent Practice ActivitiesLeyendo: Reading 3:  Assessment CreationLeyendo: Observation InstructionsLeyendo: Reading 5:  Teacher Observation Summary FormLeyendo: Teacher 4 Lesson Plan (Carol)Video: Teacher 4 Observation (Carol) - Part 1Video: Teacher 4 Observation (Carol) - Part 2Video: Teacher 4 Observation (Carol) - Part 3Graded: Guided Practice ActivityGraded: Independent PracticeGraded: AssessmentGraded: Observation ReflectionWEEK 4One Week Lesson PlanIn Module 4, you'll create a one week lesson plan.3 videos, 8 readingsexpandLeyendo: Reading 1:  One Week Lesson Plan OverviewLeyendo: Reading 2:  The Importance of Objectives and AssessmentsLeyendo: Reading 3:  Mapping Out Weekly Lesson PlansLeyendo: Reading 4:  Tips for Weekly Lesson PlanningLeyendo: One Week Lesson Plan TemplateLeyendo: Observation InstructionsLeyendo: Teacher Observation Summary FormLeyendo: Teacher 5 Lesson Plan (Jacqueline)Video: Teacher 5 Observation (Jacqueline) - Part 1Video: Teacher 5 Observation (Jacqueline) - Part 2Video: Teacher 5 Observation (Jacqueline) - Part 3Graded: Objectives and AssessmentGraded: One Week Lesson PlanGraded: Observation ReflectionWEEK 5Teacher Tool BoxIn Module 5, participants share a teaching tip with each other in order to build a \"teacher toolbox.\"3 videos, 5 readingsexpandLeyendo: Reading I:  Teacher Tool Box ExplanationLeyendo: Reading 2:  Teacher Tool Box Examples and WebsitesLeyendo: Reading 3:  Observation InstructionsLeyendo: Reading 4:  Teacher Observation Summary FormLeyendo: Teacher 6 Lesson Plans (Emily)Video: Teacher 6 Observation (Emily) - Part 1Video: Teacher 6 Observation (Emily) - Part 2Video: Teacher 6 Observation (Emily) - Part 3Graded: Teaching TipGraded: Observation ReflectionWEEK 6Final CapstoneIn this Module, participants create a video of themselves teaching part of their lesson.1 videoexpandVideo: Video 1:  Capstone SummaryGraded: Micro Lesson Welcome to Module 1 of the Capstone Project for Teach English Now!:  Part I.  We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned.  In the first module of this course, you will be designing and writing your own personal Teaching Philosophy.   You will be reflecting on everything you've learned thus far to work through a variety of tasks and peer reviews to perfect your Teaching Philosophy.  Make sure to refer back to the previous courses as needed.  Good Luck!Video: Welcome Video:  Introduction to the Capstone CourseLeyendo: Welcome to the Teach English Now! MOOCCuestionario de práctica: Welcome GuideLeyendo: Academic IntegrityLeyendo: Reading 1:  Personal Teaching Philosophy OverviewLeyendo: Reading 2:  Tips for Writing a Teaching PhilosophyLeyendo: Sample Teaching PhilosophyLeyendo: Reading 3:  Teaching PurposeLeyendo: Reading 4:  Personal Teaching StyleLeyendo: Reading 5:  Teaching TechniquesLeyendo: Reading 6:  Observation InstructionsLeyendo: Teacher Observation Summary FormLeyendo: Teacher 1 Lesson Plan (Nancy)Video: Teacher 1 Observation (Nancy)Leyendo: Teacher 2 Lesson Plan (Karen)Video: Teacher 2 Observation (Karen) - Part 1Video: Teacher 2 Observation (Karen) - Part 2Video: Teacher 2 Observation (Karen) - Part 3Video: Teacher 2 Observation (Karen) - Part 4Leyendo: Reading 1:  Creating Teaching ObjectivesLeyendo: Reading 2:  The Big Picture PlanLeyendo: Reading 3:  Download the Lesson Plan TemplateLeyendo: Reading 4:  Creating Warm Up ActivitiesLeyendo: Reading 5:  Creating an Objective DiscussionLeyendo: Reading 6:  Effectively Presenting Instruction and ModelingLeyendo: Reading 7:  Observation InstructionsLeyendo: Reading 8:  Teacher Observation Summary FormLeyendo: Teacher 3  Lesson Plan (Ipek)Video: Teacher 3 Observation (Ipek) - Part 1Video: Teacher 3 Observation (Ipek) - Part 2Video: Teacher 3 Observation (Ipek) - Part 3Video: Teacher 3 Observation (Ipek) - Part 4Leyendo: Reading 1:  Creating Guided Practice ActivitiesLeyendo: Reading 2:  Creating Independent Practice ActivitiesLeyendo: Reading 3:  Assessment CreationLeyendo: Observation InstructionsLeyendo: Reading 5:  Teacher Observation Summary FormLeyendo: Teacher 4 Lesson Plan (Carol)Video: Teacher 4 Observation (Carol) - Part 1Video: Teacher 4 Observation (Carol) - Part 2Video: Teacher 4 Observation (Carol) - Part 3Leyendo: Reading 1:  One Week Lesson Plan OverviewLeyendo: Reading 2:  The Importance of Objectives and AssessmentsLeyendo: Reading 3:  Mapping Out Weekly Lesson PlansLeyendo: Reading 4:  Tips for Weekly Lesson PlanningLeyendo: One Week Lesson Plan TemplateLeyendo: Observation InstructionsLeyendo: Teacher Observation Summary FormLeyendo: Teacher 5 Lesson Plan (Jacqueline)Video: Teacher 5 Observation (Jacqueline) - Part 1Video: Teacher 5 Observation (Jacqueline) - Part 2Video: Teacher 5 Observation (Jacqueline) - Part 3Leyendo: Reading I:  Teacher Tool Box ExplanationLeyendo: Reading 2:  Teacher Tool Box Examples and WebsitesLeyendo: Reading 3:  Observation InstructionsLeyendo: Reading 4:  Teacher Observation Summary FormLeyendo: Teacher 6 Lesson Plans (Emily)Video: Teacher 6 Observation (Emily) - Part 1Video: Teacher 6 Observation (Emily) - Part 2Video: Teacher 6 Observation (Emily) - Part 3Video: Video 1:  Capstone Summary",
    "Creator": "Arizona State University",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-english-capstone",
    "Language": "English",
    "Commitment": "6 weeks of study, 5-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "How To Teach Us",
    "Description": "About this course: Join High Tech High in this groundbreaking new course that follows the educational experiences of various students in our schools. We will will listen to them as they tell us How To Teach Us.WEEK 1Significant LearningWhen High Tech High educators go “on the road” to talk about our school, the first thing we ask the audience is to reflect on their most significant learning experiences. \n\nOur first module, “Significant Learning” will look closely at these moments, first through the eyes of High Tech High students and then through those of our course’s participants. \n\nWe ask that you use this data to identify the principles of significant learning and to discuss what these might mean for your own practice. 1 video, 7 readingsexpandReading: Introduction To CourseReading: Completion PolicyReading: Obtaining Teacher Professional Development CreditReading: What is Significant Learning?Video: Significant Learning VideoReading: Just Listen: Youth Talk About LearningReading: Motivation, Engagement, and Student VoiceReading: The Deeper Learning Instructional Triangle Graded: Significant Learning ReflectionWEEK 2The Day-To-DayThe average student day looks very different at High Tech High that it does in traditional schools. In this module, students will talk about how their daily schedule has impacted their education. We will explore the reasons why a learning schedule within a school setting is so important and how you can incorporate student voice into its design. Finally we will charge course participants with designing a schedule for their ideal school. The will be shared with other course participants who will be asked to provide feedback.1 video, 3 readingsexpandVideo: The Day-To-Day VideoReading: How Not To Teach UsReading: Student Survey ResultsReading: HomeworkGraded: Your Dream DayWEEK 3How We Show What We KnowAssessment is one of the most interesting aspects of project based learning. Students working in a multidisciplinary education style logically answer the question of “what have you learned?” in a multi-faceted manner. To assess students within their learning environments we use quite a few different models of engagement, and some we are even developing as we speak.In this module you will see how students learn at High Tech High as well as how teachers bring student voice into the assessment process. You will look at exhibitions, digital portfolios, and student led comments that are crafted by both the instructor and the students in tandem. 6 videos, 5 readingsexpandVideo: How We Show What We Know VideoReading: Presentations Of Learning At High Tech HighReading: Rhianne's Presentation Of LearningVideo: Rhianne's PresentationReading: Exhibitions at High Tech HighVideo: High Tech High Chula Vista Exhibition Night “Festival Del Sol”Video: High Tech High Exhibition Night 2008Video: High Tech High Exhibition Night 2008Reading: Student Led Comments At High Tech HighVideo: Chauncy’s Student Led ConferenceReading: Digital Portfolios At High Tech HighGraded: Final Presentation Of LearningWhen High Tech High educators go “on the road” to talk about our school, the first thing we ask the audience is to reflect on their most significant learning experiences. \n\nOur first module, “Significant Learning” will look closely at these moments, first through the eyes of High Tech High students and then through those of our course’s participants. \n\nWe ask that you use this data to identify the principles of significant learning and to discuss what these might mean for your own practice. Reading: Introduction To CourseReading: Completion PolicyReading: Obtaining Teacher Professional Development CreditReading: What is Significant Learning?Video: Significant Learning VideoReading: Just Listen: Youth Talk About LearningReading: Motivation, Engagement, and Student VoiceReading: The Deeper Learning Instructional Triangle The average student day looks very different at High Tech High that it does in traditional schools. In this module, students will talk about how their daily schedule has impacted their education. We will explore the reasons why a learning schedule within a school setting is so important and how you can incorporate student voice into its design. Finally we will charge course participants with designing a schedule for their ideal school. The will be shared with other course participants who will be asked to provide feedback.Video: The Day-To-Day VideoReading: How Not To Teach UsReading: Student Survey ResultsReading: HomeworkAssessment is one of the most interesting aspects of project based learning. Students working in a multidisciplinary education style logically answer the question of “what have you learned?” in a multi-faceted manner. To assess students within their learning environments we use quite a few different models of engagement, and some we are even developing as we speak.In this module you will see how students learn at High Tech High as well as how teachers bring student voice into the assessment process. You will look at exhibitions, digital portfolios, and student led comments that are crafted by both the instructor and the students in tandem. Video: How We Show What We Know VideoReading: Presentations Of Learning At High Tech HighReading: Rhianne's Presentation Of LearningVideo: Rhianne's PresentationReading: Exhibitions at High Tech HighVideo: High Tech High Chula Vista Exhibition Night “Festival Del Sol”Video: High Tech High Exhibition Night 2008Video: High Tech High Exhibition Night 2008Reading: Student Led Comments At High Tech HighVideo: Chauncy’s Student Led ConferenceReading: Digital Portfolios At High Tech HighUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "High Tech High Graduate School of Education",
    "Level": "",
    "URL": "https://coursera.org/learn/how-to-teach-us",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Developing Relationships",
    "Description": "About this course: One focus of the course is to help you develop strong relationships with families to enable them to support children’s learning. Positive relationships with your students enable you not only to teach them but also to get to know them as individuals. Positive relationships with colleagues and school leaders are necessary to help the school improve.\n\nThis course is part of the Foundations of Teaching for Learning program which is designed to assist people who are currently teaching but have had no formal teacher education improve their understanding of their role and work as a teacher. This set of courses will enhance your knowledge and understanding about learning and teaching and what makes a teacher a professional.  \nPractical activities are provided to assist you in using what you have learned to improve your teaching practice. While these are optional, it is strongly recommended that you undertake them if at all possible.\n\nOf particular importance is a guide to the development of a portfolio to help you organize and document your thinking about what you have learned. In addition, you may be able to use the portfolio to access other opportunities in the future.WEEK 1The importance of relationships for educational settingsRelationships are critical to everything we do. They impact on our learning and how we see the curriculum and its assessment. They make a difference to our learning by ourselves and with others. They will enable us to work well, or not so well, with other people in the school. This week we will look in detail at what relationships are and how they are formed. We look back briefly at something that was discussed in course five, that is, how to support the development of a growth mindset. We hope that right from the start you will be discussing the course content with another educator. Since our relationships for so much of the time involve other people, it is important to think about these things with others to enable us to practice some of the things that are talked about in the course. 4 videos, 4 readingsexpandReading: SyllabusReading: Grading and LogisticsReading: General OverviewReading: Outline for Week OneVideo: What are the things that promote growth in humans?Video: The elements of human relationshipsVideo: Strategies for improving relationshipsVideo: Codes of conduct for teachersGraded: Quiz 1WEEK 2Developing positive teacher-student relationshipsThis week we are going to focus on establishing relationships with students. We will start by considering the connections between how and what we think and how we behave. Sometimes we behave habitually, but sometimes, if we want to change our habits, we have to consciously make decisions about what to think or how to act. We will discuss how these two types of behaviour play out in the classroom and look at why one type is more productive. To take this a little bit further, we will explore the role that questions play in learning. We will also look at some of the strategies that you can use to develop positive relationships in the classroom, remembering that students are forming a range of relationships: relationship with themselves, with learning, with the curriculum content, with the teacher, with other students and with the wider community. Finally, we are going to talk about the need to behave ethically in the classroom, treating students with respect and ensuring that no harm comes to them. At the end of the week, you will write a short essay where you will consider the factors involved in establishing relationships and think about activities that you can use to improve student learning.5 videos, 1 readingexpandReading: Outline for Week TwoVideo: The connection between what we think and how we behaveVideo: The power of positive questioningVideo: Developing good relations in the classroomVideo: Ethical behaviour with studentsVideo: Interview OneGraded: Quiz 2Graded: Peer Assessment OneWEEK 3Working with your colleagues and school leadersThis week we will focus on the concept of school improvement and effectiveness. There are several important factors that contribute to the success of a school. We will identify what these factors are, and look at each of them in detail. We start by looking at relationships, especially your relationships with your colleagues and school leaders. This will include a study of teacher unions and teacher associations, which both have a role in building professional relationships. Teacher unions offer a platform for development that will bring about educational reform. Next we will look at trust. We will explore what the concept of trust encompasses, and consider how certain behaviours can help to build trust. Finally, we look at working with leaders, teachers, and support staff. Here we will be looking at establishing Professional Learning Communities. At the end of this week we hope that you will be prepared to establish Professional Learning Communities and enhance you professional development.4 videos, 1 readingexpandReading: Outline for Week ThreeVideo: School effectiveness and school improvementVideo: The role of teacher unionsVideo: The importance of trustVideo: Working with leaders, teachers and support staffGraded: Quiz 3WEEK 4The importance of parent involvement for student successThis week we will consider the importance of establishing good relationships with the parents of your students. We will focus on why we need to involve parents in the education of their children and how we can go about it. The first two lectures are themed on the statement ‘The parent is the child’s first teacher’. These lectures focus on the important role that parents play in their child’s learning. We know that having children well prepared for the first day of school is an important first step for their learning. Teachers can play a role in reaching out to parents and giving them the information they need to give students the best chance of being successful. Weeks three and four look at the work of Joyce Epstein and her colleagues and their six different ways in which parents can be productively involved in their child’s education. These include the important roles of parenting, having good communication with the school, volunteering to do things in the school, helping their child learn at home, helping the school to make decisions about what it will do, and actively being involved in the community. At the end of this week you will be asked to write a short essay where you will consider the factors involved in establishing relationships with either other teachers and school administrators or parents.5 videos, 1 readingexpandReading: Outline for Week FourVideo: The connection between parent involvement and student successVideo: The parent is the child’s first teacherVideo: 6 different levels in which parents might be involvedVideo: Strategies for strengthening teacher-parent relationsVideo: Interview TwoGraded: Quiz 4Graded: Peer Assessment TwoWEEK 5It takes a whole village to educate a child: Working with your communityThis week we consider the importance of looking beyond the school and establishing relationship with the outside community. Students are much more likely to do well if the community values education and provides good policies, appropriate levels of funding, and appropriate training for teachers. We will consider the difference between a regular school and a community school that involves its local community and considers it be a part of the school. We will look at some of the things that a community needs in order to support student learning and explore some ways in which schools can establish partnerships with their community. We will also consider 40 developmental assets that are related to student learning and success, as identified by the Search Institute in the United States. We also reflect on the importance of dialogue as a means of helping each other learn. This is one reason why we have been encouraging you to work in partnership with a colleague – either in your own setting or online – as you work through the ideas in this course. We hope you will either use professional conversations in your school setting or work with others online to enable dialogue that will help you learn.4 videos, 1 readingexpandReading: Outline for Week FiveVideo: Why do we need to get the community involved?Video: The asset approach to improving student learningVideo: Inviting the community into our schoolVideo: The partnership approach to school improvementGraded: Quiz 5WEEK 6Recognising diversity: Social, Cultural and Values differences in the schoolThis week you are going to have the opportunity to think about the issue of diversity in the classroom. Some of you might think that your classroom is not really a diverse place because all of the students come from your home country. However, diversity goes way beyond issues of nationality and culture. Diversity can include gender, socio-economic background, motivation to learn, and many other factors. We need to consider diversity very carefully if we are to have a classroom that is responsive to the various needs of our students.5 videos, 1 readingexpandReading: Outline for Week SixVideo: Important terms: Equity, equality, inclusion and diversityVideo: Types of diversityVideo: Why we need to address diversityVideo: Strategies for addressing diversity in the classroom and schoolVideo: Interview ThreeGraded: Quiz 6Relationships are critical to everything we do. They impact on our learning and how we see the curriculum and its assessment. They make a difference to our learning by ourselves and with others. They will enable us to work well, or not so well, with other people in the school. This week we will look in detail at what relationships are and how they are formed. We look back briefly at something that was discussed in course five, that is, how to support the development of a growth mindset. We hope that right from the start you will be discussing the course content with another educator. Since our relationships for so much of the time involve other people, it is important to think about these things with others to enable us to practice some of the things that are talked about in the course. Reading: SyllabusReading: Grading and LogisticsReading: General OverviewReading: Outline for Week OneVideo: What are the things that promote growth in humans?Video: The elements of human relationshipsVideo: Strategies for improving relationshipsVideo: Codes of conduct for teachersThis week we are going to focus on establishing relationships with students. We will start by considering the connections between how and what we think and how we behave. Sometimes we behave habitually, but sometimes, if we want to change our habits, we have to consciously make decisions about what to think or how to act. We will discuss how these two types of behaviour play out in the classroom and look at why one type is more productive. To take this a little bit further, we will explore the role that questions play in learning. We will also look at some of the strategies that you can use to develop positive relationships in the classroom, remembering that students are forming a range of relationships: relationship with themselves, with learning, with the curriculum content, with the teacher, with other students and with the wider community. Finally, we are going to talk about the need to behave ethically in the classroom, treating students with respect and ensuring that no harm comes to them. At the end of the week, you will write a short essay where you will consider the factors involved in establishing relationships and think about activities that you can use to improve student learning.Reading: Outline for Week TwoVideo: The connection between what we think and how we behaveVideo: The power of positive questioningVideo: Developing good relations in the classroomVideo: Ethical behaviour with studentsVideo: Interview OneThis week we will focus on the concept of school improvement and effectiveness. There are several important factors that contribute to the success of a school. We will identify what these factors are, and look at each of them in detail. We start by looking at relationships, especially your relationships with your colleagues and school leaders. This will include a study of teacher unions and teacher associations, which both have a role in building professional relationships. Teacher unions offer a platform for development that will bring about educational reform. Next we will look at trust. We will explore what the concept of trust encompasses, and consider how certain behaviours can help to build trust. Finally, we look at working with leaders, teachers, and support staff. Here we will be looking at establishing Professional Learning Communities. At the end of this week we hope that you will be prepared to establish Professional Learning Communities and enhance you professional development.Reading: Outline for Week ThreeVideo: School effectiveness and school improvementVideo: The role of teacher unionsVideo: The importance of trustVideo: Working with leaders, teachers and support staffThis week we will consider the importance of establishing good relationships with the parents of your students. We will focus on why we need to involve parents in the education of their children and how we can go about it. The first two lectures are themed on the statement ‘The parent is the child’s first teacher’. These lectures focus on the important role that parents play in their child’s learning. We know that having children well prepared for the first day of school is an important first step for their learning. Teachers can play a role in reaching out to parents and giving them the information they need to give students the best chance of being successful. Weeks three and four look at the work of Joyce Epstein and her colleagues and their six different ways in which parents can be productively involved in their child’s education. These include the important roles of parenting, having good communication with the school, volunteering to do things in the school, helping their child learn at home, helping the school to make decisions about what it will do, and actively being involved in the community. At the end of this week you will be asked to write a short essay where you will consider the factors involved in establishing relationships with either other teachers and school administrators or parents.Reading: Outline for Week FourVideo: The connection between parent involvement and student successVideo: The parent is the child’s first teacherVideo: 6 different levels in which parents might be involvedVideo: Strategies for strengthening teacher-parent relationsVideo: Interview TwoThis week we consider the importance of looking beyond the school and establishing relationship with the outside community. Students are much more likely to do well if the community values education and provides good policies, appropriate levels of funding, and appropriate training for teachers. We will consider the difference between a regular school and a community school that involves its local community and considers it be a part of the school. We will look at some of the things that a community needs in order to support student learning and explore some ways in which schools can establish partnerships with their community. We will also consider 40 developmental assets that are related to student learning and success, as identified by the Search Institute in the United States. We also reflect on the importance of dialogue as a means of helping each other learn. This is one reason why we have been encouraging you to work in partnership with a colleague – either in your own setting or online – as you work through the ideas in this course. We hope you will either use professional conversations in your school setting or work with others online to enable dialogue that will help you learn.Reading: Outline for Week FiveVideo: Why do we need to get the community involved?Video: The asset approach to improving student learningVideo: Inviting the community into our schoolVideo: The partnership approach to school improvementThis week you are going to have the opportunity to think about the issue of diversity in the classroom. Some of you might think that your classroom is not really a diverse place because all of the students come from your home country. However, diversity goes way beyond issues of nationality and culture. Diversity can include gender, socio-economic background, motivation to learn, and many other factors. We need to consider diversity very carefully if we are to have a classroom that is responsive to the various needs of our students.Reading: Outline for Week SixVideo: Important terms: Equity, equality, inclusion and diversityVideo: Types of diversityVideo: Why we need to address diversityVideo: Strategies for addressing diversity in the classroom and schoolVideo: Interview ThreeCommonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Curriculum",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/teacher-relationships",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Being a Professional",
    "Description": "About this course: This course will emphasise what you can do to act professionally. This includes developing your own philosophy of teaching and making sure that you continue to improve your knowledge and skills. It also considers what it means to be part of a community of professionals, working with others to improve what happens in your school, community and profession.\n\nThis course is part of the Foundations of Teaching for Learning program which is designed to assist people who are currently teaching but have had no formal teacher education improve their understanding of their role and work as a teacher.  This set of courses will enhance your knowledge and understanding about learning and teaching and what makes a teacher a professional.  \n\nPractical activities are provided to assist you in using what you have learned to improve your teaching practice.  While these are optional, it is strongly recommended that you undertake them if at all possible.\n\nOf particular importance is a guide to the development of a portfolio to help you organize and document your thinking about what you have learned. In addition, you may be able to use the portfolio to access other opportunities in the future.WEEK 1What it means to be a professionalThis week we will consider what it means to be a teaching professional. We will ask you to think about your own beliefs about teaching and education in light of the expectations that society has for teachers. We will also reflect on the importance of the teacher and the school to the achievement and development of each child. At the end of this week you will have engaged in a personal reflective process to assist you to think about teaching, what is expected of teachers, and what teaching entails. This is something that we will continue to examine and develop in the remaining parts of the course.4 videos, 5 readingsexpandReading: SyllabusReading: Grading and LogisticsReading: PortfolioReading: FAQReading: Outline for Week OneVideo: Teaching as a profession – characteristics of a profession and a professionalVideo: What society expects of teachersVideo: The importance of the teacher to student outcomes and developmentVideo: My reasons for becoming a teacherGraded: Quiz 1WEEK 2Ethics, codes of conduct and standards for teachersNow that we have started to consider teaching as a profession, we will begin to reflect on professional behaviour and ethics in more detail. We will look at the various means that are used to ensure that agreed professional standards are met. The topics covered are: professional ethics; professional distance; the features and uses of professional standards for teachers; the formal procedures around the accreditation of teacher education courses, teacher registration, certification, appraisal, and performance management; and teacher behaviour and codes of conduct. You'll also be encouraged to reflect upon what happens in your particular school or context and how this compares with these more general expectations for teachers and schools held by society and in various parts of the world.5 videos, 1 readingexpandReading: Outline for Week TwoVideo: Ethical, professional behavior for teachersVideo: Features and uses of professional standardsVideo: Registration, certification, appraisal and performance managementVideo: Codes of conduct and discipline of teachersVideo: Interview OneGraded: Quiz 2Graded: Peer Assessment OneWEEK 3Legal and administrative responsibilities of a teacherThis week we will consider the roles that statute law, judge-made law and case law play in teaching and schooling. We will examine the concept of duty of care, the care that is owed to students by their teachers and school, and its implications for your professional practice. We will also consider the rights and responsibilities of students, parents, caregivers, and teachers. What is and is not reasonable for parents and students to ask for in relation to schooling? You will be encouraged to reflect upon your professional behaviour as a teacher and to consider how these issues might impact upon current practices in your classroom and in your school. You will also be encouraged to discuss these issues with your principal, colleagues, and other course participants.5 videos, 1 readingexpandReading: Outline for Week ThreeVideo: The duty of CareVideo: Negligence (Part 1)Video: Negligence (Part 2)Video: A duty to educateVideo: The rights and responsibilities of students, parents and teachersGraded: Quiz 3WEEK 4Developing a personal philosophy of teachingBuilding on the last three weeks, we will now consider the importance of developing a personal philosophy of teaching. We will look at the impact that teaching and schools can have on student learning and development, and on student lives more generally. We will examine research that demonstrates how and why views on the impact of teaching have changed over time, and consider some of the big challenges we face in ensuring that every student has access to quality teaching. We will also examine the concept of socio-economic status and its influence on student achievement. An important issue we will emphasize this week is the need for all teaching strategies and approaches to have a strong evidence base grounded in research. We will utilize effect size research to consider those strategies which have lesser and greater effects on student learning. We encourage you to reflect upon your values, beliefs, and current philosophy of teaching.5 videos, 1 readingexpandReading: Outline for Week FourVideo:  How teaching and education changes livesVideo: Evidence on effective teaching (1)Video: Evidence on effective teaching (2)Video: My values, beliefs and current philosophy of teachingVideo: Interview TwoGraded: Quiz 4Graded: Peer Assessment TwoWEEK 5Being part of a professional learning communityProfessional learning has a powerful role in improving teaching and learning. We will consider its impact by looking at research that demonstrates its influence on teacher quality and student outcomes. This will be complemented with case studies of professional learning communities. Some of the most effective types of professional learning are collaborative forms, which are increasingly being utilized through approaches such as action learning. We will consider these collaborative forms, and also look at the use of cycles of enquiry as a means of enhancing the professional learning of teachers. We will also examine the importance and influence of leadership of teachers’ professional learning. In particular, we will look at the various leadership behaviours, actions, and strategies which have been found to be most effective, including instructional leadership. In completing this week’s work you will be encouraged to reflect upon your own professional learning and the professional learning available to you and your colleagues. You will also consider the benefits that arise from teachers working together to enhance their professional learning in order to address issues or problems in their school.4 videos, 1 readingexpandReading: Outline for Week FiveVideo: The power of professional learningVideo: Professional learning communities in educationVideo: Action learning using evidenceVideo: The role of leadership in professional learningGraded: Quiz 5WEEK 6Continuing to develop as a professionalWe will conclude this course by examining the need for a teacher to continue to develop as a professional. It is important for teachers to periodically reflect on their teaching, engage in self-assessment, and set goals for future professional learning and development. We will explore important aspects of professional learning such as personal reflection and collaborative reflection, feedback, and observation tools such as rubrics. We encourage you to consider your own professional development needs and develop a personal professional development plan for the next few years. We will conclude this course by asking you to sum up what you have learnt, what might have changed your thinking and how you might change any aspects of your practice in the future.5 videos, 1 readingexpandReading: Outline for Week SixVideo: Reflection, self-assessment and goal settingVideo: Gaining and utilising feedback from othersVideo: Formulating a personal professional development planVideo: Keeping a balanced life – teacher stress and satisfactionVideo: Interview ThreeGraded: Quiz 6This week we will consider what it means to be a teaching professional. We will ask you to think about your own beliefs about teaching and education in light of the expectations that society has for teachers. We will also reflect on the importance of the teacher and the school to the achievement and development of each child. At the end of this week you will have engaged in a personal reflective process to assist you to think about teaching, what is expected of teachers, and what teaching entails. This is something that we will continue to examine and develop in the remaining parts of the course.Reading: SyllabusReading: Grading and LogisticsReading: PortfolioReading: FAQReading: Outline for Week OneVideo: Teaching as a profession – characteristics of a profession and a professionalVideo: What society expects of teachersVideo: The importance of the teacher to student outcomes and developmentVideo: My reasons for becoming a teacherNow that we have started to consider teaching as a profession, we will begin to reflect on professional behaviour and ethics in more detail. We will look at the various means that are used to ensure that agreed professional standards are met. The topics covered are: professional ethics; professional distance; the features and uses of professional standards for teachers; the formal procedures around the accreditation of teacher education courses, teacher registration, certification, appraisal, and performance management; and teacher behaviour and codes of conduct. You'll also be encouraged to reflect upon what happens in your particular school or context and how this compares with these more general expectations for teachers and schools held by society and in various parts of the world.Reading: Outline for Week TwoVideo: Ethical, professional behavior for teachersVideo: Features and uses of professional standardsVideo: Registration, certification, appraisal and performance managementVideo: Codes of conduct and discipline of teachersVideo: Interview OneThis week we will consider the roles that statute law, judge-made law and case law play in teaching and schooling. We will examine the concept of duty of care, the care that is owed to students by their teachers and school, and its implications for your professional practice. We will also consider the rights and responsibilities of students, parents, caregivers, and teachers. What is and is not reasonable for parents and students to ask for in relation to schooling? You will be encouraged to reflect upon your professional behaviour as a teacher and to consider how these issues might impact upon current practices in your classroom and in your school. You will also be encouraged to discuss these issues with your principal, colleagues, and other course participants.Reading: Outline for Week ThreeVideo: The duty of CareVideo: Negligence (Part 1)Video: Negligence (Part 2)Video: A duty to educateVideo: The rights and responsibilities of students, parents and teachersBuilding on the last three weeks, we will now consider the importance of developing a personal philosophy of teaching. We will look at the impact that teaching and schools can have on student learning and development, and on student lives more generally. We will examine research that demonstrates how and why views on the impact of teaching have changed over time, and consider some of the big challenges we face in ensuring that every student has access to quality teaching. We will also examine the concept of socio-economic status and its influence on student achievement. An important issue we will emphasize this week is the need for all teaching strategies and approaches to have a strong evidence base grounded in research. We will utilize effect size research to consider those strategies which have lesser and greater effects on student learning. We encourage you to reflect upon your values, beliefs, and current philosophy of teaching.Reading: Outline for Week FourVideo:  How teaching and education changes livesVideo: Evidence on effective teaching (1)Video: Evidence on effective teaching (2)Video: My values, beliefs and current philosophy of teachingVideo: Interview TwoProfessional learning has a powerful role in improving teaching and learning. We will consider its impact by looking at research that demonstrates its influence on teacher quality and student outcomes. This will be complemented with case studies of professional learning communities. Some of the most effective types of professional learning are collaborative forms, which are increasingly being utilized through approaches such as action learning. We will consider these collaborative forms, and also look at the use of cycles of enquiry as a means of enhancing the professional learning of teachers. We will also examine the importance and influence of leadership of teachers’ professional learning. In particular, we will look at the various leadership behaviours, actions, and strategies which have been found to be most effective, including instructional leadership. In completing this week’s work you will be encouraged to reflect upon your own professional learning and the professional learning available to you and your colleagues. You will also consider the benefits that arise from teachers working together to enhance their professional learning in order to address issues or problems in their school.Reading: Outline for Week FiveVideo: The power of professional learningVideo: Professional learning communities in educationVideo: Action learning using evidenceVideo: The role of leadership in professional learningWe will conclude this course by examining the need for a teacher to continue to develop as a professional. It is important for teachers to periodically reflect on their teaching, engage in self-assessment, and set goals for future professional learning and development. We will explore important aspects of professional learning such as personal reflection and collaborative reflection, feedback, and observation tools such as rubrics. We encourage you to consider your own professional development needs and develop a personal professional development plan for the next few years. We will conclude this course by asking you to sum up what you have learnt, what might have changed your thinking and how you might change any aspects of your practice in the future.Reading: Outline for Week SixVideo: Reflection, self-assessment and goal settingVideo: Gaining and utilising feedback from othersVideo: Formulating a personal professional development planVideo: Keeping a balanced life – teacher stress and satisfactionVideo: Interview ThreeCommonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Developing Relationships",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/professional-teacher",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Aboriginal Worldviews and Education",
    "Description": "About this course: Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education.WEEK 1Welcome and Orientation to the CourseInformation about the course2 readingsexpandМатериал для самостоятельного изучения: Course Information and LogisticsМатериал для самостоятельного изучения: About UsAboriginal WorldviewsThe description goes here13 videos, 1 readingexpandVideo: 1.1 Welcome and course overviewVideo: 1.2 Medicine wheel as organizing principle (4:33)Video: 1.3 Defining worldviews and education (4:47)Video: 1.4 Canadians don't know much about Aboriginal peopleVideo: 1.5.1 Reasons why Aboriginal worldviews matter [part 1] (10:26)Video: 1.5.2 Reasons why Aboriginal worldviews matter [part 2] (7:34)Video: 1.6 Aboriginal people are diverse but share two things (3.28)Video: 1.7 Comparing the worldviews (0:51)Video: 1.8 Barbecue Area (2:28)Video: 1.9.1 Accurate terminology [part 1] (15:41)Video: 1.9.2 Accurate terminology [part 2] (10:42)Video: 1.9.3 Accurate terminology [part 3] (4:16)Video: Week 2 Activity: Meaningful Place (2:02)Материал для самостоятельного изучения: Links to Further ResourcesGraded: Make the Familiar StrangeWEEK 2Aboriginal Worldviews Colliding with NewcomersThe description goes here24 videos, 1 readingexpandVideo: 2.1.1: Stereotyping [Part 1] (4:27)Video: 2.1.2: Stereotyping [Part 2] (13.29)Video: 2.1.3: Stereotyping [Part 3] (8:23)Video: 2.1.4: Stereotyping [Part 4] (16:12)Video: 2.1.5: Stereotyping [Part 5] (13:45)Video: 2.2: Wab Kinew on the soapbox (0:30) + (1:45)Video: 2.3: The relationship develops (16:21)Video: 2.4: A walk through history (0:36) + (2:00)Video: 2.5: Using RCAP wheel to look at relationship (8:06)Video: 2.6: Indigenous knowledge [Part 1] (0:58)Video: 2.6: Indigenous knowledge [Part 2] (2:30)Video: 2.6: Indigenous knowledge [Part 3] (6:17)Video: 2.6: Indigenous knowledge [Part 4] (4:43)Video: 2.6: Indigenous knowledge [Part 5] (4:34)Video: 2.6: Indigenous knowledge [Part 6] (8:41)Video: 2.6: Indigenous knowledge [Part 7] (2:05)Video: 2.6: Indigenous knowledge [Part 8] (3:25)Video: 2.6: Indigenous knowledge [Part 9] (4:11)Video: 2.7: Wampum (1:22)Video: 2.8: Interview with Angela Mashford-Pringle [Part 1] (10:18)Video: 2.8: Interview with Angela Mashford-Pringle [Part 2] (12:02)Video: 2.8: Interview with Angela Mashford-Pringle [Part 3] (13:40)Video: Lecture: 2.9 Rethinking the relationship (1:40) + (13:55)Video: Week 3 Activity: Loss Thought PieceМатериал для самостоятельного изучения: Links to Further ResourcesGraded: Quiz #1 (Week 3): Aboriginal Worldviews and EducationWEEK 3A Brief History of Aboriginal EducationThe description goes here11 videos, 1 readingexpandVideo: 3.1 Applying the wheel to aboriginal education (3:34)Video: 3.2 Ab ed through the wheel Pre-contact [Part 1] (13:11)Video: 3.2 Ab ed through the wheel Pre-contact [Part 2] (15:26)Video: 3.3 Ab ed through the wheel early contact (5:08)Video: 3.4 Ab ed through the wheel Colonial period [Part 1] (15:58)Video: 3.4 Ab ed through the wheel Colonial period [Part 2] (12:26)Video: 3.5 Residential schools (0:52)Video: 3.6 Interview with Suzanne Stewart on Intergenerational Trauma [Part 1] (10:38)Video: 3.6 Interview with Suzanne Stewart on Intergenerational Trauma [Part 2] (9:42)Video: 3.7 The Apology and Analysis - Laura McKinley Interview (7:11)Video: Week 4 Activity: Aboriginal Apology (1:48)Материал для самостоятельного изучения: Links to Further ResourcesWEEK 4Contemporary Themes in Aboriginal EducationThe description goes here9 videos, 1 readingexpandVideo: 4.1 Ab ed through the wheel Contemporary [Part 1] (11:25)Video: 4.1 Ab ed through the wheel Contemporary [Part 2] (10:00)Video: 4.2: Culturally responsive education (1:28)Video: 4.3: Aboriginal knowledge for all (1:37 + 3:44 + 16.37)Video: 4.4 Assessing Resources (4:16)Video: 4.5 Cultural Appropriation (4:40)Video: 4.6 Renewing the relationship: Idle No More (3:31 + 19:13)Video: 4.7 Course closingVideo: 4.8 Course Closing: Words of EldersМатериал для самостоятельного изучения: Links to Further ResourcesGraded: Quiz #2: Week 5 QuizWEEK 58th Fire: Aboriginal Peoples, Canada \u0026 the Way ForwardThis television series aired on Canada's CBC in 2013. Short clips used in the course created a demand from students for more and to see the clips in their original context. We received permission to show the series here.4 videosexpandVideo: 8th Fire episode 1. Indigenous in the City (43:24)Video: 8th Fire episode 2. It's timeVideo: 8th Fire episode 3. Whose land is it anyway?Video: 8th Fire episode 4. At the CrossroadsWEEK 6ExtrasThese are additional materials that may be of interest. None of this material counts towards your final grade. 7 videosexpandVideo: Jean-Paul Screenside Chat for Week OneVideo: TA Feedback 1 - IntroductionsVideo: TA Feedback 2Video: Jean-Paul Screenside Chat for Week TwoVideo: Jean-Paul Screenside Chat for Week Two - Course design questionsVideo: Jean-Paul Screenside Chat for Week Three [part 1]Video: Jean-Paul Screenside Chat for Week Three [part 2]Материал для самостоятельного изучения: Course Information and LogisticsМатериал для самостоятельного изучения: About UsVideo: 1.1 Welcome and course overviewVideo: 1.2 Medicine wheel as organizing principle (4:33)Video: 1.3 Defining worldviews and education (4:47)Video: 1.4 Canadians don't know much about Aboriginal peopleVideo: 1.5.1 Reasons why Aboriginal worldviews matter [part 1] (10:26)Video: 1.5.2 Reasons why Aboriginal worldviews matter [part 2] (7:34)Video: 1.6 Aboriginal people are diverse but share two things (3.28)Video: 1.7 Comparing the worldviews (0:51)Video: 1.8 Barbecue Area (2:28)Video: 1.9.1 Accurate terminology [part 1] (15:41)Video: 1.9.2 Accurate terminology [part 2] (10:42)Video: 1.9.3 Accurate terminology [part 3] (4:16)Video: Week 2 Activity: Meaningful Place (2:02)Материал для самостоятельного изучения: Links to Further ResourcesVideo: 2.1.1: Stereotyping [Part 1] (4:27)Video: 2.1.2: Stereotyping [Part 2] (13.29)Video: 2.1.3: Stereotyping [Part 3] (8:23)Video: 2.1.4: Stereotyping [Part 4] (16:12)Video: 2.1.5: Stereotyping [Part 5] (13:45)Video: 2.2: Wab Kinew on the soapbox (0:30) + (1:45)Video: 2.3: The relationship develops (16:21)Video: 2.4: A walk through history (0:36) + (2:00)Video: 2.5: Using RCAP wheel to look at relationship (8:06)Video: 2.6: Indigenous knowledge [Part 1] (0:58)Video: 2.6: Indigenous knowledge [Part 2] (2:30)Video: 2.6: Indigenous knowledge [Part 3] (6:17)Video: 2.6: Indigenous knowledge [Part 4] (4:43)Video: 2.6: Indigenous knowledge [Part 5] (4:34)Video: 2.6: Indigenous knowledge [Part 6] (8:41)Video: 2.6: Indigenous knowledge [Part 7] (2:05)Video: 2.6: Indigenous knowledge [Part 8] (3:25)Video: 2.6: Indigenous knowledge [Part 9] (4:11)Video: 2.7: Wampum (1:22)Video: 2.8: Interview with Angela Mashford-Pringle [Part 1] (10:18)Video: 2.8: Interview with Angela Mashford-Pringle [Part 2] (12:02)Video: 2.8: Interview with Angela Mashford-Pringle [Part 3] (13:40)Video: Lecture: 2.9 Rethinking the relationship (1:40) + (13:55)Video: Week 3 Activity: Loss Thought PieceМатериал для самостоятельного изучения: Links to Further ResourcesVideo: 3.1 Applying the wheel to aboriginal education (3:34)Video: 3.2 Ab ed through the wheel Pre-contact [Part 1] (13:11)Video: 3.2 Ab ed through the wheel Pre-contact [Part 2] (15:26)Video: 3.3 Ab ed through the wheel early contact (5:08)Video: 3.4 Ab ed through the wheel Colonial period [Part 1] (15:58)Video: 3.4 Ab ed through the wheel Colonial period [Part 2] (12:26)Video: 3.5 Residential schools (0:52)Video: 3.6 Interview with Suzanne Stewart on Intergenerational Trauma [Part 1] (10:38)Video: 3.6 Interview with Suzanne Stewart on Intergenerational Trauma [Part 2] (9:42)Video: 3.7 The Apology and Analysis - Laura McKinley Interview (7:11)Video: Week 4 Activity: Aboriginal Apology (1:48)Материал для самостоятельного изучения: Links to Further ResourcesVideo: 4.1 Ab ed through the wheel Contemporary [Part 1] (11:25)Video: 4.1 Ab ed through the wheel Contemporary [Part 2] (10:00)Video: 4.2: Culturally responsive education (1:28)Video: 4.3: Aboriginal knowledge for all (1:37 + 3:44 + 16.37)Video: 4.4 Assessing Resources (4:16)Video: 4.5 Cultural Appropriation (4:40)Video: 4.6 Renewing the relationship: Idle No More (3:31 + 19:13)Video: 4.7 Course closingVideo: 4.8 Course Closing: Words of EldersМатериал для самостоятельного изучения: Links to Further ResourcesVideo: 8th Fire episode 1. Indigenous in the City (43:24)Video: 8th Fire episode 2. It's timeVideo: 8th Fire episode 3. Whose land is it anyway?Video: 8th Fire episode 4. At the CrossroadsVideo: Jean-Paul Screenside Chat for Week OneVideo: TA Feedback 1 - IntroductionsVideo: TA Feedback 2Video: Jean-Paul Screenside Chat for Week TwoVideo: Jean-Paul Screenside Chat for Week Two - Course design questionsVideo: Jean-Paul Screenside Chat for Week Three [part 1]Video: Jean-Paul Screenside Chat for Week Three [part 2]University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Creator": "University of Toronto",
    "Level": "",
    "URL": "https://coursera.org/learn/aboriginal-education",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "What does it mean to identify as Transgender or Gender Non-Conforming (TGNC)?",
    "Description": "About this course: In the last decade transgender and gender nonconforming (TGNC) individuals have become increasingly visible in our families, culture, and public discourse. This course explores the concept of gender identity for people who are curious about the nature of gender, the process of gender affirmation, or changing social dynamics. Participants will learn the unique challenges faced by the TGNC population as well as develop the skills to build inclusive spaces in all spheres of their life. This course was developed under the Joycelyn Elders Chair in Sexual Health Education at the University of Minnesota.WEEK 1Welcome!In the last decade transgender and gender nonconforming (TGNC) individuals have become increasingly visible in our families and culture. This course explores the concept of gender identity for people who are interested in the nature of gender, the process of gender affirmation, or changing social dynamics. Participants will learn the unique challenges faced by individuals within the TGNC population as well as develop the skills to build inclusive spaces in all spheres of their life. Each module will contain original video content, readings, and other multimedia to enhance the learning experience. Throughout the course, participants will be asked to demonstrate your knowledge via short multiple choice quizzes and/or discussion sections that challenge you to reflect on your learning experiences. This course was developed under the Joycelyn Elders Chair in Sexual Health Education at the University of Minnesota. 1 video, 1 readingexpandVideo: Welcome Message - Dr. Eli ColemanLeitura: Pre-AssessmentWEEK 2Introduction to Gender IdentityGender identity is a wide spectrum beyond the binary of male and female. Each and every one of us has a gender identity innate to our experience as humans. While gender is all around us, much remains unknown about the development of gender identity. This module introduces the basics of gender and explores how gender affects our daily lives. 11 videos, 18 readingsexpandVideo: Introduction to Gender Identity - Nova BradfordLeitura: Gender and SexualityLeitura: The Language of GenderVideo: Gender Identity - Dr. Katie SpencerLeitura: Additional ResourcesLeitura: An Introduction to Transgender PeopleLeitura: Understanding Transgender PeopleLeitura: Understanding the Transgender CommunityLeitura: Understanding Non-Binary PeopleVideo: Gender Queer - Dr. G. Zachariah WhiteVideo: Pronouns - Nova BradfordLeitura: Gender PronounsLeitura: Why Pronouns Matter for Trans PeopleVideo: Importance of Language - Dr. G. Zachariah WhiteLeitura: Questionable QuestionsLeitura: Pronoun GameLeitura: Additional ResourcesVideo: Evolution's Rainbow - Dr. Joan RoughgardenLeitura: Nature and sex redefined – we have never been binaryLeitura: Between the (Gender) LinesVideo: \"Should research focus on the genetic basis of transgender identities?\" - Dr. Brian RoodLeitura: Additional ResourcesVideo: Introduction to Dysphoria and Mental Health - Nova BradfordVideo: Gender Dysphoria - Dr. Katie SpencerVideo: History of TGNC People and Mental Illness - Cei LambertVideo: Working with Transgender and Gender Non-Conforming Populations - Dr. G. Zachariah WhiteLeitura: American Psychological AssociationLeitura: Probing the Complexities of Transgender Mental HealthLeitura: Additional ResourcesGraded: Terminology and LanguageGraded: Science of GenderGraded: Science of Gender and Mental HealthWEEK 3Digital StoriesA collection of first-person narratives exploring the ups and downs of daily life as a transgender or gender nonconforming (TGNC) individual from several points of view. 14 videos, 3 readingsexpandVideo: Introduction to Digital Stories - Nova BradfordVideo: This is BenVideo: This is LeonardoVideo: This is PaulaVideo: This is MayaVideo: This is SamwiseVideo: This is CeCeVideo: This is AnneLeitura: Transgender Oral History ProjectLeitura: Additional ResourcesVideo: Our Story as Parents - Chris and SarahVideo: Parenting, Family and Divorce - Paula OverbyVideo: This is our family - Ben and Katrina-MarieVideo: Losing Friends and Keeping Friends - Chris, Sarah and MayaLeitura: Parenting Non-Binary KidsVideo: Dating before Transition - MayaVideo: My Spouse - BenWEEK 4Understanding the Process of Gender AffirmationDeveloping a healthy gender is a lifelong process. For individuals that identify as transgender or gender nonconforming,  the process of gender affirmation can take many forms as they age from children to older adults.8 videos, 10 readingsexpandVideo: Introduction to Gender Affirmation - Nova BradfordVideo: Gender Creative or Expansive Children - Dr. Dianne BergLeitura: Supporting Gender Independent Children and Their FamiliesVideo: Informed Consent and Adolescents - Dr. Dianne BergVideo: Gender Affirming Medical Care for Youth - Dr. Eric MeiningerLeitura: The K-12 BinaryLeitura: Additional Resources (Children)Leitura: Additional Resources (Youth)Video: Gender Dysphoria and Gender Affirmation - Dr. Brian RoodVideo: Medical Transition - Cei LambertLeitura: Here’s What Trans People Who Aren’t Medically Transitioning Want You To KnowVideo: Aging and Transgender Populations - Phil DuranLeitura: Truth and Transgender at 70Leitura: The Challenge of Being Transgender in a Nursing HomeLeitura: Additional ResourcesLeitura: The Why, When, and How of Coming OutVideo: Coming out to Family - BenLeitura: Coming Out Again, 10 Years LaterGraded: Gender Affirmation: Children and YouthWEEK 5History and CultureFrom advocacy to sports, transgender and gender nonconforming (TGNC) individuals have made significant contributions to our culture.  Learn about the history of prominent TGNC individuals and movements  while contributing to the discussion of how these figures (and many others) have been portrayed by the media.7 videos, 13 readingsexpandVideo: Introduction to Historical Roles, Media and Culture - Nova BradfordVideo: Black Excellence Tour - CeCe McDonaldLeitura: Transgender History in the United StatesLeitura: S.T.A.RVideo: Brief History of Medical Care - Dr. Katie SpencerVideo: Personal Interest in History of LGBT Community - AnneLeitura: Jenner: 40 Years After GoldLeitura: Additional ResourcesVideo: Theater as Therapy - Dr. G. Zachariah WhiteLeitura: Andrea JenkinsLeitura: Lee MokobeLeitura: Julia SeranoLeitura: Rae SpoonLeitura: Additional ResourcesVideo: Media - BenVideo: Trans Visibility - SamwiseLeitura: TransparentLeitura: Janet Mock - \"Revealing Caitlyn Jenner\"Leitura: Sense8Leitura: Economics and the transgender communityPrompt de discussão: Visibility of Transgender PopulationsGraded: HistoryWEEK 6Society and Public Policy in the United StatesAnti-transgender policy discussions from \"Bathroom Bills\" to open participation in the military have been on the forefront of national conversation for the last decade. This module will delve into the disparities that transgender and gender nonconforming (TGNC) individuals face in society at large from healthcare to incarceration and discrimination.21 videos, 29 readingsexpandVideo: Introduction to Society and Public Policy in the United States - Nova BradfordLeitura: Last Week Tonight with John OliverLeitura: 2015 U.S Transgender SurveyVideo: Discrimination and Bathroom Policies - Dr. Joan RoughgardenVideo: Employee Benefits and Access to Care - Phil DuranVideo: Youth, Schools and Legal Issues - Phil DuranVideo: Legal Barriers and Identity Documents - Phil DuranVideo: Title IX - Phil DuranVideo: Insurance and ACA - SamwiseVideo: Policy and Patients - Dr. Eric MeiningerLeitura: Intersectionality Fact SheetVideo: Intersectionality - CeCe McDonaldLeitura: It's Incredibly Scary to Be a Transgender Woman of Color Right NowVideo: Machismo - Dr. Leonaro CandelarioVideo: Puerto Rico and Gender - Dr. Leonardo CandelarioLeitura: Transgender Latina Immigrants in U.S. SocietiesLeitura: Being Disabled and TransgenderLeitura: Additional ResourcesLeitura: Housing \u0026 HomelessnessVideo: Culture Competency and Working with Homeless Transgender Youth - Avenues for Homeless YouthVideo: Transphobia, Homophobia and Discrimination - Avenues for Homeless YouthLeitura: \"I Can't Keep Living Like This\"Video: Transphobia - Phil DuranLeitura: The Transgender CrucibleLeitura: Violence Against the Transgender Community in 2017Leitura: Additional ResourcesLeitura: 'That's my sister': transgender life in jail and on the streetVideo: Prison Industrial Complex - CeCe McDonaldLeitura: CeCe McDonald and A Roadmap for ChangeLeitura: Is A Georgia Prison Trying To Cover Up The Rape Of A Transgender Woman?Leitura: A Grim Reminder: Solitary Confinement is Deadly for Trans FolksLeitura: Additional ResourcesVideo: Introduction to Healthcare Disparities for Transgender Populations - Nova BradfordLeitura: Transgender Healthcare EqualityLeitura: Transgender People Still Experience Barriers to HealthcareLeitura: Southern ComfortVideo: HIV in Transgender Populations - Dr. Brian RoodVideo: Medical Transition and Mental Health - SamwiseVideo: Out of Pocket Costs - Phil DuranVideo: Healthcare Disparities for Youth - Dr. Eric MeiningerLeitura: Transgender health care horror storiesLeitura: Additional ResourcesLeitura: Being Transgender in the Military - Aaron BelkinLeitura: Transgender, at War and in LoveLeitura: Transgender National Guard Troops - MinnesotaVideo: Military Experience - AnneLeitura: Transgender Service Members Can Now Serve Openly, Carter AnnouncesLeitura: Transgender Military in the United StatesLeitura: The VA Just Dealt a Big Blow to Transgender VeteransLeitura: Additional ResourcesGraded: Pop Quiz!Graded: Legal PolicyGraded: IntersectionalityGraded: HomelessnessGraded: IncarecerationGraded: Transgender HealthcareGraded: Military PersonnelWEEK 7Creating Inclusive SpacesCreating inclusive spaces for transgender populations can be done with positive awareness. From becoming an actionable ally to helping workplace and school transition spaces to promoting transgender awareness and acceptance will bring the inclusiveness all populations and not just those who are different from ourselves.  13 videos, 9 readingsexpandVideo: Introduction to Creating Inclusive Spaces for Trans People - Nova BradfordVideo: Being an Ally and Advocate - Dr. Katie SpencerLeitura: Supporting the Transgender People in Your Life: A Guide to Being a Good AllyLeitura: Additional ResourcesVideo: Transition in the Workplace - BenVideo: Transition in the Workplace - Paula OverbyLeitura: Transgender Visibility in the WorkplaceLeitura: At Work in Two GendersLeitura: Trans Toolkit for EmployersVideo: Gender Inclusive Spaces in Schools - Phil DuranLeitura: Gender Inclusive Schools ToolkitVideo: Host Home Experience - Avenues for Homeless YouthVideo: Inclusive Spaces for Homeless Transgender Youth - Avenues for Homeless YouthVideo: Inclusive Clinics - SamwiseLeitura: 10 Things: Creating Inclusive Healthcare Environments for LGBT PeopleVideo: Public Inclusive Spaces - Cei LambertLeitura: Additional ResourcesVideo: Looking Forward - Paula OverbyVideo: TGNC Rights - Phil DuranVideo: Thinking Outside the Box - Avenues for Homeless YouthVideo: Uplifting Others - CeCe McDonaldLeitura: Post-AssessmentGraded: AllydomGraded: Gender in the WorkplaceGraded: Inclusive SpacesGraded: Creating Inclusive Spaces and EnviromentsIn the last decade transgender and gender nonconforming (TGNC) individuals have become increasingly visible in our families and culture. This course explores the concept of gender identity for people who are interested in the nature of gender, the process of gender affirmation, or changing social dynamics. Participants will learn the unique challenges faced by individuals within the TGNC population as well as develop the skills to build inclusive spaces in all spheres of their life. Each module will contain original video content, readings, and other multimedia to enhance the learning experience. Throughout the course, participants will be asked to demonstrate your knowledge via short multiple choice quizzes and/or discussion sections that challenge you to reflect on your learning experiences. This course was developed under the Joycelyn Elders Chair in Sexual Health Education at the University of Minnesota. Video: Welcome Message - Dr. Eli ColemanLeitura: Pre-AssessmentGender identity is a wide spectrum beyond the binary of male and female. Each and every one of us has a gender identity innate to our experience as humans. While gender is all around us, much remains unknown about the development of gender identity. This module introduces the basics of gender and explores how gender affects our daily lives. Video: Introduction to Gender Identity - Nova BradfordLeitura: Gender and SexualityLeitura: The Language of GenderVideo: Gender Identity - Dr. Katie SpencerLeitura: Additional ResourcesLeitura: An Introduction to Transgender PeopleLeitura: Understanding Transgender PeopleLeitura: Understanding the Transgender CommunityLeitura: Understanding Non-Binary PeopleVideo: Gender Queer - Dr. G. Zachariah WhiteVideo: Pronouns - Nova BradfordLeitura: Gender PronounsLeitura: Why Pronouns Matter for Trans PeopleVideo: Importance of Language - Dr. G. Zachariah WhiteLeitura: Questionable QuestionsLeitura: Pronoun GameLeitura: Additional ResourcesVideo: Evolution's Rainbow - Dr. Joan RoughgardenLeitura: Nature and sex redefined – we have never been binaryLeitura: Between the (Gender) LinesVideo: \"Should research focus on the genetic basis of transgender identities?\" - Dr. Brian RoodLeitura: Additional ResourcesVideo: Introduction to Dysphoria and Mental Health - Nova BradfordVideo: Gender Dysphoria - Dr. Katie SpencerVideo: History of TGNC People and Mental Illness - Cei LambertVideo: Working with Transgender and Gender Non-Conforming Populations - Dr. G. Zachariah WhiteLeitura: American Psychological AssociationLeitura: Probing the Complexities of Transgender Mental HealthLeitura: Additional ResourcesVideo: Introduction to Digital Stories - Nova BradfordVideo: This is BenVideo: This is LeonardoVideo: This is PaulaVideo: This is MayaVideo: This is SamwiseVideo: This is CeCeVideo: This is AnneLeitura: Transgender Oral History ProjectLeitura: Additional ResourcesVideo: Our Story as Parents - Chris and SarahVideo: Parenting, Family and Divorce - Paula OverbyVideo: This is our family - Ben and Katrina-MarieVideo: Losing Friends and Keeping Friends - Chris, Sarah and MayaLeitura: Parenting Non-Binary KidsVideo: Dating before Transition - MayaVideo: My Spouse - BenVideo: Introduction to Gender Affirmation - Nova BradfordVideo: Gender Creative or Expansive Children - Dr. Dianne BergLeitura: Supporting Gender Independent Children and Their FamiliesVideo: Informed Consent and Adolescents - Dr. Dianne BergVideo: Gender Affirming Medical Care for Youth - Dr. Eric MeiningerLeitura: The K-12 BinaryLeitura: Additional Resources (Children)Leitura: Additional Resources (Youth)Video: Gender Dysphoria and Gender Affirmation - Dr. Brian RoodVideo: Medical Transition - Cei LambertLeitura: Here’s What Trans People Who Aren’t Medically Transitioning Want You To KnowVideo: Aging and Transgender Populations - Phil DuranLeitura: Truth and Transgender at 70Leitura: The Challenge of Being Transgender in a Nursing HomeLeitura: Additional ResourcesLeitura: The Why, When, and How of Coming OutVideo: Coming out to Family - BenLeitura: Coming Out Again, 10 Years LaterFrom advocacy to sports, transgender and gender nonconforming (TGNC) individuals have made significant contributions to our culture.  Learn about the history of prominent TGNC individuals and movements  while contributing to the discussion of how these figures (and many others) have been portrayed by the media.Video: Introduction to Historical Roles, Media and Culture - Nova BradfordVideo: Black Excellence Tour - CeCe McDonaldLeitura: Transgender History in the United StatesLeitura: S.T.A.RVideo: Brief History of Medical Care - Dr. Katie SpencerVideo: Personal Interest in History of LGBT Community - AnneLeitura: Jenner: 40 Years After GoldLeitura: Additional ResourcesVideo: Theater as Therapy - Dr. G. Zachariah WhiteLeitura: Andrea JenkinsLeitura: Lee MokobeLeitura: Julia SeranoLeitura: Rae SpoonLeitura: Additional ResourcesVideo: Media - BenVideo: Trans Visibility - SamwiseLeitura: TransparentLeitura: Janet Mock - \"Revealing Caitlyn Jenner\"Leitura: Sense8Leitura: Economics and the transgender communityPrompt de discussão: Visibility of Transgender PopulationsAnti-transgender policy discussions from \"Bathroom Bills\" to open participation in the military have been on the forefront of national conversation for the last decade. This module will delve into the disparities that transgender and gender nonconforming (TGNC) individuals face in society at large from healthcare to incarceration and discrimination.Video: Introduction to Society and Public Policy in the United States - Nova BradfordLeitura: Last Week Tonight with John OliverLeitura: 2015 U.S Transgender SurveyVideo: Discrimination and Bathroom Policies - Dr. Joan RoughgardenVideo: Employee Benefits and Access to Care - Phil DuranVideo: Youth, Schools and Legal Issues - Phil DuranVideo: Legal Barriers and Identity Documents - Phil DuranVideo: Title IX - Phil DuranVideo: Insurance and ACA - SamwiseVideo: Policy and Patients - Dr. Eric MeiningerLeitura: Intersectionality Fact SheetVideo: Intersectionality - CeCe McDonaldLeitura: It's Incredibly Scary to Be a Transgender Woman of Color Right NowVideo: Machismo - Dr. Leonaro CandelarioVideo: Puerto Rico and Gender - Dr. Leonardo CandelarioLeitura: Transgender Latina Immigrants in U.S. SocietiesLeitura: Being Disabled and TransgenderLeitura: Additional ResourcesLeitura: Housing \u0026 HomelessnessVideo: Culture Competency and Working with Homeless Transgender Youth - Avenues for Homeless YouthVideo: Transphobia, Homophobia and Discrimination - Avenues for Homeless YouthLeitura: \"I Can't Keep Living Like This\"Video: Transphobia - Phil DuranLeitura: The Transgender CrucibleLeitura: Violence Against the Transgender Community in 2017Leitura: Additional ResourcesLeitura: 'That's my sister': transgender life in jail and on the streetVideo: Prison Industrial Complex - CeCe McDonaldLeitura: CeCe McDonald and A Roadmap for ChangeLeitura: Is A Georgia Prison Trying To Cover Up The Rape Of A Transgender Woman?Leitura: A Grim Reminder: Solitary Confinement is Deadly for Trans FolksLeitura: Additional ResourcesVideo: Introduction to Healthcare Disparities for Transgender Populations - Nova BradfordLeitura: Transgender Healthcare EqualityLeitura: Transgender People Still Experience Barriers to HealthcareLeitura: Southern ComfortVideo: HIV in Transgender Populations - Dr. Brian RoodVideo: Medical Transition and Mental Health - SamwiseVideo: Out of Pocket Costs - Phil DuranVideo: Healthcare Disparities for Youth - Dr. Eric MeiningerLeitura: Transgender health care horror storiesLeitura: Additional ResourcesLeitura: Being Transgender in the Military - Aaron BelkinLeitura: Transgender, at War and in LoveLeitura: Transgender National Guard Troops - MinnesotaVideo: Military Experience - AnneLeitura: Transgender Service Members Can Now Serve Openly, Carter AnnouncesLeitura: Transgender Military in the United StatesLeitura: The VA Just Dealt a Big Blow to Transgender VeteransLeitura: Additional ResourcesCreating inclusive spaces for transgender populations can be done with positive awareness. From becoming an actionable ally to helping workplace and school transition spaces to promoting transgender awareness and acceptance will bring the inclusiveness all populations and not just those who are different from ourselves.  Video: Introduction to Creating Inclusive Spaces for Trans People - Nova BradfordVideo: Being an Ally and Advocate - Dr. Katie SpencerLeitura: Supporting the Transgender People in Your Life: A Guide to Being a Good AllyLeitura: Additional ResourcesVideo: Transition in the Workplace - BenVideo: Transition in the Workplace - Paula OverbyLeitura: Transgender Visibility in the WorkplaceLeitura: At Work in Two GendersLeitura: Trans Toolkit for EmployersVideo: Gender Inclusive Spaces in Schools - Phil DuranLeitura: Gender Inclusive Schools ToolkitVideo: Host Home Experience - Avenues for Homeless YouthVideo: Inclusive Spaces for Homeless Transgender Youth - Avenues for Homeless YouthVideo: Inclusive Clinics - SamwiseLeitura: 10 Things: Creating Inclusive Healthcare Environments for LGBT PeopleVideo: Public Inclusive Spaces - Cei LambertLeitura: Additional ResourcesVideo: Looking Forward - Paula OverbyVideo: TGNC Rights - Phil DuranVideo: Thinking Outside the Box - Avenues for Homeless YouthVideo: Uplifting Others - CeCe McDonaldLeitura: Post-AssessmentVanderbilt UniversityJustice, Mercy and Mass IncarcerationHEC ParisOrganizing for InnovationUniversity of Colorado SystemHomeland Security and Cybersecurity FutureUniversity of Colorado SystemCybersecurity Policy for Aviation and Internet InfrastructuresUniversity of Colorado SystemCybersecurity Policy for Water and Electricity Infrastructures",
    "Creator": "University of Minnesota",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/tgnc-gender-identity-social-change",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Surviving Your Rookie Year of Teaching: 3 Key Ideas \u0026 High Leverage Techniques",
    "Description": "About this course: Learn 3 high leverage ideas and techniques to thrive in your first (or fifteenth) year of teaching.WEEK 1Teaching and Learning: Key BeliefsLectures during the first week will introduce students to the Match Teacher Residency’s key beliefs around teaching and learning. Week 1 will discuss the dynamics of classroom learning as well as the complexly layered decisions that teachers make during every period of instruction. Students will be asked to complete a quiz covering lecture material as well as a quiz on a short supplemental reading. We recommend approaching the material by first watching the lecture videos and then doing the associated reading. Afterwards, the quiz is a summative assessment that allows you to demonstrate mastery of the Week 1 material.3 videos, 1 readingexpandVideo: Big IdeasVideo: The Learning Formula Video: The Teacher BrainReading: Module 1 Reading Graded: Module 1 QuizWEEK 2ConsistencyLectures during the second week will introduce students to the concepts of Consistency and Automaticity in classroom management. Without the ability to make certain predictable management decisions on a minute-to-minute basis, a rookie teacher will have trouble devoting sufficient mental \"bandwidth\" to higher-level teaching decisions about content, rigor, engagement, etc. Students will be asked to complete the Week 2 Quiz covering lecture material and a short supplemental reading. During Week 2 you will also complete your first peer-reviewed planning assignment. We recommend approaching the material by first watching the lecture videos and pausing to do the associated reading when prompted. Alternatively, watch the videos in their entirety and then do the reading. 2 videos, 1 readingexpandVideo: The Inconsistent Instructor Video: Becoming Consistent Reading: Module 2 Reading Graded: Module 2 QuizGraded: Peer ReviewWEEK 3RatioLectures during Week 3 will focus on the concept of \"Ratio\" in the classroom: how much of the mental heavy lifting are your students doing relative to you, their teacher? Ratio has two dimensions: participation ratio (the number of students involved), and thinking ratio (the rigor of the task students are engaged in). In an ideal classroom, the teacher is doing relatively little of the high-level thinking, and (all) students are consistently engaged in those rigorous cognitive tasks.  Week 3 will also introduce a strategy for boosting the ratio in your own classroom: the Turn and Talk. 2 videos, 1 readingexpandVideo: Ratio Video: Turn \u0026 Talk Reading: Module 3 ReadingGraded: Module 3 QuizWEEK 4Relationship BuildingDo you call your students or their parents at home? While there is a lot of anecdotal evidence to suggest that building relationships with students can increase classroom effort, many teachers don't proactively try to do similar outreach to the parents or guardians of their students. Week 4 offers anecdotes and a rigorous scientific study on the value of calling home. We try to make the case for why calling home is too effective *not* to do, then offers detailed advice on how to script \"the praise call\" and \"the correction call.\"  This week, in addition to the quiz, you'll also be asked to do a short written assignment in which you plan and script phone calls to your students or their parents. Click here for guidelines and to access this assignment.  2 videos, 1 readingexpandVideo: Building RelationshipsVideo: Calling Home Reading: Module 4 Reading Graded:  Module 4 QuizGraded: Final Peer ReviewLectures during the first week will introduce students to the Match Teacher Residency’s key beliefs around teaching and learning. Week 1 will discuss the dynamics of classroom learning as well as the complexly layered decisions that teachers make during every period of instruction. Students will be asked to complete a quiz covering lecture material as well as a quiz on a short supplemental reading. We recommend approaching the material by first watching the lecture videos and then doing the associated reading. Afterwards, the quiz is a summative assessment that allows you to demonstrate mastery of the Week 1 material.Video: Big IdeasVideo: The Learning Formula Video: The Teacher BrainReading: Module 1 Reading Lectures during the second week will introduce students to the concepts of Consistency and Automaticity in classroom management. Without the ability to make certain predictable management decisions on a minute-to-minute basis, a rookie teacher will have trouble devoting sufficient mental \"bandwidth\" to higher-level teaching decisions about content, rigor, engagement, etc. Students will be asked to complete the Week 2 Quiz covering lecture material and a short supplemental reading. During Week 2 you will also complete your first peer-reviewed planning assignment. We recommend approaching the material by first watching the lecture videos and pausing to do the associated reading when prompted. Alternatively, watch the videos in their entirety and then do the reading. Video: The Inconsistent Instructor Video: Becoming Consistent Reading: Module 2 Reading Lectures during Week 3 will focus on the concept of \"Ratio\" in the classroom: how much of the mental heavy lifting are your students doing relative to you, their teacher? Ratio has two dimensions: participation ratio (the number of students involved), and thinking ratio (the rigor of the task students are engaged in). In an ideal classroom, the teacher is doing relatively little of the high-level thinking, and (all) students are consistently engaged in those rigorous cognitive tasks.  Week 3 will also introduce a strategy for boosting the ratio in your own classroom: the Turn and Talk. Video: Ratio Video: Turn \u0026 Talk Reading: Module 3 ReadingDo you call your students or their parents at home? While there is a lot of anecdotal evidence to suggest that building relationships with students can increase classroom effort, many teachers don't proactively try to do similar outreach to the parents or guardians of their students. Week 4 offers anecdotes and a rigorous scientific study on the value of calling home. We try to make the case for why calling home is too effective *not* to do, then offers detailed advice on how to script \"the praise call\" and \"the correction call.\"  This week, in addition to the quiz, you'll also be asked to do a short written assignment in which you plan and script phone calls to your students or their parents. Click here for guidelines and to access this assignment.  Video: Building RelationshipsVideo: Calling Home Reading: Module 4 Reading Commonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Being a Professional",
    "Creator": "Match Teacher Residency",
    "Level": "",
    "URL": "https://coursera.org/learn/rookie-teaching",
    "Language": "English",
    "Commitment": "4 hours of videos and assessments. ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "社会调查与研究方法 （上）Methodologies in Social Research (Part I)",
    "Description": "About this course: 社会调查与研究方法，\n首先，是一套观察社会现象、测量社会现象的工具；\n其次，是一套分析和运用社会现象数据的科学方法；\n最高境界，则是一套针对社会、经济、教育、政治、法律、管理、公共卫生、新闻报道等人类的生产与生活现象，进行科学沟通的思维逻辑与表达方式。WEEK 1第00周 关于这门课进入一个新的学习领域，首先要对这个领域的基本问题有所了解。本周将概要地说明什么是社会调查与研究，讨论这门课涉及的5个基本概念；介绍课程的课程目的、主要内容；介绍课程会用到的教材和参考教材、扩展读物；以及教学安排、学习方式、成绩评定方法。4 videosexpandVideo: 00-01 什么是社会调查与研究方法Video: 00-02 课程细分与目的Video: 00-03 教材与参考教材Video: 00-04 教学安排WEEK 2第01周  科学与社会研究对社会现象的研究，是人类科学活动的重要组成部分。本周的主要内容包括：什么是社会现象？与自然现象相比，社会现象有哪些特征？社会现象有规律吗？对于国人皆知的春运，可以从中提炼出哪些研究性议题？社会研究与科学思维有什么关系？社会研究等于社会调查吗？什么是知情同意？在研究中，研究者还需遵循哪些伦理与政治原则等。9 videosexpandVideo: 01-01 自然现象与社会现象（1）Video: 01-01 自然现象与社会现象（2）Video: 01-02 社会现象的特征（1）Video: 01-02 社会现象的特征（2）Video: 01-03 科学思维与社会研究（1）Video: 01-03 科学思维与社会研究（2）Video: 01-04 社会科学与社会调查（15:57）Video: 01-05 社会调查与研究的伦理与政治（1）Video: 01-05 社会调查与研究的伦理与政治（2）Graded: 第01周作业WEEK 3第02周 社会科学研究与理论在科学研究中，理论是起点，也是目标。本周在理论层次探讨社会研究、社会调查与研究方法。课程从常识开始，逐步过渡到理论，同时试图区分常识与理论的关系。主要内容包括：什么是社会科学理论？社会科学理论与自然科学理论有什么异同？如何在理论与经验研究之间建立衔接？如何理解社会调查与社会科学理论之间的关系？在社会调查中，如何与理论互动？8 videosexpandVideo: 02-01 从常识到理论（1）（10:54）Video: 02-01 从常识到理论（2）（14:16）Video: 02-02 社会科学的理论（1）（16:09）Video: 02-02 社会科学的理论（2）（13:25）Video: 02-03 理论与实证研究（16:19）Video: 02-04 社会调查与理论（1）（10:45）Video: 02-04 社会调查与理论（2）（08:20）Video: 02-05 社会调查与理论的演进（12:28）Graded: 第02周作业WEEK 4第03周 社会调查与研究方法的原理近代以来，社会科学研究方法的基础是科学实验。本周探讨社会调查与研究方法的原理——科学实验原理。主要内容包括：什么是科学实验？科学实验由哪些基本要素构成？科学实验的基本原理是什么？怎样设计一项科学实验？实验设计有哪些种类？实验设计的核心难题是什么？如何解决？实验原理与社会研究与调查方法有什么关联？6 videosexpandVideo: 03-01 科学实验（10:23）Video: 03-02 实验方法原理（1）（10:28）Video: 03-02 实验方法原理（2）（10:51）Video: 03-03 实验设计（1）（12:16）Video: 03-03 实验设计（2）（09:10）Video: 03-04 实验方法与社会研究、调查方法（15:56）Graded: 第03周作业WEEK 5第04周 社会科学研究的问题选择与数据获取运用科学原理进行研究的基本素材是围绕研究问题的数据。本周关注两个议题：选题和获取数据。主要内容包括：什么是研究问题？研究问题从哪里来？如何选择研究问题，以及如何把研究问题操作化？什么是研究数据？研究数据有哪些形态？如何获取数据？7 videosexpandVideo: 04-01 研究问题与研究目的Video: 04-02 研究问题的来源（12:25）Video: 04-03 选择研究问题的依据（12:03）Video: 04-04 将研究问题操作化为研究课题（12:16）Video: 05-01 什么是研究数据（10:48）Video: 05-02 研究数据的形态（10:46）Video: 05-03 研究数据的来源（15:42）Graded: 第04周作业Graded: 第一次研究实践WEEK 6第05周 概念、变量与测量在社会科学中，获得数据的基本方法是测量。本周讨论一个非常重要的议题：概念、变量和测量，也是社会调查与研究的基础。主要内容包括：什么是概念化和操作化？概念化和操作化有哪些方法与程序？变量有哪四种测量层次？针对各类变量的测量，需要遵循什么原则？作为测量工具的指标和量表，两者之间有何异同？如何检验测量质量？7 videosexpandVideo: 06-01 概念的变量化（1）（13:33）Video: 06-01 概念的变量化（2）（16:15）Video: 06-02 测量的变量类型（07:43）Video: 06-03 测量工具（1）（10:55）Video: 06-03 测量工具（2）（10:29）Video: 06-04 测量的质量检验（1）（09:31）Video: 06-04 测量的质量检验（2）（09:00）Graded: 第05周 作业Graded: 第二次研究实践WEEK 7第06周 抽样设计经济且有效地获取研究数据的方法之一是抽样调查。本周讨论另一个非常重要的议题：抽样。主要内容包括：什么是抽样？抽样有哪些基本要素，需要遵循什么逻辑？抽样误差有哪些来源？如何才能减少抽样误差？概率抽样和非概率抽样分别有哪些类型？各自适用于什么样的情境？如何选择、设计并实施一个抽样方案？15 videosexpandVideo:  07-01 什么是抽样（12:12）Video:  07-02 抽样的要素（11:44）Video:  07-03 抽样的逻辑（1）（12:16）Video:  07-03 抽样的逻辑（2）（08:47）Video:  07-04 概率抽样（1）（12:12）Video:  07-04 概率抽样（2）（07:58）Video:  07-04 概率抽样（3）（08:56）Video:  07-04 概率抽样（4）（12:50）Video:  07-04 概率抽样（5）（12:19）Video:  07-04 概率抽样（6）（06:53）Video:  07-04 概率抽样（7）（08:50）Video:  07-04 概率抽样（8）（09:45）Video:  07-05 非概率抽样（09:26）Video:  07-06 抽样方案（08:19）Video:  07-07 抽样实施（08:55）Graded: 第06周 作业WEEK 8第07周 实施方案与研究设计社会调查与研究需要广泛的合作。规则性的文本，是避免合作中出现差错的依据。本周讨论社会调查与研究准备阶段的文本写作。主要内容包括：什么是实施方案？实施方案必须包含哪些内容？技术方案和组织方案分别又包含哪些内容？什么是研究计划书？如何撰写研究计划书？11 videosexpandVideo: 08-01 什么是实施方案（1）（10:18）Video: 08-01 什么是实施方案（2）（05:45）Video: 08-02 技术方案（08:16）Video: 08-03 组织方案（11:44）Video: 08-04 管理方案（06:32）Video: 09-01 什么是研究计划书（06:42）Video: 09-02 研究问题（09:04）Video: 09-03 研究内容（07:17）Video: 09-04 操作方案（07:07）Video: 09-05 预期成果（04:48）Video: 09-06 摘要、预算、团队（10:44）Graded: 第07周 作业WEEK 9期末Graded: 期末试题Video: 00-01 什么是社会调查与研究方法Video: 00-02 课程细分与目的Video: 00-03 教材与参考教材Video: 00-04 教学安排Video: 01-01 自然现象与社会现象（1）Video: 01-01 自然现象与社会现象（2）Video: 01-02 社会现象的特征（1）Video: 01-02 社会现象的特征（2）Video: 01-03 科学思维与社会研究（1）Video: 01-03 科学思维与社会研究（2）Video: 01-04 社会科学与社会调查（15:57）Video: 01-05 社会调查与研究的伦理与政治（1）Video: 01-05 社会调查与研究的伦理与政治（2）Video: 02-01 从常识到理论（1）（10:54）Video: 02-01 从常识到理论（2）（14:16）Video: 02-02 社会科学的理论（1）（16:09）Video: 02-02 社会科学的理论（2）（13:25）Video: 02-03 理论与实证研究（16:19）Video: 02-04 社会调查与理论（1）（10:45）Video: 02-04 社会调查与理论（2）（08:20）Video: 02-05 社会调查与理论的演进（12:28）Video: 03-01 科学实验（10:23）Video: 03-02 实验方法原理（1）（10:28）Video: 03-02 实验方法原理（2）（10:51）Video: 03-03 实验设计（1）（12:16）Video: 03-03 实验设计（2）（09:10）Video: 03-04 实验方法与社会研究、调查方法（15:56）Video: 04-01 研究问题与研究目的Video: 04-02 研究问题的来源（12:25）Video: 04-03 选择研究问题的依据（12:03）Video: 04-04 将研究问题操作化为研究课题（12:16）Video: 05-01 什么是研究数据（10:48）Video: 05-02 研究数据的形态（10:46）Video: 05-03 研究数据的来源（15:42）Video: 06-01 概念的变量化（1）（13:33）Video: 06-01 概念的变量化（2）（16:15）Video: 06-02 测量的变量类型（07:43）Video: 06-03 测量工具（1）（10:55）Video: 06-03 测量工具（2）（10:29）Video: 06-04 测量的质量检验（1）（09:31）Video: 06-04 测量的质量检验（2）（09:00）Video:  07-01 什么是抽样（12:12）Video:  07-02 抽样的要素（11:44）Video:  07-03 抽样的逻辑（1）（12:16）Video:  07-03 抽样的逻辑（2）（08:47）Video:  07-04 概率抽样（1）（12:12）Video:  07-04 概率抽样（2）（07:58）Video:  07-04 概率抽样（3）（08:56）Video:  07-04 概率抽样（4）（12:50）Video:  07-04 概率抽样（5）（12:19）Video:  07-04 概率抽样（6）（06:53）Video:  07-04 概率抽样（7）（08:50）Video:  07-04 概率抽样（8）（09:45）Video:  07-05 非概率抽样（09:26）Video:  07-06 抽样方案（08:19）Video:  07-07 抽样实施（08:55）Video: 08-01 什么是实施方案（1）（10:18）Video: 08-01 什么是实施方案（2）（05:45）Video: 08-02 技术方案（08:16）Video: 08-03 组织方案（11:44）Video: 08-04 管理方案（06:32）Video: 09-01 什么是研究计划书（06:42）Video: 09-02 研究问题（09:04）Video: 09-03 研究内容（07:17）Video: 09-04 操作方案（07:07）Video: 09-05 预期成果（04:48）Video: 09-06 摘要、预算、团队（10:44）University of Pennsylvania财务会计概论（中文版）University of AmsterdamQualitative Research MethodsShanghai Jiao Tong University中医药与中华传统文化 University of MichiganQuestionnaire Design for Social SurveysUniversity of AmsterdamQuantitative Methods",
    "Creator": "Peking University",
    "Level": "",
    "URL": "https://coursera.org/learn/shehu-yanjiu-fangfa",
    "Language": "Chinese (Simplified), Subtitles: English",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Advanced Instructional Strategies in the Virtual Classroom",
    "Description": "About this course: This course will help you ‘up’ your game and develop the advanced level skills and techniques that elude even some of the most experienced virtual teachers. We will examine the pitfalls beginning teachers run into and learn how to overcome them by focusing on the fundamentals that have the greatest impact on student learning in a blended or online environment. Throughout the course, you will be challenged to assess your own skills and apply what you are learning by creating a guide, assignment, or resource that you will be able to use in a class that you teach or hope to teach someday soon. By the end of the course, you will not only have a better understanding of the basics, you will be able to put them together like a pro and empower your future students to be voracious learners who are ready to go out and make the world a better place to live.\n\nUpon completing this course, you will be able to:\n1.       Meet your students' needs and craft a better virtual learning experience for them\n2.       Set up the learning environment so you get to know your students and they get to know each other\n3.       Personalize learning by providing feedback using a variety of online tools\n5.       Identify at-risk students and employ effective strategies for teaching them\n6.       Compare and contrast online and face-to-face learning communities\n7.       Apply strategies to make virtual courses more humanWEEK 1Week 1: Handling Direct InstructionWelcome! This week you will begin by familiarizing yourself with the course. Then, we'll examine the role direct instruction plays in a virtual course. I will clarify what I mean by direct instruction and we will look at ways teachers can use some of the latest video/multimedia tools to 'up' student engagement. By the end of this module, you should have a good idea how you can use technology to meet your students needs and craft a better virtual learning experience for them.1 video, 3 readingsexpandReading: About this CourseReading: Pre-Course SurveyVideo: catch IT: Handling Direct InstructionReading: Week 1 Optional ResourcesGraded: Quiz 1WEEK 2Week 2: Passing with Communication and Building RelationshipsWelcome to Week 2! In this module, we will focus on what we do as virtual teachers to establish clear and open lines of communication and how we use that to build relationships with our students. In some ways, it’s no different than a traditional face-to-face teacher, but there are also some significant differences. We will look at how to set up the learning environment so you get to know your students, they get to know each other, and everyone has a clear understanding of what's expected of them and the role they play in your course. We will also examine how technology enables us to personalize learning by providing feedback using a variety of online tools. 2 videos, 1 readingexpandVideo: catch IT: Communication \u0026 RelationshipsVideo: up IT: BlackoutReading: Week 2 Optional ResourcesGraded: Quiz 2WEEK 3Week 3: Swishing Assignments and AssessmentsOur goal as teachers is to get our students to take a shot and improve their techniques, so that over time we see their \"shooting percentage\" go up! In order to do this, we must design assignments and assessments that engage our students and challenge them to think deeper and go further than they have done before.  Our focus for this third module is to rethink assignments and assessments. We will explore what motivates students to perform and learn how to implement some powerful instructional strategies using free tools that can be used in nearly any virtual class. By the end of this module, you will have at least two \"go to\" techniques that will have the virtual nets in your classes swishing with artifacts of meaningful learning. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.2 videos, 3 readingsexpandVideo: catch IT: Swishing Assignments \u0026 AssessmentsVideo: up IT - PB\u0026J Reading: Week 3 Optional ResourcesReading: Assignment \u0026 Peer Review InstructionsReading: Option 2: Peer Review QFT  TemplateGraded: Final AssignmentGraded: Quiz 3WEEK 4Week 4: Rebounding for At-Risk and Underperforming StudentsYour course is underway, the discussion boards are buzzing with activity and your students are working diligently to produce some exceptional work. Watch out! If you are not actively searching for students hanging out on the sidelines or hiding under the bleachers, you may be forfeiting the greatest joy of your career. This week is going to be a little different. We are going to turn our focus to the students who are often lost, ignored, or troubled. We will define who an at-risk student is, examine some effective strategies for teaching students who are at-risk and we will hear from some  educators who know how to help them rebound and score.2 videos, 1 readingexpandVideo: catch IT: Rebounding for At-Risk \u0026 Underperforming StudentsVideo: up IT - Motivate \u0026 Move Reading: Week 4 Optional ResourcesGraded: Quiz 4WEEK 5Week 5: Your Best Defense is a Good CommunityWelcome to our final week of class. We will finish our course by going back to one of the basics: Community. How can a virtual teacher build an inclusive and thriving community with their students, parents and other teachers and why is that vital to a successful online learning environment? We will compare the differences and similarities of an online class community and a face-to-face one and focus on strategies to make our virtual courses more human. Enjoy your week and thank you for learning with us!2 videos, 3 readingsexpandVideo: catch IT: Your Best Defense is a Good CommunityVideo: up IT - One Button to Change the Game Reading: Week 5 Optional ResourcesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyGraded: Final QuizWelcome! This week you will begin by familiarizing yourself with the course. Then, we'll examine the role direct instruction plays in a virtual course. I will clarify what I mean by direct instruction and we will look at ways teachers can use some of the latest video/multimedia tools to 'up' student engagement. By the end of this module, you should have a good idea how you can use technology to meet your students needs and craft a better virtual learning experience for them.Reading: About this CourseReading: Pre-Course SurveyVideo: catch IT: Handling Direct InstructionReading: Week 1 Optional ResourcesWelcome to Week 2! In this module, we will focus on what we do as virtual teachers to establish clear and open lines of communication and how we use that to build relationships with our students. In some ways, it’s no different than a traditional face-to-face teacher, but there are also some significant differences. We will look at how to set up the learning environment so you get to know your students, they get to know each other, and everyone has a clear understanding of what's expected of them and the role they play in your course. We will also examine how technology enables us to personalize learning by providing feedback using a variety of online tools. Video: catch IT: Communication \u0026 RelationshipsVideo: up IT: BlackoutReading: Week 2 Optional ResourcesOur goal as teachers is to get our students to take a shot and improve their techniques, so that over time we see their \"shooting percentage\" go up! In order to do this, we must design assignments and assessments that engage our students and challenge them to think deeper and go further than they have done before.  Our focus for this third module is to rethink assignments and assessments. We will explore what motivates students to perform and learn how to implement some powerful instructional strategies using free tools that can be used in nearly any virtual class. By the end of this module, you will have at least two \"go to\" techniques that will have the virtual nets in your classes swishing with artifacts of meaningful learning. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.Video: catch IT: Swishing Assignments \u0026 AssessmentsVideo: up IT - PB\u0026J Reading: Week 3 Optional ResourcesReading: Assignment \u0026 Peer Review InstructionsReading: Option 2: Peer Review QFT  TemplateYour course is underway, the discussion boards are buzzing with activity and your students are working diligently to produce some exceptional work. Watch out! If you are not actively searching for students hanging out on the sidelines or hiding under the bleachers, you may be forfeiting the greatest joy of your career. This week is going to be a little different. We are going to turn our focus to the students who are often lost, ignored, or troubled. We will define who an at-risk student is, examine some effective strategies for teaching students who are at-risk and we will hear from some  educators who know how to help them rebound and score.Video: catch IT: Rebounding for At-Risk \u0026 Underperforming StudentsVideo: up IT - Motivate \u0026 Move Reading: Week 4 Optional ResourcesWelcome to our final week of class. We will finish our course by going back to one of the basics: Community. How can a virtual teacher build an inclusive and thriving community with their students, parents and other teachers and why is that vital to a successful online learning environment? We will compare the differences and similarities of an online class community and a face-to-face one and focus on strategies to make our virtual courses more human. Enjoy your week and thank you for learning with us!Video: catch IT: Your Best Defense is a Good CommunityVideo: up IT - One Button to Change the Game Reading: Week 5 Optional ResourcesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital AgeUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-strategies",
    "Language": "English, Subtitles: Italian",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Critical Issues in Urban Education",
    "Description": "About this course: Urban school reform in the United States is characterized by contentious, politicized debate. This course explores a set of critical issues in the education and educational reform space, with a focus on aspects of the field that have sparked controversy and polarized views. We will dig into these debates, situating them within the larger history of public education and school reform, and considering the viewpoints, the evidence, and translation of issues into educational policy. \n \nWe will consider three broad topics in this course:\n1.  Federal Strategies in School Reform: How has the federal government legislated and incented public school reform? \n2.  School Choice: How does school choice aim to improve schools? \n3.  Accountability: What is the history of accountability in American public schooling? What are the policies and practices associated with accountability? \n\nLearning Goals\nThis course will enable participants to:\n1. develop an informed historical perspective about public schooling in the United States;\n2. understand the unique contextual elements of the American approach to public schooling;\n3. analyze and assess divergent viewpoints about American public school history and school reform policy.\n\nTeachers may be able to receive continuing education credit for successful completion of this course. To earn continuing education credits students must purchase and earn the Course Certificate, which they can then submit to the credit-issuing agency in their state.  Students should also fill out the requisite paperwork stating that the affiliated provider is the Graham School at the University of Chicago, and that average time for certificate-level course completion is 18 hours. Students outside of Illinois should contact their state’s accreditation board to determine whether this course is eligible for continuing education credit. Note that it is up to the schools or districts that employ teachers to decide whether this course meet their requirements.WEEK 1American Public Education: Critical Issues \u0026 Historical ContextAs we launch the course, we will explore the history of public schooling and school reform in the United States. The approach to public education in the United States is unique, with governance, quality, and approach residing at the state and local level. As a result, efforts to improve and reform public schools in the United States are complex. Together, we will unpack these critical foundational characteristics of American public schooling, and explore the ways in which these contextual factors influence topics explored throughout the course.5 videos, 3 readingsexpandReading: Welcome to the Course!Video: Course OverviewVideo: Public Schooling \u0026 Local ControlVideo: American Public School FundingVideo: Concepts of American School Reform, pt. 1: The Theories Behind ReformVideo: Concepts of American School Reform, pt. 2: The History of ReformReading: Glossary for Historical Context of American Public EducationDiscussion Prompt: Think \u0026 Share: What are your impressions of the local control character of American public educationReading: Optional Further ReadingsGraded: Historical Context of American Public EducationWEEK 2The No Child Left Behind ActThis week, we will examine federal strategies to improve public schooling, beginning with the No Child Left Behind Act (NCLB). NCLB is the 2001 reauthorization of the Elementary and Secondary Education Act. Enacted during the presidency of George W Bush, NCLB emphasized accountability, choice and flexibility. Discussion of the goals and intentions of NCLB will naturally lead us to consider the controversies around federal involvement in public education given the nature of the locally controlled approach to the American system. We will explore divergent opinions about NCLB theory of action and effectiveness.6 videos, 4 readingsexpandVideo: NCLB: OverviewVideo: Building Up to NCLB, 1965-2001Reading: Glossary for NCLB Historical LensDiscussion Prompt: Think \u0026 Share: Does the federal government have a responsibility to ensure equal funding in public education? Video: Part 1: Accountability and ChoiceVideo: Part 2: Flexibility and LiteracyReading: Glossary for NCLB Summary LensVideo: Part 1: The Aftermath of NCLBVideo: Part 2: Arguments For and Against NCLBReading: Glossary for NCLB Analytical LensDiscussion Prompt: Think \u0026 Share: Would you vote for NCLB?Reading: Optional Further ReadingsGraded: No Child Left BehindWEEK 3The Common Core State StandardsAs we continue our exploration of federal involvement in public education, we will discuss the Common Core State Standards (CCSS), the creation of a shared set of common standards and assessments for public education. We will examine the history of the creation of standards in the United States, revealing the fact that the concept of standards has been evident for decades. What can we learn from this history? How is the Common Core like or not like these previous efforts? We will consider the goals and intentions behind the Common Core, as well as the divergent opinions about its effectiveness.5 videos, 5 readingsexpandVideo: Overview: Common Core State StandardsReading: Glossary for CCSS OverviewVideo: American Schooling Standards, 1892-2015Reading: Glossary for CCSS Historical LensDiscussion Prompt: Think \u0026 Share: Does the Common Core State Standards improve urban public schooling?Video: Part 1: Developing the StandardsVideo: Part 2: Implementing the StandardsReading: Glossary for CCSS Summary LensVideo: Arguments For and Against CCSSReading: Glossary for CCSS Analytical LensDiscussion Prompt: Think \u0026 Share: What key conditions must be in place for the Common Core State Standards to be successful?Reading: Optional Further ReadingsGraded: The Common Core State StandardsWEEK 4Interlude 1: Interview and Panel Discussion on NCLB and CCSSWe had the pleasure of interviewing several experts in the education space from around Chicago and the Urban Education Institute. Listen as they discuss topics surrounding NCLB and CCSS. They will have a variety of perspectives from that of a researcher to a practitioner. Which do you identify with? Did any of the participants resonate with you?7 videosexpandVideo: Meet the ExpertsVideo: NCLB InterviewsVideo: CCSS InterviewsVideo: Federal Intervention InterviewsDiscussion Prompt: Think \u0026 Share: Should the federal goverment get involved in public education?Discussion Prompt: Think \u0026 Share: How should the federal government be engaged in public education? Video: Panel 1, part 1: School Improvement at ScaleVideo: Panel 1, pt. 2: Standardized TestsVideo: Panel 1, pt. 3: School-level ReformDiscussion Prompt: Think \u0026 Share: What is the optimal starting point for school reform?Discussion Prompt: Think \u0026 Share: What data are most compelling to you to measure effectiveness of schools?WEEK 5Summarizing Debates around School ChoiceSchool choice includes a set of practices and policies that aim to provide new educational options for students, to improve individual, school and school system outcomes. The concept on the surface sounds simple and logical and yet school choice is complex in implementation and has sparked much debate. What are the reasons for this controversy? Together, we will examine the history, types of school choice, the debates about effectiveness, and the ways in which this theory of action has become highly politicized and controversial.5 videos, 3 readingsexpandVideo: Overview: School ChoiceReading: Glossary for School Choice OverviewVideo: School Choice from 1955 OnwardReading: Glossary for School Choice Historical LensDiscussion Prompt: Think \u0026 Share: Can school choice help to improve individual outcomes? Video: Part 1: Open Enrollment and Magnet SchoolsVideo: Part 2: Tax Credits and HomeschoolingReading: Glossary for School Choice Summary LensVideo: Arguments For and Against School ChoiceDiscussion Prompt: Think \u0026 Share: What information will parents need to make informed school choices? Graded: School ChoiceWEEK 6Charter SchoolsThis week, we will focus our attention on charter schools. We will explore the history of charter schools in the United States, examining fundamental questions about their theory of action and effectiveness. In these lectures, we will gain critical knowledge about how charter schools came to be, whether they are effective, and why they are so controversial.5 videos, 4 readingsexpandVideo: Overview: Charter SchoolsReading: Glossary for Charter School OverviewVideo: The History Behind Charter Schools, 1955-2015Reading: Glossary for Charter School Historical LensDiscussion Prompt: Think \u0026 Share: Can charter schools improve outcomes for individual students, schools, and school systems?Video: What makes charter schools different?Reading: Glossary for Charter Schools Summary LensVideo: Part 1: How do charter schools perform?Video: Part 2: Arguments For and Against Charter SchoolsDiscussion Prompt: Think \u0026 Share: Should states and localities promote the expansion of charter schools?Reading: Optional Further Readings: School Choice and Charter SchoolsGraded: Charter SchoolsWEEK 7Interlude 2: Interview and Panel Discussion on School Choice and Charter SchoolsWe had the pleasure of interviewing several experts in the education space from around Chicago and the Urban Education Institute. Listen as they discuss issues surrounding School Choice and Charter Schools. They will have a variety of perspectives from that of a researcher to a practitioner. Which do you identify with? Did any of the participants resonate with you?6 videosexpandVideo: School Choice: Meet the ExpertsVideo: The School Choice Debate InterviewsDiscussion Prompt: Think \u0026 Share: Is education a public good or private good?Discussion Prompt: Think \u0026 Share: Does school choice improve educational outcomes? Video: School Choice Interviews: Charter SchoolsVideo: Part 1: The Theory Behind School ChoiceVideo: Part 2: Teachers and Teachers Unions in Charter SchoolsVideo: Part 3: Charter School ResultsDiscussion Prompt: Think \u0026 Share: Should charter schools be part of teachers unions?Discussion Prompt: Think \u0026 Share: Are charter schools successful?WEEK 8School Accountability: History, Theory of Action, PolicyThe idea of accountability, or holding students, teachers, schools and school districts responsible for school performance, has become a key focus for practitioners, policy makers, and citizens. Why did the concept of accountability emerge and why has it become so central, so controversial? This week, we will learn about the concept of accountability in schools, which emerged in the United States in the 1990s. We will examine the history of the accountability, and the many forms this idea has taken. In doing so, we will consider pressing questions about how we ensure high quality schooling while not making accountability an ends in itself. 5 videos, 4 readingsexpandVideo: Accountability: OverviewReading: Glossary for Accountability OverviewVideo: Accountability, 1980-2001Reading: Glossary for Accountability Historical LensDiscussion Prompt: Think \u0026 Share: Does accountability improve public schooling? Video: Part 1: Assessments, Report Cards, and Help to Low-Performing SchoolsVideo: Part 2: Turnaround and Rewards to High-Performing SchoolsReading: Glossary for Accountability Summary LensVideo: How have Accountability Methods Changed over Time? 1999-2014Discussion Prompt: Think \u0026 Share: Should standardized tests be a component included in accountability systems?Reading: Optional Further ReadingGraded: AccountabilityWEEK 9Teacher Effectiveness and EvaluationThis week, we will dig more deeply into the concept of accountability, by examining teacher effectiveness and evaluation. In the process, we will learn about efforts to define and measure teacher effectiveness, and the push nationally to integrate teacher evaluation into individual teacher, school, school system and state accountability systems.4 videos, 5 readingsexpandVideo: Overview: Teacher Effectiveness and EvaluationReading: Glossary for Teacher Effectiveness/Evaluation OverviewVideo: How and Why has Teacher Evaluation Changed over Time?Reading: Glossary for Teacher Effectiveness/Evaluation Historical LensDiscussion Prompt: Think \u0026 Share: How do we improve teacher effectiveness? Video: How Teacher Evaluation Systems WorkReading: Glossary for Teacher Effectiveness/Evaluation Summary LensVideo: The Teacher Pathway PerspectiveReading: Glossary for Teacher Effectiveness/Evaluation Analytical LensDiscussion Prompt: Think \u0026 Share: What are the most important aspects or characteristics for teachers to have to be effective?Reading: Optional Further ReadingGraded: Teacher Effectiveness/EvaluationWEEK 10Conclusion and Final AssignmentIn the last week, we interviewed several experts in the education space from around Chicago and the Urban Education Institute on their view of accountability. As a summary of your learning in this class, we ask you to write a short response paper. 4 videos, 2 readingsexpandVideo: Meet the ExpertsVideo: Accountability InterviewsVideo: High-stakes Testing InterviewVideo: Teacher Quality and Evaluation InterviewsDiscussion Prompt: Think \u0026 Share: Is accountability necessary for ensuring quality of public schools?Discussion Prompt: Think \u0026 Share: Which aspects of accountability have the highest likelihood of improving schools?Reading: Writing ResourcesReading: Complete Glossary and Optional Further Reading ListsGraded: Issue Response PaperAs we launch the course, we will explore the history of public schooling and school reform in the United States. The approach to public education in the United States is unique, with governance, quality, and approach residing at the state and local level. As a result, efforts to improve and reform public schools in the United States are complex. Together, we will unpack these critical foundational characteristics of American public schooling, and explore the ways in which these contextual factors influence topics explored throughout the course.Reading: Welcome to the Course!Video: Course OverviewVideo: Public Schooling \u0026 Local ControlVideo: American Public School FundingVideo: Concepts of American School Reform, pt. 1: The Theories Behind ReformVideo: Concepts of American School Reform, pt. 2: The History of ReformReading: Glossary for Historical Context of American Public EducationDiscussion Prompt: Think \u0026 Share: What are your impressions of the local control character of American public educationReading: Optional Further ReadingsThis week, we will examine federal strategies to improve public schooling, beginning with the No Child Left Behind Act (NCLB). NCLB is the 2001 reauthorization of the Elementary and Secondary Education Act. Enacted during the presidency of George W Bush, NCLB emphasized accountability, choice and flexibility. Discussion of the goals and intentions of NCLB will naturally lead us to consider the controversies around federal involvement in public education given the nature of the locally controlled approach to the American system. We will explore divergent opinions about NCLB theory of action and effectiveness.Video: NCLB: OverviewVideo: Building Up to NCLB, 1965-2001Reading: Glossary for NCLB Historical LensDiscussion Prompt: Think \u0026 Share: Does the federal government have a responsibility to ensure equal funding in public education? Video: Part 1: Accountability and ChoiceVideo: Part 2: Flexibility and LiteracyReading: Glossary for NCLB Summary LensVideo: Part 1: The Aftermath of NCLBVideo: Part 2: Arguments For and Against NCLBReading: Glossary for NCLB Analytical LensDiscussion Prompt: Think \u0026 Share: Would you vote for NCLB?Reading: Optional Further ReadingsAs we continue our exploration of federal involvement in public education, we will discuss the Common Core State Standards (CCSS), the creation of a shared set of common standards and assessments for public education. We will examine the history of the creation of standards in the United States, revealing the fact that the concept of standards has been evident for decades. What can we learn from this history? How is the Common Core like or not like these previous efforts? We will consider the goals and intentions behind the Common Core, as well as the divergent opinions about its effectiveness.Video: Overview: Common Core State StandardsReading: Glossary for CCSS OverviewVideo: American Schooling Standards, 1892-2015Reading: Glossary for CCSS Historical LensDiscussion Prompt: Think \u0026 Share: Does the Common Core State Standards improve urban public schooling?Video: Part 1: Developing the StandardsVideo: Part 2: Implementing the StandardsReading: Glossary for CCSS Summary LensVideo: Arguments For and Against CCSSReading: Glossary for CCSS Analytical LensDiscussion Prompt: Think \u0026 Share: What key conditions must be in place for the Common Core State Standards to be successful?Reading: Optional Further ReadingsWe had the pleasure of interviewing several experts in the education space from around Chicago and the Urban Education Institute. Listen as they discuss topics surrounding NCLB and CCSS. They will have a variety of perspectives from that of a researcher to a practitioner. Which do you identify with? Did any of the participants resonate with you?Video: Meet the ExpertsVideo: NCLB InterviewsVideo: CCSS InterviewsVideo: Federal Intervention InterviewsDiscussion Prompt: Think \u0026 Share: Should the federal goverment get involved in public education?Discussion Prompt: Think \u0026 Share: How should the federal government be engaged in public education? Video: Panel 1, part 1: School Improvement at ScaleVideo: Panel 1, pt. 2: Standardized TestsVideo: Panel 1, pt. 3: School-level ReformDiscussion Prompt: Think \u0026 Share: What is the optimal starting point for school reform?Discussion Prompt: Think \u0026 Share: What data are most compelling to you to measure effectiveness of schools?School choice includes a set of practices and policies that aim to provide new educational options for students, to improve individual, school and school system outcomes. The concept on the surface sounds simple and logical and yet school choice is complex in implementation and has sparked much debate. What are the reasons for this controversy? Together, we will examine the history, types of school choice, the debates about effectiveness, and the ways in which this theory of action has become highly politicized and controversial.Video: Overview: School ChoiceReading: Glossary for School Choice OverviewVideo: School Choice from 1955 OnwardReading: Glossary for School Choice Historical LensDiscussion Prompt: Think \u0026 Share: Can school choice help to improve individual outcomes? Video: Part 1: Open Enrollment and Magnet SchoolsVideo: Part 2: Tax Credits and HomeschoolingReading: Glossary for School Choice Summary LensVideo: Arguments For and Against School ChoiceDiscussion Prompt: Think \u0026 Share: What information will parents need to make informed school choices? This week, we will focus our attention on charter schools. We will explore the history of charter schools in the United States, examining fundamental questions about their theory of action and effectiveness. In these lectures, we will gain critical knowledge about how charter schools came to be, whether they are effective, and why they are so controversial.Video: Overview: Charter SchoolsReading: Glossary for Charter School OverviewVideo: The History Behind Charter Schools, 1955-2015Reading: Glossary for Charter School Historical LensDiscussion Prompt: Think \u0026 Share: Can charter schools improve outcomes for individual students, schools, and school systems?Video: What makes charter schools different?Reading: Glossary for Charter Schools Summary LensVideo: Part 1: How do charter schools perform?Video: Part 2: Arguments For and Against Charter SchoolsDiscussion Prompt: Think \u0026 Share: Should states and localities promote the expansion of charter schools?Reading: Optional Further Readings: School Choice and Charter SchoolsWe had the pleasure of interviewing several experts in the education space from around Chicago and the Urban Education Institute. Listen as they discuss issues surrounding School Choice and Charter Schools. They will have a variety of perspectives from that of a researcher to a practitioner. Which do you identify with? Did any of the participants resonate with you?Video: School Choice: Meet the ExpertsVideo: The School Choice Debate InterviewsDiscussion Prompt: Think \u0026 Share: Is education a public good or private good?Discussion Prompt: Think \u0026 Share: Does school choice improve educational outcomes? Video: School Choice Interviews: Charter SchoolsVideo: Part 1: The Theory Behind School ChoiceVideo: Part 2: Teachers and Teachers Unions in Charter SchoolsVideo: Part 3: Charter School ResultsDiscussion Prompt: Think \u0026 Share: Should charter schools be part of teachers unions?Discussion Prompt: Think \u0026 Share: Are charter schools successful?The idea of accountability, or holding students, teachers, schools and school districts responsible for school performance, has become a key focus for practitioners, policy makers, and citizens. Why did the concept of accountability emerge and why has it become so central, so controversial? This week, we will learn about the concept of accountability in schools, which emerged in the United States in the 1990s. We will examine the history of the accountability, and the many forms this idea has taken. In doing so, we will consider pressing questions about how we ensure high quality schooling while not making accountability an ends in itself. Video: Accountability: OverviewReading: Glossary for Accountability OverviewVideo: Accountability, 1980-2001Reading: Glossary for Accountability Historical LensDiscussion Prompt: Think \u0026 Share: Does accountability improve public schooling? Video: Part 1: Assessments, Report Cards, and Help to Low-Performing SchoolsVideo: Part 2: Turnaround and Rewards to High-Performing SchoolsReading: Glossary for Accountability Summary LensVideo: How have Accountability Methods Changed over Time? 1999-2014Discussion Prompt: Think \u0026 Share: Should standardized tests be a component included in accountability systems?Reading: Optional Further ReadingThis week, we will dig more deeply into the concept of accountability, by examining teacher effectiveness and evaluation. In the process, we will learn about efforts to define and measure teacher effectiveness, and the push nationally to integrate teacher evaluation into individual teacher, school, school system and state accountability systems.Video: Overview: Teacher Effectiveness and EvaluationReading: Glossary for Teacher Effectiveness/Evaluation OverviewVideo: How and Why has Teacher Evaluation Changed over Time?Reading: Glossary for Teacher Effectiveness/Evaluation Historical LensDiscussion Prompt: Think \u0026 Share: How do we improve teacher effectiveness? Video: How Teacher Evaluation Systems WorkReading: Glossary for Teacher Effectiveness/Evaluation Summary LensVideo: The Teacher Pathway PerspectiveReading: Glossary for Teacher Effectiveness/Evaluation Analytical LensDiscussion Prompt: Think \u0026 Share: What are the most important aspects or characteristics for teachers to have to be effective?Reading: Optional Further ReadingVideo: Meet the ExpertsVideo: Accountability InterviewsVideo: High-stakes Testing InterviewVideo: Teacher Quality and Evaluation InterviewsDiscussion Prompt: Think \u0026 Share: Is accountability necessary for ensuring quality of public schools?Discussion Prompt: Think \u0026 Share: Which aspects of accountability have the highest likelihood of improving schools?Reading: Writing ResourcesReading: Complete Glossary and Optional Further Reading ListsUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Creator": "The University of Chicago",
    "Level": "",
    "URL": "https://coursera.org/learn/urban-education",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Powerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Description": "About this course: In this course you will learn about a wide variety of Web 2.0 tools to use in your teaching and learning. Web 2.0 tools provide innovative ways to communicate, present content, and collaborate with others in creative ways. Web 2.0 tools are easy to learn, use, and implement, and many are free. This course will not only introduce you to popular Web 2.0 tools like Edmodo, Twitter, Voicethread, and Skype in K-16 instruction, but you will also learn how to effectively integrate these technologies into your classroom practices and create engaging student activities.WEEK 1Getting StartedWelcome to Powerful Tools for Teaching and Learning: Web 2.0 Tools! Before you begin the course, please take a few minutes to check the Getting Started section below to help you become familiar with the course. 4 videos, 1 readingexpandVideo: Welcome to Powerful Tools for Teaching and Learning: Web 2.0 ToolsVideo: What is Web 2.0?Video: An Analogy for Web 2.0 ToolsVideo: Toolbox StoryLecture: Syllabus and Grading PolicyWeek 1: Communication7 videos, 6 readingsexpandLecture: Week 1 OverviewVideo: Communication ToolsLecture: More on Communication ToolsLecture: Communication ScenariosVideo: Grandparents Day in an Elementary ClassroomVideo: Drug Awareness WeekVideo: Affective Learning and Reflective PracticeLecture: Week 1 Reading MaterialsLecture: Explore More ToolsVideo: Tool Review: Remind101Video: Tool Review: Google HangoutsVideo: Tool Review: PenzuLecture: ActivitiesDemande de discussion: Week 1 DiscussionGraded: Week 1 Self-ReportGraded: Week 1 QuizWEEK 2Week 2: Collaboration7 videos, 7 readingsexpandLecture: Week 2 OverviewVideo: Collaboration ToolsLecture: More on Collaboration ToolsLecture: Collaboration ScenariosVideo: The Family Tree ProjectVideo: Collaboration in Music CompositionVideo: Quality Collaboration and Accurate AssessmentLecture: Week 2 Reading MaterialsLecture: Explore More ToolsVideo: StormboardVideo: CreatelyVideo: MeetingWordsLecture: ActivitiesDemande de discussion: Week 2 DiscussionLecture: Final Project: Food for ThoughtGraded: Week 2 Self-ReportGraded: Week 2 QuizWEEK 3Week 3: Creativity7 videos, 7 readingsexpandLecture: Week 3 OverviewVideo: Creativity ToolsLecture: More On Creativity ToolsLecture: Creativity ScenariosVideo: Surviving the NotesVideo: Learning U.S. ConstitutionVideo: Reviewing AlgebraLecture: Week 3 Reading MaterialsLecture: Explore More ToolsVideo: EvernoteVideo: ThinglinkVideo: WeVideoLecture: ActivitiesDemande de discussion: Week 3 DiscussionLecture: Final Project: Food for ThoughtGraded: Week 3 Self-ReportGraded: Week 3 QuizWEEK 4Week 4: Mini Action Research Project2 videos, 4 readingsexpandLecture: Week 4 OverviewLecture: IntroductionVideo: 21st Century SkillsVideo: Action ResearchLecture: 21st Century Skills MapsLecture: ActivitiesDemande de discussion: Week 4 DiscussionGraded: Week 4 Self-ReportGraded: Week 4 QuizGraded: Mini Action ResearchWEEK 5Week 5: Life Long Learning2 videos, 5 readingsexpandLecture: Week 5 OverviewVideo: How I Learn Web 2.0 ToolsLecture: Video on Personal Learning PlanLecture: Explore this Personal Learning SpaceLecture: Week 5 Reading MaterialsLecture: ActivitiesDemande de discussion: Week 5 DiscussionVideo: Goodbye VideoGraded: Week 5 Self-ReportGraded: Week 5 QuizVideo: Welcome to Powerful Tools for Teaching and Learning: Web 2.0 ToolsVideo: What is Web 2.0?Video: An Analogy for Web 2.0 ToolsVideo: Toolbox StoryLecture: Syllabus and Grading PolicyLecture: Week 1 OverviewVideo: Communication ToolsLecture: More on Communication ToolsLecture: Communication ScenariosVideo: Grandparents Day in an Elementary ClassroomVideo: Drug Awareness WeekVideo: Affective Learning and Reflective PracticeLecture: Week 1 Reading MaterialsLecture: Explore More ToolsVideo: Tool Review: Remind101Video: Tool Review: Google HangoutsVideo: Tool Review: PenzuLecture: ActivitiesDemande de discussion: Week 1 DiscussionLecture: Week 2 OverviewVideo: Collaboration ToolsLecture: More on Collaboration ToolsLecture: Collaboration ScenariosVideo: The Family Tree ProjectVideo: Collaboration in Music CompositionVideo: Quality Collaboration and Accurate AssessmentLecture: Week 2 Reading MaterialsLecture: Explore More ToolsVideo: StormboardVideo: CreatelyVideo: MeetingWordsLecture: ActivitiesDemande de discussion: Week 2 DiscussionLecture: Final Project: Food for ThoughtLecture: Week 3 OverviewVideo: Creativity ToolsLecture: More On Creativity ToolsLecture: Creativity ScenariosVideo: Surviving the NotesVideo: Learning U.S. ConstitutionVideo: Reviewing AlgebraLecture: Week 3 Reading MaterialsLecture: Explore More ToolsVideo: EvernoteVideo: ThinglinkVideo: WeVideoLecture: ActivitiesDemande de discussion: Week 3 DiscussionLecture: Final Project: Food for ThoughtLecture: Week 4 OverviewLecture: IntroductionVideo: 21st Century SkillsVideo: Action ResearchLecture: 21st Century Skills MapsLecture: ActivitiesDemande de discussion: Week 4 DiscussionLecture: Week 5 OverviewVideo: How I Learn Web 2.0 ToolsLecture: Video on Personal Learning PlanLecture: Explore this Personal Learning SpaceLecture: Week 5 Reading MaterialsLecture: ActivitiesDemande de discussion: Week 5 DiscussionVideo: Goodbye VideoUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Creator": "University of Houston System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/teaching-learning-tools",
    "Language": "English",
    "Commitment": "3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "The Science of Success: What Researchers Know that You Should Know",
    "Description": "About this course: This engaging course is designed to help you achieve the success that you desire. Drawing on decades of scientific research, you will learn what the most successful people do differently than others, why IQ is not the most significant predictor of success (and can sometimes backfire), and why many commonly held beliefs hold people back from achieving their goals.\n\nAlthough this course is based on the science of success, you will learn many practical ideas that you can apply to your own life immediately, particularly in three main areas:\n\n•\tGetting better results at work (and school) \n•\tAchieving career success (however you define success) \n•\tEnjoying a meaningful, happy, and healthy life\n\nBy the time you finish this course you will know more than most people know about what predicts success in life. One of the most important lessons you’ll learn is that success is earned day-by-day through small wins - small, achievable actions that together can help you achieve your goals sooner and exceed even your own expectations. Therefore, you will have an opportunity to complete a detailed action plan through which you can turn what you learned into specific steps for achieving your most treasured life goals.WEEK 1Introduction to the Science of Success: What Researchers Know that You Should KnowThis course is designed to help you achieve the success in life that you desire and deserve.  This module sets the foundation for the course and introduces you to the course objectives, as well as to four strategies that successful people use to achieve their life goals.  In the first video, you’ll learn about the goals of the course and how a scientifically-based approach to success can help you achieve your life goals.  In the second video, you’ll have the opportunity to think carefully about what success means to you, particularly in the areas of achieving better and more meaningful results at work, achieving the career success that you desire, and enjoying a happy, healthy life.  In the third video, you’ll learn about the most common myths about success that can distract you from achieving your life goals, as well as what researchers have found really predicts success in life.  Happy learning!\n5 videos, 4 readingsexpandVideo: On Street Interviews - What is Success?Video: Welcome and Why I Created this CourseVideo: What is Success?Video: What Predicts Success? Myths and RealitiesReading: About the ProfessorDiscussion Prompt: Get to Know Your ClassmatesReading: How to Earn a Course CertificateReading: Optional Companion BookReading: Optional Reading from Companion BookVideo: Interview with Vic Strecher, University of Michigan Professor of Public Health, discussing the importance of finding purpose in life and work.  This video complements required video 2 (What is Success?).Graded: Week 1WEEK 2The Power of Beliefs In this module, you’ll learn how some beliefs can hold you back from achieving your goals, while others – such as having a growth mindset and positive core self-evaluations - can propel you forward toward your goals.  You will also learn how having a growth mindset can protect people against the harmful effects of bias and prejudice and why people with positive core self-evaluations tend to earn significantly more money, regardless of their grades in school and family background. By the end of this module, you’ll have specific strategies for creating beliefs that will help you set high goals and succeed in achieving them.  \n3 videos, 1 readingexpandVideo: What is a Growth Mindset and How Can it Help You Succeed?Video: How the Growth Mindset Reduces Negative Impacts of PrejudiceVideo: What Are Positive Core Self-Evaluations and How Can they Help You Succeed and Make More Money, TooReading: Chapter 2: The Power of BeliefsGraded: Week 2WEEK 3The Power of Expertise In this module, you’ll learn about the importance of having an expertise that is meaningful to you and contributes to others. In the first video, you’ll learn about the role that expertise played in Pilot Chesley “Sully” Sullenberger’s successful emergency landing of a United Airlines flight with 155 people on board into the Hudson River after both engines failed.  You’ll learn how Sullenberger developed his expertise and how you can apply these lessons to your own pursuit of expertise.  In the second video, you’ll learn about what sets experts apart from non-experts, as well as the essential role that mental representations and chunks play in the development of expertise.  You’ll also learn what birds, squirrels, and elite London cab drivers have in common and what this means for you.  Hint: It has to do with how the brain develops in experts.  In the third video, you’ll learn a step-by-step strategy for engaging in the same type of practice that experts use to develop their expertise. \n3 videos, 1 readingexpandVideo: The Miracle on the HudsonVideo: What Separate Experts from Non-Experts?Video: How You Can Become an Expert through Purposeful, Deliberate PracticeReading: Chapter 3: The Power of ExpertiseGraded: Week 3WEEK 4The Power of Self-Motivation In this module, you’ll learn about two types of self-motivation that predict success: Conscientiousness and Grit.  The first video focuses on conscientiousness – what it is, how it can pay off for you in school and at work, and the benefits conscientiousness has on your health.  You’ll also discover researchers have learned about success from a famous series of studies about children, marshmallows, and delayed gratification. The second video focuses on grit – what it is, how it differs from conscientiousness, how it leads to success, what specific techniques you can use to become grittier, and how to avoid some of the downsides to being gritty.  You will also have the opportunity to assess your own conscientiousness and grit.  \n2 videos, 3 readingsexpandVideo: What is Conscientiousness, and Why Are Conscientiousness People More Likely to Succeed in School, at Work, and in Life?Video: What is Grit, Why Do Gritty People Succeed, and How Can You Develop Your GritReading: Conscientiousness and Grit AssessmentReading: Chapter 4: The Power of Self-MotivationReading: Collette and Collettey’s Cookie BusinessGraded: Week 4WEEK 5The Power of Relationships In this module, you’ll learn about the power of developing mutually supportive relationships in predicting success and well-being in life.  You’ll learn what social capital is, why it is a competitive advantage, and how it contributes to your success, as well as to the success of organizations and societies.  You’ll learn to avoid several myths associated with relationship building, as well as four skills that are essential to developing relationships and social capital: developing self-awareness, creating your brand, being an energizer, and building your network of relationships.  You’ll also have an opportunity to think about your brand, as well as map out and assess the effectiveness of your own network based on four criteria: size, structure, diversity, and strength of relationships.\n4 videos, 2 readingsexpandVideo: What is Social Capital and Why Does It Matter?Video: Developing Self-Awareness and Creating Your BrandVideo: Becoming an EnergizerVideo: Building your Network and Social CapitalReading: Are You an Energizer?Reading: Chapter 5: Are You an Energizer?Graded: Week 5WEEK 6The Power of a Plan: Creating Your Action PlanBy the time you reach this module, you will know more than most people know about what predicts success in life.  You will now have the opportunity to turn what you know into actions that will help you achieve your life goals.  You will develop an action plan that will have three parts: The heart (identifying what is most important to you in life), head (identifying the one area that you will work on in the short-term to move you toward achieving your goals), and hands (creating the steps you will take in the short-term to make progress in that specific area). You’ll learn about the power of small wins in achieving your life goals, as well as the importance of resilience and self-compassion when faced with setbacks. \n1 video, 1 readingexpandVideo: The Power of a Plan – Creating a Personalized Action Plan that Gets ResultsReading: Chapter 6: Creating Your Action PlanWEEK 7Your Personalized Action PlanOnce you have watched all the videos, successfully completed the four quizzes, and created your personalized action plan, you will have successfully completed the course!  You can use the Personalized Action Plan Template (found in the submissions area of the assignment) to create your action plan.  Your action plan will be reviewed and graded by another course participant.  If needed, you can resubmit your action plan until you achieve a passing grade.  Of course, you should continue to refine your action plan throughout the different stages of your life.  I wish you the very best on your journey to the life you desire and deserve.  Graded: Personalized Action Plan for SuccessThis course is designed to help you achieve the success in life that you desire and deserve.  This module sets the foundation for the course and introduces you to the course objectives, as well as to four strategies that successful people use to achieve their life goals.  In the first video, you’ll learn about the goals of the course and how a scientifically-based approach to success can help you achieve your life goals.  In the second video, you’ll have the opportunity to think carefully about what success means to you, particularly in the areas of achieving better and more meaningful results at work, achieving the career success that you desire, and enjoying a happy, healthy life.  In the third video, you’ll learn about the most common myths about success that can distract you from achieving your life goals, as well as what researchers have found really predicts success in life.  Happy learning!\nVideo: On Street Interviews - What is Success?Video: Welcome and Why I Created this CourseVideo: What is Success?Video: What Predicts Success? Myths and RealitiesReading: About the ProfessorDiscussion Prompt: Get to Know Your ClassmatesReading: How to Earn a Course CertificateReading: Optional Companion BookReading: Optional Reading from Companion BookVideo: Interview with Vic Strecher, University of Michigan Professor of Public Health, discussing the importance of finding purpose in life and work.  This video complements required video 2 (What is Success?).In this module, you’ll learn how some beliefs can hold you back from achieving your goals, while others – such as having a growth mindset and positive core self-evaluations - can propel you forward toward your goals.  You will also learn how having a growth mindset can protect people against the harmful effects of bias and prejudice and why people with positive core self-evaluations tend to earn significantly more money, regardless of their grades in school and family background. By the end of this module, you’ll have specific strategies for creating beliefs that will help you set high goals and succeed in achieving them.  \nVideo: What is a Growth Mindset and How Can it Help You Succeed?Video: How the Growth Mindset Reduces Negative Impacts of PrejudiceVideo: What Are Positive Core Self-Evaluations and How Can they Help You Succeed and Make More Money, TooReading: Chapter 2: The Power of BeliefsIn this module, you’ll learn about the importance of having an expertise that is meaningful to you and contributes to others. In the first video, you’ll learn about the role that expertise played in Pilot Chesley “Sully” Sullenberger’s successful emergency landing of a United Airlines flight with 155 people on board into the Hudson River after both engines failed.  You’ll learn how Sullenberger developed his expertise and how you can apply these lessons to your own pursuit of expertise.  In the second video, you’ll learn about what sets experts apart from non-experts, as well as the essential role that mental representations and chunks play in the development of expertise.  You’ll also learn what birds, squirrels, and elite London cab drivers have in common and what this means for you.  Hint: It has to do with how the brain develops in experts.  In the third video, you’ll learn a step-by-step strategy for engaging in the same type of practice that experts use to develop their expertise. \nVideo: The Miracle on the HudsonVideo: What Separate Experts from Non-Experts?Video: How You Can Become an Expert through Purposeful, Deliberate PracticeReading: Chapter 3: The Power of ExpertiseIn this module, you’ll learn about two types of self-motivation that predict success: Conscientiousness and Grit.  The first video focuses on conscientiousness – what it is, how it can pay off for you in school and at work, and the benefits conscientiousness has on your health.  You’ll also discover researchers have learned about success from a famous series of studies about children, marshmallows, and delayed gratification. The second video focuses on grit – what it is, how it differs from conscientiousness, how it leads to success, what specific techniques you can use to become grittier, and how to avoid some of the downsides to being gritty.  You will also have the opportunity to assess your own conscientiousness and grit.  \nVideo: What is Conscientiousness, and Why Are Conscientiousness People More Likely to Succeed in School, at Work, and in Life?Video: What is Grit, Why Do Gritty People Succeed, and How Can You Develop Your GritReading: Conscientiousness and Grit AssessmentReading: Chapter 4: The Power of Self-MotivationReading: Collette and Collettey’s Cookie BusinessIn this module, you’ll learn about the power of developing mutually supportive relationships in predicting success and well-being in life.  You’ll learn what social capital is, why it is a competitive advantage, and how it contributes to your success, as well as to the success of organizations and societies.  You’ll learn to avoid several myths associated with relationship building, as well as four skills that are essential to developing relationships and social capital: developing self-awareness, creating your brand, being an energizer, and building your network of relationships.  You’ll also have an opportunity to think about your brand, as well as map out and assess the effectiveness of your own network based on four criteria: size, structure, diversity, and strength of relationships.\nVideo: What is Social Capital and Why Does It Matter?Video: Developing Self-Awareness and Creating Your BrandVideo: Becoming an EnergizerVideo: Building your Network and Social CapitalReading: Are You an Energizer?Reading: Chapter 5: Are You an Energizer?By the time you reach this module, you will know more than most people know about what predicts success in life.  You will now have the opportunity to turn what you know into actions that will help you achieve your life goals.  You will develop an action plan that will have three parts: The heart (identifying what is most important to you in life), head (identifying the one area that you will work on in the short-term to move you toward achieving your goals), and hands (creating the steps you will take in the short-term to make progress in that specific area). You’ll learn about the power of small wins in achieving your life goals, as well as the importance of resilience and self-compassion when faced with setbacks. \nVideo: The Power of a Plan – Creating a Personalized Action Plan that Gets ResultsReading: Chapter 6: Creating Your Action PlanOnce you have watched all the videos, successfully completed the four quizzes, and created your personalized action plan, you will have successfully completed the course!  You can use the Personalized Action Plan Template (found in the submissions area of the assignment) to create your action plan.  Your action plan will be reviewed and graded by another course participant.  If needed, you can resubmit your action plan until you achieve a passing grade.  Of course, you should continue to refine your action plan throughout the different stages of your life.  I wish you the very best on your journey to the life you desire and deserve.  University of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsUniversity of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of WashingtonSpeaking to persuade: Motivating audiences with solid arguments and moving language",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/success",
    "Language": "English",
    "Commitment": "7 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Serious Gaming",
    "Description": "About this course: Have you ever wondered how playing games can help us to train people, deal with societal challenges or raise awareness of contemporary social issues?   \n\nIn this MOOC you will learn the ins and outs of games that are designed with exactly those purposes in mind: serious games.  We will define serious games and discuss the different types that have been developed. We will explain why people like to play them and what impact they may have. State of the art theories from game studies, philosophy and media psychology will be used to help you understand how serious games work and how they appeal to players. The potential impact of gaming is addressed in detail by discussing persuasive games, which aim at changing the player's attitude. Throughout the MOOC, theoretical insights will be illustrated with playful animations and case studies of serious games that are developed by world-class companies in the city of Rotterdam.  \n\nThis MOOC is particularly interesting for you when you are a student considering to study digital media such as serious games, a professional interested in the opportunities these games may create for your organization, or a game developer who wants to know more about the impact serious games can have.\n\nAre you ready to broaden your vision on serious games? Join this course and be inspired!WEEK 1Introduction and DefinitionWhat are serious games? What characteristics do they have in common with digital entertainment games? And what sets them apart from other media products? In this first module, we set out to define the field. Get ready to immerse yourself and play your first serious game. 5 videos, 2 readingsexpandVideo: Let the games begin!Video: Introduction to serious gamingВопрос для обсуждения: Submit your definition of a serious gameVideo: The definition and characteristics of serious gamesVideo: Introducing this courseМатериал для самостоятельного изучения: Introducing the teamVideo: Darfur is DyingВзаимная оценка: Find a serious game on the webМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesWEEK 2The Theoretical FrameworkYou might be wondering why we keep on playing a game, even though we sometimes lose or get stuck in a level. In this module, you will learn about what is so motivating about games. We will discuss theories and also a practical example of a serious game that encourages commuters to leave their car at home more often.5 videos, 1 readingexpandVideo: Introduction to game theoryVideo: The relationship between play and cultureVideo: The psychological functionality of playVideo: Motivations for playing and gamingВопрос для обсуждения: Motivating players to playVideo: From 5 to 4Материал для самостоятельного изучения: Suggested reading \u0026 additional sourcesGraded: The attractiveness of playWEEK 3Different Serious Games and Simulations Throughout this MOOC, you will learn that serious games are applicable in various situations. In this module, we introduce a taxonomy of serious games, which is a classification of the different kinds of serious games. We will focus on one type of serious games in particular: simulations. You will see how simulators are used in complex training situations. So get ready to visit the harbor of Rotterdam and a hospital emergency room...   4 videos, 1 readingexpandVideo: Introduction to serious games and simulationsVideo: The ABCDEsimVideo: Simulation at VSTEPВопрос для обсуждения: Professional simulators versus simulation gamesVideo: Taxonomy of serious gamesВопрос для обсуждения: Classifying serious gamesМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesGraded: Simulations and other types of serious gamesWEEK 4Persuasive GamingHow can a game influence the attitude of a player? In this module, we will dive into a specific kind of serious games: persuasive games. Rhetoric and psychological theories will help you to understand how the process of persuasion works. And we will analyze in practice how persuasive games can help us to feel empathy for poverty-stricken teenagers, what it feels like to have autism or understand the impact of gun violence.4 videos, 2 readingsexpandVideo: Introduction to persuasive gamingVideo: Persuasive propertiesVideo: The process of persuasionМатериал для самостоятельного изучения: Playing persuasive gamesVideo: Three case studiesМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesGraded: Persuading people to eat healthierWEEK 5The Impact of Serious GamesBy now you probably wonder to what extent serious games actually reach their desired outcome. This seems to be the million-dollar-question, because when an organization invests serious money in a serious game, they would like to be sure it works. But the answer is not that simple. To know more about impact, you need to know more about how it is measured. Therefore, this module is about research methods. We will discuss two of them in more depth: survey research and experiments. Put on your lab coat!4 videos, 2 readings, 1 practice quizexpandVideo: Introduction to the impact of serious gamesVideo: How to determine impactVideo: The survey methodVideo: The experimental methodВопрос для обсуждения: Research methods and their complexitiesМатериал для самостоятельного изучения: The blood typing gameТренировочный тест: Impact research and the Blood typing gameМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesGraded: Researching the impact of serious gamesWEEK 6The Futures of Serious GamesUnfortunately, we do not own a crystal ball. In this module we will nonetheless take a look into the possible futures of serious games. Will we be playing games in virtual reality, or will we guide our game characters with our brains? Before we look forward, this module will also provide you with a brief overview of all the things we have discussed so far. 3 videos, 1 readingexpandVideo: Looking backVideo: Looking aheadВопрос для обсуждения: How do you envision the future of serious games?Video: Play and steelМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesGraded: Final quiz serious gamingGraded: Your own gamification projectWhat are serious games? What characteristics do they have in common with digital entertainment games? And what sets them apart from other media products? In this first module, we set out to define the field. Get ready to immerse yourself and play your first serious game. Video: Let the games begin!Video: Introduction to serious gamingВопрос для обсуждения: Submit your definition of a serious gameVideo: The definition and characteristics of serious gamesVideo: Introducing this courseМатериал для самостоятельного изучения: Introducing the teamVideo: Darfur is DyingВзаимная оценка: Find a serious game on the webМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesYou might be wondering why we keep on playing a game, even though we sometimes lose or get stuck in a level. In this module, you will learn about what is so motivating about games. We will discuss theories and also a practical example of a serious game that encourages commuters to leave their car at home more often.Video: Introduction to game theoryVideo: The relationship between play and cultureVideo: The psychological functionality of playVideo: Motivations for playing and gamingВопрос для обсуждения: Motivating players to playVideo: From 5 to 4Материал для самостоятельного изучения: Suggested reading \u0026 additional sourcesThroughout this MOOC, you will learn that serious games are applicable in various situations. In this module, we introduce a taxonomy of serious games, which is a classification of the different kinds of serious games. We will focus on one type of serious games in particular: simulations. You will see how simulators are used in complex training situations. So get ready to visit the harbor of Rotterdam and a hospital emergency room...   Video: Introduction to serious games and simulationsVideo: The ABCDEsimVideo: Simulation at VSTEPВопрос для обсуждения: Professional simulators versus simulation gamesVideo: Taxonomy of serious gamesВопрос для обсуждения: Classifying serious gamesМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesHow can a game influence the attitude of a player? In this module, we will dive into a specific kind of serious games: persuasive games. Rhetoric and psychological theories will help you to understand how the process of persuasion works. And we will analyze in practice how persuasive games can help us to feel empathy for poverty-stricken teenagers, what it feels like to have autism or understand the impact of gun violence.Video: Introduction to persuasive gamingVideo: Persuasive propertiesVideo: The process of persuasionМатериал для самостоятельного изучения: Playing persuasive gamesVideo: Three case studiesМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesBy now you probably wonder to what extent serious games actually reach their desired outcome. This seems to be the million-dollar-question, because when an organization invests serious money in a serious game, they would like to be sure it works. But the answer is not that simple. To know more about impact, you need to know more about how it is measured. Therefore, this module is about research methods. We will discuss two of them in more depth: survey research and experiments. Put on your lab coat!Video: Introduction to the impact of serious gamesVideo: How to determine impactVideo: The survey methodVideo: The experimental methodВопрос для обсуждения: Research methods and their complexitiesМатериал для самостоятельного изучения: The blood typing gameТренировочный тест: Impact research and the Blood typing gameМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesUnfortunately, we do not own a crystal ball. In this module we will nonetheless take a look into the possible futures of serious games. Will we be playing games in virtual reality, or will we guide our game characters with our brains? Before we look forward, this module will also provide you with a brief overview of all the things we have discussed so far. Video: Looking backVideo: Looking aheadВопрос для обсуждения: How do you envision the future of serious games?Video: Play and steelМатериал для самостоятельного изучения: Suggested reading \u0026 additional sourcesCalifornia Institute of the ArtsWorld Design for Video GamesMichigan State UniversityPrinciples of Game DesignCalifornia Institute of the ArtsStory and Narrative Development for Video GamesCalifornia Institute of the ArtsCharacter Design for Video GamesMichigan State UniversityGame Development for Modern Platforms",
    "Creator": "Erasmus University Rotterdam",
    "Level": "",
    "URL": "https://coursera.org/learn/serious-gaming",
    "Language": "English, Subtitles: French",
    "Commitment": "6 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age",
    "Description": "About this course: For three decades and longer we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many ways and at most institutional sites, education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education.\n\nBut what might be new? How can we use technologies to innovate in education?\n\nThis course explores seven affordances of e-learning ecologies, which open up genuine possibilities for what we call New Learning – transformative, 21st century learning:\n\n1. Ubiquitous Learning\n2. Active Knowledge Making\n3. Multimodal Meaning\n4. Recursive Feedback\n5. Collaborative Intelligence\n6. Metacognition\n7. Differentiated Learning\n\nThese affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows and tools for communication in the workplace, public spaces, and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action.\n\n--------------------------------\nRecommended Background\n--------------------------------\n\nThis course is designed for people interested in the future of education and the \"learning society,\" including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part \"educative.\"\n\n--------------------------------\nTake this Course for Credit at the University of Illinois\n--------------------------------\n\nThis course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the College of Education at the University of Illinois.\n\nOf course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement.\n\nOn the other hand, if you would like to take this course for credit at the University of Illinois, apply here: http://education.illinois.edu/online-offcampus/programs-degrees/ldl-online If you have already taken this course in Coursera, you can prepare a portfolio of work created there and request that this work is taken into account for your University of Illinois course.WEEK 1Module 1: Course Orientation + Ubiquitous LearningWe begin this module with an introduction to the idea of an \"e-learning ecology\" and the notion of \"affordance.\" We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of \"ubiquitous learning,\" the first of seven \"affordances\" in computer-mediated educational applications and environments that we examine in this course.9 videos, 8 readings, 1 practice quizexpandVideo: Welcome to e-Learning Ecologies!Reading: SyllabusReading: Task Overview: How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaReading: Learning and New Media (Readings)Video: From Didactic Pedagogy to New LearningVideo: What's the Use of Technology in Learning? Introducing Seven e-AffordancesVideo: Can Education Lead Technology? The PLATO StoryVideo: New Technologies, New Social Relationships and LearningVideo: Society or School: What Determines Educational Outcomes?Video: Ubiquitous Learning, Part 1A: Learning in Space and TimeVideo: Ubiquitous Learning, Part 1B: Personal and Interpersonal ComputingVideo: Ubiquitous Learning, Part 1C: Transparency or Surveillance?Reading: Spatio-Temporal Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #1Graded: Essential Peer Reviewed Update #1WEEK 2Module 2: Active Knowledge Making + Multimodal MeaningThis module examines two more e-learning affordances: \"active knowledge making,\" or the right and responsibility of learners to take a degree of control over their own knowledge making; and \"multimodal meaning-making,\" or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media.6 videos, 2 readingsexpandVideo: Active Knowledge Making, Part 2A: What Does It Mean to Be an Engaged Learner?Video: Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge RelationsVideo: Active Knowledge Making, Part 2C: Memory Work in LearningVideo: Active Knowledge Making, Part 2D: Changing the Balance of AgencyReading: Epistemic Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update #2Peer Review: Optional Peer Reviewed Update #2Video: Multimodal Meaning, Part 3A: What’s New About Digital Technologies?Video: Multimodal Meaning, Part 3B: Multiliteracies and SynesthesiaReading: Discursive Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #3Graded: Essential Peer Reviewed Update #3WEEK 3Module 3: Recursive Feedback + Collaborative IntelligenceTwo further e-learning affordances are explored in this module: \"recursive feedback,\" or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the \"collaborative intelligence\" fostered by the very social nature of Web 2.0 and contemporary e-learning environments.9 videos, 2 readingsexpandVideo: Recursive Feedback, Part 4A: Why Feedback MattersVideo: Recursive Feedback, Part 4B: Summative Assessment vs. Formative AssessmentVideo: Recursive Feedback, Part 4C: Crowdsourcing Prospective or Constitutive AssessmentVideo: Recursive Feedback, Part 4D: Socratic Dialogue Finds a Home in the 21st CenturyVideo: Recursive Feedback, Part 4E: What Are We Assessing Now?Reading: Evaluative Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update #4Peer Review: Optional Peer Reviewed Update #4Video: Collaborative Intelligence, Part 5A: Social LearningVideo: Collaborative Intelligence, Part 5B: Collaborative Learning DynamicsVideo: Collaborative Intelligence, Part 5C: Extrinsic and Extrinsic MotivationVideo: Collaborative Intelligence, Part 5D: Success and Failure in Performance Based AssessmentsReading: Social Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #5Graded: Essential Peer Reviewed Update #5WEEK 4Module 4: Metacogniton + Differentiated LearningWe come now to the last two of our seven e-learning affordances: \"metacognition,\" or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and \"differentiated learning,\" addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application.4 videos, 2 readingsexpandVideo: Metacognition, Part 6A: Why Metacognition MattersVideo: Metacognition, Part 6B: Metacognition in e-Learning EcologiesReading: Cognitive Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update # 6Peer Review: Optional Peer Reviewed Update #6Video: Differentiated Learning, Part 7A: Learner Differences in Old Classrooms and NewVideo: Differentiated Learning, Part 7B: Personalized LearningReading: Comparative Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #7Peer Review: Optional Work 1: Educational TheoryPeer Review: Optional Work 2A: Learning Practice Case StudyPeer Review: Optional Work 2B: Design a Learning ModuleGraded: Essential Peer Reviewed Update #7We begin this module with an introduction to the idea of an \"e-learning ecology\" and the notion of \"affordance.\" We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of \"ubiquitous learning,\" the first of seven \"affordances\" in computer-mediated educational applications and environments that we examine in this course.Video: Welcome to e-Learning Ecologies!Reading: SyllabusReading: Task Overview: How to Pass This CourseReading: About the Discussion ForumsPractice Quiz: Orientation QuizReading: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!Discussion Prompt: Getting to Know Your ClassmatesReading: Updating Your ProfileReading: Social MediaReading: Learning and New Media (Readings)Video: From Didactic Pedagogy to New LearningVideo: What's the Use of Technology in Learning? Introducing Seven e-AffordancesVideo: Can Education Lead Technology? The PLATO StoryVideo: New Technologies, New Social Relationships and LearningVideo: Society or School: What Determines Educational Outcomes?Video: Ubiquitous Learning, Part 1A: Learning in Space and TimeVideo: Ubiquitous Learning, Part 1B: Personal and Interpersonal ComputingVideo: Ubiquitous Learning, Part 1C: Transparency or Surveillance?Reading: Spatio-Temporal Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #1This module examines two more e-learning affordances: \"active knowledge making,\" or the right and responsibility of learners to take a degree of control over their own knowledge making; and \"multimodal meaning-making,\" or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media.Video: Active Knowledge Making, Part 2A: What Does It Mean to Be an Engaged Learner?Video: Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge RelationsVideo: Active Knowledge Making, Part 2C: Memory Work in LearningVideo: Active Knowledge Making, Part 2D: Changing the Balance of AgencyReading: Epistemic Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update #2Peer Review: Optional Peer Reviewed Update #2Video: Multimodal Meaning, Part 3A: What’s New About Digital Technologies?Video: Multimodal Meaning, Part 3B: Multiliteracies and SynesthesiaReading: Discursive Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #3Two further e-learning affordances are explored in this module: \"recursive feedback,\" or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the \"collaborative intelligence\" fostered by the very social nature of Web 2.0 and contemporary e-learning environments.Video: Recursive Feedback, Part 4A: Why Feedback MattersVideo: Recursive Feedback, Part 4B: Summative Assessment vs. Formative AssessmentVideo: Recursive Feedback, Part 4C: Crowdsourcing Prospective or Constitutive AssessmentVideo: Recursive Feedback, Part 4D: Socratic Dialogue Finds a Home in the 21st CenturyVideo: Recursive Feedback, Part 4E: What Are We Assessing Now?Reading: Evaluative Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update #4Peer Review: Optional Peer Reviewed Update #4Video: Collaborative Intelligence, Part 5A: Social LearningVideo: Collaborative Intelligence, Part 5B: Collaborative Learning DynamicsVideo: Collaborative Intelligence, Part 5C: Extrinsic and Extrinsic MotivationVideo: Collaborative Intelligence, Part 5D: Success and Failure in Performance Based AssessmentsReading: Social Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #5We come now to the last two of our seven e-learning affordances: \"metacognition,\" or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and \"differentiated learning,\" addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application.Video: Metacognition, Part 6A: Why Metacognition MattersVideo: Metacognition, Part 6B: Metacognition in e-Learning EcologiesReading: Cognitive Dimensions of LearningDiscussion Prompt: Discussion Forum: Optional Update # 6Peer Review: Optional Peer Reviewed Update #6Video: Differentiated Learning, Part 7A: Learner Differences in Old Classrooms and NewVideo: Differentiated Learning, Part 7B: Personalized LearningReading: Comparative Dimensions of LearningDiscussion Prompt: Discussion Forum: Essential Update #7Peer Review: Optional Work 1: Educational TheoryPeer Review: Optional Work 2A: Learning Practice Case StudyPeer Review: Optional Work 2B: Design a Learning ModuleUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of Illinois at Urbana-Champaign",
    "Level": "",
    "URL": "https://coursera.org/learn/elearning",
    "Language": "English",
    "Commitment": "4 weeks, 12 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Get Organized: How to be a Together Teacher",
    "Description": "About this course: This course is designed for classroom teachers who juggle time-sensitive tasks and often-exhausting teaching schedules. With an eye toward long-term sustainability, The Together Teacher examines the purpose for planning ahead, provides tools for tracking time commitments, deadlines and tasks, and helps teachers develop a personal organization system that interacts with their day-by-day practices. \n\nAll teachers, from the pen \u0026 paper list maker to the tech-savvy digital maven, will benefit from the no-nonsense approach to \"togetherness\" that's presented in this course. We don't care what format you use; we care that you know when you have free time during the day, and that you have a plan for using it.WEEK 1Welcome \u0026 OrientationIn this introductory session, you’ll explore the difference between ‘organization’ and ’togetherness,’ survey your own strengths and weaknesses and draft a goal for completing the course.3 videos, 2 readingsexpandVideo: Welcome to Get Organized!Reading: Student SurveyVideo: Reflecting on Your TogethernessVideo: Togetherness BucketsReading: The Impact of TogethernessPeer Review:  Introduction, Aspirations \u0026 GoalsWEEK 2Weekly WorksheetThe Weekly Worksheet helps teachers plan their lives for the next 5-7 days. This session introduces the worksheet, shows examples from real teachers, and asks learners to build their own.5 videosexpandVideo: Introducing the Weekly Worksheet.Video: Drew's Worksheet: PaperVideo: Anna's Worksheet: PaperVideo: Jennifer's Worksheet: Google CalendarVideo: The Worksheet and YouGraded: Building a Weekly WorksheetWEEK 3Comprehensive CalendarCalendars become comprehensive when they hold every important event and deadline in a teacher’s life. This session will show you how to build one.5 videos, 1 readingexpandVideo: Introducing the Comprehensive CalendarVideo: Vanessa's Calendar: Commercial PlannerVideo: Anna's Calendar: PaperVideo: Drew's Calendar: Outlook and PaperVideo: Jennifer's Calendar: Google CalendarReading: Pick a ToolGraded: Building a Comprehensive CalendarWEEK 4Upcoming To-Do ListHere’s a secret: I hate post-it notes. This session will introduce the Upcoming To-Do List and provide a path toward ditching random lists and building one that you can always count on.5 videos, 1 readingexpandVideo: Introducing the Upcoming To-Do ListVideo: Anna's List: PaperVideo: Kate's List: ExcelVideo: Jennifer's List: Google TasksVideo: Esther's List: TrelloReading: Gathering Your To-DosGraded: Building an Upcoming To-Do ListWEEK 5Weekly Round-UpNow that you’ve created a weekly worksheet, comprehensive calendar and upcoming to-do list, this session shows you how they all work together. Get ready for the Weekly Round-Up.3 videos, 2 readings, 1 practice quizexpandVideo: The Togetherness TrianglePractice Quiz: Check Your UnderstandingVideo: Introducing the Weekly Round-UpVideo: Closing Thoughts and Next StepsReading: Personalizing Your Round-UpReading: Post-Course SurveyGraded: Engaging in a Weekly Round-UpWEEK 6Templates \u0026 Teacher InterviewsThis session is full of optional resources you might want to explore. Download templates and watch great interviews from our teachers.6 videos, 1 readingexpandReading: TemplatesVideo: Elijah - A Dean's SystemVideo: Ify - Keeping Yourself HonestVideo: Sarah - Mixing Personal and ProfessionalVideo: Keith - Making it YoursVideo: Melissa - Planning Every MomentVideo: Stephanie - The Double FlexiVideo: Welcome to Get Organized!Reading: Student SurveyVideo: Reflecting on Your TogethernessVideo: Togetherness BucketsReading: The Impact of TogethernessPeer Review:  Introduction, Aspirations \u0026 GoalsVideo: Introducing the Weekly Worksheet.Video: Drew's Worksheet: PaperVideo: Anna's Worksheet: PaperVideo: Jennifer's Worksheet: Google CalendarVideo: The Worksheet and YouVideo: Introducing the Comprehensive CalendarVideo: Vanessa's Calendar: Commercial PlannerVideo: Anna's Calendar: PaperVideo: Drew's Calendar: Outlook and PaperVideo: Jennifer's Calendar: Google CalendarReading: Pick a ToolVideo: Introducing the Upcoming To-Do ListVideo: Anna's List: PaperVideo: Kate's List: ExcelVideo: Jennifer's List: Google TasksVideo: Esther's List: TrelloReading: Gathering Your To-DosVideo: The Togetherness TrianglePractice Quiz: Check Your UnderstandingVideo: Introducing the Weekly Round-UpVideo: Closing Thoughts and Next StepsReading: Personalizing Your Round-UpReading: Post-Course SurveyReading: TemplatesVideo: Elijah - A Dean's SystemVideo: Ify - Keeping Yourself HonestVideo: Sarah - Mixing Personal and ProfessionalVideo: Keith - Making it YoursVideo: Melissa - Planning Every MomentVideo: Stephanie - The Double FlexiUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student Assessment",
    "Creator": "Relay Graduate School of Education",
    "Level": "",
    "URL": "https://coursera.org/learn/together-teacher",
    "Language": "English, Subtitles: Arabic, Ukrainian, Chinese (Simplified), Portuguese (Brazilian), Dutch",
    "Commitment": "8 hours of videos, readings, and projects",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Teaching EFL/ESL Reading: A Task Based Approach",
    "Description": "About this course: This course explores ways of teaching reading skills in English as Second and Foreign Language (ESL/EFL) using a task-based approach. You will be introduced to the concept of task and the key principles of task-based language teaching (TBLT) and learning. TBLT uses communicative tasks as the key unit for creating language learning activities. You will also examine the role of reading in real-life and in second and foreign language teaching and current thinking about the interface between TBLT and second language reading. You will explore how TBLT and teaching second language reading can be successfully integrated in practice through analysing task-based reading materials. The course culminates in creating task-based materials for teaching reading in your own language teaching contexts. \n\nAfter completing the course, you will be able to: \n1.\tExplain the main components and tenets of a task-based approach to teaching language;\n2.\tExplain the main issues involved in teaching reading;\n3.\tIllustrate connections between TBLT approaches and the teaching of reading;  \n4.\tIntegrate tasks into your own teaching; \n5.\tIdentify reading texts that are suitable for the construction of tasks; and \n6.\tConstruct reading tasks and sequences for use in your own classroom.WEEK 1Introduction to the Course Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.1 video, 2 readingsexpandVideo: Course OverviewLecture: Learning OutcomesLecture: Grading and AssessmentWhat is Task-based Language Teaching (TBLT)? Welcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching.  First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching. 9 videos, 7 readingsexpandVideo: Task-based Language Teaching: Introduction to Module 1Lecture: What makes a second language learning activity a pedagogic task?Video: What is a Task?Lecture: Do these three activities constitute tasks?Video: FeedbackLecture: What task types do you use in your teaching?Video: Types of TasksDemande de discussion: What role do tasks play in your teaching? Video: The Role of the Task in the SyllabusLecture: Are the following extracts, task-based or task-supported syllabuses?Video: FeedbackDemande de discussion: What theoretical and practical rationales underlie TBLT?Video: The Rationale for Using Tasks in Language TeachingDemande de discussion: How do you typically structure a task-based sequence?Video: The Task-based LessonLecture: Can you identify the stages in this task sequence?Video: Interview with Nick AndonLecture: ReferencesLecture: Additional ReadingGraded: Producing an Information Sheet on Tasks in Second Language Teaching WEEK 2What is Reading and What Does It Involve?Welcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency. 7 videos, 10 readingsexpandVideo: Introduction to Module 2: Overview of Reading IssuesLecture: What We ReadLecture: What is Reading?Video: Reading as a Cognitive ActivityLecture: Optional Reading on the Simple View of ReadingLecture: How Does Reading Link to Communicative Language Teaching?Video: Reading as a Communicative Activity: Reading In and Out of the ClassroomDemande de discussion:  Discussing Reading as a Communicative ActLecture: Optional reading: Bringing the Outside World into the ClassroomLecture: Reflecting on Reading StrategiesVideo: Reading as a Strategic ActivityDemande de discussion: Discussing the Teaching of Reading StrategiesVideo: Reading and Background KnowledgeLecture: Optional Reading about Schema TheoryLecture: Reading and Background Knowledge TaskVideo: Feedback on Background KnowledgeDemande de discussion: Background Knowledge and Your Own LearnersVideo: Developing Automaticity in Reading FluencyLecture: ReferencesLecture: Additional readingGraded: Writing an Action Plan for Improving the Teaching of Reading WEEK 3Teaching Reading in the Second Language Classroom\nWelcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms. \n8 videos, 9 readingsexpandVideo: Introduction to moduleLecture: Thinking about reading and the classroomVideo: Principles for a Communicative, Task-based Approach to Teaching ReadingDemande de discussion: Your reactions to the lectureLecture: Classroom implications of the principles for teaching readingVideo: Classroom Implications Principles for Teaching ReadingDemande de discussion: Discuss the results of the two polls as they emerge. Lecture: Optional Reading: Reading and communicative language teachingLecture: The Three Phase Reading LessonVideo: The Three Phase LessonVideo: The Three Phase Lesson In PracticeLecture: What are the similarities? What are the differences?Video: Tasks and the Three Phase Reading LessonLecture: Current practices in teaching EAP readingLecture: Analysing a Published Teaching UnitVideo: An Alternative Approach to Teaching ReadingVideo: Interview with Professor Cathie WallaceLecture: ReferencesLecture: Additional readingGraded: Constructing a Jigsaw Reading Task WEEK 4Focus on Language in the Reading Lesson Welcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how  a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching. 8 videos, 8 readingsexpandVideo: Introduction to module 4Demande de discussion: What are some ways to integrate language-focused activities into task-based reading lessons?Video: Focus on Language in the Reading LessonDemande de discussion: Do you pre-teach vocabulary before setting students a reading task? Video: Pre-teach or Not to Pre-teach VocabularyLecture: Are the following vocabulary pre-teaching activities examples of rich instruction?Video: FeedbackLecture: What type of information can be included in glosses? What rationale underlies glossing?Video: GlossingLecture: Sharing a glossed textLecture: To what extent can textual input enhancement draw learners' attention to language while reading?Video: Textual Input EnhancementLecture: Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?Lecture: Feedback: Insights emerging from the studiesDemande de discussion: Do you tend to plan for post-reading language-focused activities? Video: Language Focus in the Post-task PhaseVideo: Interview with Dr. Parvaneh TavakoliLecture: ReferencesLecture: Additional readingGraded: Designing a Pre-reading or Post-reading Language-focused ActivityWEEK 5Extensive Reading Welcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners. 7 videos, 10 readingsexpandVideo: Extensive Reading: Introduction to moduleLecture: The Characteristics of Extensive Reading ProgrammesVideo: Defining Extensive ReadingLecture: Ten Principles of Extensive ReadingDemande de discussion: Discussing the Importance of the PrinciplesLecture: What do you already know about the benefits of Extensive Reading?Video: The Benefits of Extensive ReadingDemande de discussion: Discussing the Benefits of Extensive ReadingLecture: Why is reading easy texts important?Video: Read Easy, Read a LotLecture: Optional Reading:  Beglar and Hunt (2014)Lecture: How can we connect Extensive Reading with the use of tasks?Video: Extensive Reading and TasksDemande de discussion: What would you like to try?Lecture: Choosing a Cover for a BookLecture: What can prevent teachers from implementing an Extensive Reading programme?Video: Overcoming Obstacles to Extensive ReadingDemande de discussion: Discussing Ways of Overcoming Possible ObstaclesVideo: Reading Circles: Interview with Sam DuncanLecture: ReferencesLecture: Additional ReadingGraded: Preparing a Presentation about Extensive ReadingWEEK 6Designing Reading Tasks Welcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks. 6 videos, 5 readingsexpandVideo: Introduction to module 6Lecture: Where would you find suitable texts to use for constructing reading activities?Video: Finding Suitable TextsLecture: Optional ReadingDemande de discussion: Sources for TextsVideo: Designing Suitable Tasks for TextsLecture: Are there any ways in which you can create activities that are more task-like than the ones in the current version of the units?Video: Adapting Reading TasksDemande de discussion: Other ideas  for adapting the activities and exercises from these units to a task-based approach.Video: Interview with Caroline HerringVideo: Interview with Professor Pauline FosterLecture: ReferencesLecture: Additional ReadingGraded: Constructing a Task-Based Reading ActivityVideo: Course OverviewLecture: Learning OutcomesLecture: Grading and AssessmentWelcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching.  First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching. Video: Task-based Language Teaching: Introduction to Module 1Lecture: What makes a second language learning activity a pedagogic task?Video: What is a Task?Lecture: Do these three activities constitute tasks?Video: FeedbackLecture: What task types do you use in your teaching?Video: Types of TasksDemande de discussion: What role do tasks play in your teaching? Video: The Role of the Task in the SyllabusLecture: Are the following extracts, task-based or task-supported syllabuses?Video: FeedbackDemande de discussion: What theoretical and practical rationales underlie TBLT?Video: The Rationale for Using Tasks in Language TeachingDemande de discussion: How do you typically structure a task-based sequence?Video: The Task-based LessonLecture: Can you identify the stages in this task sequence?Video: Interview with Nick AndonLecture: ReferencesLecture: Additional ReadingWelcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency. Video: Introduction to Module 2: Overview of Reading IssuesLecture: What We ReadLecture: What is Reading?Video: Reading as a Cognitive ActivityLecture: Optional Reading on the Simple View of ReadingLecture: How Does Reading Link to Communicative Language Teaching?Video: Reading as a Communicative Activity: Reading In and Out of the ClassroomDemande de discussion:  Discussing Reading as a Communicative ActLecture: Optional reading: Bringing the Outside World into the ClassroomLecture: Reflecting on Reading StrategiesVideo: Reading as a Strategic ActivityDemande de discussion: Discussing the Teaching of Reading StrategiesVideo: Reading and Background KnowledgeLecture: Optional Reading about Schema TheoryLecture: Reading and Background Knowledge TaskVideo: Feedback on Background KnowledgeDemande de discussion: Background Knowledge and Your Own LearnersVideo: Developing Automaticity in Reading FluencyLecture: ReferencesLecture: Additional reading\nWelcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms. \nVideo: Introduction to moduleLecture: Thinking about reading and the classroomVideo: Principles for a Communicative, Task-based Approach to Teaching ReadingDemande de discussion: Your reactions to the lectureLecture: Classroom implications of the principles for teaching readingVideo: Classroom Implications Principles for Teaching ReadingDemande de discussion: Discuss the results of the two polls as they emerge. Lecture: Optional Reading: Reading and communicative language teachingLecture: The Three Phase Reading LessonVideo: The Three Phase LessonVideo: The Three Phase Lesson In PracticeLecture: What are the similarities? What are the differences?Video: Tasks and the Three Phase Reading LessonLecture: Current practices in teaching EAP readingLecture: Analysing a Published Teaching UnitVideo: An Alternative Approach to Teaching ReadingVideo: Interview with Professor Cathie WallaceLecture: ReferencesLecture: Additional readingWelcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how  a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching. Video: Introduction to module 4Demande de discussion: What are some ways to integrate language-focused activities into task-based reading lessons?Video: Focus on Language in the Reading LessonDemande de discussion: Do you pre-teach vocabulary before setting students a reading task? Video: Pre-teach or Not to Pre-teach VocabularyLecture: Are the following vocabulary pre-teaching activities examples of rich instruction?Video: FeedbackLecture: What type of information can be included in glosses? What rationale underlies glossing?Video: GlossingLecture: Sharing a glossed textLecture: To what extent can textual input enhancement draw learners' attention to language while reading?Video: Textual Input EnhancementLecture: Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?Lecture: Feedback: Insights emerging from the studiesDemande de discussion: Do you tend to plan for post-reading language-focused activities? Video: Language Focus in the Post-task PhaseVideo: Interview with Dr. Parvaneh TavakoliLecture: ReferencesLecture: Additional readingWelcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners. Video: Extensive Reading: Introduction to moduleLecture: The Characteristics of Extensive Reading ProgrammesVideo: Defining Extensive ReadingLecture: Ten Principles of Extensive ReadingDemande de discussion: Discussing the Importance of the PrinciplesLecture: What do you already know about the benefits of Extensive Reading?Video: The Benefits of Extensive ReadingDemande de discussion: Discussing the Benefits of Extensive ReadingLecture: Why is reading easy texts important?Video: Read Easy, Read a LotLecture: Optional Reading:  Beglar and Hunt (2014)Lecture: How can we connect Extensive Reading with the use of tasks?Video: Extensive Reading and TasksDemande de discussion: What would you like to try?Lecture: Choosing a Cover for a BookLecture: What can prevent teachers from implementing an Extensive Reading programme?Video: Overcoming Obstacles to Extensive ReadingDemande de discussion: Discussing Ways of Overcoming Possible ObstaclesVideo: Reading Circles: Interview with Sam DuncanLecture: ReferencesLecture: Additional ReadingWelcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks. Video: Introduction to module 6Lecture: Where would you find suitable texts to use for constructing reading activities?Video: Finding Suitable TextsLecture: Optional ReadingDemande de discussion: Sources for TextsVideo: Designing Suitable Tasks for TextsLecture: Are there any ways in which you can create activities that are more task-like than the ones in the current version of the units?Video: Adapting Reading TasksDemande de discussion: Other ideas  for adapting the activities and exercises from these units to a task-based approach.Video: Interview with Caroline HerringVideo: Interview with Professor Pauline FosterLecture: ReferencesLecture: Additional ReadingArizona State UniversityTeach English Now! Lesson Design and AssessmentArizona State UniversityTeach English Now! Technology Enriched TeachingArizona State UniversityTeach English Now! Theories of Second Language AcquisitionArizona State UniversityTeach English Now! Capstone Project 1Arizona State UniversityTeach English Now! Second Language Reading, Writing, and Grammar",
    "Creator": "University of London, UCL Institute of Education",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/esl-reading",
    "Language": "English",
    "Commitment": "6 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Learning Mindsets \u0026 Skills",
    "Description": "About this course: The Learning Mindsets \u0026 Skills MOOC is designed to explore underlying concepts behind Learning Mindsets \u0026 Skills as well as the the practical applications of those concepts in various educational environments. Course Participants will hypothesize a learning mindset-related change to be implemented within their educational environment, test their theory, and present their findings to a wider audience.WEEK 1Learning Mindsets \u0026 Skills ExplainedOur first week, “Learning Mindsets Explained” will look closely at the outline of what Learning Mindsets are and how to identify them in a learning environment.9 videosexpandVideo: Introduction to CourseVideo: USA Teacher Professional Development Credit InstructionsVideo: Grading PolicyVideo: A Note About Learning Mindsets \u0026 Skills, Academic Mindsets, and Student AgencyVideo: Introduction to Week 1Video: \"Learning Mindsets Explained\" Short DocumentaryVideo: Week 1 PodcastVideo: Week 1 ReadingVideo: Introduction to Week 1 AssignmentGraded: Week 1 AssignmentWEEK 2Measurement \u0026 Assessment for Learning Mindsets \u0026 SkillsOur second week, “Measurement \u0026 Assessment for Learning Mindsets” will have us looking specifically at how Learning Mindsets are evaluated within educational environments. 5 videosexpandVideo: Introduction to Week 2Video: \"Measurement \u0026 Assessment For Learning Mindsets\" Short DocumentaryVideo: Week 2 PodcastsVideo: Week 2 ReadingVideo: Introduction to Week 2 AssignmentGraded: Week 2 AssignmentWEEK 3Reflection \u0026 DialogueOur third week, “Reflection \u0026 Dialogue” will have us looking specifically at how Learning Mindsets are talked about within learning cultures. Learning Mindsets \u0026 Skills is as much an ongoing cultural conversation as it is a set of skills.6 videos, 3 readingsexpandVideo: Introduction to Week 3Video: \"Reflection \u0026 Dialogue\" Short DocumentaryVideo: Week 3 PodcastsVideo: Week 3 ReadingsVideo: Introduction to Week 3 AssignmentVideo: Wrapping Up The CourseReading: Course Exit SurveyReading: Further Reading, Resources, and ConnectionsReading: CreditsGraded: Week 3 AssignmentVideo: Introduction to CourseVideo: USA Teacher Professional Development Credit InstructionsVideo: Grading PolicyVideo: A Note About Learning Mindsets \u0026 Skills, Academic Mindsets, and Student AgencyVideo: Introduction to Week 1Video: \"Learning Mindsets Explained\" Short DocumentaryVideo: Week 1 PodcastVideo: Week 1 ReadingVideo: Introduction to Week 1 AssignmentVideo: Introduction to Week 2Video: \"Measurement \u0026 Assessment For Learning Mindsets\" Short DocumentaryVideo: Week 2 PodcastsVideo: Week 2 ReadingVideo: Introduction to Week 2 AssignmentVideo: Introduction to Week 3Video: \"Reflection \u0026 Dialogue\" Short DocumentaryVideo: Week 3 PodcastsVideo: Week 3 ReadingsVideo: Introduction to Week 3 AssignmentVideo: Wrapping Up The CourseReading: Course Exit SurveyReading: Further Reading, Resources, and ConnectionsReading: CreditsUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "High Tech High Graduate School of Education",
    "Level": "",
    "URL": "https://coursera.org/learn/learning-skills",
    "Language": "English",
    "Commitment": "1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.9 stars"
  },
  {
    "Title": "Children Acquiring Literacy Naturally",
    "Description": "About this course: In this short course you will explore the possibility that children might acquire written language in a way that is similar to how they acquire spoken language—without instruction. You will encounter various aspects of behavioral science and technology that are relevant to this proposition. You will have the opportunity to learn the the perceptual, cognitive, and neurological capacities of children during their first years of life. You will advance your understanding of children and how they learn language. You will also be more attuned to current advances in the technology of human machine interactions, and what these phenomena imply for learning to read at an early age.WEEK 1Week 1 Introduction, Challenges, and LanguageUniversal literacy, differences between spoken and written language, models of perception and processing, and implications of natural acquisition of reading.12 videos, 1 readingexpandVideo: WelcomeReading: Week 1 OverviewVideo: Challenges and PossibilitiesDiscussion Prompt: Belief and TruthVideo: Overview of LanguageDiscussion Prompt: Communication DifficultiesVideo: Spoken vs. Written LanguageVideo: Analogous Processes in Speech Perception and ReadingVideo: Is Speech Perception Special?Video: Critique of Motor TheoryVideo: Fuzzy Logical Model of PerceptionVideo: Top-Down Influences on Language ProcessingVideo: Neural and Behavioral DevelopmentVideo: Visual Word Form Area and Critical PeriodsDiscussion Prompt: Conversation with a ChildVideo: Implications for Learning to Read NaturallyDiscussion Prompt: Questions for your instructorWEEK 2Week 2 Acquiring Spoken and Written LanguageInfluences on language learning, iconicity, recognition skills of infants, visual processes in reading, and rapid serial visual processing.14 videos, 2 readingsexpandReading: Week 2 OverviewVideo: Acquiring LanguageVideo: Learning WordsVideo: Multiple Sources of Information Perspective part 1Video: Multiple Sources of Information Perspective part 2Reading: Iconicity RatingsVideo: IconicityDiscussion Prompt: Iconicity  SampleVideo: Recognition Skills of InfantsVideo: Acquiring Early Reading SkillDiscussion Prompt: Adapting Speed-Reading for ChildrenVideo: Visual Processes that Support ReadingVideo: Uppercase and Lowercase LettersVideo: Fundamental Processes Involved in ReadingVideo: Tunnel Vision in ReadingVideo: Eye Movements During ReadingVideo: Rapid Serial Visual Processing (RSVP)Video: Optimizing RSVPDiscussion Prompt: Reading with RSVPDiscussion Prompt: Course Project ProposalWEEK 3Week 3 Reading, Early Reading, and Technological InnovationsThe nature of reading, reading myths, current approaches to teaching reading, demographics of literacy and illiteracy, and technological innovations.15 videos, 1 readingexpandReading: Week 3 OverviewVideo: Measuring Reading SkillVideo: How We Perceive Letters and WordsVideo: Reading WordsVideo: Search for Magical SolutionsVideo: Testing Top-Down InfluencesVideo: Written vs. Spoken LanguageVideo: Traditional View of Learning to ReadDiscussion Prompt: Augmented or Virtual Reality and ReadingVideo: Views of ReadingVideo: Learning Written LanguageVideo: Writing and ReadingVideo: Print Influences in Early ReadingVideo: Technological AdvancesDiscussion Prompt: Technology-Enhanced EnvironmentVideo: Shared Reading InterventionsVideo: Possible ImplementationsDiscussion Prompt: Picking up Written LanguageVideo: Potential Impacts of Technology Assisted Reading AcquisitionGraded: Evaluation ReportVideo: WelcomeReading: Week 1 OverviewVideo: Challenges and PossibilitiesDiscussion Prompt: Belief and TruthVideo: Overview of LanguageDiscussion Prompt: Communication DifficultiesVideo: Spoken vs. Written LanguageVideo: Analogous Processes in Speech Perception and ReadingVideo: Is Speech Perception Special?Video: Critique of Motor TheoryVideo: Fuzzy Logical Model of PerceptionVideo: Top-Down Influences on Language ProcessingVideo: Neural and Behavioral DevelopmentVideo: Visual Word Form Area and Critical PeriodsDiscussion Prompt: Conversation with a ChildVideo: Implications for Learning to Read NaturallyDiscussion Prompt: Questions for your instructorReading: Week 2 OverviewVideo: Acquiring LanguageVideo: Learning WordsVideo: Multiple Sources of Information Perspective part 1Video: Multiple Sources of Information Perspective part 2Reading: Iconicity RatingsVideo: IconicityDiscussion Prompt: Iconicity  SampleVideo: Recognition Skills of InfantsVideo: Acquiring Early Reading SkillDiscussion Prompt: Adapting Speed-Reading for ChildrenVideo: Visual Processes that Support ReadingVideo: Uppercase and Lowercase LettersVideo: Fundamental Processes Involved in ReadingVideo: Tunnel Vision in ReadingVideo: Eye Movements During ReadingVideo: Rapid Serial Visual Processing (RSVP)Video: Optimizing RSVPDiscussion Prompt: Reading with RSVPDiscussion Prompt: Course Project ProposalReading: Week 3 OverviewVideo: Measuring Reading SkillVideo: How We Perceive Letters and WordsVideo: Reading WordsVideo: Search for Magical SolutionsVideo: Testing Top-Down InfluencesVideo: Written vs. Spoken LanguageVideo: Traditional View of Learning to ReadDiscussion Prompt: Augmented or Virtual Reality and ReadingVideo: Views of ReadingVideo: Learning Written LanguageVideo: Writing and ReadingVideo: Print Influences in Early ReadingVideo: Technological AdvancesDiscussion Prompt: Technology-Enhanced EnvironmentVideo: Shared Reading InterventionsVideo: Possible ImplementationsDiscussion Prompt: Picking up Written LanguageVideo: Potential Impacts of Technology Assisted Reading AcquisitionUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of California, Santa Cruz",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/children-literacy",
    "Language": "English",
    "Commitment": "3 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Get Interactive: Practical Teaching with Technology",
    "Description": "About this course: This course is designed to help you create dynamic, interactive online courses through the use of multimedia tools, student collaboration opportunities, and formative assessment and feedback. \n\nEach week we will focus on a particular topic:\n\n1. Using multimedia for teaching and learning\n2. Encouraging student collaboration\n3. Formative assessment and feedback\n\nYou will have a range of materials to read, videos to watch, topics to research, activities to perform, discussions to participate in, and an assessment to complete. In addition, you will have a random assignment of fellow participants' assessments to mark in order to receive your own mark. While most of the videos and activities are mandatory, we have included a number of \"Take it Further\" activities and longer versions of videos that are voluntary.\n\nAt first glance, It may seem like a lot, but you will quickly find that many activities will take just minutes to perform. The emphasis in this MOOC is on gaining a wide range of experience in order to decide for yourself which tools and techniques to explore in more depth.\n\nAlthough we introduce a few concepts along the way, this is a very practical course. You will be assessed according to what you create and share. We hope you will enjoy the active, hands-on nature of this course and find many ideas to incorporate in your teaching.WEEK 1Week 1: Enriching course content with multimediaParticipants will be guided through concepts, and will be encouraged to partake in practical and collaborative activity. The aim of this week is to introduce a range of multimedia tools and techniques that can be incorporated into an online course to increase student interaction and engagement with learning.10 videos, 19 readings, 1 practice quizexpandVideo: Introductory videoLeyendo: Introductory informationLeyendo: The Conversational FrameworkLeyendo: Week 1 Learning DesignVideo: Welcome to Week 1Leyendo: Introduction to Week 1Cuadro de aviso de la discusión: *Introduce yourself and say hello!Leyendo: *Activity: Where in the world are you?Leyendo: Information about Virtual Learning Environments (VLEs)Leyendo: *Activity: Create a test courseLeyendo: Getting Creative: Images for TeachingVideo: Creating a screenshot using Snipping ToolVideo: Adding an image to a Moodle courseLeyendo: *Activity: Add a screenshot to a courseLeyendo: *Take it further: How to create an InfographicLeyendo: Images and CopyrightLeyendo: *Activity: Create a Twitter accountVideo: Embedding a Twitter feed in a Moodle courseLeyendo: *Activity: embed a Twitter feed in a courseLeyendo: *Take it further activity: embed a Twitter topicVideo: Embedding a video in a Moodle courseLeyendo: *Activity: embed a video in your courseLeyendo: *Activity: Investigate creating screencast videosLeyendo: PodcastsLeyendo: *Activity: Sharing your practice on PadletCuestionario de práctica: What we've learned so farVideo: Panel Discussion Part 1: Images and TwitterVideo: Panel Discussion Part 2: Using VideoVideo: Panel Discussion Part 3: Audio and podcastsLeyendo: Take it further: Additional videosCuadro de aviso de la discusión: *Using media for teaching and learningVideo: End of Week 1Graded: Week 1 AssessmentWEEK 2Week 2: Student production of content \u0026 encouraging students to collaborateParticipants will be guided through key tools and techniques, and will be encouraged to partake in practical and collaborative activity. The aim of this week is to introduce ways in which participants can encourage their own students to interact and collaborate with each other, using simple tools accessible online.6 videos, 13 readings, 1 practice quizexpandVideo: Welcome to Week 2Leyendo: Introduction to Week 2Leyendo: Discussion ForumsLeyendo: *Activity: Creating a discussion forum for a courseCuadro de aviso de la discusión: *Discussion forums: Let's discuss!Leyendo: Blogs as collaborative toolsLeyendo: *Activity: Share your favourite blogLeyendo: Wikis as collaborative toolsLeyendo: *Activity: Experience a wikiVideo: Take it further: Creating a wiki for a courseLeyendo: *Take it further Activity: Create a wikiLeyendo: *Activity: Online Community ToolsLeyendo: *Activity: Create a collaborative activityLeyendo: *Activity: Share your collaborative activity on TwitterLeyendo: *Activity: Explore Online Presentation ToolsVideo: Online presentation toolsCuestionario de práctica: What we've learned so farVideo: Panel Discussion Part 1: Blogs, wikis and PadletVideo: Panel Discussion Part 2: Forums and WebinarsLeyendo: Take it further: Additional videosCuadro de aviso de la discusión: *The value of student collaborationVideo: End of Week 2Graded: Week 2 AssessmentWEEK 3Week 3: Formative Assessment \u0026 FeedbackParticipants will be guided through key tools and techniques, and will be encouraged to partake in practical and collaborative activity. This week is focused on assessment and feedback8 videos, 15 readings, 2 practice quizzesexpandVideo: Welcome to Week 3Leyendo: Introduction to Week 3Leyendo: Quiz toolsVideo: Creating an Online Quiz in MoodleCuestionario de práctica: Sample Quiz: Just to see how it works!Leyendo: *Activity: Create a quiz and embed in courseLeyendo: Twitter pollsVideo: Creating a Twitter PollLeyendo: *Activity: create a Twitter poll and shareLeyendo: Digital Badges in EducationVideo: Creating a Digital BadgeLeyendo: *Activity: Create a digital badgeLeyendo: Plagiarism detection toolsLeyendo: *Activity: Investigate plagiarism detection toolsCuadro de aviso de la discusión: *How useful are plagiarism detection tools?Leyendo: Understanding Peer review (video)Leyendo: Rubrics for Peer ReviewLeyendo: Tools for Peer ReviewLeyendo: Take it further Activity: Create/share a rubricCuestionario de práctica: Online AssessmentVideo: Panel Discussion Part 1: Quizzes, Polls and BadgesVideo: Panel Discussion Part 2: Avoiding PlagiarismVideo: Panel Discussion Part 3: Peer ReviewLeyendo: Take it further: additional videosCuadro de aviso de la discusión: *The value of online formative assessment and feedbackVideo: End of Week 3Leyendo: Feedback and acknowledgementsGraded: Week 3 AssessmentParticipants will be guided through concepts, and will be encouraged to partake in practical and collaborative activity. The aim of this week is to introduce a range of multimedia tools and techniques that can be incorporated into an online course to increase student interaction and engagement with learning.Video: Introductory videoLeyendo: Introductory informationLeyendo: The Conversational FrameworkLeyendo: Week 1 Learning DesignVideo: Welcome to Week 1Leyendo: Introduction to Week 1Cuadro de aviso de la discusión: *Introduce yourself and say hello!Leyendo: *Activity: Where in the world are you?Leyendo: Information about Virtual Learning Environments (VLEs)Leyendo: *Activity: Create a test courseLeyendo: Getting Creative: Images for TeachingVideo: Creating a screenshot using Snipping ToolVideo: Adding an image to a Moodle courseLeyendo: *Activity: Add a screenshot to a courseLeyendo: *Take it further: How to create an InfographicLeyendo: Images and CopyrightLeyendo: *Activity: Create a Twitter accountVideo: Embedding a Twitter feed in a Moodle courseLeyendo: *Activity: embed a Twitter feed in a courseLeyendo: *Take it further activity: embed a Twitter topicVideo: Embedding a video in a Moodle courseLeyendo: *Activity: embed a video in your courseLeyendo: *Activity: Investigate creating screencast videosLeyendo: PodcastsLeyendo: *Activity: Sharing your practice on PadletCuestionario de práctica: What we've learned so farVideo: Panel Discussion Part 1: Images and TwitterVideo: Panel Discussion Part 2: Using VideoVideo: Panel Discussion Part 3: Audio and podcastsLeyendo: Take it further: Additional videosCuadro de aviso de la discusión: *Using media for teaching and learningVideo: End of Week 1Participants will be guided through key tools and techniques, and will be encouraged to partake in practical and collaborative activity. The aim of this week is to introduce ways in which participants can encourage their own students to interact and collaborate with each other, using simple tools accessible online.Video: Welcome to Week 2Leyendo: Introduction to Week 2Leyendo: Discussion ForumsLeyendo: *Activity: Creating a discussion forum for a courseCuadro de aviso de la discusión: *Discussion forums: Let's discuss!Leyendo: Blogs as collaborative toolsLeyendo: *Activity: Share your favourite blogLeyendo: Wikis as collaborative toolsLeyendo: *Activity: Experience a wikiVideo: Take it further: Creating a wiki for a courseLeyendo: *Take it further Activity: Create a wikiLeyendo: *Activity: Online Community ToolsLeyendo: *Activity: Create a collaborative activityLeyendo: *Activity: Share your collaborative activity on TwitterLeyendo: *Activity: Explore Online Presentation ToolsVideo: Online presentation toolsCuestionario de práctica: What we've learned so farVideo: Panel Discussion Part 1: Blogs, wikis and PadletVideo: Panel Discussion Part 2: Forums and WebinarsLeyendo: Take it further: Additional videosCuadro de aviso de la discusión: *The value of student collaborationVideo: End of Week 2Video: Welcome to Week 3Leyendo: Introduction to Week 3Leyendo: Quiz toolsVideo: Creating an Online Quiz in MoodleCuestionario de práctica: Sample Quiz: Just to see how it works!Leyendo: *Activity: Create a quiz and embed in courseLeyendo: Twitter pollsVideo: Creating a Twitter PollLeyendo: *Activity: create a Twitter poll and shareLeyendo: Digital Badges in EducationVideo: Creating a Digital BadgeLeyendo: *Activity: Create a digital badgeLeyendo: Plagiarism detection toolsLeyendo: *Activity: Investigate plagiarism detection toolsCuadro de aviso de la discusión: *How useful are plagiarism detection tools?Leyendo: Understanding Peer review (video)Leyendo: Rubrics for Peer ReviewLeyendo: Tools for Peer ReviewLeyendo: Take it further Activity: Create/share a rubricCuestionario de práctica: Online AssessmentVideo: Panel Discussion Part 1: Quizzes, Polls and BadgesVideo: Panel Discussion Part 2: Avoiding PlagiarismVideo: Panel Discussion Part 3: Peer ReviewLeyendo: Take it further: additional videosCuadro de aviso de la discusión: *The value of online formative assessment and feedbackVideo: End of Week 3Leyendo: Feedback and acknowledgementsUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of London, Bloomsbury Learning Environment",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/getinmooc",
    "Language": "English",
    "Commitment": "3 weeks of study, approximately 4 hours per week plus assessments.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Curriculum",
    "Description": "About this course: Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum.WEEK 1Getting to know the curriculumThis week introduces the course's emphasis on the relationship between the teacher and the curriculum. The sessions this week deal with three basic topics: the concept of curriculum, the teacher’s curriculum, and adapting to curriculum. These topics will help to broaden your understanding of curriculum and the ways in which it effects students’ experience.5 videos, 6 readingsexpandVideo: Introduction to course 4Reading: SyllabusReading: FAQReading: Grading and LogisticsReading: PortfolioReading: Peer Assessment OverviewReading: Outline for Week OneVideo: Lecture 1: The concept of CurriculumVideo: Lecture 2: Aspects of CurriculumVideo: Lecture 3: Teacher’s CurriculumVideo: Lecture 4: Adapting to CurriculumGraded: Quiz 1WEEK 2Curriculum developmentIn this week we explore the fundamental issues of curriculum in greater depth, examining mechanisms that underpin the entire system of education in a country. The topics covered are: curriculum formulation, the need for curriculum, curriculum process, and administration of curriculum.5 videos, 1 readingexpandReading: Outline for Week TwoVideo: Lecture 1: Formulating the CurriculumVideo: Lecture 2: The Need for CurriculumVideo: Lecture 3: Curriculum ProcessVideo: Lecture 4: Management of the CurriculumVideo: Interview 1: Looking at weeks one and twoGraded: Quiz 2Graded: Peer Assessment 1WEEK 3Putting students firstThe focus of this week is learning before teaching – putting students first. You will learn about the three-way relationship of the teacher, the curriculum, and the students. As a teacher, you have to be able to contextualize a curriculum that has been made available to you. The curriculum is a general set of content and pedagogic strategies which have to be made real, relevant, and as contextualized as possible for each and every one of the students. The topics to be covered this week are: the three-way relationship, learning as student-specific, theories of student learning, and student-centered teaching.4 videos, 1 readingexpandReading: Outline for Week ThreeVideo: Lecture 1: A three-way RelationshipVideo: Lecture 2: Learning is Student-SpecificVideo: Lecture 3: Theories of Student LearningVideo: Lecture 4: Student-Centered TeachingGraded: Quiz 3WEEK 4Putting Curriculum to WorkThis week we will bring together some important aspects of teaching and learning that were discussed in the previous weeks. The sessions cover issues of interpretation, designing learning activities, planning lessons, and bringing lessons to life.5 videos, 1 readingexpandReading: Outline for Week FourVideo: Lecture 1: Issues of InterpretationVideo: Lecture 2: Designing Learning ActivitiesVideo: Lecture 3: Planning the LessonVideo: Lecture 4: Bringing Lessons to LifeVideo: Interview two: Looking at weeks three and fourGraded: Quiz 4Graded: Peer Assessment 2WEEK 5Theories and TheoristsWe will begin this week by briefly summarizing some philosophical insights into education which have hugely influenced curriculum. You can become a better teacher by learning about philosophical contributions to the practice of teaching. We present the idea of educational philosophy as a system of beliefs and values that affect thinking about education, how it may be conceived, and how it is engaged with by students and by teachers so as to produce desired outcomes.4 videos, 1 readingexpandReading: Outline for Week FiveVideo: Lecture 1: The idea of Educational PhilosophyVideo: Lecture 2: Three PhilosophiesVideo: Lecture 3: Jerome BrunerVideo: Lecture 4: Paulo FreireGraded: Quiz 5WEEK 6Optimizing Curriculum OutcomesIn this final week we will focus on four main topics: amplifying the role of curriculum, communities of learning, self-check, and the final dialogue. We will look at Lee Shulman’s theoretical work ‘pedagogical content knowledge’ (or PCK). Additionally, we will at collaborative learning and take a look at a powerful developing idea - the professional learning community. You will also reassess your knowledge of curriculum through a discussion of six key questions. Finally, we will reflect on what you will take away from the course. 4 videos, 1 readingexpandReading: Outline for Week SixVideo: Lecture 1: Amplifying the Role of CurriculumVideo: Lecture 2: Communities of LearningVideo: Lecture 3: Self CheckVideo: Interview 3: Looking at weeks five and sixGraded: Quiz 6This week introduces the course's emphasis on the relationship between the teacher and the curriculum. The sessions this week deal with three basic topics: the concept of curriculum, the teacher’s curriculum, and adapting to curriculum. These topics will help to broaden your understanding of curriculum and the ways in which it effects students’ experience.Video: Introduction to course 4Reading: SyllabusReading: FAQReading: Grading and LogisticsReading: PortfolioReading: Peer Assessment OverviewReading: Outline for Week OneVideo: Lecture 1: The concept of CurriculumVideo: Lecture 2: Aspects of CurriculumVideo: Lecture 3: Teacher’s CurriculumVideo: Lecture 4: Adapting to CurriculumIn this week we explore the fundamental issues of curriculum in greater depth, examining mechanisms that underpin the entire system of education in a country. The topics covered are: curriculum formulation, the need for curriculum, curriculum process, and administration of curriculum.Reading: Outline for Week TwoVideo: Lecture 1: Formulating the CurriculumVideo: Lecture 2: The Need for CurriculumVideo: Lecture 3: Curriculum ProcessVideo: Lecture 4: Management of the CurriculumVideo: Interview 1: Looking at weeks one and twoThe focus of this week is learning before teaching – putting students first. You will learn about the three-way relationship of the teacher, the curriculum, and the students. As a teacher, you have to be able to contextualize a curriculum that has been made available to you. The curriculum is a general set of content and pedagogic strategies which have to be made real, relevant, and as contextualized as possible for each and every one of the students. The topics to be covered this week are: the three-way relationship, learning as student-specific, theories of student learning, and student-centered teaching.Reading: Outline for Week ThreeVideo: Lecture 1: A three-way RelationshipVideo: Lecture 2: Learning is Student-SpecificVideo: Lecture 3: Theories of Student LearningVideo: Lecture 4: Student-Centered TeachingReading: Outline for Week FourVideo: Lecture 1: Issues of InterpretationVideo: Lecture 2: Designing Learning ActivitiesVideo: Lecture 3: Planning the LessonVideo: Lecture 4: Bringing Lessons to LifeVideo: Interview two: Looking at weeks three and fourWe will begin this week by briefly summarizing some philosophical insights into education which have hugely influenced curriculum. You can become a better teacher by learning about philosophical contributions to the practice of teaching. We present the idea of educational philosophy as a system of beliefs and values that affect thinking about education, how it may be conceived, and how it is engaged with by students and by teachers so as to produce desired outcomes.Reading: Outline for Week FiveVideo: Lecture 1: The idea of Educational PhilosophyVideo: Lecture 2: Three PhilosophiesVideo: Lecture 3: Jerome BrunerVideo: Lecture 4: Paulo FreireIn this final week we will focus on four main topics: amplifying the role of curriculum, communities of learning, self-check, and the final dialogue. We will look at Lee Shulman’s theoretical work ‘pedagogical content knowledge’ (or PCK). Additionally, we will at collaborative learning and take a look at a powerful developing idea - the professional learning community. You will also reassess your knowledge of curriculum through a discussion of six key questions. Finally, we will reflect on what you will take away from the course. Reading: Outline for Week SixVideo: Lecture 1: Amplifying the Role of CurriculumVideo: Lecture 2: Communities of LearningVideo: Lecture 3: Self CheckVideo: Interview 3: Looking at weeks five and sixCommonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: Developing Relationships",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/teacher-curriculum",
    "Language": "English",
    "Commitment": "3-4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Foundations of Virtual Instruction",
    "Description": "About this course: This course provides teachers with the foundation for understanding the movement towards virtual instruction. It introduces fundamental knowledge needed by teachers to succeed in a technology-dependent, instructional environment. You will explore the history of online learning and understand how a variety of delivery models are evolving in the K-12 environment, ranging from completely online to hybrid or blended classrooms. We will discuss how the programs work and who they serve, addressing some basics about equity issues, access and school funding, as well as ethical and legal issues that support and challenge the models. Upon completion of the course, you will understand what it takes to transition from teaching in the classroom to providing virtual instruction.\n\nUpon completing this course, you will be able to:\n1.       Describe the history of online learning models\n2.       Identify current virtual instruction models and who offers them\n3.       Explain how virtual instruction models have evolved and why\n4.       Describe common features of synchronous and asynchronous technologies\n5.       Discuss basic ethical and legal issues faced by schoolsWEEK 1Week 1: History of Virtual EducationWelcome to the course! Begin by reading the Course Overview and familiarizing yourself with our course. This week we will explore the history of virtual education, as well as the different models of virtual education. Our guest speaker, Dr. O'Neal, will discuss the \"Flipped Classroom\" and how this pedagogy can enhance teaching and learning. 7 videos, 4 readingsexpandReading: About this CourseVideo: Meet Cindy CarbajalReading: Pre-Course SurveyReading: Week 1 Roadmap \u0026 ObjectivesVideo: Week 1 Lesson 1: Introduction and DefinitionsVideo: Week 1 Lesson 2: History of Online LearningVideo: Week 1 Lesson 3: Current Models of Virtual EducationVideo: Week 1 Lesson 4: Evolving Models of Virtual EducationVideo: Week 1 Lesson 5: Virtual Programs and OrganizationsVideo: Week 1 Interview: The Flipped ClassroomReading: Week 1 Optional ResourcesGraded: Week 1 QuizWEEK 2Week 2: Synchronous and Asynchronous Technologies In week two, we will examine the features of synchronous and asynchronous technologies. Our guest speaker, Melissa Loble, will share how to select and leverage technology. She will also discuss how to best utilize social media to meet the needs of different learners.5 videos, 2 readingsexpandReading: Week 2 Roadmap and ObjectivesVideo: Week 2 Lesson 1 TermsVideo: Week 2 Lesson 2: Synchronous Instructional PlatformsVideo: Week 2 Lesson 3: Learning Management SystemsVideo: Week 2 Lesson 4: Other Online Learning ToolsVideo: Week 2 Interview: Social Media and GamificationReading: Week 2 Optional ResourcesGraded: Week 2 QuizWEEK 3Week 3: Transitioning from the Classroom to the Virtual EnvironmentThis week we will examine the similarities and differences between teaching in the classroom and teaching online. Our guest speaker, Racquel Nedden, will discuss the benefits of online education for accommodating and meeting the needs of at-risk and special needs students. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.5 videos, 3 readingsexpandReading: Week 3 Roadmap and ObjectivesVideo: Week 3 Lesson 1: Similarities and differences to teaching in the classroomVideo: Week 3 Lesson 2: The changing field of curriculum development and the role of outside vendorsVideo: Week 3 Lesson 3: How different and evolving virtual delivery models affect instructionVideo: Week 3 Lesson 4: The Role of a Virtual TeacherVideo: Week 3 Interview: Accomodations for Special Needs Students in the Virtual ClassroomReading: Week 3 Optional ResourcesReading: About the AssignmentGraded: Assignment: Lesson Plan for Online DeliveryGraded: Week 3 QuizWEEK 4Week 4: Equity and Access, Funding, and the LawIn week four, we will discuss virtual school funding options, the responsibility of online programs to consider equity and access, and the legal issues that virtual schools face. Our guest speaker, Chris Long, will explain the concept of QFT (Question, Formulation Technique) and explain why teaching students to formulate their own questions can increase students engagement and empower students to be life long learners. 4 videos, 2 readingsexpandReading: Week 4 Roadmap and ObjectivesVideo: Week 4 Lesson 1: School FundingVideo: Week 4 Lesson 2: Equity and AccessVideo: Week 4 Lesson 3: The LawVideo: Week 4 Interview: Using the Question Formulation TechniqueReading: Week 4 Optional ResourcesGraded: Week 4 QuizWEEK 5Week 5: The Future of Virtual EducationIn this last week of the course we'll consider the future of online education and how new technologies are changing the landscape of K-12 education.3 videos, 4 readingsexpandReading: Week 5 RoadmapVideo: Week 5 Lesson 1: Growth of Online LearningVideo: Week 5 Lesson 2: Trends and ForecastsVideo: Week 5 Lesson 3: Continued LearningReading: ReferencesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyGraded: Final QuizWelcome to the course! Begin by reading the Course Overview and familiarizing yourself with our course. This week we will explore the history of virtual education, as well as the different models of virtual education. Our guest speaker, Dr. O'Neal, will discuss the \"Flipped Classroom\" and how this pedagogy can enhance teaching and learning. Reading: About this CourseVideo: Meet Cindy CarbajalReading: Pre-Course SurveyReading: Week 1 Roadmap \u0026 ObjectivesVideo: Week 1 Lesson 1: Introduction and DefinitionsVideo: Week 1 Lesson 2: History of Online LearningVideo: Week 1 Lesson 3: Current Models of Virtual EducationVideo: Week 1 Lesson 4: Evolving Models of Virtual EducationVideo: Week 1 Lesson 5: Virtual Programs and OrganizationsVideo: Week 1 Interview: The Flipped ClassroomReading: Week 1 Optional ResourcesIn week two, we will examine the features of synchronous and asynchronous technologies. Our guest speaker, Melissa Loble, will share how to select and leverage technology. She will also discuss how to best utilize social media to meet the needs of different learners.Reading: Week 2 Roadmap and ObjectivesVideo: Week 2 Lesson 1 TermsVideo: Week 2 Lesson 2: Synchronous Instructional PlatformsVideo: Week 2 Lesson 3: Learning Management SystemsVideo: Week 2 Lesson 4: Other Online Learning ToolsVideo: Week 2 Interview: Social Media and GamificationReading: Week 2 Optional ResourcesThis week we will examine the similarities and differences between teaching in the classroom and teaching online. Our guest speaker, Racquel Nedden, will discuss the benefits of online education for accommodating and meeting the needs of at-risk and special needs students. You will also have the opportunity to submit your assignment and evaluate three of your classmates' work.Reading: Week 3 Roadmap and ObjectivesVideo: Week 3 Lesson 1: Similarities and differences to teaching in the classroomVideo: Week 3 Lesson 2: The changing field of curriculum development and the role of outside vendorsVideo: Week 3 Lesson 3: How different and evolving virtual delivery models affect instructionVideo: Week 3 Lesson 4: The Role of a Virtual TeacherVideo: Week 3 Interview: Accomodations for Special Needs Students in the Virtual ClassroomReading: Week 3 Optional ResourcesReading: About the AssignmentIn week four, we will discuss virtual school funding options, the responsibility of online programs to consider equity and access, and the legal issues that virtual schools face. Our guest speaker, Chris Long, will explain the concept of QFT (Question, Formulation Technique) and explain why teaching students to formulate their own questions can increase students engagement and empower students to be life long learners. Reading: Week 4 Roadmap and ObjectivesVideo: Week 4 Lesson 1: School FundingVideo: Week 4 Lesson 2: Equity and AccessVideo: Week 4 Lesson 3: The LawVideo: Week 4 Interview: Using the Question Formulation TechniqueReading: Week 4 Optional ResourcesReading: Week 5 RoadmapVideo: Week 5 Lesson 1: Growth of Online LearningVideo: Week 5 Lesson 2: Trends and ForecastsVideo: Week 5 Lesson 3: Continued LearningReading: ReferencesReading: Message from UC Irvine ExtensionReading: Post-Course SurveyUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of Illinois at Urbana-Champaigne-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital AgeUniversity of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/virtual-school",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.0 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Planning for Teaching and Learning",
    "Description": "About this course: This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals.WEEK 1Mindsets for Learning and TeachingThis is our first week together and we are pleased you have decided to participate in this course focused on planning for teaching and learning. This week we will discuss developing a growth mindset and setting goals as a planning professional. We will also explore the importance of working from a model of learning when planning for teaching. We encourage you to be curious in your approach to planning for teaching and learning.5 videos, 5 readingsexpandVideo: Introduction to Course 5Reading: SyllabusReading: Grading and LogisticsReading: PortfolioReading: FAQReading: Outline for Week OneVideo: Lecture 1: Introduction to mindsets for Teaching and LearningVideo: Lecture 2: Moral Purpose, Mindset and Hard GoalsVideo: Lecture 3: Learning ModelsVideo: Lecture 4: Inquiry and Professional Learning DesignsGraded: Quiz 1WEEK 2What Do We Know About Teaching and LearningIn this week you will think about your planning from three perspectives: considering, reflecting, and understanding. You will use these three perspectives to better understand how you can use learning principles to incorporate different worldviews into your teaching. We are going to ask you to think about how you could weave together practices from these three perspectives in your own setting.5 videos, 1 readingexpandReading: Outline for Week TwoVideo: Lecture 1: Weaving the Ways: Wise, Strong and NewVideo: Lecture 2: Learning PrinciplesVideo: Lecture 3: Assessment for LearningVideo: Lecture 4: A Focus on FeedbackVideo: Interview 1Graded: Quiz 2Graded: Peer Assessment 1WEEK 3Four Key Questions and Why They MatterIn this week we introduce four key questions. The questions are diagnostic tools that can tell you how successful you are at giving your students clear expectations and providing them with good feedback. In this week’s lectures, readings and videos you will be provided with examples of how a range of schools are using these questions to focus their learning. We encourage you and your professional planning partner to design you own ways of using these questions in your school or setting.4 videos, 1 readingexpandReading: Outline for Week ThreeVideo: Lecture 1: Social and Emotional ConnectionsVideo: Lecture 2: Learners Owning Their Own LearningVideo: Lecture 3:  Key Questions in ActionVideo: Lecture 4: Taking and Inquiry Stance in Planning for Teaching and LearningGraded: Quiz 3WEEK 4Spirals of Inquiry for Planning and TeachingWeek four follows the pattern we have set in the first three weeks. This week we explore how you can inform and deepen your planning for teaching and learning by engaging in a specific inquiry cycle. All of the lectures this week focus on the various phases or stages of the spiral of inquiry. The spiral of inquiry asks us to start with the experiences of our learners and to continually ask ourselves these questions: What’s going on for our learners? How do we know? Why does it matter?5 videos, 1 readingexpandReading: Outline for Week FourVideo: Lecture 1: Spirals of Inquiry: An IntroductionVideo: Lecture 2: Spirals of Inquiry: Scanning and FocussingVideo: Lecture 3: Spirals of Inquiry: Developing a Hunch and New Professional LearningVideo: Lecture 4: Spirals of Inquiry: Taking Action and CheckingVideo: Interview twoGraded: Quiz 4Graded: Peer Assessment 2WEEK 5Teacher Professional LearningAs teachers, we usually think about planning from the perspective of how we can better teach our students. This week we are going to focus on planning for the learning needs of the adults in our schools. One of the most important findings from the research on teacher professional learning is that it must be tied to the learning needs of the students. We are going to provide you with some practical examples of what this might look like. By the end of this week you will know how to apply current research knowledge to your own professional learning and planning. We hope that you will continue to reflect on new forms of ongoing professional learning as part of your teaching life.4 videos, 1 readingexpandReading: Outline for Week FiveVideo: Lecture 1: Teacher Professional Learning: Professional Learning is Core BusinessVideo: Lecture 2: A Focus on Learner Needs and Highly Engaging Adult LearningVideo: Lecture 3: Adult Learning is Frequent and FocusedVideo: Lecture 4: 'Open to Learning' Conversations are a Way of LifeGraded: Quiz 5WEEK 6Innovation and ChangeThis is the final week of this course and we appreciate your perseverance! This week you are going to have the opportunity to think about designing more innovative learning environments for young people. You will see how teachers are planning intellectually and socially engaging practices for learners. You will also extend your thinking about the growth mindset by exploring the notions of perseverance and grit, a quality that is highly correlated with adult success. As well, you are going to think about the important role that both trusting relationships and professional networks play in your development as a teacher. We encourage you to think about the ways in which you are contributing to strengthening relational trust in your settings. 5 videos, 1 readingexpandReading: Outline for Week SixVideo: Lecture 1: Innovative Learning EnvironmentsVideo: Lecture 2: Innovative Learning Environments - Case Studies for ConsiderationVideo: Lecture 3: Grit and Perseverance - for Learners and TeachersVideo: Lecture 4: Mindsets, Trust, Networking and Impact on LearnersVideo: Interview 3Graded: Quiz 6This is our first week together and we are pleased you have decided to participate in this course focused on planning for teaching and learning. This week we will discuss developing a growth mindset and setting goals as a planning professional. We will also explore the importance of working from a model of learning when planning for teaching. We encourage you to be curious in your approach to planning for teaching and learning.Video: Introduction to Course 5Reading: SyllabusReading: Grading and LogisticsReading: PortfolioReading: FAQReading: Outline for Week OneVideo: Lecture 1: Introduction to mindsets for Teaching and LearningVideo: Lecture 2: Moral Purpose, Mindset and Hard GoalsVideo: Lecture 3: Learning ModelsVideo: Lecture 4: Inquiry and Professional Learning DesignsIn this week you will think about your planning from three perspectives: considering, reflecting, and understanding. You will use these three perspectives to better understand how you can use learning principles to incorporate different worldviews into your teaching. We are going to ask you to think about how you could weave together practices from these three perspectives in your own setting.Reading: Outline for Week TwoVideo: Lecture 1: Weaving the Ways: Wise, Strong and NewVideo: Lecture 2: Learning PrinciplesVideo: Lecture 3: Assessment for LearningVideo: Lecture 4: A Focus on FeedbackVideo: Interview 1In this week we introduce four key questions. The questions are diagnostic tools that can tell you how successful you are at giving your students clear expectations and providing them with good feedback. In this week’s lectures, readings and videos you will be provided with examples of how a range of schools are using these questions to focus their learning. We encourage you and your professional planning partner to design you own ways of using these questions in your school or setting.Reading: Outline for Week ThreeVideo: Lecture 1: Social and Emotional ConnectionsVideo: Lecture 2: Learners Owning Their Own LearningVideo: Lecture 3:  Key Questions in ActionVideo: Lecture 4: Taking and Inquiry Stance in Planning for Teaching and LearningWeek four follows the pattern we have set in the first three weeks. This week we explore how you can inform and deepen your planning for teaching and learning by engaging in a specific inquiry cycle. All of the lectures this week focus on the various phases or stages of the spiral of inquiry. The spiral of inquiry asks us to start with the experiences of our learners and to continually ask ourselves these questions: What’s going on for our learners? How do we know? Why does it matter?Reading: Outline for Week FourVideo: Lecture 1: Spirals of Inquiry: An IntroductionVideo: Lecture 2: Spirals of Inquiry: Scanning and FocussingVideo: Lecture 3: Spirals of Inquiry: Developing a Hunch and New Professional LearningVideo: Lecture 4: Spirals of Inquiry: Taking Action and CheckingVideo: Interview twoAs teachers, we usually think about planning from the perspective of how we can better teach our students. This week we are going to focus on planning for the learning needs of the adults in our schools. One of the most important findings from the research on teacher professional learning is that it must be tied to the learning needs of the students. We are going to provide you with some practical examples of what this might look like. By the end of this week you will know how to apply current research knowledge to your own professional learning and planning. We hope that you will continue to reflect on new forms of ongoing professional learning as part of your teaching life.Reading: Outline for Week FiveVideo: Lecture 1: Teacher Professional Learning: Professional Learning is Core BusinessVideo: Lecture 2: A Focus on Learner Needs and Highly Engaging Adult LearningVideo: Lecture 3: Adult Learning is Frequent and FocusedVideo: Lecture 4: 'Open to Learning' Conversations are a Way of LifeThis is the final week of this course and we appreciate your perseverance! This week you are going to have the opportunity to think about designing more innovative learning environments for young people. You will see how teachers are planning intellectually and socially engaging practices for learners. You will also extend your thinking about the growth mindset by exploring the notions of perseverance and grit, a quality that is highly correlated with adult success. As well, you are going to think about the important role that both trusting relationships and professional networks play in your development as a teacher. We encourage you to think about the ways in which you are contributing to strengthening relational trust in your settings. Reading: Outline for Week SixVideo: Lecture 1: Innovative Learning EnvironmentsVideo: Lecture 2: Innovative Learning Environments - Case Studies for ConsiderationVideo: Lecture 3: Grit and Perseverance - for Learners and TeachersVideo: Lecture 4: Mindsets, Trust, Networking and Impact on LearnersVideo: Interview 3Commonwealth Education TrustFoundations of Teaching for Learning: Learners and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Developing Relationships",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-plan",
    "Language": "English",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Research Data Management and Sharing",
    "Description": "About this course: This course will provide learners with an introduction to research data management and sharing. After completing this course, learners will understand the diversity of data and their management needs across the research data lifecycle, be able to identify the components of good data management plans, and be familiar with best practices for working with data including the organization, documentation, and storage and security of data. Learners will also understand the impetus and importance of archiving and sharing data as well as how to assess the trustworthiness of repositories. \n\nToday, an increasing number of funding agencies, journals, and other stakeholders are requiring data producers to share, archive, and plan for the management of their data. In order to respond to these requirements, researchers and information professionals will need the data management and curation knowledge and skills that support the long-term preservation, access, and reuse of data. Effectively managing data can also help optimize research outputs, increase the impact of research, and support open scientific inquiry. After completing this course, learners will be better equipped to manage data throughout the entire research data lifecycle from project planning to the end of the project when data ideally are shared and made available within a trustworthy repository.\n\nThis course was developed by the Curating Research Assets and Data Using Lifecycle Education (CRADLE) Project in collaboration with EDINA at the University of Edinburgh. \n\nThis course was made possible in part by the Institute of Museum and Library Services under award #RE-06-13-0052-13. The views, findings, conclusions or recommendations expressed in this Research Data Management and Sharing MOOC do not necessarily represent those of the Institute of Museum and Library Services.\n\nHashtag: #RDMSmoocWEEK 1Understanding Research DataThis week introduces multiple types of research data in an array of contexts as well as important data management concepts including metadata and the research data lifecycle. We will also define the concept of data management, identify the roles and responsibilities of key stakeholders, and examine various data management tasks throughout the research data lifecycle. 9 videos, 2 readingsexpandVideo: WelcomeVideo: Research Data DefinedVideo: Types of Data and MetadataVideo: Research Data LifecycleReading: Summary \u0026 Additional ResourcesVideo: Why Manage Data?Video: Data Management StakeholdersVideo: Data Management Across the Research LifecycleReading: Summary \u0026 Additional ResourcesVideo: \"What Are Data?\"Video: \"Why is Data Management Important?\"Peer Review: Describing DataGraded: Understanding Research DataWEEK 2Data Management PlanningThis week provides an overview of Data Management Plans (DMPs) including the components of good DMPs, the DMP policies of several funding agencies, and information on data management planning tools.  4 videos, 1 readingexpandVideo: Introduction to Data Management PlansVideo: Funding Agency RequirementsVideo: Data Management Plan ContentVideo: Data Management Planning ToolsReading: Summary \u0026 Additional ResourcesPeer Review: Writing a Data Management PlanGraded: Data Management PlanningWEEK 3Working with DataThis week is brought to you by EDINA and the Data Library at the University of Edinburgh and is presented by Sarah Jones from the Digital Curation Centre. Sarah will introduce strategies for organizing research data including versioning and file naming conventions as well as data file formatting and transformations. She will also discuss why documenting data and data citation are important. Finally, she will present issues involved in storing, securing, and backing up research data.   15 videos, 4 readings, 4 practice quizzesexpandVideo: Good File Management in ResearchVideo: File NamingVideo: VersioningPractice Quiz: Organizing DataReading: Summary \u0026 Additional ResourcesVideo: File FormatsVideo: Data TransformationsPractice Quiz: File Formats and TransformationsReading: Summary \u0026 Additional ResourcesVideo: DocumentationVideo: Data CitationPractice Quiz: Documentation and Data CitationReading: Summary \u0026 Additional ResourcesVideo: StorageVideo: BackupVideo: Data SecurityVideo: EncryptionPractice Quiz: Storage and SecurityReading: Summary \u0026 Additional ResourcesVideo: Interview - Natalia CalanzaniVideo: Interview - Shaun BevanVideo: \"How does good data management add value to research?\"Video: \"Do you think data sharing helps to reduce waste and increase transparency of research?\"Graded: Working with DataWEEK 4Sharing DataThis week examines the benefits and challenges of sharing research data. We will also discuss how to protect confidentiality and how data ownership can affect data sharing. Finally, we will examine different types of access restrictions that may be placed on data as well as how to enable data sharing through the application of a standard license.9 videos, 2 readingsexpandVideo: Benefits of SharingVideo: Challenges to SharingVideo: Data CitationsReading: Summary \u0026 Additional ResourcesVideo: Protecting Confidentiality (Part 1)Video: Protecting Confidentiality (Part 2)Video: Intellectual Property and Data OwnershipVideo: AccessReading: Summary \u0026 Additional ResourcesVideo: \"What Are the Benefits of Sharing Data?\"Video: \"What Are the Drawbacks of Sharing Data?\"Peer Review: Citing DataGraded: Sharing DataWEEK 5Archiving DataDuring the final week of the course, we will examine the preservation needs of research data, introduce the concepts of authenticity and integrity, and identify the different types of metadata and their role in data discovery and reuse. We will also discuss the role of trustworthy repositories as well as how repositories demonstrate their trustworthiness through audit and certification. Finally, we will present key archival standards and best practices for ensuring data remains accessible and understandable for the long-term.9 videos, 2 readingsexpandVideo: Why Archive Data?Video: Authenticity and IntegrityVideo: MetadataReading: Summary \u0026 Additional ResourcesVideo: Demonstrating TrustworthinessVideo: Data Curation Standards and Best Practices (Part 1)Video: Data Curation Standards and Best Practices (Part 2)Reading: Summary \u0026 Additional ResourcesVideo: \"Why is Archiving Data Important?\"Video: \"Why is Digital Preservation Important?\"Peer Review: Finding a Trustworthy RepositoryVideo: ConclusionGraded: Archiving DataThis week introduces multiple types of research data in an array of contexts as well as important data management concepts including metadata and the research data lifecycle. We will also define the concept of data management, identify the roles and responsibilities of key stakeholders, and examine various data management tasks throughout the research data lifecycle. Video: WelcomeVideo: Research Data DefinedVideo: Types of Data and MetadataVideo: Research Data LifecycleReading: Summary \u0026 Additional ResourcesVideo: Why Manage Data?Video: Data Management StakeholdersVideo: Data Management Across the Research LifecycleReading: Summary \u0026 Additional ResourcesVideo: \"What Are Data?\"Video: \"Why is Data Management Important?\"Peer Review: Describing DataVideo: Introduction to Data Management PlansVideo: Funding Agency RequirementsVideo: Data Management Plan ContentVideo: Data Management Planning ToolsReading: Summary \u0026 Additional ResourcesPeer Review: Writing a Data Management PlanThis week is brought to you by EDINA and the Data Library at the University of Edinburgh and is presented by Sarah Jones from the Digital Curation Centre. Sarah will introduce strategies for organizing research data including versioning and file naming conventions as well as data file formatting and transformations. She will also discuss why documenting data and data citation are important. Finally, she will present issues involved in storing, securing, and backing up research data.   Video: Good File Management in ResearchVideo: File NamingVideo: VersioningPractice Quiz: Organizing DataReading: Summary \u0026 Additional ResourcesVideo: File FormatsVideo: Data TransformationsPractice Quiz: File Formats and TransformationsReading: Summary \u0026 Additional ResourcesVideo: DocumentationVideo: Data CitationPractice Quiz: Documentation and Data CitationReading: Summary \u0026 Additional ResourcesVideo: StorageVideo: BackupVideo: Data SecurityVideo: EncryptionPractice Quiz: Storage and SecurityReading: Summary \u0026 Additional ResourcesVideo: Interview - Natalia CalanzaniVideo: Interview - Shaun BevanVideo: \"How does good data management add value to research?\"Video: \"Do you think data sharing helps to reduce waste and increase transparency of research?\"This week examines the benefits and challenges of sharing research data. We will also discuss how to protect confidentiality and how data ownership can affect data sharing. Finally, we will examine different types of access restrictions that may be placed on data as well as how to enable data sharing through the application of a standard license.Video: Benefits of SharingVideo: Challenges to SharingVideo: Data CitationsReading: Summary \u0026 Additional ResourcesVideo: Protecting Confidentiality (Part 1)Video: Protecting Confidentiality (Part 2)Video: Intellectual Property and Data OwnershipVideo: AccessReading: Summary \u0026 Additional ResourcesVideo: \"What Are the Benefits of Sharing Data?\"Video: \"What Are the Drawbacks of Sharing Data?\"Peer Review: Citing DataDuring the final week of the course, we will examine the preservation needs of research data, introduce the concepts of authenticity and integrity, and identify the different types of metadata and their role in data discovery and reuse. We will also discuss the role of trustworthy repositories as well as how repositories demonstrate their trustworthiness through audit and certification. Finally, we will present key archival standards and best practices for ensuring data remains accessible and understandable for the long-term.Video: Why Archive Data?Video: Authenticity and IntegrityVideo: MetadataReading: Summary \u0026 Additional ResourcesVideo: Demonstrating TrustworthinessVideo: Data Curation Standards and Best Practices (Part 1)Video: Data Curation Standards and Best Practices (Part 2)Reading: Summary \u0026 Additional ResourcesVideo: \"Why is Archiving Data Important?\"Video: \"Why is Digital Preservation Important?\"Peer Review: Finding a Trustworthy RepositoryVideo: ConclusionUniversity of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of MichiganSampling People, Networks and RecordsUniversity of Maryland, College ParkDealing With Missing DataUniversity of Maryland, College ParkCombining and Analyzing Complex Data",
    "Creator": "The University of North Carolina at Chapel Hill, The University of Edinburgh",
    "Level": "",
    "URL": "https://coursera.org/learn/data-management",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Critical Thinking Skills for University Success",
    "Description": "About this course: In this course, you will learn how to develop your Critical Thinking Skills to help you achieve success in your university studies. After completing this course, you will be able to:\n\n1. Use critical thinking and argumentation in university contexts to improve academic results \n\n2.  Understand the importance and function of critical thinking in academic culture  \n\n3. Use a variety of thinking tools to improve critical thinking  \n\n4. Identify types of argument, and bias within arguments, in order to better evaluate the strength of arguments \n\n5. Use evidence to support claims in arguments  \n\n6. Apply critical thinking and argumentation to real world problems and issuesWEEK 1Introduction to Critical Thinking in Academic Culture 7 videos, 7 readings, 4 practice quizzesexpandVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Critical Thinking Weekly TopicsReading: Critical Thinking Assessment OverviewReading: Summative Peer AssessmentReading: Learning OutcomesVideo: 1.1a Introduction to the CourseDiscussion Prompt: 1.1 Introduction ForumPractice Quiz: 1.1 Practice quizReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Critical ThinkingPractice Quiz: 1.2 Practice QuizReading: Learning OutcomesVideo: 1.3a Survival Skills at University part 1Video: 1.3b Survival Skills for University part 2Practice Quiz: 1.3 Practice QuizReading: Learning OutcomesVideo: 1.4a Academic IntegrityDiscussion Prompt: 1.4 Academic Integrity Practice Quiz: 1.4 Practice QuizGraded: Summative Quiz - Module 1Graded: Discussion Board Self Assessment - Module 1WEEK 2Critical Thinking in Academic Contexts7 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 2.1a Dispositions \u0026 Habits of Mind for Critical ThinkingVideo: 2.1b Dispositions \u0026 Habits of Mind for Critical Thinking Expert VideoDiscussion Prompt: 2.1 Dispositions for Critical ThinkingPractice Quiz: 2.1 Practice QuizReading: Learning OutcomesVideo: 2.2a Argument SpheresPractice Quiz: 2.2 Practice QuizReading: Learning OutcomesVideo: 2.3a Argument FieldsPractice Quiz: 2.3 Practice QuizReading: Learning OutcomesVideo: 2.4a Questioning in Critical ThinkingVideo: 2.4b Questioning a TextVideo: 2.4c Questioning in Critical Thinking Expert VideoDiscussion Prompt: 2.4 Questioning in Critical ThinkingPractice Quiz: 2.4 Practice QuizGraded: 2.5 Summative Quiz - Module 2Graded: Discussion Board Self Assessment - Module 2WEEK 3Logic \u0026 Reasoning6 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 3.1a Premises and ConclusionsVideo: 3.1b Formal Logic StructuresPractice Quiz: 3.1 Practice QuizReading: Learning OutcomesVideo: 3.2a Common FallaciesDiscussion Prompt: 3.2 Common FallaciesPractice Quiz: 3.2 Practice QuizReading: Learning OutcomesVideo: 3.3a Forms of ReasoningPractice Quiz: 3.3 Practice QuizReading: Learning OutcomesVideo: 3.4a Applying Systems ThinkingVideo: 3.4b Applying Systems Thinking Expert VideoDiscussion Prompt: 3.4 Systems ThinkingPractice Quiz: 3.4 Practice QuizGraded: Summative Quiz - Module 3Graded: Discussion Board Self Assessment - Module 3WEEK 4Argumentation10 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 4.1a Claims and EvidenceVideo: 4.1b Claims and Evidence Expert VideoDiscussion Prompt: 4.1 Claims and EvidencePractice Quiz: 4.1 Practice QuizReading: Learning OutcomesVideo: 4.2a Identifying Biases and Assumptions 1Video: 4.2b Identifying Biases and Assumptions 2Video: 4.2c Identifying Biases and Assumptions 3Discussion Prompt: 4.2 Biases and AssumptionsPractice Quiz: 4.2 Practice QuizReading: Learning OutcomesVideo: 4.3a Using Critical Thinking to Evaluate Arguments 1Video: 4.3b Using Criteria to Evaluate Arguments 2Practice Quiz: 4.3 Practice QuizReading: Learning OutcomesVideo: 4.4a Types of Argument 1Video: 4.4b Types of Argument 2Video: 4.4c Types of Arguments Expert VideoDiscussion Prompt: 4.4 Types of ArgumentPractice Quiz: 4.4 Practice QuizGraded: Summative Quiz - Module 4Graded: Discussion Board Self Assessment - Module 4WEEK 5Demonstrating Critical Thinking6 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 5.1a Argument StructuresVideo: 5.1b Argument ChainsVideo: 5.1c Argument Chains - Slippery SlopePractice Quiz: 5.1 Practice QuizReading: Learning OutcomesVideo: 5.2a Models for Academic ArgumentationDiscussion Prompt: 5.2 Models of Academic ArgumentationPractice Quiz: 5.2 Practice QuizReading: Learning ResourcesVideo: 5.3a Critical Thinking and CritiquePractice Quiz: 5.3 Practice QuizReading: Learning OutcomesVideo: 5.4a Critical Thinking and Reflective WritingDiscussion Prompt: 5.4a Critical Thinking and Reflective WritingPractice Quiz: 5.4 Practice QuizGraded: Summative Quiz - Module 5Graded: Discussion Board Self Assessment - Module 5WEEK 6Summative Assignment4 readingsexpandDiscussion Prompt: End of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer marking activity answersDiscussion Prompt: 6.1 Course ReflectionReading: Congratulations - You've Finished!Graded: Critically evaluating argumentsVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Critical Thinking Weekly TopicsReading: Critical Thinking Assessment OverviewReading: Summative Peer AssessmentReading: Learning OutcomesVideo: 1.1a Introduction to the CourseDiscussion Prompt: 1.1 Introduction ForumPractice Quiz: 1.1 Practice quizReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to Critical ThinkingPractice Quiz: 1.2 Practice QuizReading: Learning OutcomesVideo: 1.3a Survival Skills at University part 1Video: 1.3b Survival Skills for University part 2Practice Quiz: 1.3 Practice QuizReading: Learning OutcomesVideo: 1.4a Academic IntegrityDiscussion Prompt: 1.4 Academic Integrity Practice Quiz: 1.4 Practice QuizReading: Learning OutcomesVideo: 2.1a Dispositions \u0026 Habits of Mind for Critical ThinkingVideo: 2.1b Dispositions \u0026 Habits of Mind for Critical Thinking Expert VideoDiscussion Prompt: 2.1 Dispositions for Critical ThinkingPractice Quiz: 2.1 Practice QuizReading: Learning OutcomesVideo: 2.2a Argument SpheresPractice Quiz: 2.2 Practice QuizReading: Learning OutcomesVideo: 2.3a Argument FieldsPractice Quiz: 2.3 Practice QuizReading: Learning OutcomesVideo: 2.4a Questioning in Critical ThinkingVideo: 2.4b Questioning a TextVideo: 2.4c Questioning in Critical Thinking Expert VideoDiscussion Prompt: 2.4 Questioning in Critical ThinkingPractice Quiz: 2.4 Practice QuizReading: Learning OutcomesVideo: 3.1a Premises and ConclusionsVideo: 3.1b Formal Logic StructuresPractice Quiz: 3.1 Practice QuizReading: Learning OutcomesVideo: 3.2a Common FallaciesDiscussion Prompt: 3.2 Common FallaciesPractice Quiz: 3.2 Practice QuizReading: Learning OutcomesVideo: 3.3a Forms of ReasoningPractice Quiz: 3.3 Practice QuizReading: Learning OutcomesVideo: 3.4a Applying Systems ThinkingVideo: 3.4b Applying Systems Thinking Expert VideoDiscussion Prompt: 3.4 Systems ThinkingPractice Quiz: 3.4 Practice QuizReading: Learning OutcomesVideo: 4.1a Claims and EvidenceVideo: 4.1b Claims and Evidence Expert VideoDiscussion Prompt: 4.1 Claims and EvidencePractice Quiz: 4.1 Practice QuizReading: Learning OutcomesVideo: 4.2a Identifying Biases and Assumptions 1Video: 4.2b Identifying Biases and Assumptions 2Video: 4.2c Identifying Biases and Assumptions 3Discussion Prompt: 4.2 Biases and AssumptionsPractice Quiz: 4.2 Practice QuizReading: Learning OutcomesVideo: 4.3a Using Critical Thinking to Evaluate Arguments 1Video: 4.3b Using Criteria to Evaluate Arguments 2Practice Quiz: 4.3 Practice QuizReading: Learning OutcomesVideo: 4.4a Types of Argument 1Video: 4.4b Types of Argument 2Video: 4.4c Types of Arguments Expert VideoDiscussion Prompt: 4.4 Types of ArgumentPractice Quiz: 4.4 Practice QuizReading: Learning OutcomesVideo: 5.1a Argument StructuresVideo: 5.1b Argument ChainsVideo: 5.1c Argument Chains - Slippery SlopePractice Quiz: 5.1 Practice QuizReading: Learning OutcomesVideo: 5.2a Models for Academic ArgumentationDiscussion Prompt: 5.2 Models of Academic ArgumentationPractice Quiz: 5.2 Practice QuizReading: Learning ResourcesVideo: 5.3a Critical Thinking and CritiquePractice Quiz: 5.3 Practice QuizReading: Learning OutcomesVideo: 5.4a Critical Thinking and Reflective WritingDiscussion Prompt: 5.4a Critical Thinking and Reflective WritingPractice Quiz: 5.4 Practice QuizDiscussion Prompt: End of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer marking activity answersDiscussion Prompt: 6.1 Course ReflectionReading: Congratulations - You've Finished!Duke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyDuke UniversityThink Again IV: How to Avoid FallaciesThe University of SydneyProblem-Solving Skills for University SuccessThe University of SydneyCommunication Skills for University Success",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/critical-thinking-skills",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Coaching Teachers: Promoting Changes that Stick",
    "Description": "About this course: Learn and practice strategies for coaching teachers to make meaningful, long-lasting improvements in their instruction.WEEK 1Key Beliefs Lectures during Module One will introduce participants to the Match Teacher Residency's key beliefs around teacher coaching. We will discuss the key variables involved in structuring \"effective\" coaching that results in lasting changes in teacher practice and ultimately more classroom learning. We recommend approaching material by first watching lecture videos and then doing to associated reading. Afterwards, the quiz is a summative assessment that allows you to demonstrate mastery of Module One material. 2 videos, 1 readingexpandVideo: Coaching TeachersVideo: The Coaching Formula Leyendo: Module 1 ReadingGraded: Key BeliefsWEEK 2MindsetLectures during the Module 2 will introduce students to the first variable in our Effective Coaching Formula, the Fixed Mindset Tax. We draw heavily on the work of psychologist Carol Dweck to frame the extent to which a teacher's mindset can greatly influence the effectiveness of a coaching intervention. Module 2 will offer strategies for overcoming common behaviors associated with fixed mindset, the belief that one cannot improve at a particular skill. We will also demonstrate how combating these behaviors could also help you promote Growth Mindset, the attitude of optimism and investment in improving. 4 videos, 1 readingexpandVideo: The Fixed Mindset TaxVideo: The Four HorsemenVideo: The Snowman EffectVideo: Horsemen (extended)Leyendo: Module 2 ReadingGraded: MindsetWEEK 3Instructional VisionModule 3 explains the second variable in our formula, the Clarity of Instructional Vision -- the extent to which coach and teacher agree on and can communicate effectively about what constitutes excellent instruction. This variable is key in developing common language, goal setting, and maintaining urgency in the coaching context. While there are numerous philosophies for what excellent instruction looks like, this week will also introduce participants to the Match Teacher Residency's \"student-facing\" vision for optimal classroom culture. Before watching \"The Kraken,\" click to the readings page to download a PDF of our rubric as a viewing guide. 2 videos, 2 readingsexpandVideo: Clarity of Instructional VisionVideo: The KrakenLeyendo: Module 3 ReadingLeyendo: The Kraken rubricGraded: Instructional VisionWEEK 4FeedbackModule 4 lectures dive deep on the final variable in our formula, Quality of Feedback. During this module, participants will learn how to structure a highly effective coaching meeting, based on the protocol used by instructional coaches at the Match Teacher Residency. Before watching the second video this week, pause to download our Coaching Session template from the readings page. You can use it as a viewing guide while you watch \"The Coaching Session.\" 2 videos, 2 readingsexpandVideo: Quality of FeedbackVideo: Coaching SessionLeyendo: Module 4 ReadingLeyendo: Coaching Session TemplateGraded: FourWEEK 5Annotation AssignmentFinal exam time! You've learned a lot about how to facilitate effective teacher coaching, and now it's time to show what you know. You can find the rubric for the assignment on the readings page. When you've familiarized yourself with the parameters of the assignment, click on this week's lecture video, which you will use to complete the assignment. 1 video, 2 readingsexpandVideo: Annotation Assignment VideoLeyendo: Assignment RubricLeyendo: Viewing GuideGraded: Coaching Session Annotation AssignmentLectures during Module One will introduce participants to the Match Teacher Residency's key beliefs around teacher coaching. We will discuss the key variables involved in structuring \"effective\" coaching that results in lasting changes in teacher practice and ultimately more classroom learning. We recommend approaching material by first watching lecture videos and then doing to associated reading. Afterwards, the quiz is a summative assessment that allows you to demonstrate mastery of Module One material. Video: Coaching TeachersVideo: The Coaching Formula Leyendo: Module 1 ReadingLectures during the Module 2 will introduce students to the first variable in our Effective Coaching Formula, the Fixed Mindset Tax. We draw heavily on the work of psychologist Carol Dweck to frame the extent to which a teacher's mindset can greatly influence the effectiveness of a coaching intervention. Module 2 will offer strategies for overcoming common behaviors associated with fixed mindset, the belief that one cannot improve at a particular skill. We will also demonstrate how combating these behaviors could also help you promote Growth Mindset, the attitude of optimism and investment in improving. Video: The Fixed Mindset TaxVideo: The Four HorsemenVideo: The Snowman EffectVideo: Horsemen (extended)Leyendo: Module 2 ReadingModule 3 explains the second variable in our formula, the Clarity of Instructional Vision -- the extent to which coach and teacher agree on and can communicate effectively about what constitutes excellent instruction. This variable is key in developing common language, goal setting, and maintaining urgency in the coaching context. While there are numerous philosophies for what excellent instruction looks like, this week will also introduce participants to the Match Teacher Residency's \"student-facing\" vision for optimal classroom culture. Before watching \"The Kraken,\" click to the readings page to download a PDF of our rubric as a viewing guide. Video: Clarity of Instructional VisionVideo: The KrakenLeyendo: Module 3 ReadingLeyendo: The Kraken rubricModule 4 lectures dive deep on the final variable in our formula, Quality of Feedback. During this module, participants will learn how to structure a highly effective coaching meeting, based on the protocol used by instructional coaches at the Match Teacher Residency. Before watching the second video this week, pause to download our Coaching Session template from the readings page. You can use it as a viewing guide while you watch \"The Coaching Session.\" Video: Quality of FeedbackVideo: Coaching SessionLeyendo: Module 4 ReadingLeyendo: Coaching Session TemplateFinal exam time! You've learned a lot about how to facilitate effective teacher coaching, and now it's time to show what you know. You can find the rubric for the assignment on the readings page. When you've familiarized yourself with the parameters of the assignment, click on this week's lecture video, which you will use to complete the assignment. Video: Annotation Assignment VideoLeyendo: Assignment RubricLeyendo: Viewing GuideUniversity of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student Assessment",
    "Creator": "Match Teacher Residency",
    "Level": "",
    "URL": "https://coursera.org/learn/coaching-teachers",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Art \u0026 Inquiry: Museum Teaching Strategies For Your Classroom",
    "Description": "About this course: Explore how to integrate works of art into your classroom with inquiry-based teaching methods originally developed for in-gallery museum education.WEEK 1Module 1: Introduction to Inquiry | Why Engage in Inquiry Around Art?This course will introduce ways to integrate works of art into your classroom by using inquiry-based teaching methods commonly used in museum settings. It is designed to give you the tools to create meaningful object-based learning activities that can be integrated into a wide variety of curricula. All the strategies covered emphasize literacy and critical thinking skills that connect across disciplines.2 videos, 1 readingexpandVideo: 1.1 Introduction to Inquiry: Why Engage in Inquiry Around Art?Video: 1.2 Why Engage in Inquiry Around Art?Материал для самостоятельного изучения: 1.3 Required Readings \u0026 Additional ResourcesGraded: 1.4 QuizWEEK 2Module 2: Close-Looking and Open-Ended InquiryIn this module we will discuss and review the different ways that you can facilitate close-looking with your students and engaging in open-ended, inquiry-based conversation around works of art.  Don’t wait to start practicing! Grab a friend or a family member and start leading inquiry-based conversation around a work of art, or anything. As you will see in the Google Hangout video, you can use a digital image or any object that you have around that would lend itself to leading an inquiry-based discussion. These practice sessions are not required but the more you practice, the easier and better your classroom performance will be. 3 videos, 1 readingexpandVideo: 2.1 Introduction to Close-Looking and Open-Ended InquiryVideo: 2.2 Close-Looking and Open-Ended InquiryVideo: 2.3 Inquiry in Action: Google Hangout about Art \u0026 IdentityМатериал для самостоятельного изучения: 2.4 Required Readings \u0026 Additional ResourcesGraded: 2.5 QuizWEEK 3Module 3:  Activities as InquiryThis section explores interactive methods that promote an open-ended, two-way exchange of ideas and engage a specific set of skills including close-looking, peer-to-peer learning, creative thinking, and problem-solving.2 videos, 1 readingexpandVideo: 3.1 Introduction to Activities as InquiryVideo: 3.2 Activities as InquiryМатериал для самостоятельного изучения: 3.3 Required Readings \u0026 Additional ResourcesWEEK 4Module 4: Putting it all Together:  Making Connections Across CurriculumIn this module we will model ways that you can incorporate inquiry around a work of art into your classroom and make connections to curricula.  We will also explore the types of resources that you can access to supplement your lesson development and planning.4 videos, 1 readingexpandVideo: 4.1 Introduction to Putting it all Together:  Making Connections Across CurriculumVideo: 4.2 Putting it all Together: Making Connections Across CurriculumVideo: 4.3 #ArtHang with MoMA Learning: Open House with Lisa MazzolaVideo: 4.4 #ArtHang with MoMA Learning: Open House with Lisa Mazzola and Author Laurel SchmidtМатериал для самостоятельного изучения: Funding for Education at MoMAGraded: Final ProjectThis course will introduce ways to integrate works of art into your classroom by using inquiry-based teaching methods commonly used in museum settings. It is designed to give you the tools to create meaningful object-based learning activities that can be integrated into a wide variety of curricula. All the strategies covered emphasize literacy and critical thinking skills that connect across disciplines.Video: 1.1 Introduction to Inquiry: Why Engage in Inquiry Around Art?Video: 1.2 Why Engage in Inquiry Around Art?Материал для самостоятельного изучения: 1.3 Required Readings \u0026 Additional ResourcesIn this module we will discuss and review the different ways that you can facilitate close-looking with your students and engaging in open-ended, inquiry-based conversation around works of art.  Don’t wait to start practicing! Grab a friend or a family member and start leading inquiry-based conversation around a work of art, or anything. As you will see in the Google Hangout video, you can use a digital image or any object that you have around that would lend itself to leading an inquiry-based discussion. These practice sessions are not required but the more you practice, the easier and better your classroom performance will be. Video: 2.1 Introduction to Close-Looking and Open-Ended InquiryVideo: 2.2 Close-Looking and Open-Ended InquiryVideo: 2.3 Inquiry in Action: Google Hangout about Art \u0026 IdentityМатериал для самостоятельного изучения: 2.4 Required Readings \u0026 Additional ResourcesVideo: 3.1 Introduction to Activities as InquiryVideo: 3.2 Activities as InquiryМатериал для самостоятельного изучения: 3.3 Required Readings \u0026 Additional ResourcesVideo: 4.1 Introduction to Putting it all Together:  Making Connections Across CurriculumVideo: 4.2 Putting it all Together: Making Connections Across CurriculumVideo: 4.3 #ArtHang with MoMA Learning: Open House with Lisa MazzolaVideo: 4.4 #ArtHang with MoMA Learning: Open House with Lisa Mazzola and Author Laurel SchmidtМатериал для самостоятельного изучения: Funding for Education at MoMAThe Museum of Modern ArtModern Art \u0026 IdeasThe Museum of Modern ArtArt \u0026 Activity: Interactive Strategies for Engaging with ArtVanderbilt University, National Arts StrategiesLeading Innovation in Arts and CultureCalifornia Institute of the ArtsIntroduction to ImagemakingThe Museum of Modern ArtArt \u0026 Ideas: Teaching with Themes",
    "Creator": "The Museum of Modern Art",
    "Level": "",
    "URL": "https://coursera.org/learn/artinquiry",
    "Language": "English",
    "Commitment": "4 weeks, x 2 hours of study per week, plus 2 hours for final project = 10 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Evolution: A Course for Educators",
    "Description": "About this course: How are all of the species living on Earth today related? How does understanding evolutionary science contribute to our well-being? In this course, participants will learn about evolutionary relationships, population genetics, and natural and artificial selection. Participants will explore evolutionary science and learn how to integrate it into their classrooms.WEEK 1Course Introduction1 video, 3 readingsexpandVideo: Introduction to the CourseReading: Course OverviewReading: SyllabusReading: ResourcesIntroduction and Darwin's First Great Idea - The Tree of LifeThe first module of the course introduces Charles Darwin’s revolutionary concept of a “tree of life” depicting the evolution of all life from a common ancestor; how evolutionary trees depict relationships among organisms; and how new species are formed. You will explore resources for discovering and addressing student misconceptions about evolution. 4 videos, 3 readings, 1 practice quizexpandVideo: Evolution: What It Is and Why It’s ImportantReading: Charles Darwin's Evidence for EvolutionVideo: Species, Speciation, and the Tree of Life: Part 1Video: Species, Speciation, and the Tree of Life: Part 2Reading: Thinking About Evolution: A Systematist's PerspectiveReading: Building the Tree of LifeVideo: Teaching Evolutionary SciencePractice Quiz: Phylogenetic Trees Practice QuizGraded: Module Two QuizWEEK 2Darwin's Second Great Idea - Adaptation via Natural SelectionYou will learn about Darwin’s second breakthrough: that adaptation via natural selection is the basic mechanism of evolution. You’ll go behind the scenes with Dr. Cracraft to see how evolutionary biologists use the Museum’s collections. Lastly, you’ll choose a topic from the course and explain how to use it as empirical evidence that supports common ancestry and biological evolution. 7 videos, 1 readingexpandVideo: Darwin's Theory of Natural SelectionVideo: Co-Evolution: Part 1Video: Co-Evolution: Part 2Reading: Basic Processes of EvolutionVideo: A Visit to the Ornithology CollectionsVideo: Teaching with the Next Generation Science StandardsVideo: Building Phylogenetic TreesVideo: Peer-Graded Assignment: Evidence for EvolutionGraded: Module Three QuizGraded: Peer-Reviewed AssignmentWEEK 3The History of LifeYou will learn about the role of extinction in evolution, and find out what the relatedness of major groups of living things reveals about the history of life. You’ll also watch videos of scientists at work and learn how to use them in your classroom. 4 videos, 2 readingsexpandVideo: The History of LIfeReading: The History of Life on EarthVideo: Extinction and EvolutionReading: What Does Evo-Devo Tell Us About Evolution?Video: Science Bulletins: Evolution in ActionVideo: Using Science Stories to Teach EvolutionGraded: Module Four QuizWEEK 4Human EvolutionThis module explores the rich variety of hominids on the tree of life, along with how and when different human species - including Homo sapiens - migrated around the world. You’ll also learn strategies for teaching evolution in culturally diverse classrooms. 4 videos, 3 readingsexpandVideo: Human EvolutionVideo: H. neanderthalensis, H. sapiens and the Peopling of the WorldReading: From Apes to HumansReading: Human Evolution and the Emergence of Our SpeciesReading: How Evolution Saves Lives and Promotes ProsperityVideo: Science Bulletins: Expedition RusingaVideo: Teaching EvolutionGraded: Module Five QuizCourse Conclusion1 video, 3 readingsexpandVideo: Course ConclusionReading: ResourcesReading: Opportunities for EducatorsReading: Support AMNHVideo: Introduction to the CourseReading: Course OverviewReading: SyllabusReading: ResourcesThe first module of the course introduces Charles Darwin’s revolutionary concept of a “tree of life” depicting the evolution of all life from a common ancestor; how evolutionary trees depict relationships among organisms; and how new species are formed. You will explore resources for discovering and addressing student misconceptions about evolution. Video: Evolution: What It Is and Why It’s ImportantReading: Charles Darwin's Evidence for EvolutionVideo: Species, Speciation, and the Tree of Life: Part 1Video: Species, Speciation, and the Tree of Life: Part 2Reading: Thinking About Evolution: A Systematist's PerspectiveReading: Building the Tree of LifeVideo: Teaching Evolutionary SciencePractice Quiz: Phylogenetic Trees Practice QuizYou will learn about Darwin’s second breakthrough: that adaptation via natural selection is the basic mechanism of evolution. You’ll go behind the scenes with Dr. Cracraft to see how evolutionary biologists use the Museum’s collections. Lastly, you’ll choose a topic from the course and explain how to use it as empirical evidence that supports common ancestry and biological evolution. Video: Darwin's Theory of Natural SelectionVideo: Co-Evolution: Part 1Video: Co-Evolution: Part 2Reading: Basic Processes of EvolutionVideo: A Visit to the Ornithology CollectionsVideo: Teaching with the Next Generation Science StandardsVideo: Building Phylogenetic TreesVideo: Peer-Graded Assignment: Evidence for EvolutionVideo: The History of LIfeReading: The History of Life on EarthVideo: Extinction and EvolutionReading: What Does Evo-Devo Tell Us About Evolution?Video: Science Bulletins: Evolution in ActionVideo: Using Science Stories to Teach EvolutionVideo: Human EvolutionVideo: H. neanderthalensis, H. sapiens and the Peopling of the WorldReading: From Apes to HumansReading: Human Evolution and the Emergence of Our SpeciesReading: How Evolution Saves Lives and Promotes ProsperityVideo: Science Bulletins: Expedition RusingaVideo: Teaching EvolutionVideo: Course ConclusionReading: ResourcesReading: Opportunities for EducatorsReading: Support AMNHUniversity of AlbertaPaleontology: Early Vertebrate EvolutionUniversity of AlbertaPaleontology: Theropod Dinosaurs and the Origin of BirdsUniversity of AlbertaPaleontology: Ancient Marine ReptilesUniversity of AlbertaDino 101: Dinosaur PaleobiologyNational Research Tomsk State UniversityThe Changing Arctic",
    "Creator": "American Museum of Natural History",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-evolution",
    "Language": "English, Subtitles: Romanian",
    "Commitment": "5-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Foundations of Teaching for Learning: Learners and Learning",
    "Description": "About this course: The teacher’s work becomes meaningful when it is informed by research and theories of learning, and their relationship to actual practice. This course provides an opportunity for you to identify and understand students’ expectations and prior learning.WEEK 1The lives of childrenHow much, as teachers or parents, do we understand about the lives of children and what affects their learning? How is their identity shaped, who shapes it, and in what circumstances? How many different ‘selves’ do children inhabit and how does their ‘self’ emerge in different contexts? How are boys and girls affected differently by their upbringing and the expectations we hold of them? And how do these issues play out in the multi-cultural school and classroom? We will consider these important questions in the materials this week.5 videos, 3 readingsexpandVideo: Introduction to Learners and LearningLeyendo: SyllabusLeyendo: Grading and LogisticsLeyendo: Outline for Week OneVideo: Lecture 1.1: Who are the learners?Video: Lecture 1.2: Issues of identityVideo: Lecture 1.3: Boys and girlsVideo: Lecture 1.4: The multicultural classroomGraded: Quiz 1WEEK 2How children learnWe know a lot about children’s learning, but there is a lot that we still have to learn. How important is self-confidence and self-esteem? What do we understand by ‘agency’, the confidence to take initiative, to learn for yourself and with others? In what ways do schools and teachers often discourage agency, and how may learning be fostered in the classroom and in out-of-school contexts? How can teachers take account of so many different learning needs and ‘styles’ and differentiate teaching for different individuals and groups? And how can teachers involve children in shaping rules and roles in the classroom? These are the issues discussed over the course of these four lectures.5 videos, 1 readingexpandLeyendo: Outline for Week TwoVideo: Lecture 2.1: Self confidence and self esteemVideo: Lecture 2.2: The concept of 'agency'Video: Lecture 2.3: Differentiating learning and teachingVideo: Lecture 2.4: Rules and rolesVideo: Interview 1: Looking at weeks one and twoGraded: Quiz 2Graded: Peer Assessment OneWEEK 3Engaging with studentsThe theme for this week is 'engaging with students'. We begin with the language of the classroom, the crucial issue of questioning how and for what purpose children are rewarded, and the use of paired and group work to engage students more actively in the lesson. We start with the question - How would you describe the nature of social interactions within: Your own classroom? Your own school? Your own country? This is a vital starting point as everything else hangs on relationships and, as discussed at the end of week two, a shared understanding of rules and roles lays the groundwork for a collaborative classroom ethos.4 videos, 1 readingexpandLeyendo: Outline for Week ThreeVideo: Lecture 3.1: Language in the classroomVideo: Lecture 3.2: Rewarding and celebrating achievementVideo: Lecture 3.3: Questioning in the classroomVideo: Lecture 3.4: Working in pairs, triads, and groupsGraded: Quiz 3WEEK 4The power of the peer groupThe four lectures this week are all related to the theme of peer groups. We look at the positive and negative effects of peer groups, including how smoking drugs and alcohol problems can affect the classroom and the school, the concerning issue of bullying, and the problems that emerge when we label students in particular ways. I encourage you to write a narrative in which you bring together a reflection on your own classroom, the relationships that peers have within it and how this impacts on your teaching. At the end of this week we are offering you the second interview between myself and Professor John MacBeath, where will discuss some of the issues that arose during weeks three and four. Also, this week, as well as the quiz, you should be starting to finalise the second peer assessment essay. 5 videos, 1 readingexpandLeyendo: Outline for Week FourVideo: Lecture 4.1: Understanding peer groupsVideo: Lecture 4.2: Smoking, alcohol, drugs and peer pressureVideo: Lecture 4.3: BullyingVideo: Lecture 4.4: LabelingVideo: Interview 2: Looking at weeks three and fourGraded: Quiz 4Graded: Peer Assessment TwoWEEK 5Learning that travelsThis week we consider how learning happens as it travels out of the classroom. We consider ways in which students learn at home, including the thorny problem of homework, and the important understanding of how transitions, from one school to another or from one place to another, can impact on our learning. We consider how we might use indicators to make judgements about how well our students are learning and how we can make adjustments in the school to maximise the use of indicators.4 videos, 1 readingexpandLeyendo: Outline for Week FiveVideo: Lecture 5.1: Learning in the homeVideo: Lecture 5.2: HomeworkVideo: Lecture 5.3: TransitionsVideo: Lecture 5.4: The uses and value of indicatorsGraded: Quiz 5WEEK 6Four key thinkersWho are the great thinkers that have shaped our understanding of education and schooling? Whose insights have benefited our thinking and practice often without even knowing it? In this sixth week of the course we will discuss four key thinkers (from Nigeria, the U.S, and Russia). They are Pai Obanya, David Perkins, Abraham Maslow and Lev Vygotsky.5 videos, 1 readingexpandLeyendo: Outline for Week SixVideo: Lecture 6.1: PaiObanyaVideo: Lecture 6.2: David PerkinsVideo: Lecture 6.3: Lev VygotskyVideo: Lecture 6.4: Abraham MaslowVideo: Interview 3: Looking at weeks five and sixGraded: Quiz 6How much, as teachers or parents, do we understand about the lives of children and what affects their learning? How is their identity shaped, who shapes it, and in what circumstances? How many different ‘selves’ do children inhabit and how does their ‘self’ emerge in different contexts? How are boys and girls affected differently by their upbringing and the expectations we hold of them? And how do these issues play out in the multi-cultural school and classroom? We will consider these important questions in the materials this week.Video: Introduction to Learners and LearningLeyendo: SyllabusLeyendo: Grading and LogisticsLeyendo: Outline for Week OneVideo: Lecture 1.1: Who are the learners?Video: Lecture 1.2: Issues of identityVideo: Lecture 1.3: Boys and girlsVideo: Lecture 1.4: The multicultural classroomWe know a lot about children’s learning, but there is a lot that we still have to learn. How important is self-confidence and self-esteem? What do we understand by ‘agency’, the confidence to take initiative, to learn for yourself and with others? In what ways do schools and teachers often discourage agency, and how may learning be fostered in the classroom and in out-of-school contexts? How can teachers take account of so many different learning needs and ‘styles’ and differentiate teaching for different individuals and groups? And how can teachers involve children in shaping rules and roles in the classroom? These are the issues discussed over the course of these four lectures.Leyendo: Outline for Week TwoVideo: Lecture 2.1: Self confidence and self esteemVideo: Lecture 2.2: The concept of 'agency'Video: Lecture 2.3: Differentiating learning and teachingVideo: Lecture 2.4: Rules and rolesVideo: Interview 1: Looking at weeks one and twoThe theme for this week is 'engaging with students'. We begin with the language of the classroom, the crucial issue of questioning how and for what purpose children are rewarded, and the use of paired and group work to engage students more actively in the lesson. We start with the question - How would you describe the nature of social interactions within: Your own classroom? Your own school? Your own country? This is a vital starting point as everything else hangs on relationships and, as discussed at the end of week two, a shared understanding of rules and roles lays the groundwork for a collaborative classroom ethos.Leyendo: Outline for Week ThreeVideo: Lecture 3.1: Language in the classroomVideo: Lecture 3.2: Rewarding and celebrating achievementVideo: Lecture 3.3: Questioning in the classroomVideo: Lecture 3.4: Working in pairs, triads, and groupsThe four lectures this week are all related to the theme of peer groups. We look at the positive and negative effects of peer groups, including how smoking drugs and alcohol problems can affect the classroom and the school, the concerning issue of bullying, and the problems that emerge when we label students in particular ways. I encourage you to write a narrative in which you bring together a reflection on your own classroom, the relationships that peers have within it and how this impacts on your teaching. At the end of this week we are offering you the second interview between myself and Professor John MacBeath, where will discuss some of the issues that arose during weeks three and four. Also, this week, as well as the quiz, you should be starting to finalise the second peer assessment essay. Leyendo: Outline for Week FourVideo: Lecture 4.1: Understanding peer groupsVideo: Lecture 4.2: Smoking, alcohol, drugs and peer pressureVideo: Lecture 4.3: BullyingVideo: Lecture 4.4: LabelingVideo: Interview 2: Looking at weeks three and fourThis week we consider how learning happens as it travels out of the classroom. We consider ways in which students learn at home, including the thorny problem of homework, and the important understanding of how transitions, from one school to another or from one place to another, can impact on our learning. We consider how we might use indicators to make judgements about how well our students are learning and how we can make adjustments in the school to maximise the use of indicators.Leyendo: Outline for Week FiveVideo: Lecture 5.1: Learning in the homeVideo: Lecture 5.2: HomeworkVideo: Lecture 5.3: TransitionsVideo: Lecture 5.4: The uses and value of indicatorsWho are the great thinkers that have shaped our understanding of education and schooling? Whose insights have benefited our thinking and practice often without even knowing it? In this sixth week of the course we will discuss four key thinkers (from Nigeria, the U.S, and Russia). They are Pai Obanya, David Perkins, Abraham Maslow and Lev Vygotsky.Leyendo: Outline for Week SixVideo: Lecture 6.1: PaiObanyaVideo: Lecture 6.2: David PerkinsVideo: Lecture 6.3: Lev VygotskyVideo: Lecture 6.4: Abraham MaslowVideo: Interview 3: Looking at weeks five and sixCommonwealth Education TrustFoundations of Teaching for Learning: Being a ProfessionalCommonwealth Education TrustFoundations of Teaching for Learning: Planning for Teaching and LearningCommonwealth Education TrustFoundations of Teaching for Learning: Introduction to Student AssessmentCommonwealth Education TrustFoundations of Teaching for Learning: CurriculumCommonwealth Education TrustFoundations of Teaching for Learning: Developing Relationships",
    "Creator": "Commonwealth Education Trust",
    "Level": "",
    "URL": "https://coursera.org/learn/teaching-learning",
    "Language": "English",
    "Commitment": "3-4 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Making Sense of the News: News Literacy Lessons for Digital Citizens",
    "Description": "About this course: Never before has the need for News Literacy been more urgent. As news consumers are bombarded with a constant stream of fake news, propaganda, hoaxes, rumors, satire, and advertising — that often masquerade as credible journalism — it is becoming more and more difficult to distinguish fact from fiction. While the public’s faith in the news media erodes, purveyors of misinformation have helped give rise to troubling cultural trends and alarming political movements.\n\nThis six-week course will help learners develop their critical thinking skills to enable them to better identify reliable information in news reports and to become better informed about the world in which we live. The course will discuss the key elements of journalism from the viewpoint of the news audience.\n\nThe language of instruction is English, but Chinese and Spanish subtitles will be available. Each week will tackle a challenge unique to the digital era:\n\nWeek 1: The power of information is now in the hands of consumers.\nWeek 2: What makes journalism different from other types of information?\nWeek 3: Where can we find trustworthy information?\nWeek 4: How to tell what’s fair and what’s biased.\nWeek 5: How to apply news literacy concepts in real life.\nWeek 6: Meeting the challenges of digital citizenship.WEEK 1Making sense of the news is more important than ever5 videos, 5 readingsexpandVideo: Why news literacy mattersLecture: Recommended resources: Why news literacy mattersVideo: Power of informationLecture: Recommended resources: Power of informationVideo: Shoot the messenger: Why journalists become targetsLecture: Recommended resources: Why journalists become targetsDemande de discussion: The dangers of journalismVideo: Communication models and mediaLecture: Definitions: \"Social media\" and \"News cycles\"Video: News cycles in the age of social mediaLecture: Recommended resources: News cycles in the age of social mediaDemande de discussion: We are all active participantsGraded: Power of InformationGraded: The responsibility of digital citizensWEEK 2What is news and who decides?5 videos, 6 readingsexpandVideo: What makes journalism differentLecture: Recommended resources: What makes journalism differentVideo: Information NeighborhoodsLecture: Recommended resources: Information neighborhoodsVideo: Blurred linesLecture: Recommended resources: Blurred linesDemande de discussion: Native AdvertisingVideo: Universal news driversLecture: Recommended resources: What makes newsVideo: Editorial judgmentLecture: Exercise: Editorial judgmentDemande de discussion: Editorial judgmentLecture: Tell us more about yourself [optional survey]Graded: What is news and who decides?Graded: What makes some information newsworthy?WEEK 3Where can we find trustworthy information?6 videos, 6 readingsexpandVideo: TruthLecture: Recommended resources: Truth is provisionalVideo: EvidenceLecture: Recommended resources: Evidence and fact checkingVideo: Why verification failsLecture: Recommended resources: Why verification failsDemande de discussion: Following the storyVideo: What is media bias?Lecture: Recommended resources: Understanding biasVideo: Cognitive dissonance, confirmation biasDemande de discussion: Am I biased?Lecture: Recommended resources: Testing our own biasVideo: Opinion journalism and bloviationLecture: Recommended resources: Opinion journalismGraded: Truth in JournalismGraded: Media bias, audience biasWEEK 4Says who?4 videos, 4 readingsexpandVideo: How do we find fairness?Lecture: Recommended resources: False equivalenceDemande de discussion: Is the news story fair or falsely balanced?Video: The importance of sourcesLecture: Recommended resources: SourcesVideo: Evaluating sources: IM VAINLecture: Recommended resources: What makes a source reliableVideo: Evaluating anonymous sourcesLecture: Recommended resources: Anonymous sourcesDemande de discussion: Finding the perfect sourceGraded: Fairness and balanceGraded: Source evaluationWEEK 5How do I apply news literacy skills?5 videos, 5 readingsexpandVideo: News Deconstruction StepsDemande de discussion: Deconstruction in actionVideo: Debunking the viral newsLecture: Recommended resources: DebunkingLecture: Recommended resources: Fake newsVideo: News best covered by printLecture: Recommended resources: Stories for print journalismVideo: Stories that benefit from images, audio and videoLecture: Recommended resources: Power of imagesVideo: Power of new mediaLecture: Recommended resources: Online newsDemande de discussion: Are you sharing news?Graded: Deconstructing NewsGraded: Medium is the messageWEEK 6Meeting the challenges of digital citizenship3 videos, 2 readingsexpandVideo: Numbers in context: Opinion polls and surveysVideo: Numbers in context: Health scienceLecture: Recommended resources: Essential statistics guide for smart news audienceDemande de discussion: What is that number really telling us?Video: News anglesLecture: How did you find the course? [optional survey]Graded: Beyond the news literacy basicsGraded: News deconstructionVideo: Why news literacy mattersLecture: Recommended resources: Why news literacy mattersVideo: Power of informationLecture: Recommended resources: Power of informationVideo: Shoot the messenger: Why journalists become targetsLecture: Recommended resources: Why journalists become targetsDemande de discussion: The dangers of journalismVideo: Communication models and mediaLecture: Definitions: \"Social media\" and \"News cycles\"Video: News cycles in the age of social mediaLecture: Recommended resources: News cycles in the age of social mediaDemande de discussion: We are all active participantsVideo: What makes journalism differentLecture: Recommended resources: What makes journalism differentVideo: Information NeighborhoodsLecture: Recommended resources: Information neighborhoodsVideo: Blurred linesLecture: Recommended resources: Blurred linesDemande de discussion: Native AdvertisingVideo: Universal news driversLecture: Recommended resources: What makes newsVideo: Editorial judgmentLecture: Exercise: Editorial judgmentDemande de discussion: Editorial judgmentLecture: Tell us more about yourself [optional survey]Video: TruthLecture: Recommended resources: Truth is provisionalVideo: EvidenceLecture: Recommended resources: Evidence and fact checkingVideo: Why verification failsLecture: Recommended resources: Why verification failsDemande de discussion: Following the storyVideo: What is media bias?Lecture: Recommended resources: Understanding biasVideo: Cognitive dissonance, confirmation biasDemande de discussion: Am I biased?Lecture: Recommended resources: Testing our own biasVideo: Opinion journalism and bloviationLecture: Recommended resources: Opinion journalismVideo: How do we find fairness?Lecture: Recommended resources: False equivalenceDemande de discussion: Is the news story fair or falsely balanced?Video: The importance of sourcesLecture: Recommended resources: SourcesVideo: Evaluating sources: IM VAINLecture: Recommended resources: What makes a source reliableVideo: Evaluating anonymous sourcesLecture: Recommended resources: Anonymous sourcesDemande de discussion: Finding the perfect sourceVideo: News Deconstruction StepsDemande de discussion: Deconstruction in actionVideo: Debunking the viral newsLecture: Recommended resources: DebunkingLecture: Recommended resources: Fake newsVideo: News best covered by printLecture: Recommended resources: Stories for print journalismVideo: Stories that benefit from images, audio and videoLecture: Recommended resources: Power of imagesVideo: Power of new mediaLecture: Recommended resources: Online newsDemande de discussion: Are you sharing news?Video: Numbers in context: Opinion polls and surveysVideo: Numbers in context: Health scienceLecture: Recommended resources: Essential statistics guide for smart news audienceDemande de discussion: What is that number really telling us?Video: News anglesLecture: How did you find the course? [optional survey]Michigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolio",
    "Creator": "The University of Hong Kong, The State University of New York",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/news-literacy",
    "Language": "English, Subtitles: Spanish, Polish, Chinese (Traditional), Chinese (Simplified)",
    "Commitment": "6 weeks of study, 2-3 hours/week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Communication Skills for University Success",
    "Description": "About this course: This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In this course, you will learn how to develop your Communication Skills to help you achieve success in your university studies. After completing this course, you will be able to:\n\n1.\tRecognise the importance of communication in communities of practice at university\n2.\tUnderstand contexts of communication at university and associated expectations\n3.\tCommunicate clearly across a variety of different contexts and to a wide range of audiences by adapting communicative styles appropriately\n4.\tDemonstrate, negotiate, and further understanding through spoken, written, visual, and conversational modes\n5.\tEffectively formulate arguments and communicate research findings through the process of researching, composing, and editing\n6.\tConfidently engage in constructive and critical dialogue with respect and professionalismWEEK 1 Introduction to Communication in Academic Culture 7 videos, 7 readings, 4 practice quizzesexpandVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Communication Weekly Topics \u0026 Learning OutcomesReading: Communication Assessment OverviewReading: Summative Peer AssessmentReading: Learning OutcomesVideo: 1.1a Introduction to the CoursePractice Quiz: 1.1 Practice QuizDiscussion Prompt: Introduce yourselfReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to CommunicationPractice Quiz: 1.2 Practice QuizReading: Learning OutcomesVideo: 1.3a Survival Skills for UniversityVideo: 1.3b Resilience \u0026 Motivation for UniversityDiscussion Prompt: Values \u0026 MotivationPractice Quiz: 1.3 Practice QuizReading: Learning OutcomesVideo: 1.4a Academic IntegrityDiscussion Prompt: A \"cheating culture\"?Practice Quiz: 1.4 Practice QuizGraded: Summative Quiz - Module 1Graded: Discussion Board Self Assessment - Module 1WEEK 2 Participating in University Discussion Contexts 8 videos, 4 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 2.1a Introduction to rhetorical situationsDiscussion Prompt: Contexts of communicationVideo: 2.1b Rhetorical situations at universityDiscussion Prompt: Communication at universityVideo: 2.1c University course outlines \u0026 contexts of communicationPractice Quiz: 2.1 Practice QuizReading: Learning OutcomesVideo: 2.2a Making the Most of Participation in University ContextsVideo: 2.2b Participation \u0026 Communication at UniversityPractice Quiz: 2.2 Practice QuizReading: Learning OutcomesVideo: 2.3a Participating in Lectures \u0026 TutorialsVideo: 2.3b Participating in Online ForumsPractice Quiz: 2.3 Practice QuizReading: Learning OutcomesVideo: 2.4a Participating in Group WorkDiscussion Prompt: Group workPractice Quiz: 2.4 Practice QuizGraded: Summative Quiz - Module 2Graded: Discussion Board Self Assessment - Module 2WEEK 3Interpreting, Researching \u0026 Planning Written Assignments8 videos, 7 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 3.1a Introduction to Understanding, Researching, and Planning Written AssignmentsPractice Quiz: 3.1 Practice QuizReading: Learning OutcomesVideo: 3.2a Part 1: Understanding Essay AssignmentsDiscussion Prompt: Understanding the questionVideo: 3.2a Part 2: Interpreting Essay QuestionsVideo: 3.2b Understanding and Interpreting Reports \u0026 ProposalsReading: 3.2c Understanding the questionPractice Quiz: 3.2 Practice QuizReading: Learning OutcomesVideo: 3.3a Conducting Research for EssaysVideo: 3.3b Conducting Research for Reports \u0026 ProposalsDiscussion Prompt: ResearchingPractice Quiz: 3.3 Practice QuizReading: Learning OutcomesVideo: 3.4a Planning EssaysVideo: 3.4b Planning Reports \u0026 ProposalsReading: 3.4c Basic Essay StructuresReading: 3.4d Professional Report StructuresPractice Quiz: 3.4 Practice QuizGraded: Summative Quiz - Module 3Graded: Discussion Board Self Assessment - Module 3WEEK 4Writing Effective \u0026 Concise Written Assignments9 videos, 8 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 4.1a Introduction to Drafting, Refining, and Incorporating Visual Aids in Written AssignmentsPractice Quiz: 4.1 Practice QuizReading: Learning OutcomesVideo: 4.2a Drafting EssaysVideo: 4.2b Drafting Reports \u0026 ProposalsVideo: 4.2c Coherence \u0026 Cohesion for Essays \u0026 ReportsReading: 4.2d Paragraph structureReading: 4.2e Reporting VerbsReading: 4.2f Overcoming Writer's BlockPractice Quiz: 4.2 Practice QuizDiscussion Prompt: Coherence \u0026 CohesionReading: Learning OutcomesVideo: 4.3a Polishing \u0026 Refining EssaysVideo: 4.3b Polishing \u0026 Refining Reports \u0026 ProposalsVideo: 4.3c Incorporating Visual Aids in Written AssignmentsVideo: 4.3d Editing for LanguagePractice Quiz: 4.3 Practice QuizReading: Learning OutcomesVideo: 4.4a Formatting and Proofreading Written Assignments for SubmissionReading: 4.4b Written Assignment ChecklistDiscussion Prompt: Formatting?Practice Quiz: 4.4 Practice QuizGraded: Summative Quiz - Module 4Graded: Discussion Board Self Assessment - Module 4WEEK 5Giving Persuasive \u0026 Engaging Presentations 8 videos, 5 readings, 4 practice quizzesexpandReading: Learning OutcomesVideo: 5.1a Introduction to Academic PresentationsPractice Quiz: 5.1 Practice QuizReading: Learning OutcomesVideo: 5.2a Understanding and Researching PresentationsVideo: 5.2b Planning PresentationsPractice Quiz: 5.2 Practice QuizReading: Learning OutcomesVideo: 5.3a Preparing Visual AidsVideo: 5.3b Writing your ScriptDiscussion Prompt: Academic spoken language?Video: 5.3c Practising your ScriptPractice Quiz: 5.3 Practice QuizReading: Learning OutcomesVideo: 5.4a Finding your Presentation StyleVideo: 5.4b Facilitating Audience Interaction and Fielding QuestionsReading: 5.4c Relaxation and Focusing TechniquesDiscussion Prompt: Presentation stylesPractice Quiz: 5.4 Practice QuizGraded: Summative Quiz - Module 5Graded: Discussion Board Self Assessment - Module 5WEEK 6Summative Assignment3 readingsexpandDiscussion Prompt: End of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer making activity answersGraded: Communication in a university courseVideo: Welcome to the Academic Skills for University Success Specialization!Reading: Communication Weekly Topics \u0026 Learning OutcomesReading: Communication Assessment OverviewReading: Summative Peer AssessmentReading: Learning OutcomesVideo: 1.1a Introduction to the CoursePractice Quiz: 1.1 Practice QuizDiscussion Prompt: Introduce yourselfReading: Learning OutcomesVideo: 1.2a Introduction to Academic CultureVideo: 1.2b Introduction to CommunicationPractice Quiz: 1.2 Practice QuizReading: Learning OutcomesVideo: 1.3a Survival Skills for UniversityVideo: 1.3b Resilience \u0026 Motivation for UniversityDiscussion Prompt: Values \u0026 MotivationPractice Quiz: 1.3 Practice QuizReading: Learning OutcomesVideo: 1.4a Academic IntegrityDiscussion Prompt: A \"cheating culture\"?Practice Quiz: 1.4 Practice QuizReading: Learning OutcomesVideo: 2.1a Introduction to rhetorical situationsDiscussion Prompt: Contexts of communicationVideo: 2.1b Rhetorical situations at universityDiscussion Prompt: Communication at universityVideo: 2.1c University course outlines \u0026 contexts of communicationPractice Quiz: 2.1 Practice QuizReading: Learning OutcomesVideo: 2.2a Making the Most of Participation in University ContextsVideo: 2.2b Participation \u0026 Communication at UniversityPractice Quiz: 2.2 Practice QuizReading: Learning OutcomesVideo: 2.3a Participating in Lectures \u0026 TutorialsVideo: 2.3b Participating in Online ForumsPractice Quiz: 2.3 Practice QuizReading: Learning OutcomesVideo: 2.4a Participating in Group WorkDiscussion Prompt: Group workPractice Quiz: 2.4 Practice QuizReading: Learning OutcomesVideo: 3.1a Introduction to Understanding, Researching, and Planning Written AssignmentsPractice Quiz: 3.1 Practice QuizReading: Learning OutcomesVideo: 3.2a Part 1: Understanding Essay AssignmentsDiscussion Prompt: Understanding the questionVideo: 3.2a Part 2: Interpreting Essay QuestionsVideo: 3.2b Understanding and Interpreting Reports \u0026 ProposalsReading: 3.2c Understanding the questionPractice Quiz: 3.2 Practice QuizReading: Learning OutcomesVideo: 3.3a Conducting Research for EssaysVideo: 3.3b Conducting Research for Reports \u0026 ProposalsDiscussion Prompt: ResearchingPractice Quiz: 3.3 Practice QuizReading: Learning OutcomesVideo: 3.4a Planning EssaysVideo: 3.4b Planning Reports \u0026 ProposalsReading: 3.4c Basic Essay StructuresReading: 3.4d Professional Report StructuresPractice Quiz: 3.4 Practice QuizReading: Learning OutcomesVideo: 4.1a Introduction to Drafting, Refining, and Incorporating Visual Aids in Written AssignmentsPractice Quiz: 4.1 Practice QuizReading: Learning OutcomesVideo: 4.2a Drafting EssaysVideo: 4.2b Drafting Reports \u0026 ProposalsVideo: 4.2c Coherence \u0026 Cohesion for Essays \u0026 ReportsReading: 4.2d Paragraph structureReading: 4.2e Reporting VerbsReading: 4.2f Overcoming Writer's BlockPractice Quiz: 4.2 Practice QuizDiscussion Prompt: Coherence \u0026 CohesionReading: Learning OutcomesVideo: 4.3a Polishing \u0026 Refining EssaysVideo: 4.3b Polishing \u0026 Refining Reports \u0026 ProposalsVideo: 4.3c Incorporating Visual Aids in Written AssignmentsVideo: 4.3d Editing for LanguagePractice Quiz: 4.3 Practice QuizReading: Learning OutcomesVideo: 4.4a Formatting and Proofreading Written Assignments for SubmissionReading: 4.4b Written Assignment ChecklistDiscussion Prompt: Formatting?Practice Quiz: 4.4 Practice QuizReading: Learning OutcomesVideo: 5.1a Introduction to Academic PresentationsPractice Quiz: 5.1 Practice QuizReading: Learning OutcomesVideo: 5.2a Understanding and Researching PresentationsVideo: 5.2b Planning PresentationsPractice Quiz: 5.2 Practice QuizReading: Learning OutcomesVideo: 5.3a Preparing Visual AidsVideo: 5.3b Writing your ScriptDiscussion Prompt: Academic spoken language?Video: 5.3c Practising your ScriptPractice Quiz: 5.3 Practice QuizReading: Learning OutcomesVideo: 5.4a Finding your Presentation StyleVideo: 5.4b Facilitating Audience Interaction and Fielding QuestionsReading: 5.4c Relaxation and Focusing TechniquesDiscussion Prompt: Presentation stylesPractice Quiz: 5.4 Practice QuizDiscussion Prompt: End of Course DiscussionReading: Summative Assessment OverviewReading: How to mark your peers' assignmentsReading: Practice peer making activity answersThe University of SydneyProblem-Solving Skills for University SuccessDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyThe University of SydneyCritical Thinking Skills for University SuccessThe University of SydneyInformation \u0026 Digital Literacy for University Success",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/communication-skills",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "ICT in Primary Education: Transforming children's learning across the curriculum",
    "Description": "About this course: Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories.\n\nThe materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow.\n\nLearning Outcomes:\nto be aware of the range of reasons for using ICT\nto critique the strategies for developing ICT over time\nto analyse the strengths and weakness of different decision-making mechanisms\nto become familiar with a wider range of useful tools and resources for integrating ICTWEEK 1ICT and the 21st Century Primary SchoolThis week will enable you to be aware of the range of reasons for using ICT and to critique the strategies for developing ICT over time.  You will also analyse the strengths and weakness of different decision-making mechanismsand become familiar with a wider range of useful tools and resources for integrating ICT7 videos, 7 readingsexpandReading: Recording \u0026 Sharing Yours IdeasReading: Guidance on Discussion Forums - Week 1Video: Week 1 OverviewReading: Learning and Creating with iPads in KindergartenReading: Definition of Learning TypesVideo: Types of Learning and Learning TechnologieDiscussion Prompt: Learning through inquiry - how would you use ICT for this? Discussion Prompt: Learning through acquisition - how would you use ICT for this? Discussion Prompt: Learning through production - how would you use ICT for this? Discussion Prompt: Learning through collaboration - how would you use ICT for this? Discussion Prompt: Learning through practice - how would you use ICT for this? Discussion Prompt: Learning through discussion - how would you use ICT for this? Reading: ICT in Primary Education Analytical survey - Please read this chapterVideo: The 21st Century School EnvironmentReading: Please Read this Chapter - Vignettes in ICT in Primary EducationDiscussion Prompt:  Compare your local experiences (all learners to contribute)Video: Action Plans and Policies for Integrating ICTVideo: Creating a Lesson PlanVideo: Using and adapting an existing learning designVideo: Exporting your design to WordReading: Please Read - Survey of Schools: ICT in EducationWEEK 2How does ICT make a difference?This week will enable you to identify different dimensions of change at the school level due to the integration of ICT and to be aware of new opportunities for global participation facilitated by technology.  You will also begin to understand the features involved in effective professional development and be aware of how children perceive the use of technology in a school context7 videos, 6 readingsexpandReading: Guidance on Discussion Forums - Week 2Video: Week 2 OverviewVideo: Dimensions of change within the schoolReading: Major changesVideo: School teachers/leaders talking about changes in their schools - Jonathan BishopVideo: School teachers/leaders talking about changes in their schools - Elizabeth Wagner de HueroVideo: School teachers/leaders talking about changes in their schools - Susan SkidmoreReading: Sharing activity: your reaction to leaders' testimoniesReading: Guide to discussion prompts about change dimensionsDiscussion Prompt: Changes in student motivation Discussion Prompt: Changes in teaching and learning Discussion Prompt: Changes in educational resourcesDiscussion Prompt: Changes in school life Discussion Prompt: Changes in relations between teachers and students Discussion Prompt: Changes in physical space Video: Beyond the schoolReading: National and international initiatives and projectsDiscussion Prompt: Recommendation to projects or initiatives - All LeanersVideo: Students' PerspectiveReading: Week 2 - Children's voice activityWEEK 3Pedagogical changes achievable through ICTThis week will introduce the primary school teaching community and enable you to contribute to the integration of a range of effective ICT-based practices and pedagogies. In addition we aim to increase understanding of the differences in teaching and learning styles, and how different learning activities can contribute to the depth of learning.\n\n10 videos, 2 readingsexpandReading: Reading and Activities: Week 3Reading: Guidance on Discussion Forums - Week 3Video: Week 3 OverviewVideo: Learning TypesVideo: Project IntroductionVideo: GeographyVideo: EnglishVideo: ChemistryVideo: HealthVideo: MathsVideo: LiteratureDiscussion Prompt: Share your thoughts in any of the 'Case-studies' Forum (Hungary, UNESCO Book, Australia, iTEC, USA, EUN). (Optional)Discussion Prompt: Compare policies encountered with that of your own locality. All LearnersVideo: Teacher PerspectivesDiscussion Prompt: Post an idea into the ‘Emerging Technologies in Education’.  All LearnersGraded: Summarise the essence of your Learning Object using ICTWEEK 4Technology opportunities This week we aim to encourage you to know different categories of ICT tools, their affordances and different criteria to be applied when selecting them.  As well as be able to analyze the needs for digital content and various strategies how to get it, share, or develop and to be aware of the potential of ICT to support computational thinking, to reflect on the needs, priorities, and future plans for further developing and extending the digital environment.5 videos, 2 readingsexpandReading: Reading and tasks: Week 4Reading: Guidance on Discussion Forums - Week 4Video: Week 4 OverviewVideo: Choosing technologyVideo: Digital contentVideo: Computational thinkingVideo: ProgrammingDiscussion Prompt: After reviewing the videos please comment on appropriate ICT tools for primary educationDiscussion Prompt: What would you would like to ask an experienced teacher regarding technology use in their school.Discussion Prompt: Write at least one argument FOR the One-to-One approach?Discussion Prompt: Write at least one argument AGAINST the One-to-One approach?Graded: Making Key ICT Decisions in SchoolsGraded: Making ICT Investment Decisions in SchoolsWEEK 5 Inspiring examples and implementation concernsThis week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT.  We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.10 videos, 2 readingsexpandReading: Reading and tasks: Week 5Reading: Guidance on Discussion Forums - Week 5Video: OverviewVideo: An inspiring project that overcame some challengesVideo: Dealing with potential pitfalls - CanadaVideo: Moscow School ScienceVideo: Challenges \u0026 obstacles - BroadclystVideo: Challenges \u0026 obstacles - BuryDiscussion Prompt: How to ‘use ICT smartly’ (All Learners)Discussion Prompt: Please share the useful tips for helping students use ICT well?  ( All Learners)Discussion Prompt: 'Practical aspects of using ICT well'. (All Learners)Video: DimensionsVideo: AvenuesDiscussion Prompt: The main specifics of implementation of technologies aimed on inclusion in your own context?  (All Learners)Video: Children recommendationsVideo: Learning Designer - Adapt a design from the directoryGraded: Challenges and suggested solutions - ICT in the classroomWEEK 6Making ICT workThis week we aim to explain the pivotal role of the teacher in the ICT-enhanced learning environments and to identify the competencies of the teacher to take up this role effectively in the ICT-enhanced learning environments.  As well as explain the conditions for supporting the teachers to take up this role effectively in the ICT-enhanced learning environments1 video, 2 readingsexpandReading: Reading and tasks: Week 6Video: Bertram Primary SchoolReading: Au Revoir...Graded: Design a two-page brochure or newsletterThis week will enable you to be aware of the range of reasons for using ICT and to critique the strategies for developing ICT over time.  You will also analyse the strengths and weakness of different decision-making mechanismsand become familiar with a wider range of useful tools and resources for integrating ICTReading: Recording \u0026 Sharing Yours IdeasReading: Guidance on Discussion Forums - Week 1Video: Week 1 OverviewReading: Learning and Creating with iPads in KindergartenReading: Definition of Learning TypesVideo: Types of Learning and Learning TechnologieDiscussion Prompt: Learning through inquiry - how would you use ICT for this? Discussion Prompt: Learning through acquisition - how would you use ICT for this? Discussion Prompt: Learning through production - how would you use ICT for this? Discussion Prompt: Learning through collaboration - how would you use ICT for this? Discussion Prompt: Learning through practice - how would you use ICT for this? Discussion Prompt: Learning through discussion - how would you use ICT for this? Reading: ICT in Primary Education Analytical survey - Please read this chapterVideo: The 21st Century School EnvironmentReading: Please Read this Chapter - Vignettes in ICT in Primary EducationDiscussion Prompt:  Compare your local experiences (all learners to contribute)Video: Action Plans and Policies for Integrating ICTVideo: Creating a Lesson PlanVideo: Using and adapting an existing learning designVideo: Exporting your design to WordReading: Please Read - Survey of Schools: ICT in EducationThis week will enable you to identify different dimensions of change at the school level due to the integration of ICT and to be aware of new opportunities for global participation facilitated by technology.  You will also begin to understand the features involved in effective professional development and be aware of how children perceive the use of technology in a school contextReading: Guidance on Discussion Forums - Week 2Video: Week 2 OverviewVideo: Dimensions of change within the schoolReading: Major changesVideo: School teachers/leaders talking about changes in their schools - Jonathan BishopVideo: School teachers/leaders talking about changes in their schools - Elizabeth Wagner de HueroVideo: School teachers/leaders talking about changes in their schools - Susan SkidmoreReading: Sharing activity: your reaction to leaders' testimoniesReading: Guide to discussion prompts about change dimensionsDiscussion Prompt: Changes in student motivation Discussion Prompt: Changes in teaching and learning Discussion Prompt: Changes in educational resourcesDiscussion Prompt: Changes in school life Discussion Prompt: Changes in relations between teachers and students Discussion Prompt: Changes in physical space Video: Beyond the schoolReading: National and international initiatives and projectsDiscussion Prompt: Recommendation to projects or initiatives - All LeanersVideo: Students' PerspectiveReading: Week 2 - Children's voice activityThis week will introduce the primary school teaching community and enable you to contribute to the integration of a range of effective ICT-based practices and pedagogies. In addition we aim to increase understanding of the differences in teaching and learning styles, and how different learning activities can contribute to the depth of learning.\n\nReading: Reading and Activities: Week 3Reading: Guidance on Discussion Forums - Week 3Video: Week 3 OverviewVideo: Learning TypesVideo: Project IntroductionVideo: GeographyVideo: EnglishVideo: ChemistryVideo: HealthVideo: MathsVideo: LiteratureDiscussion Prompt: Share your thoughts in any of the 'Case-studies' Forum (Hungary, UNESCO Book, Australia, iTEC, USA, EUN). (Optional)Discussion Prompt: Compare policies encountered with that of your own locality. All LearnersVideo: Teacher PerspectivesDiscussion Prompt: Post an idea into the ‘Emerging Technologies in Education’.  All LearnersThis week we aim to encourage you to know different categories of ICT tools, their affordances and different criteria to be applied when selecting them.  As well as be able to analyze the needs for digital content and various strategies how to get it, share, or develop and to be aware of the potential of ICT to support computational thinking, to reflect on the needs, priorities, and future plans for further developing and extending the digital environment.Reading: Reading and tasks: Week 4Reading: Guidance on Discussion Forums - Week 4Video: Week 4 OverviewVideo: Choosing technologyVideo: Digital contentVideo: Computational thinkingVideo: ProgrammingDiscussion Prompt: After reviewing the videos please comment on appropriate ICT tools for primary educationDiscussion Prompt: What would you would like to ask an experienced teacher regarding technology use in their school.Discussion Prompt: Write at least one argument FOR the One-to-One approach?Discussion Prompt: Write at least one argument AGAINST the One-to-One approach?This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT.  We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.Reading: Reading and tasks: Week 5Reading: Guidance on Discussion Forums - Week 5Video: OverviewVideo: An inspiring project that overcame some challengesVideo: Dealing with potential pitfalls - CanadaVideo: Moscow School ScienceVideo: Challenges \u0026 obstacles - BroadclystVideo: Challenges \u0026 obstacles - BuryDiscussion Prompt: How to ‘use ICT smartly’ (All Learners)Discussion Prompt: Please share the useful tips for helping students use ICT well?  ( All Learners)Discussion Prompt: 'Practical aspects of using ICT well'. (All Learners)Video: DimensionsVideo: AvenuesDiscussion Prompt: The main specifics of implementation of technologies aimed on inclusion in your own context?  (All Learners)Video: Children recommendationsVideo: Learning Designer - Adapt a design from the directoryThis week we aim to explain the pivotal role of the teacher in the ICT-enhanced learning environments and to identify the competencies of the teacher to take up this role effectively in the ICT-enhanced learning environments.  As well as explain the conditions for supporting the teachers to take up this role effectively in the ICT-enhanced learning environmentsReading: Reading and tasks: Week 6Video: Bertram Primary SchoolReading: Au Revoir...University of California, IrvineAdvanced Instructional Strategies in the Virtual ClassroomUniversity of California, IrvinePerformance Assessment in the Virtual ClassroomUniversity of California, IrvineEmerging Trends \u0026 Technologies in the Virtual K-12 ClassroomUniversity of California, IrvineFoundations of Virtual Instruction University of Houston SystemPowerful Tools for Teaching and Learning: Web 2.0 Tools",
    "Creator": "University of London",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/ict-primary-education",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Contemporary India",
    "Description": "About this course: This course presents some important vignettes of a complex, highly diverse India that is also witnessing unprecedented changes since its formal independence in 1947 from Great Britain. The lectures revolve around social dimensions of change, the continuing influence of ancient texts on contemporary India, political democracy, economic transition from the state to the market, gender relations, India's economic globalisation and changing world view.\n\nWhile one of the objectives is to capture the multifaceted process of change, the course also critically examines some of the tensions inherent in these changes. For example, how does gender inequality play itself out in a changing Indian society, how do the modernist conceptions of art entailing market valuation challenge the more socio-centric values found in South India, what are the politics linguistic identities, and how might India address its myriad development challenges such as poverty and unemployment.\n\nNo specific prior knowledge is required. However, it would be helpful if students are aware of the socio political dynamics at play in contemporary India and keep themselves abreast with current affairs and debates in the country to fully appreciate the various dimensions and contours if the subject matter in the course.\n\nThis course is taught in English.\n\nView the MOOC promotional video here: http://tinyurl.com/hx8mhxbWEEK 1Contemporary India's historyWe begin this course by discussing the history of pre-partition India i.e. before 1947. We will trace the trajectory of British rule from its inception in India and discuss important events like the mutiny of 1857, the formation of the Indian National Congress and the Muslim League, the divide and rule policy of the British, the idea of separate electorates and how it paved the way for partition in the subcontinent. You will be able to appreciate the devastation that partition brought to the region with millions of people killed, displaced and made refugees overnight. We will try to impress upon the fact that such a momentous event in world history, which involved ethnic cleansing in huge numbers, has been almost forgotten or is not remembered often enough; nor are the lessons learnt. The week concludes by discussing how partition still continues to affect community relations, relations between states and the very foundational ideas of the two nations: India and Pakistan.8 videos, 4 readingsexpandVideo: Course overviewReading: Course outlineReading: Your teaching teamReading: Week 1 outlineReading: Start of course surveyVideo: 1.1 Colonial history: British rule in IndiaVideo: 1.2 Pre-partition historyVideo: 1.3 The tryst with destinyVideo: 1.4 Partition and nation-states: a technology of modernityVideo: 1.5 Partition and amnesiaVideo: 1.6 Ghosts of partition: contemporary India 1Video: 1.7 Ghosts of partition: contemporary India 2Graded: Quiz #1 (worth 10% of your final grade)WEEK 2Indian politics 1948-2014This week we will cover the post-independence politics of India from 1948 to 2014. It will discuss the various leaders especially the contribution of Jawaharlal Nehru and Indira Gandhi to Indian polity. You will get an idea about how India went about its task of nation building and the various challenges it confronted along the way. The section will also cover the dominance of the Congress party and the factors that led to its downfall in recent times. The debates about linguistic states, affirmative action, secularism and the changing nature of Indian federalism will be discussed. You should be able to appreciate the reasons as to why, even with all its shortcomings, India remains an exemplar of robust democracy unlike most other post-colonial countries.6 videos, 2 readingsexpandReading: Week 2 outlineVideo: 2.1 Indian politics 1948-2014Video: 2.2 India from ‘Above’--1Video: 2.3 India from ‘Above’--2Video: 2.4 India from ‘Above’--3Video: 2.5 India from ‘Below’--1Video: 2.6 India from ‘Below’--2Reading: Academic integrityGraded: Peer Assignment: OneWEEK 3The long transition of India's economyThis section will look at the trajectory of India's economic development. It has changed from a state-led economic development model to the one where through a series of a reforms the economy has become more pro-business and market-friendly. You will be introduced to the basic features of first and second-generation reforms, the transformation of the economy since India liberalized in 1991 and the challenges of poverty and job creation that still needs to be tackled.9 videos, 1 readingexpandReading: Week 3 outlineVideo: 3.1 The long transition of the Indian economyVideo: 3.2 Substance of state interventionVideo: 3.3 Exhaustion of state-led developmentVideo: 3.4 1991 Market reforms and state retreatVideo: 3.5 First generation of reforms and achievementsVideo: 3.6 Second generation of reformsVideo: 3.7 Where does India stand? India's place in the world economyVideo: 3.8 India's global economic visibilityVideo: 3.9 Major challenges ahead: poverty, employment, inequalityWEEK 4India's foreign policyAs India's influence increases in the international system, understanding its foreign policy and its engagement with the rest of the world is critical for students of international relations. This section is designed as a comprehensive review of some of the key issues related to India's word view and its behaviour towards the external world. Apart from taking stock of contemporary thinking and policies of the country, the major thrust would be on India's relations with its neighbours and great powers, its nuclear weapons policy and the ideological foundations of its foreign policy after independence.\n8 videos, 1 readingexpandReading: Week 4 outlineVideo: 4.1 Why study India’s foreign policy?Video: 4.2 The seven phases of India foreign policyVideo: 4.3 The limits of idealismVideo: 4.4 The fractured years, 1962-1970Video: 4.5 The idea of power, 1971-1989Video: 4.6 The years of reflection, 1990-1998Video: 4.7 Consolidation of U.S – India relationsVideo: 4.8 Back to the future, 2011-2014Graded: Peer Assignment: TwoWEEK 5Women, gender and feminist struggles in IndiaThis week you will be introduced to some of the concerns related to women and the politics of gender in contemporary India. The section will also focus on some of the key issues related to feminist struggle over the last three decades. Not only will it touch upon the achievements of these struggles but also deal with issues related to missing women, low sex-ratio of women compared to men in India, violence against women, the demand for representation in legislative bodes and the struggle for the rights of sexual minorities. The theme of gender justice and how it is articulated in various forums will also form an important part of this section.\n9 videos, 1 readingexpandReading: Week 5 outlineVideo: 5.0 Overview: women, gender and feminist struggles in IndiaVideo: 5.1 Change: the success storyVideo: 5.2 Continuities and paradoxesVideo: 5.3 Violence against womenVideo: 5.4 Poor womenVideo: 5.5 Muslim women. The Shah Bano caseVideo: 5.6 Sexual minoritiesVideo: 5.7 Sex workersVideo: 5.8 Summary and conclusionGraded: Quiz #2 (worth 10% of your final grade)WEEK 6The Ramayan\tThis week we will discuss one of India's ancient epics - The Ramayana. Here you will not just be introduced to the text but the various Ramayana traditions, which include a wide range of performance traditions, be it in folk theatre, women's Ramayana songs or shadow puppetry. At the core of these traditions is the idea of morality or dharma, which continues to find resonance in contemporary India even though it was written around 500BC. Because there are innumerable interpretations of the Ramayana, often the sacred becomes the source of controversy. But these disagreements often reinforce the relevance of the epic in the daily lives of Indian society.6 videos, 1 readingexpandReading: Week 6 outlineVideo: 6.1 Many Ramayanas: text and traditionVideo: 6.2 Ram and Sita's wedding - part 1Video: 6.3 Ram and Sita's wedding - part 2Video: 6.4 The forest exileVideo: 6.5 The battle at LankaVideo: 6.6 Many Ramayanas: the story continuesWEEK 7The past in the present: traditional art forms in today's India\tWe will use arts as a lens to look at some of the general transformations in today’s India. The focus in this section will be to negate the modernity/tradition dichotomy and instead argue that traditions in India are constantly changing. These traditions adapt to the prevailing conditions, which present its own complexities. To understand them, specific concepts and tools will be introduced to better explain the realities of contemporary India, which simultaneously remains connected to its ancient past.6 videos, 2 readingsexpandReading: Week 7 outlineVideo: 7.1 The past in the present: traditional art forms in today’s IndiaVideo: 7.2 Compartmentalisation \u0026 context sensitivityVideo: 7.3 Economic imperialism \u0026 commodificationVideo: 7.4 Essentialism, fetishization \u0026 museumizationVideo: 7.5 Conservation \u0026 heritage-izationVideo: 7.6 ConclusionsReading: End of Course SurveyGraded: Quiz #3 (worth 20% of your final grade)We begin this course by discussing the history of pre-partition India i.e. before 1947. We will trace the trajectory of British rule from its inception in India and discuss important events like the mutiny of 1857, the formation of the Indian National Congress and the Muslim League, the divide and rule policy of the British, the idea of separate electorates and how it paved the way for partition in the subcontinent. You will be able to appreciate the devastation that partition brought to the region with millions of people killed, displaced and made refugees overnight. We will try to impress upon the fact that such a momentous event in world history, which involved ethnic cleansing in huge numbers, has been almost forgotten or is not remembered often enough; nor are the lessons learnt. The week concludes by discussing how partition still continues to affect community relations, relations between states and the very foundational ideas of the two nations: India and Pakistan.Video: Course overviewReading: Course outlineReading: Your teaching teamReading: Week 1 outlineReading: Start of course surveyVideo: 1.1 Colonial history: British rule in IndiaVideo: 1.2 Pre-partition historyVideo: 1.3 The tryst with destinyVideo: 1.4 Partition and nation-states: a technology of modernityVideo: 1.5 Partition and amnesiaVideo: 1.6 Ghosts of partition: contemporary India 1Video: 1.7 Ghosts of partition: contemporary India 2This week we will cover the post-independence politics of India from 1948 to 2014. It will discuss the various leaders especially the contribution of Jawaharlal Nehru and Indira Gandhi to Indian polity. You will get an idea about how India went about its task of nation building and the various challenges it confronted along the way. The section will also cover the dominance of the Congress party and the factors that led to its downfall in recent times. The debates about linguistic states, affirmative action, secularism and the changing nature of Indian federalism will be discussed. You should be able to appreciate the reasons as to why, even with all its shortcomings, India remains an exemplar of robust democracy unlike most other post-colonial countries.Reading: Week 2 outlineVideo: 2.1 Indian politics 1948-2014Video: 2.2 India from ‘Above’--1Video: 2.3 India from ‘Above’--2Video: 2.4 India from ‘Above’--3Video: 2.5 India from ‘Below’--1Video: 2.6 India from ‘Below’--2Reading: Academic integrityThis section will look at the trajectory of India's economic development. It has changed from a state-led economic development model to the one where through a series of a reforms the economy has become more pro-business and market-friendly. You will be introduced to the basic features of first and second-generation reforms, the transformation of the economy since India liberalized in 1991 and the challenges of poverty and job creation that still needs to be tackled.Reading: Week 3 outlineVideo: 3.1 The long transition of the Indian economyVideo: 3.2 Substance of state interventionVideo: 3.3 Exhaustion of state-led developmentVideo: 3.4 1991 Market reforms and state retreatVideo: 3.5 First generation of reforms and achievementsVideo: 3.6 Second generation of reformsVideo: 3.7 Where does India stand? India's place in the world economyVideo: 3.8 India's global economic visibilityVideo: 3.9 Major challenges ahead: poverty, employment, inequalityAs India's influence increases in the international system, understanding its foreign policy and its engagement with the rest of the world is critical for students of international relations. This section is designed as a comprehensive review of some of the key issues related to India's word view and its behaviour towards the external world. Apart from taking stock of contemporary thinking and policies of the country, the major thrust would be on India's relations with its neighbours and great powers, its nuclear weapons policy and the ideological foundations of its foreign policy after independence.\nReading: Week 4 outlineVideo: 4.1 Why study India’s foreign policy?Video: 4.2 The seven phases of India foreign policyVideo: 4.3 The limits of idealismVideo: 4.4 The fractured years, 1962-1970Video: 4.5 The idea of power, 1971-1989Video: 4.6 The years of reflection, 1990-1998Video: 4.7 Consolidation of U.S – India relationsVideo: 4.8 Back to the future, 2011-2014This week you will be introduced to some of the concerns related to women and the politics of gender in contemporary India. The section will also focus on some of the key issues related to feminist struggle over the last three decades. Not only will it touch upon the achievements of these struggles but also deal with issues related to missing women, low sex-ratio of women compared to men in India, violence against women, the demand for representation in legislative bodes and the struggle for the rights of sexual minorities. The theme of gender justice and how it is articulated in various forums will also form an important part of this section.\nReading: Week 5 outlineVideo: 5.0 Overview: women, gender and feminist struggles in IndiaVideo: 5.1 Change: the success storyVideo: 5.2 Continuities and paradoxesVideo: 5.3 Violence against womenVideo: 5.4 Poor womenVideo: 5.5 Muslim women. The Shah Bano caseVideo: 5.6 Sexual minoritiesVideo: 5.7 Sex workersVideo: 5.8 Summary and conclusionThis week we will discuss one of India's ancient epics - The Ramayana. Here you will not just be introduced to the text but the various Ramayana traditions, which include a wide range of performance traditions, be it in folk theatre, women's Ramayana songs or shadow puppetry. At the core of these traditions is the idea of morality or dharma, which continues to find resonance in contemporary India even though it was written around 500BC. Because there are innumerable interpretations of the Ramayana, often the sacred becomes the source of controversy. But these disagreements often reinforce the relevance of the epic in the daily lives of Indian society.Reading: Week 6 outlineVideo: 6.1 Many Ramayanas: text and traditionVideo: 6.2 Ram and Sita's wedding - part 1Video: 6.3 Ram and Sita's wedding - part 2Video: 6.4 The forest exileVideo: 6.5 The battle at LankaVideo: 6.6 Many Ramayanas: the story continuesWe will use arts as a lens to look at some of the general transformations in today’s India. The focus in this section will be to negate the modernity/tradition dichotomy and instead argue that traditions in India are constantly changing. These traditions adapt to the prevailing conditions, which present its own complexities. To understand them, specific concepts and tools will be introduced to better explain the realities of contemporary India, which simultaneously remains connected to its ancient past.Reading: Week 7 outlineVideo: 7.1 The past in the present: traditional art forms in today’s IndiaVideo: 7.2 Compartmentalisation \u0026 context sensitivityVideo: 7.3 Economic imperialism \u0026 commodificationVideo: 7.4 Essentialism, fetishization \u0026 museumizationVideo: 7.5 Conservation \u0026 heritage-izationVideo: 7.6 ConclusionsReading: End of Course SurveyTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateTel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final Solution",
    "Creator": "The University of Melbourne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/india",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "From Climate Science to Action",
    "Description": "About this course: Each part of the world faces specific vulnerabilities to climate change and has different opportunities to mitigate the effects and build resilience in the 21st century. With the ratification of the Paris Agreement, many countries have acceded to act in combatting climate change. Indeed, without climate action, decades of sustainable development is at risk, thus making this a ‘make or break’ point in time. Showcasing the most recent scientific evidence, explaining the different regional impacts and divulging climate action strategies, along with interactive tools such as a Carbon Footprint Tracker and (I) NDC Platform, this MOOC provides some opportunities, where you can take action on climate change.\n\nAbout the Course\n\nThis action-oriented MOOC gives you the opportunity to learn about regional climate change impacts and sector-specific strategies to increase resilience and move towards a low-carbon future. You will have the opportunity to explore these issues in depth and tailor your learning experience for one or more of the following regions:\n\n•  Latin America and Caribbean\n•  Sub-Saharan Africa\n•  Middle East and North Africa\n•  Eastern Europe and Central Asia\n•  East Asia and Pacific\n•  South Asia\n\n In this endeavor, the MOOC brings together renowned scientists and policymakers to provide a synthesis of the most recent scientific evidence on climate change, regional low emissions and climate resilient development strategies across sectors. A team of expert Instructors will lead discussions around the Paris Agreement, reflections from COP22 and the progress on Nationally Determined Contributions (NDCs).\n\nCourse Syllabus\n\nOverview \n\n‘From Climate Science to Action’ is divided into four weeks. The first two weeks will provide a comprehensive overview of the scientific evidence for climate change, followed by region-specific insights on the impacts of a warmer world in the 21st century. The last two weeks will focus on action strategies that are being undertaken in different regions and countries to meet the climate challenge, and how you as an individual can take action to avoid a warmer world!\n\nWeek 1:  Climate Change in the 21st Century\n\n•  Historical and projected observed changes in the climate system, leading up to the end of the 21st century\n•  The potential of Intended Nationally Determined Contributions (INDCs) submitted at COP 21 from 187 countries to induce climate action\n•  Trends in climate change impacts, including loss of Arctic sea ice, melting glaciers, increased heat waves and extreme temperatures, and drought and aridity \n•  Possible responses from natural systems, explaining how warming could result in sea-level rise, heat waves and extreme temperatures, and ocean acidification\n\nWeek 2: Sectoral and Regional Impacts\n\n•  Impacts on key development sectors—from warming above pre-industrial temperatures and projected climate trends—across each of the world’s regions\n•  Sectoral impacts focusing on agricultural production, water resources, ecosystem services, and coastal vulnerability for affected populations \n•  Importance of risks with the potential to reverse hard-won development gains and potentially trap millions in poverty, illustrating the need for urgent action now\n\nWeek 3: From Science to Action on Climate Change\n\n•  Region-specific discussions on mitigation actions needed to reduce emissions while decreasing vulnerability to climate change impacts through adaptation and by building climate resilience\n•  Perspectives from regional experts on their experiences in strategies and actions proposed in each region to help transition towards a low-emissions, climate-resilient development path \n•  Discussions on the progress of the Nationally Determined Contributions (NDCs), outcomes of the Paris Agreement and reflections from the Conference of Parties (COP)22\n\nWeek 4: What You Can Do\n\n•  Transformative impact of day-to-day changes when brought to a global scale\n•  The rationale for acting now, acting together and acting differently\n•  Examples and expected benefits of mitigation and adaptation policies, considering both contributions to global emission reductions and local development opportunities\n\nIn addition to the core resources and assignments, you may choose to go further, engaging in fun optional exercises, networking, discussion, and diving deeper into our rich selection of supplemental resources. You will have the opportunity to explore these issues in depth and tailor your learning experience for one or more of the following regions:\n\n•  Latin America and Caribbean\n•  Sub-Saharan Africa\n•  Middle East and North Africa\n•  Eastern Europe and Central Asia\n•  East Asia and Pacific\n•  South Asia\n\nCourse Format\n\nThis MOOC has a week-by-week structure, with resources, activities and exercises for you to engage in during each of the four weeks of the course. Each week, you will find a variety of course material, including: \n\n•  Interactive video talks by renowned climate scientists and practitioners \n•  Interactive tools: the Carbon Footprint Tracker, (I) NDC platform\n•  Resources: Core, optional (deep dive) and fun interactives on the week’s theme\n•  Quizzes that check your knowledge, reinforce the lesson’s material and provide immediate feedback\n•  Assignments that will sharpen your skills of analysis, reflection and communication\n•  Discussion forums and social media that enable collaboration with others from around the world, enriching interaction among participants\n•  As a final project, you will create a digital artifact \n\nYou can also go much further than this, engaging in optional exercises, networking, or discussion forums and dive deeper into our rich selection of additional resources. We also will use e-discussions, and other tools to facilitate dialogue between the learners and experts.\n\nRecommended Background: No background knowledge is necessary. The content of this course is designed to be accessible to students from any discipline.\n\nConnect: Communicate and share resources via Twitter using hashtag #learnclimate. Sign up for a free account at http://twitter.comWEEK 1Climate Change in the 21st Century Week 1 will introduce you to the growing and well-documented body of evidence regarding observed changes in the climate system. Week 1 will also provide an overview of the projected changes in climate up until the end of the 21st century. 4 videos, 11 readingsexpandReading: WelcomeVideo: Be Part of the Global Conversation on Climate ChangeReading: Course at a GlanceReading: Course CalendarReading: How to SucceedReading: How to be SocialReading: How to Give FeedbackReading: AcknowledgementsReading: Course ResourcesDiscussion Prompt: Welcome \u0026 IntroductionsDiscussion Prompt: Learner-made spacesReading: OverviewVideo: Climate Science and Emissions ScenariosVideo: Climate Impacts in the 21st CenturyReading: ResourcesReading: Optional ExercisesVideo: Types of Climate ObservationDiscussion Prompt: Week 1 General Discussion: Climate Change in the 21st CenturyDiscussion Prompt: Discussion Forum: Week 1 Core MaterialDiscussion Prompt: Discussion Forum: Week 1 Optional Exercise 1 Discussion Prompt: Discussion Forum: Week 1 Optional Exercise 2Graded: Week 1WEEK 2Sectoral and Regional ImpactsWeek 2 will introduce you to the climate impacts across different regions of the planet. If warming goes beyond 2˚C, multiple threats associated with a warming planet such as extreme heat waves, sea–level rise, more intense storms, droughts and floods, will be more frequent and will have severe negative implications for the poorest and most vulnerable.10 videos, 10 readingsexpandReading: OverviewVideo: Sectoral Impacts Around the World (Part I)Video: Sectoral Impacts Around the World (Part II)Video: Climate Change, Fragility, and ConflictReading: Regional ImpactsVideo: Sectoral Impacts in South AsiaReading: Resources for the SA regionVideo: Sectoral Impacts in East Asia and PacificReading: Resources for the EAP regionVideo: Sectoral Impacts in Sub-Saharan AfricaReading: Resources for the SSA regionVideo: Sectoral Impacts in Europe and Central AsiaReading: Resources for the ECA regionVideo: Sectoral Impacts in The Middle East and North AfricaReading: Resources for the MENA regionVideo: Sectoral Impacts in Latin America and the CaribbeanReading: Resources for the LAC regionReading: ResourcesReading: Optional ExercisesVideo: Resilience and Adaptation – Monitoring Coastal ZonesDiscussion Prompt: Week 2 General Discussion: Sectoral and Regional ImpactsDiscussion Prompt: Discussion Forum: Week 2 Core MaterialDiscussion Prompt: Discussion Forum: Week 2 Optional Exercise 1Discussion Prompt: Discussion Forum: Week 2 Optional Exercise 2Discussion Prompt: Discussion Forum: Week 2 AssignmentGraded: Week 2Graded: Local Impacts of Climate ChangeWEEK 3From Science to Action on Climate ChangeWeek 3 will introduce you to a region-specific understanding of challenges on what mitigation and adaptation actions are needed to reduce emissions, at the same time decreasing vulnerability to climate change impacts and building climate resilience. The module will draw on key regional experts involved in the implementation of different policy instruments. 15 videos, 4 readingsexpandReading: OverviewVideo: Climate ResilienceVideo: Policy Instruments for Low Emission DevelopmentReading: Regional Climate ActionVideo: Mitigation in East Asia and PacificVideo: Adaptation and Resilience in East Asia and PacificVideo: Mitigation in Sub-Saharan AfricaVideo: Adaptation and Resilience in Sub-Saharan AfricaVideo: Mitigation in Europe and Central AsiaVideo: Adaptation and Resilience in Europe and Central AsiaVideo: Adaptation and Resilience in the Middle East and North AfricaVideo: Mitigation in the Middle East and North AfricaVideo: Mitigation in Latin America and CaribbeanVideo: Adaptation and Resilience in Latin America and CaribbeanVideo: Mitigation in South AsiaVideo: Adaptation and Resilience in South AsiaReading: ResourcesReading: Optional ExercisesVideo: The Importance of EO in Climate Policy and PlanningDiscussion Prompt: Week 3 General Discussion: From Science to Action on Climate ChangeDiscussion Prompt: Discussion Forum: Week 3 Core MaterialDiscussion Prompt: Discussion Forum: Week 3 Optional Exercise 1Discussion Prompt: Discussion Forum: Week 3 Optional Exercise 2Graded: Week 3WEEK 4What You Can DoThis week will introduce you to the types of actions not just by your country, but by different actors including yourself, to embark on a low-emissions development trajectory that would help limit warming to below 2°C.4 videos, 3 readingsexpandReading: OverviewVideo: We Can, We Will, We Must Act on Climate ChangeVideo: Act Now, Act Together, Act Differently in Response to Climate ChangeVideo: Perspectives - Countries Acting to Address Climate Change ChallengesReading: ResourcesVideo: Big Data and Crowdsourcing – ESA MOOCReading: Optional ExercisesDiscussion Prompt: Week 4 General Discussion: What You Can DoDiscussion Prompt: Discussion Forum: Week 4 Core MaterialDiscussion Prompt: Discussion Forum: Week 4 Optional Exercise 2Graded: Final Project: Digital Artifact - What Can You Do?Reading: WelcomeVideo: Be Part of the Global Conversation on Climate ChangeReading: Course at a GlanceReading: Course CalendarReading: How to SucceedReading: How to be SocialReading: How to Give FeedbackReading: AcknowledgementsReading: Course ResourcesDiscussion Prompt: Welcome \u0026 IntroductionsDiscussion Prompt: Learner-made spacesReading: OverviewVideo: Climate Science and Emissions ScenariosVideo: Climate Impacts in the 21st CenturyReading: ResourcesReading: Optional ExercisesVideo: Types of Climate ObservationDiscussion Prompt: Week 1 General Discussion: Climate Change in the 21st CenturyDiscussion Prompt: Discussion Forum: Week 1 Core MaterialDiscussion Prompt: Discussion Forum: Week 1 Optional Exercise 1 Discussion Prompt: Discussion Forum: Week 1 Optional Exercise 2Week 2 will introduce you to the climate impacts across different regions of the planet. If warming goes beyond 2˚C, multiple threats associated with a warming planet such as extreme heat waves, sea–level rise, more intense storms, droughts and floods, will be more frequent and will have severe negative implications for the poorest and most vulnerable.Reading: OverviewVideo: Sectoral Impacts Around the World (Part I)Video: Sectoral Impacts Around the World (Part II)Video: Climate Change, Fragility, and ConflictReading: Regional ImpactsVideo: Sectoral Impacts in South AsiaReading: Resources for the SA regionVideo: Sectoral Impacts in East Asia and PacificReading: Resources for the EAP regionVideo: Sectoral Impacts in Sub-Saharan AfricaReading: Resources for the SSA regionVideo: Sectoral Impacts in Europe and Central AsiaReading: Resources for the ECA regionVideo: Sectoral Impacts in The Middle East and North AfricaReading: Resources for the MENA regionVideo: Sectoral Impacts in Latin America and the CaribbeanReading: Resources for the LAC regionReading: ResourcesReading: Optional ExercisesVideo: Resilience and Adaptation – Monitoring Coastal ZonesDiscussion Prompt: Week 2 General Discussion: Sectoral and Regional ImpactsDiscussion Prompt: Discussion Forum: Week 2 Core MaterialDiscussion Prompt: Discussion Forum: Week 2 Optional Exercise 1Discussion Prompt: Discussion Forum: Week 2 Optional Exercise 2Discussion Prompt: Discussion Forum: Week 2 AssignmentWeek 3 will introduce you to a region-specific understanding of challenges on what mitigation and adaptation actions are needed to reduce emissions, at the same time decreasing vulnerability to climate change impacts and building climate resilience. The module will draw on key regional experts involved in the implementation of different policy instruments. Reading: OverviewVideo: Climate ResilienceVideo: Policy Instruments for Low Emission DevelopmentReading: Regional Climate ActionVideo: Mitigation in East Asia and PacificVideo: Adaptation and Resilience in East Asia and PacificVideo: Mitigation in Sub-Saharan AfricaVideo: Adaptation and Resilience in Sub-Saharan AfricaVideo: Mitigation in Europe and Central AsiaVideo: Adaptation and Resilience in Europe and Central AsiaVideo: Adaptation and Resilience in the Middle East and North AfricaVideo: Mitigation in the Middle East and North AfricaVideo: Mitigation in Latin America and CaribbeanVideo: Adaptation and Resilience in Latin America and CaribbeanVideo: Mitigation in South AsiaVideo: Adaptation and Resilience in South AsiaReading: ResourcesReading: Optional ExercisesVideo: The Importance of EO in Climate Policy and PlanningDiscussion Prompt: Week 3 General Discussion: From Science to Action on Climate ChangeDiscussion Prompt: Discussion Forum: Week 3 Core MaterialDiscussion Prompt: Discussion Forum: Week 3 Optional Exercise 1Discussion Prompt: Discussion Forum: Week 3 Optional Exercise 2Reading: OverviewVideo: We Can, We Will, We Must Act on Climate ChangeVideo: Act Now, Act Together, Act Differently in Response to Climate ChangeVideo: Perspectives - Countries Acting to Address Climate Change ChallengesReading: ResourcesVideo: Big Data and Crowdsourcing – ESA MOOCReading: Optional ExercisesDiscussion Prompt: Week 4 General Discussion: What You Can DoDiscussion Prompt: Discussion Forum: Week 4 Core MaterialDiscussion Prompt: Discussion Forum: Week 4 Optional Exercise 2Lund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex Problems",
    "Creator": "The World Bank Group",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/climate-science",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Making of the US President: A Short History in Five Elections",
    "Description": "About this course: As Donald Trump takes office as the forty-fifth president of the United States, this course explores presidential elections in historical perspective, via five case studies. It tells the story of key campaigns in US history, and by doing so it investigates how politics changed over time—and how understanding the past sheds light on the current campaign. From the arrival of \"dirty politics\" to the impact of the \"digital revolution,\" the course looks at the historical background to some of the key phenomena that shaped the controversy-laden campaign of 2016.\n\nThe five elections that we'll investigate are among the most significant in American political history. In 1800, Thomas Jefferson won the presidency in a contest that encouraged politicians to reform the electoral college, the system by which presidents are still chosen. The election of Abraham Lincoln in 1860 prompted the outbreak of the Civil War. It's an election that helps us to understand the development of political parties. In 1968, the Vietnam War was a dominant concern for Americans, and yet foreign policy played a secondary role in Richard Nixon's victory. Twelve years later, in 1980, Ronald Reagan won an election that initiated a new era of conservatism. Finally, we'll turn our attention to the election that took Trump's predecessor, Barack Obama, to the White House in 2008. Many saw the Obama's success not only as revealing the impact of the digital revolution on campaign politics, but also as signaling a turn to progressivism.  \n\nImage credits:\n\nCourse logo - \"Former President Truman holds a copy of the famous Chicago Daily Tribune paper declaring 'Dewey Defeats Truman'\" Harry S. Truman Library \u0026 Museum (https://www.trumanlibrary.org/photographs/view.php?id=38592).\n\nCourse banner - \"US Flag Backlit\" by Joshua Nathanson, CC BY-SA 3.0 (https://commons.wikimedia.org/wiki/File:US_Flag_Backlit.jpg).WEEK 1The Election of 1800The stormy election of 1800 culminated in the election of Thomas Jefferson as president, but it also played an important role in encouraging American politicians to reform the electoral college, which remains the system by which presidents are chosen.19 videos, 5 readings, 1 practice quizexpandVideo: Setting the Scene 1: Federalists and RepublicansReading: The New NationVideo: Setting the Scene 2: Issues--Hamilton vs. Jefferson; the French RevolutionVideo: Setting the Scene 3: The Election of 1796; the Quasi-WarVideo: Adams and PinckneyVideo: Jefferson and BurrVideo: HamiltonDiscussion Prompt: IssuesVideo: The Electoral CollegeVideo: VotingReading: Joanne B. Freeman, \"The Presidential Election of 1800: A Story of Crisis, Controversy, and Change.\"Reading: [Optional Reading] Alexander Hamilton's attack on John Adams, October 24, 1800Video: The 1800 Campaign 1Video: The 1800 Campaign 2Video: The Press and the 1800 CampaignVideo: The Electoral College MeetsVideo: Deadlock in CongressVideo: Jefferson's Deal?Video: The InaugurationReading: Thomas Jefferson, First Inaugural Address, March 4, 1801Video: The Revolution of 1800?Reading: Interviews with HistoriansVideo: Interview: Annette Gordon-Reed and Peter S. OnufVideo: Interview: Joanne B. FreemanVideo: Interview: Gaye WilsonPractice Quiz: Practice Quiz – The Election of 1800Discussion Prompt: The Revolution of 1800The Election of 1860With four candidates seeking the White House in 1860, the election of Abraham Lincoln prompted South Carolina's secession, the establishment of the Confederate States of America, and the Civil War. Exploring the 1860 election helps us to understand the development of political parties, voting, and radicalism in American politics.6 videos, 7 readings, 1 practice quizexpandVideo: The Election of 1860Reading: The Pre-Civil War Era \u0026 the Sectional CrisisVideo: Parties and VotingReading: Caleb Bingham (1853-1854)Reading: “Political Parties in the United States, 1820–1860”Video: Conventions and PlatformsReading: Abraham Lincoln and the Election of 1860Reading: 1860 Republican PlatformDiscussion Prompt: IssuesVideo: Outcomes and ConsequencesReading: Primary Sources: SecessionReading: “Presidential Election of 1860: A Resource Guide,” Library of Congress.Practice Quiz: Practice Quiz – The Election of 1860Discussion Prompt: ConsequencesVideo: Roundtable: The impact of the 1860 electionVideo: Round-up discussion: Friday, October  28, Was the 1800 presidential election the 'nastiest' in American history?Graded: Week 1 Quiz - Nineteenth-Century ElectionsWEEK 2The Election of 1968The problems that America faced in fighting the Vietnam War forced Lyndon Johnson to withdraw his candidacy for reelection, and the war would be seen as a leading factor in the victory of Richard Nixon. But how important was, and is, foreign policy in American domestic politics?9 videos, 7 readings, 1 practice quizexpandVideo: IntroductionVideo: The Impact of TetVideo: The New Hampshire PrimaryReading: The Sixties, the 'Unraveling', and 1968Reading: Primary Sources – Responses to Vietnam: Walter Cronkite and the 'Wise Men'Reading: Primary Source – President Johnson's March 31st SpeechVideo: Presidential PrimariesVideo: Democratic Primaries 1968Reading: PrimariesVideo: Issues I: Law and OrderVideo: Issues II: The Impact of VietnamReading: Primary Sources about the 1968 Election – Party Platforms, Humphrey's Campaign, and Riots in ChicagoVideo: The ResultsVideo: ConclusionReading: Primary Sources: Humphrey/Johnson Discuss Vietnam, LeMay/Wallace Press Conference, and LBJ Halts Bombing in VietnamReading: Voting Map, Statistics, and ResultsPractice Quiz: Practice Quiz - The Election of 1968Discussion Prompt: 1968 ElectionThe Election of 1980\nThe election of 1980 is often seen as marking modern America's embrace of conservatism, in a manner that still shapes the nation and the world today. Examining the 1980 election helps us to understand why conservative ideas on the economy and foreign policy gained popularity, and why Reagan proved a powerful salesperson for the Right.6 videos, 8 readings, 1 practice quizexpandReading: ContextVideo: The making of the US president, 1980Reading: Secondary reading on liberalism's travails and the 1980 electionReading: Primary sources on the 1980 presidential campaignReading: The development and significance of presidential debates on televisionVideo: The history of presidential debatesVideo: The Carter-Reagan presidential debateReading: Optional primary source: the Carter-Reagan debateDiscussion Prompt: Presidential debatesReading: Turning points and \"realignments\" in electoral historyVideo: Conservative ascendancy and electoral erasReading: Exploring the \"gender gap\" in votingVideo: The gender gapReading: Data on the gender gapDiscussion Prompt: Explaining the gender gapVideo: Roundtable Discussion: Week 2Practice Quiz: Practice Quiz – The Election of 1980Graded: Week 2 Quiz – Twentieth-Century ElectionsWEEK 3The Election of 2008At the end of our course, we look back to the election of Barack Obama in 2008. This is explored through the testimony and perspectives of a practitioner who took part in the Obama campaign, of a journalist who traveled across America in fall 2008, and of a political scientist who has written about the election. Did Obama's victory signal a turn to progressivism, and how did digital technologies transform electoral politics?4 videos, 7 readings, 1 practice quizexpandReading: Exploring the election of Barack ObamaReading: \"Barack Obama: Campaigns and Elections\"Reading: Background reading (optional): The American Yawp on recent US historyReading: Primary Sources – Campaign CommercialsReading: About Mike MoffoVideo: Mike Moffo on the making of the US president in 2008Discussion Prompt: The impact of the \"digital revolution\" on campaign politicsReading: About Jon KellyVideo: Jon Kelly on the making of the US president in 2008Reading: About Nicol RaeVideo: Nicol Rae on the making of the US president in 2008Discussion Prompt: The 2008 election as a turning pointVideo: Roundtable on 2008 electionPractice Quiz: Practice Quiz – The Election of 2008The Election of 2016It is too soon to tell the history of the 2016 presidential election (and so last year's election is not one of the five that are at the heart of our course), but how does does history help us to understand the Clinton-Trump contest and its outcome? By way of concluding \"The Making of the US President,\" we reflect on historical parallels (and discontinuities).2 videos, 3 readingsexpandDiscussion Prompt: The 2016 election in historical perspectiveReading: Exploring the political battle via campaign commercialsDiscussion Prompt: The significance of the 2016 electionReading: Roundtable discussion after the 2016 electionVideo: Roundtable: Discusssion following the 2016 electionReading: Exploring Donald Trump's inaugural address in historical perspectiveVideo: Discussing Donald Trump's inaugural addressDiscussion Prompt: Assessing Donald Trump's transition from candidate to president Graded: Week 3 Quiz – The Election of 2016 and Historical ParallelsVideo: Setting the Scene 1: Federalists and RepublicansReading: The New NationVideo: Setting the Scene 2: Issues--Hamilton vs. Jefferson; the French RevolutionVideo: Setting the Scene 3: The Election of 1796; the Quasi-WarVideo: Adams and PinckneyVideo: Jefferson and BurrVideo: HamiltonDiscussion Prompt: IssuesVideo: The Electoral CollegeVideo: VotingReading: Joanne B. Freeman, \"The Presidential Election of 1800: A Story of Crisis, Controversy, and Change.\"Reading: [Optional Reading] Alexander Hamilton's attack on John Adams, October 24, 1800Video: The 1800 Campaign 1Video: The 1800 Campaign 2Video: The Press and the 1800 CampaignVideo: The Electoral College MeetsVideo: Deadlock in CongressVideo: Jefferson's Deal?Video: The InaugurationReading: Thomas Jefferson, First Inaugural Address, March 4, 1801Video: The Revolution of 1800?Reading: Interviews with HistoriansVideo: Interview: Annette Gordon-Reed and Peter S. OnufVideo: Interview: Joanne B. FreemanVideo: Interview: Gaye WilsonPractice Quiz: Practice Quiz – The Election of 1800Discussion Prompt: The Revolution of 1800With four candidates seeking the White House in 1860, the election of Abraham Lincoln prompted South Carolina's secession, the establishment of the Confederate States of America, and the Civil War. Exploring the 1860 election helps us to understand the development of political parties, voting, and radicalism in American politics.Video: The Election of 1860Reading: The Pre-Civil War Era \u0026 the Sectional CrisisVideo: Parties and VotingReading: Caleb Bingham (1853-1854)Reading: “Political Parties in the United States, 1820–1860”Video: Conventions and PlatformsReading: Abraham Lincoln and the Election of 1860Reading: 1860 Republican PlatformDiscussion Prompt: IssuesVideo: Outcomes and ConsequencesReading: Primary Sources: SecessionReading: “Presidential Election of 1860: A Resource Guide,” Library of Congress.Practice Quiz: Practice Quiz – The Election of 1860Discussion Prompt: ConsequencesVideo: Roundtable: The impact of the 1860 electionVideo: Round-up discussion: Friday, October  28, Was the 1800 presidential election the 'nastiest' in American history?The problems that America faced in fighting the Vietnam War forced Lyndon Johnson to withdraw his candidacy for reelection, and the war would be seen as a leading factor in the victory of Richard Nixon. But how important was, and is, foreign policy in American domestic politics?Video: IntroductionVideo: The Impact of TetVideo: The New Hampshire PrimaryReading: The Sixties, the 'Unraveling', and 1968Reading: Primary Sources – Responses to Vietnam: Walter Cronkite and the 'Wise Men'Reading: Primary Source – President Johnson's March 31st SpeechVideo: Presidential PrimariesVideo: Democratic Primaries 1968Reading: PrimariesVideo: Issues I: Law and OrderVideo: Issues II: The Impact of VietnamReading: Primary Sources about the 1968 Election – Party Platforms, Humphrey's Campaign, and Riots in ChicagoVideo: The ResultsVideo: ConclusionReading: Primary Sources: Humphrey/Johnson Discuss Vietnam, LeMay/Wallace Press Conference, and LBJ Halts Bombing in VietnamReading: Voting Map, Statistics, and ResultsPractice Quiz: Practice Quiz - The Election of 1968Discussion Prompt: 1968 Election\nThe election of 1980 is often seen as marking modern America's embrace of conservatism, in a manner that still shapes the nation and the world today. Examining the 1980 election helps us to understand why conservative ideas on the economy and foreign policy gained popularity, and why Reagan proved a powerful salesperson for the Right.Reading: ContextVideo: The making of the US president, 1980Reading: Secondary reading on liberalism's travails and the 1980 electionReading: Primary sources on the 1980 presidential campaignReading: The development and significance of presidential debates on televisionVideo: The history of presidential debatesVideo: The Carter-Reagan presidential debateReading: Optional primary source: the Carter-Reagan debateDiscussion Prompt: Presidential debatesReading: Turning points and \"realignments\" in electoral historyVideo: Conservative ascendancy and electoral erasReading: Exploring the \"gender gap\" in votingVideo: The gender gapReading: Data on the gender gapDiscussion Prompt: Explaining the gender gapVideo: Roundtable Discussion: Week 2Practice Quiz: Practice Quiz – The Election of 1980At the end of our course, we look back to the election of Barack Obama in 2008. This is explored through the testimony and perspectives of a practitioner who took part in the Obama campaign, of a journalist who traveled across America in fall 2008, and of a political scientist who has written about the election. Did Obama's victory signal a turn to progressivism, and how did digital technologies transform electoral politics?Reading: Exploring the election of Barack ObamaReading: \"Barack Obama: Campaigns and Elections\"Reading: Background reading (optional): The American Yawp on recent US historyReading: Primary Sources – Campaign CommercialsReading: About Mike MoffoVideo: Mike Moffo on the making of the US president in 2008Discussion Prompt: The impact of the \"digital revolution\" on campaign politicsReading: About Jon KellyVideo: Jon Kelly on the making of the US president in 2008Reading: About Nicol RaeVideo: Nicol Rae on the making of the US president in 2008Discussion Prompt: The 2008 election as a turning pointVideo: Roundtable on 2008 electionPractice Quiz: Practice Quiz – The Election of 2008It is too soon to tell the history of the 2016 presidential election (and so last year's election is not one of the five that are at the heart of our course), but how does does history help us to understand the Clinton-Trump contest and its outcome? By way of concluding \"The Making of the US President,\" we reflect on historical parallels (and discontinuities).Discussion Prompt: The 2016 election in historical perspectiveReading: Exploring the political battle via campaign commercialsDiscussion Prompt: The significance of the 2016 electionReading: Roundtable discussion after the 2016 electionVideo: Roundtable: Discusssion following the 2016 electionReading: Exploring Donald Trump's inaugural address in historical perspectiveVideo: Discussing Donald Trump's inaugural addressDiscussion Prompt: Assessing Donald Trump's transition from candidate to president Tel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateTel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final Solution",
    "Creator": "The University of Edinburgh",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/making-us-president",
    "Language": "English",
    "Commitment": "Three weeks of study, 3-4 hours/week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Cybersecurity Policy for Aviation and Internet Infrastructures",
    "Description": "About this course: In this course we will examine the aviation and Internet infrastructures, and various policies that have been developed to help guide and strengthen their cybersecurity programs.  The aviation and Internet infrastructures are also considered \"lifeline infrastructure\" as part of the transportation and communications sectors. Both subsectors are overseen by the Department of Homeland Security National Protection and Programs Directorate which manages the DHS National Infrastructure Protection Program. SSA responsibility for the aviation subsector is shared between the Transportation Security Administration and Federal Aviation Administration under the auspices of the Department of Homeland Security and Department of Transportation respectively.  The Department of Homeland Security retains sole responsibility as the Sector-Specific Agency for the Internet subsector.  While TSA and FAA have regulatory over the aviation subsector, DHS has no regulatory authority whatsoever over the Internet. In response to Executive Order 13636 issued by President Obama in February 2013, both sets of SSAs recommended continuing with voluntary cybersecurity measures. TSA and FAA reported they were working to implement the Transportation Roadmap across all transportation subsectors, including aviation. DHS reported that it was working with Internet providers to implement the Cyber Assessment Risk Management Approach. Despite some differences, the Transportation Roadmap and CARMA are very similar to the NIST Cybersecrity Framework and ES-C2M2 examined previously.  That is to say, they are predicated on a continuous improvement process that engages the whole organization in identifying and implementing incremental changes to enhance cybersecurity practices based on prevailing standards. This module will examine both the aviation and Internet lifeline infrastructure subsectors, and elements and application of the Transportation Roadmap and CARMA.WEEK 1Module 9: Aviation Infrastructure \u0026 Transportation RoadmapIn this module will examine the aviation subsector and the Transportation Roadmap for strengthening this infrastructure's resistance to cyber attack.3 videos, 3 readings, 2 practice quizzesexpandVideo: Course 3 IntroductionVideo: L21 Aviation InfrastructureReading: Aviation Security (Optional)Reading: International Aviation (Optional Video)Practice Quiz: L21 Challenge QuestionsVideo: L22 Aviation Transportation RoadmapReading: Transportation Roadmap (Optional)Practice Quiz: L22 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 2Module 10: Applied Transportation RoadmapIn this module we will examine the difference between cybersecurity for fixed versus mobile assets, and take a closer look at the Transportation Roadmap and apply its tenets to different hypothetical situations. Also included in this module is course exam #5. Good luck!3 videos, 3 practice quizzesexpandVideo: L23 Fixed vs. Mobile AssetsPractice Quiz: L23 Challenge QuestionsVideo: L24 Applying Transportation Roadmap (1)Practice Quiz: L24 Challenge QuestionsVideo: L25 Applying Transportaton Roadmap (2)Practice Quiz: L25 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 5WEEK 3Module 11: Internet Infrastructure \u0026 CARMAIn this module will examine the Internet subsector and the Cyber Assessment Risk Management Approach for strengthening this infrastructure's resistance to cyber attack.2 videos, 4 readings, 2 practice quizzesexpandVideo: L26 Internet InfrastructureReading: DHS Cybersecurity (Optional)Reading: Hidden Infrastructure of the Internet (Optional Video)Practice Quiz: L26 Challenge QuestionsVideo: L27 CARMAReading: CARMA Brief Description (Optional)Reading: Cyber Risk Management (Optional Video)Practice Quiz: L27 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 4Module 12: Applied CARMAIn this module we will take a closer look at the Cyber Assessment and Risk Management Approach and apply its tenets to different hypothetical situations. Also included in this module is the course exam #6 and related project assignment. Good luck!3 videos, 3 practice quizzesexpandVideo: L28 Applying CARMA (1)Practice Quiz: L28 Challenge QuestionsVideo: L29 Applying CARMA (2)Practice Quiz: L29 Challenge QuestionsVideo: L30 Applying CARMA (3)Practice Quiz: L30 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 6Graded: Assessing RiskVideo: Course 3 IntroductionVideo: L21 Aviation InfrastructureReading: Aviation Security (Optional)Reading: International Aviation (Optional Video)Practice Quiz: L21 Challenge QuestionsVideo: L22 Aviation Transportation RoadmapReading: Transportation Roadmap (Optional)Practice Quiz: L22 Challenge QuestionsDiscussion Prompt: What do you think?In this module we will examine the difference between cybersecurity for fixed versus mobile assets, and take a closer look at the Transportation Roadmap and apply its tenets to different hypothetical situations. Also included in this module is course exam #5. Good luck!Video: L23 Fixed vs. Mobile AssetsPractice Quiz: L23 Challenge QuestionsVideo: L24 Applying Transportation Roadmap (1)Practice Quiz: L24 Challenge QuestionsVideo: L25 Applying Transportaton Roadmap (2)Practice Quiz: L25 Challenge QuestionsDiscussion Prompt: What do you think?Video: L26 Internet InfrastructureReading: DHS Cybersecurity (Optional)Reading: Hidden Infrastructure of the Internet (Optional Video)Practice Quiz: L26 Challenge QuestionsVideo: L27 CARMAReading: CARMA Brief Description (Optional)Reading: Cyber Risk Management (Optional Video)Practice Quiz: L27 Challenge QuestionsDiscussion Prompt: What do you think?Video: L28 Applying CARMA (1)Practice Quiz: L28 Challenge QuestionsVideo: L29 Applying CARMA (2)Practice Quiz: L29 Challenge QuestionsVideo: L30 Applying CARMA (3)Practice Quiz: L30 Challenge QuestionsDiscussion Prompt: What do you think?University of Colorado SystemCybersecurity Policy for Water and Electricity InfrastructuresUniversity of Colorado SystemHomeland Security and Cybersecurity FutureUniversity of Colorado SystemHomeland Security \u0026 Cybersecurity Connection - It's Not About the TerroristsUniversity of Colorado SystemDetecting and Mitigating Cyber Threats and AttacksUniversity of Colorado SystemProactive Computer Security",
    "Creator": "University of Colorado System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/cybersecurity-policy-aviation-internet",
    "Language": "English",
    "Commitment": "This is Course 3 in a 4-course specialization. Estimated workload: 15-hours over 1-week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Kennedy Half Century",
    "Description": "About this course: When John F. Kennedy entered the presidential limousine at Love Field in Dallas, Texas on November 22, 1963, he began his ride into history. That journey continues even today and we call it the Kennedy legacy. \n\nThis course will explore the Presidency, assassination, and lasting legacy of President John F. Kennedy. Students will learn how JFK’s life, administration, and tragic death have influenced the general public, the media, and each of the nine U.S. presidents who followed.\n\nUnderstanding the Kennedy legacy and being able to identify elements of his legacy within the context of modern politics helps understand many of the vexing problems that developed over the last half century as well as many of the challenges that confront us today.    \n    \nNovember 22, 1963 was so powerful a moment that in the fifty years since the assassination, every U.S. President that followed JFK has used Kennedy’s words and actions in an effort to craft their own political image. Why does Kennedy’s influence persist, and will it continue? What are the effects? \n\nWe’ll address these questions and more as we explore The Kennedy Half Century. \n\nFollow on Twitter: @JFKclass.WEEK 1John F. Kennedy's Rise to Power9 videosexpandVideo: IntroductionVideo: JFK: Rise to PowerVideo: Kennedy's Legislative CareerVideo: JFK Takes to the National StageVideo: Campaign for the PresidencyVideo: Religion and PoliticsVideo: The 1960 DebatesVideo: Heading to Election DayVideo: The 1960 ElectionWEEK 2The Kennedy Presidency and Assassination11 videos, 1 readingexpandVideo: Kennedy's Inauguration: The Torch is PassedVideo: Civil RightsVideo: The Space ProgramReading: ResourcesVideo: Containing Communism: The Bay of Pigs DisasterVideo: The Berlin CrisisVideo: The Cuban Missile Crisis Part 1Video: The Cuban Missile Crisis Part 2Video: The Assassination Video: The Assassination: Parkland Hospital, a New President, \u0026 a National FuneralVideo: The 50th Anniversary Ceremony in DallasVideo: OswaldWEEK 3The Kennedy Legacy Begins13 videosexpandVideo: The Assassination:  Ballistic EvidenceVideo: The Assassination:  Physical EvidenceVideo: The Warren CommissionVideo: The Mysterious MotorcycleVideo: The DictabeltVideo: New Information Since the 50thVideo: Conspiracy Theories IVideo: Conspiracy Theories IIVideo: President Lyndon Johnson IVideo: President Lyndon Johnson IIVideo: President Lyndon Johnson IIIVideo: President Richard NixonVideo: President Gerald FordWEEK 4The Kennedy Effect Over Fifty Years11 videosexpandVideo: President Jimmy Carter, Part OneVideo: President Jimmy Carter, Part TwoVideo: President Ronald Reagan IVideo: President Ronald Reagan IIVideo: President Ronald Reagan IIIVideo: President George H.W. BushVideo: President Bill ClintonVideo: President George W. BushVideo: President Barack ObamaVideo: Conclusion:  A Flame Eternal?Video: Who Was the Real JFKGraded: FinalVideo: IntroductionVideo: JFK: Rise to PowerVideo: Kennedy's Legislative CareerVideo: JFK Takes to the National StageVideo: Campaign for the PresidencyVideo: Religion and PoliticsVideo: The 1960 DebatesVideo: Heading to Election DayVideo: The 1960 ElectionVideo: Kennedy's Inauguration: The Torch is PassedVideo: Civil RightsVideo: The Space ProgramReading: ResourcesVideo: Containing Communism: The Bay of Pigs DisasterVideo: The Berlin CrisisVideo: The Cuban Missile Crisis Part 1Video: The Cuban Missile Crisis Part 2Video: The Assassination Video: The Assassination: Parkland Hospital, a New President, \u0026 a National FuneralVideo: The 50th Anniversary Ceremony in DallasVideo: OswaldVideo: The Assassination:  Ballistic EvidenceVideo: The Assassination:  Physical EvidenceVideo: The Warren CommissionVideo: The Mysterious MotorcycleVideo: The DictabeltVideo: New Information Since the 50thVideo: Conspiracy Theories IVideo: Conspiracy Theories IIVideo: President Lyndon Johnson IVideo: President Lyndon Johnson IIVideo: President Lyndon Johnson IIIVideo: President Richard NixonVideo: President Gerald FordVideo: President Jimmy Carter, Part OneVideo: President Jimmy Carter, Part TwoVideo: President Ronald Reagan IVideo: President Ronald Reagan IIVideo: President Ronald Reagan IIIVideo: President George H.W. BushVideo: President Bill ClintonVideo: President George W. BushVideo: President Barack ObamaVideo: Conclusion:  A Flame Eternal?Video: Who Was the Real JFKTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateUniversity of VirginiaThe Modern World, Part Two: Global History since 1910University of California, Santa CruzThe Holocaust: The Destruction of European JewryTel Aviv University, Yad Vashem The Holocaust - An Introduction (I): Nazi Germany: Ideology, The Jews and the WorldTel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final Solution",
    "Creator": "University of Virginia",
    "Level": "",
    "URL": "https://coursera.org/learn/kennedy",
    "Language": "English",
    "Commitment": "9 hours of videos and quizzes",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Cybersecurity Policy for Water and Electricity Infrastructures",
    "Description": "About this course: This course will examine the drinking water and electricity infrastructures, and various policies that have been developed to help guide and strengthen their cybersecurity programs.  The drinking water and electricity infrastructures are two of fourteen subsectors comprising what are known as \"lifeline infrastructure\". The 2013 National Infrastructure Protection Plan identifies four lifeline infrastructure sectors: 1) water, 2) energy, 3) transportation, and 4) communications. These sectors are designated \"lifeline\" because many other infrastructures depend upon them.  The drinking water subsector is part of the water sector, and the electricity subsector is part of the energy sector.  Both subsectors are overseen by the Department of Homeland Security National Protection and Programs Directorate which manages the DHS National Infrastructure Protection Program. The NIPP employs a five-step continuous improvement program called the Risk Management Framework. NIPP implementation is overseen by DHS-designated Sector-Specific Agencies staffed by various Federal departments. The Sector-Specific Agencies work in voluntary cooperation with industry representatives to apply the Risk Management Framework and document results in corresponding Sector-Specific Plans.  The program began in 2007 and the most recent Sector-Specific Plans were published in 2016. In February 2013, President Obama issued Executive 13636 directing the National Institute of Standards and Technology to develop a voluntary set of recommendations for strengthening infrastructure cybersecurity measures. EO13636 also asked Federal agencies with regulating authority to make a recommendation whether the NIST Cybersecurity Framework should be made mandatory. The Environmental Protection Agency who is both the SSA and regulatory authority for the drinking water subsector recommended voluntary application of the NIST Cybersecurity Framework. The Department of Energy who is both the SSA and regulatory authority for the electricity subsector replied that it was already implementing the Electricity Subsector Cybersecurity Capability Maturity Model, which indeed was what the NIST Cybersecurity Framework was based on.  The Department of Energy, though, recommended voluntary application of the ES-C2M2. This module will examine both the drinking water and electricity lifeline infrastructure subsectors, and elements and application of the NIST Cybersecurity Framework and ES-C2M2.WEEK 1Module 5: Water Infrastructure \u0026 NIST Cybersecurity FrameworkIn this module we will examine the drinking water subsector and the NIST Cybersecurity Framework for strengthening this infrastructure's cybersecurity practices.3 videos, 3 readings, 2 practice quizzesexpandVideo: Course 2 IntroductionVideo: L11 Water InfrastructureReading: Water: International Perspective (Optional Video)Practice Quiz: L11 Challenge QuestionsVideo: L12 NIST Cybersecurity FrameworkReading: NIST Cybersecurity Framework (Optional)Reading: More on NIST CSF (Optional Video)Practice Quiz: L12 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 2Module 6: Applied NIST Cybersecurity FrameworkIn this module we will take a closer look at the NIST Cybersecurity Framework and apply its tenets to different hypothetical situations. Also included in this module is course exam #3. Good luck!3 videos, 3 practice quizzesexpandVideo: L13 Applying NIST CSF (1)Practice Quiz: L13 Challenge QuestionsVideo: L14 Applying NIST CSF (2)Practice Quiz: L14 Challenge QuestionsVideo: L15 Applying NIST CSF (3)Practice Quiz: L15 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 3WEEK 3Module 7: Electricity Infrastructure \u0026 ES-C2M2In this module we will examine the North American electric grid and the Electricity Subsector Cyber Capability Maturity Model for strengthening this infrastructure's cybersecurity practices.2 videos, 3 readings, 2 practice quizzesexpandVideo: L16 Electricity InfrastructureReading: Protecting Electricity Infrastructure (Optional Video)Practice Quiz: L16 Challenge QuestionsVideo: L17 Electricity Subsector Cybersecurity Capability Maturity ModelReading: ES-C2M2 (Optional)Reading: Electricity Cyber Risk Management (Optional Video)Practice Quiz: L17 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 4Module 8: Applied ES-C2M2In this module we will take a closer look at the Electricity Subsector Cyber Capability Maturity Model and apply its tenets to different hypothetical situations. Also included in this module is course exam #4 and related project assignment. Good luck!3 videos, 3 practice quizzesexpandVideo: L18 Applying ES-C2M2 (1)Practice Quiz: L18 Challenge QuestionsVideo: L19 Applying ES-C2M2 (2)Practice Quiz: L19 Challenge QuestionsVideo: L20 Applying ES-C2M2 (3)Practice Quiz: L20 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 4Graded: Starting a Cybersecurity ProgramVideo: Course 2 IntroductionVideo: L11 Water InfrastructureReading: Water: International Perspective (Optional Video)Practice Quiz: L11 Challenge QuestionsVideo: L12 NIST Cybersecurity FrameworkReading: NIST Cybersecurity Framework (Optional)Reading: More on NIST CSF (Optional Video)Practice Quiz: L12 Challenge QuestionsDiscussion Prompt: What do you think?Video: L13 Applying NIST CSF (1)Practice Quiz: L13 Challenge QuestionsVideo: L14 Applying NIST CSF (2)Practice Quiz: L14 Challenge QuestionsVideo: L15 Applying NIST CSF (3)Practice Quiz: L15 Challenge QuestionsDiscussion Prompt: What do you think?Video: L16 Electricity InfrastructureReading: Protecting Electricity Infrastructure (Optional Video)Practice Quiz: L16 Challenge QuestionsVideo: L17 Electricity Subsector Cybersecurity Capability Maturity ModelReading: ES-C2M2 (Optional)Reading: Electricity Cyber Risk Management (Optional Video)Practice Quiz: L17 Challenge QuestionsDiscussion Prompt: What do you think?Video: L18 Applying ES-C2M2 (1)Practice Quiz: L18 Challenge QuestionsVideo: L19 Applying ES-C2M2 (2)Practice Quiz: L19 Challenge QuestionsVideo: L20 Applying ES-C2M2 (3)Practice Quiz: L20 Challenge QuestionsDiscussion Prompt: What do you think?University of Colorado SystemCybersecurity Policy for Aviation and Internet InfrastructuresUniversity of Colorado SystemHomeland Security and Cybersecurity FutureUniversity of Colorado SystemHomeland Security \u0026 Cybersecurity Connection - It's Not About the TerroristsUniversity of Colorado SystemDetecting and Mitigating Cyber Threats and AttacksUniversity of Colorado SystemProactive Computer Security",
    "Creator": "University of Colorado System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/cybersecurity-policy-water-electricity",
    "Language": "English",
    "Commitment": "This is Course 2 in a 4-course specialization. Estimated workload: 15-hours over 1-week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "The Rooseveltian Century",
    "Description": "About this course: This course uses the lives, ideals and achievements of Theodore, Franklin, and Eleanor Roosevelt to create the idea of a Rooseveltian century. It is about doing research, analyzing primary sources, and connecting all this information with a coherent and logical interpretation. It is an invitation to think critically and historically, and it wants to give you a glimpse of what it means to be a historian at work. \n\nWe are convinced that the three Roosevelts – the 3Rs, as we will refer to them throughout this course – profoundly shaped the twentieth century. This course shows you why we think so and which paradigms, ideas, and sources we use to uphold our claim. But this course also asks you to give your opinion, and ground it on your own research findings. \n\nThe structure of the course is straightforward: \n- An introductory module gives you the biographical information you need to connect the personal stories of the 3Rs with the major events of the twentieth century;\n-  Module 2 explains how the 3Rs reframed our thinking on security, broadening its meaning and reconfiguring the government’s role in providing it; \n- Module 3, focusing on equality, shows how the 3Rs changed the relationship between leaders and led, rejected laissez-faire economics, and supported a politics of intervention to overcome the inequalities that undermined social cohesion;\n- Module 4 describes how the 3Rs promoted and protected the freedom of ordinary citizens, and communicated that as one of their central political goals;\n- Module 5 summarizes the long-lasting legacies of the 3Rs, and asks for your opinion on the Rooseveltian century. Do you agree with this interpretation of our recent past – and our possible futures?\n\nThe five modules contain quizzes to test your knowledge and understanding, discussion prompts to stimulate your creativity, and research guidance and assignments to sharpen up your historical skills. \n\nWe hope you will enjoy this intellectual journey!WEEK 1IntroductionThis module focuses on the foundational elements of this course. It explores the biographies of the 3Rs, their public achievements, and what motivated them to become the major public figures that we recognise today. The overall learning goal is to make students aware of the connections between the bios of the 3Rs and the rise of the U.S. as a global power in the twentieth century. 6 videos, 4 readings, 3 practice quizzesexpandVideo: IntroductionReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an online virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfVideo: The Rooseveltian CenturyDiscussion Prompt: Which Roosevelt are you?Video: Theodore RooseveltPractice Quiz: TR's TimelineVideo: Franklin D. RooseveltPractice Quiz: FDR's TimelineVideo: Eleanor RooseveltPractice Quiz: ER's TimelineVideo: ConclusionWEEK 2Security This module focuses on the concept of security and how each of the Roosevelts understood it and defined it in their own way. Students will learn the distinction between national, social, and human security and will assess the influence of the 3Rs in expanding the meaning of security and how we use the word today.7 videos, 1 readingexpandVideo: IntroductionDiscussion Prompt: Defining securityVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Which kind of security?Video: ConclusionVideo: The Website Chat with Michael CullinaneReading: Transforming Global Governance for the 21st Century, a UNDP ReportDiscussion Prompt: Global securityVideo: Research Webinar 1: TRPeer Review: Research Primary Sources on Security Graded: The Rooseveltian SecurityWEEK 3EqualityThis module focuses on the concepts of equality and social justice. Students will learn to identify how the 3Rs contributed to the promotion of social, political and economic equality and will be able to recognize their most lasting achievements in securing equality and social justice in the United States and around the world.7 videos, 1 readingexpandVideo: IntroductionDiscussion Prompt: Defining equalityVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Equality and democracyVideo: ConclusionVideo: The Website chat with David WoolnerReading: Equality and American Democracy, by Danielle AllenDiscussion Prompt: Equality and libertyVideo: Research Webinar 2: FDRPeer Review: Research Primary Sources on EqualityGraded: The Rooseveltian EqualityWEEK 4FreedomThis module focuses on the ideas and ideals of freedom that the 3Rs promoted throughout their lives. Students will see how the 3Rs put forward a multi-dimensional understanding of freedom, covering many different rights and liberties. 7 videos, 1 readingexpandVideo: IntroductionDiscussion Prompt: Defining freedomVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Freedom and national sovereigntyVideo: ConclusionVideo: The Website Chat with Simon RofeReading: Fundamental Freedoms, by Allida Black and Mary Jo BlinkerDiscussion Prompt: Individual freedom and social freedomVideo: Research Webinar 3: ERPeer Review: Research Primary Sources on FreedomGraded: The Rooseveltian FreedomWEEK 5LegaciesThis module focuses on the Rooseveltian legacy. Students will learn to recognize the innovative elements that the 3Rs brought to modern-day politics, and how their legacies live on through their particular skills and achievements as political campaigners, administrative innovators, popular mobilisers, multi-media communicators, and wide-ranging reformers.4 videosexpandVideo: IntroductionVideo: Interview with Eduard van de BiltVideo: Interview with Sara PolakVideo: ConclusionDiscussion Prompt: Which Roosevelt are you now?Graded: Final PaperThis module focuses on the foundational elements of this course. It explores the biographies of the 3Rs, their public achievements, and what motivated them to become the major public figures that we recognise today. The overall learning goal is to make students aware of the connections between the bios of the 3Rs and the rise of the U.S. as a global power in the twentieth century. Video: IntroductionReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an online virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfVideo: The Rooseveltian CenturyDiscussion Prompt: Which Roosevelt are you?Video: Theodore RooseveltPractice Quiz: TR's TimelineVideo: Franklin D. RooseveltPractice Quiz: FDR's TimelineVideo: Eleanor RooseveltPractice Quiz: ER's TimelineVideo: ConclusionThis module focuses on the concept of security and how each of the Roosevelts understood it and defined it in their own way. Students will learn the distinction between national, social, and human security and will assess the influence of the 3Rs in expanding the meaning of security and how we use the word today.Video: IntroductionDiscussion Prompt: Defining securityVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Which kind of security?Video: ConclusionVideo: The Website Chat with Michael CullinaneReading: Transforming Global Governance for the 21st Century, a UNDP ReportDiscussion Prompt: Global securityVideo: Research Webinar 1: TRPeer Review: Research Primary Sources on Security This module focuses on the concepts of equality and social justice. Students will learn to identify how the 3Rs contributed to the promotion of social, political and economic equality and will be able to recognize their most lasting achievements in securing equality and social justice in the United States and around the world.Video: IntroductionDiscussion Prompt: Defining equalityVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Equality and democracyVideo: ConclusionVideo: The Website chat with David WoolnerReading: Equality and American Democracy, by Danielle AllenDiscussion Prompt: Equality and libertyVideo: Research Webinar 2: FDRPeer Review: Research Primary Sources on EqualityVideo: IntroductionDiscussion Prompt: Defining freedomVideo: Theodore RooseveltVideo: Franklin D. RooseveltVideo: Eleanor RooseveltDiscussion Prompt: Freedom and national sovereigntyVideo: ConclusionVideo: The Website Chat with Simon RofeReading: Fundamental Freedoms, by Allida Black and Mary Jo BlinkerDiscussion Prompt: Individual freedom and social freedomVideo: Research Webinar 3: ERPeer Review: Research Primary Sources on FreedomThis module focuses on the Rooseveltian legacy. Students will learn to recognize the innovative elements that the 3Rs brought to modern-day politics, and how their legacies live on through their particular skills and achievements as political campaigners, administrative innovators, popular mobilisers, multi-media communicators, and wide-ranging reformers.Video: IntroductionVideo: Interview with Eduard van de BiltVideo: Interview with Sara PolakVideo: ConclusionDiscussion Prompt: Which Roosevelt are you now?Tel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final SolutionTel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign state",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/roosevelt",
    "Language": "English",
    "Commitment": "5 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Cultural Competence - Aboriginal Sydney",
    "Description": "About this course: This course explores some of the key themes and capabilities of cultural competence by exploring Aboriginal experiences and narratives of Sydney. \n \nAustralia was ‘claimed’ for the British Crown in 1770, by Captain James Cook, but the invasion began in earnest when the First Fleet of British arrived in 1788 and established a penal colony in Sydney.   \n\nAs a consequence Sydney is a city rich in diverse pre-colonial, colonial and contemporary sites of significance to Aboriginal peoples. Too often though our perceptions about Aboriginal peoples consign them to an ancient past or perpetuates stereotypical imaginations that Aboriginal peoples live in remote communities (Hinkson, 2010).  \n\nAt the heart of this MOOC is the theme that Sovereignty was never ceded and Sydney always was and always will be Aboriginal Land. Despite this the Aboriginal presence in the city is often invisible to non-Aboriginal eyes. This course aims to bring to light marginalised narratives of Aboriginal presence in this space.\n\nTo understand hidden and marginalised narratives and experiences it is necessary to develop cultural competence capabilities. Key elements of practicing cultural competence include being able to understand and interrogate context, which in the case of Sydney includes not only learning about the peoples, places and histories of Aboriginal Sydney but to also understand issues about how knowledge is created and how dominant narratives can exclude diverse knowledges and experiences. \n\nCourse learning outcomes\n\n1.\tDevelop knowledge about cultural competence capabilities. \n2.\tDevelop a deeper and multi-layered knowledge and understanding about Aboriginal peoples, cultures and places in Sydney.\n3.\tDevelop a greater understanding of how history, cultures and places are represented, contested and interpreted and how that relates to their own context. \n\nAcknowledgement of Country\n\nWe acknowledge that this course was developed on the land of the Gadigal Peoples of the Eora nation. We pay our respect to the Traditional Owners of this land and acknowledge that the land that the University of Sydney was built on has been a place of learning for many thousands of years.WEEK 1IntroductionsWelcome to the Cultural Competence - Aboriginal Sydney MOOC. 2 videos, 3 readingsexpandVideo: Welcome to CountryVideo: IntroductionReading: The National Centre for Cultural Competence (NCCC) at the University of SydneyReading: Terminology used in this courseReading: Additional resourcesDiscussion Prompt: Activity 1 - Your course expectationsWEEK 2Representation and visibility in Aboriginal SydneyThis week highlights how Aboriginal peoples are represented and made invisible. We will look at how museums and anthropologists collected and studied Aboriginal peoples and their artefacts. We will also look at how Aboriginal peoples engaged with the colonisers and continue to do so. 5 videos, 1 readingexpandVideo: Representation and visibilityReading: Module 2 - ReadingsVideo: Studying and collecting Aboriginal artefactsVideo: Multicultural SydneyVideo: Written in stoneVideo: Truths, silences and visibilityDiscussion Prompt: Activity 2 - Who are the First Peoples where you live?WEEK 3Sovereignty and self-determination in a colonised placeAboriginal sovereignty has never been ceded. This means that Aboriginal peoples never came to any agreement which conceded their lands. One of the myths of colonisation was that Aboriginal people didn't resist. But they did resist, and they continue to fight for their sovereign rights in a myriad of different ways: from the overtly political to the revitalisation of cultures and languages, to expression through artistic endeavours. This week's lectures and activities highlight the many different perspectives about how people claim and embody sovereignty. 5 videos, 1 readingexpandVideo: SovereigntyReading: Module 3 - ReadingsVideo: Language, colonisation and revitalisationVideo: Experiencing and embodying landscapesVideo: Tribal WarriorVideo: RepatriationGraded: Assessment 1 - Expression of cultureWEEK 4People, past and presentThis week, we will show the diversity of Aboriginal peoples and hear some stories and experiences which show the continued absence of Aboriginal peoples in Sydney. 4 videos, 1 readingexpandVideo: Resistance and resilienceReading: Module 4 - ReadingsVideo: Living on Country: an Elder's perspectiveVideo: Living off CountryVideo: Keeping story and language aliveDiscussion Prompt: Activity 3 - Diversity in contextWEEK 5Visibility in placeThis week's lectures and activities aim to draw our attention to Aboriginal presence in the city. All around us - even in a developed city like Sydney - there are significant sites, but we often don't notice them. From ancient rock engravings to contemporary public art projects, significant sites serve as a reminder of the ongoing presence and occupation of the Sydney area by Aboriginal people for thousands of years. In this Module, we will be shown some sites by the CEO and Cultural Officer of the Metropolitan Local Aboriginal Land Council. We will also be introduced to the work of the City of Sydney council who are working on raising awareness and understanding about Aboriginal people in Sydney. 4 videos, 1 readingexpandVideo: Significant placesReading: Module 5 - ReadingsVideo: Preservation of sites in urban areasVideo: Manly Dam: Sacred siteVideo: Living cultures in the cityGraded: Assessment 2 - Preserving sites and practicesWEEK 6ResistanceThis week we will focus on stories and experiences of resistance and activism, many of which were fostered in Sydney's inner city areas. For many years, Aboriginal people from around the country came to Sydney and settled near the industrial areas, finding work there and making their home in Sydney's inner city suburbs. In particular, the suburb of Redfern is the birthplace of contemporary Aboriginal political consciousness, where the fight for self-determination became tangible. The people we hear from this week share their stories on how they have negotiated their identities and made sense of their own experiences within this context. 7 videos, 1 readingexpandVideo: The contemporary heart of Aboriginal political consciousnessReading: Module 6 - ReadingsVideo: A history of activismVideo: Activism in the artsVideo: Redfern: the crucible of self-determinationVideo: Resistance, rights and resilienceVideo: Past, present and futureVideo: MOOC SummaryGraded: Assessment 3 - Places and changeVideo: Welcome to CountryVideo: IntroductionReading: The National Centre for Cultural Competence (NCCC) at the University of SydneyReading: Terminology used in this courseReading: Additional resourcesDiscussion Prompt: Activity 1 - Your course expectationsThis week highlights how Aboriginal peoples are represented and made invisible. We will look at how museums and anthropologists collected and studied Aboriginal peoples and their artefacts. We will also look at how Aboriginal peoples engaged with the colonisers and continue to do so. Video: Representation and visibilityReading: Module 2 - ReadingsVideo: Studying and collecting Aboriginal artefactsVideo: Multicultural SydneyVideo: Written in stoneVideo: Truths, silences and visibilityDiscussion Prompt: Activity 2 - Who are the First Peoples where you live?Aboriginal sovereignty has never been ceded. This means that Aboriginal peoples never came to any agreement which conceded their lands. One of the myths of colonisation was that Aboriginal people didn't resist. But they did resist, and they continue to fight for their sovereign rights in a myriad of different ways: from the overtly political to the revitalisation of cultures and languages, to expression through artistic endeavours. This week's lectures and activities highlight the many different perspectives about how people claim and embody sovereignty. Video: SovereigntyReading: Module 3 - ReadingsVideo: Language, colonisation and revitalisationVideo: Experiencing and embodying landscapesVideo: Tribal WarriorVideo: RepatriationVideo: Resistance and resilienceReading: Module 4 - ReadingsVideo: Living on Country: an Elder's perspectiveVideo: Living off CountryVideo: Keeping story and language aliveDiscussion Prompt: Activity 3 - Diversity in contextThis week's lectures and activities aim to draw our attention to Aboriginal presence in the city. All around us - even in a developed city like Sydney - there are significant sites, but we often don't notice them. From ancient rock engravings to contemporary public art projects, significant sites serve as a reminder of the ongoing presence and occupation of the Sydney area by Aboriginal people for thousands of years. In this Module, we will be shown some sites by the CEO and Cultural Officer of the Metropolitan Local Aboriginal Land Council. We will also be introduced to the work of the City of Sydney council who are working on raising awareness and understanding about Aboriginal people in Sydney. Video: Significant placesReading: Module 5 - ReadingsVideo: Preservation of sites in urban areasVideo: Manly Dam: Sacred siteVideo: Living cultures in the cityThis week we will focus on stories and experiences of resistance and activism, many of which were fostered in Sydney's inner city areas. For many years, Aboriginal people from around the country came to Sydney and settled near the industrial areas, finding work there and making their home in Sydney's inner city suburbs. In particular, the suburb of Redfern is the birthplace of contemporary Aboriginal political consciousness, where the fight for self-determination became tangible. The people we hear from this week share their stories on how they have negotiated their identities and made sense of their own experiences within this context. Video: The contemporary heart of Aboriginal political consciousnessReading: Module 6 - ReadingsVideo: A history of activismVideo: Activism in the artsVideo: Redfern: the crucible of self-determinationVideo: Resistance, rights and resilienceVideo: Past, present and futureVideo: MOOC SummaryThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1Higher School of EconomicsReligions and Society in ChinaThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2",
    "Creator": "The University of Sydney",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/cultural-competence-aboriginal-sydney",
    "Language": "English",
    "Commitment": "5 weeks, 2.5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Federalism \u0026 Decentralization: Evaluating Africa's Track Record",
    "Description": "About this course: In this political science course you will learn about the twin concepts of federalism and decentralization. You will develop an understanding of the core ideas that federalism and decentralization rest on, and study the building blocks that make them both work. Following a general overview of both federalism and decentralization, we will examine a number of case-studies from Africa where federalism and decentralization have been changing the continent’s political landscape in the last twenty years, coinciding with unprecedented levels of economic growth. \n\nWhat is federalism and how is it different from decentralization? What are the core ideas behind these concepts? Do federalism and decentralization enhance democracy, governance and diversity? Is that why virtually all countries south of the Sahara are now either federal or decentralized? We will be looking at Africa's track-record in order to answer these questions.\n\nBy the end of the course, you will have acquired a general knowledge of federalism/decentralization and additional empirical knowledge of a number of African cases.  Upon completion you will also acquire the ability to unpack and understand a variety of potential consequences of federalism/decentralization reforms in the developing world.WEEK 1Welcome to this course! The Three Promises of Federalism and DecentralizationGreat that you are joining us! In this course you will learn about Federalism \u0026 Decentralization in Africa. Before you start with studying we invite you to first go through our intro module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you enjoy studying in this course! In this first module you can also find the introduction video and an exploration of the three promises of Federalism and Decentralization. 5 videos, 9 readingsexpandVideo: Introduction to the CourseReading: Meet the instructor \u0026 his teamReading: SyllabusReading: Readings OverviewReading: Welcome to Leiden University!Reading: Study tips for studying onlineReading: Being succesful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfVideo: The Promises of FederalismVideo: Federalism and Decentralization part 1Video: Federalism and Decentralization part 2Video: Overview - Federalism and Decentralization: Reflections and ImplicationsReading: Readings Module 1Reading: TranscriptGraded: The three promises of federalismWEEK 2Core Ideas in Federalism and DecentralizationThis module will cover important concepts such as shared-rule and self-rule, autonomy, multiple identities and distributed authority. Don't forget to keep up with the readings for optimal understanding and application of this week's material! Do you have any questions, statements, remarks or other points you would like to discuss? Do not hesitate to post them in the Discussion Forums and a staff member or other course participants will be able to help you out!5 videos, 1 readingexpandVideo: Self-Rule and Shared-RuleVideo: Distribution of PowerVideo: Multiple IdentitiesVideo: Overview - Foundational IssuesReading: Readings Module 2Video: Weekly Chat: A Message from Beautiful South AfricaGraded: Core ideas about federalismWEEK 3The Building Blocks of Federalism and DecentralizationIn this module we will discuss the various legal, political, and social foundations of federalism and decentralization. As you can see, this topic requires a true interdisciplinary perspective!5 videos, 1 readingexpandVideo: Legal FoundationsVideo: Political FoundationsVideo: Socio-Economic and Socio-Demographic FoundationsVideo: Overview - Three Scholarly AnglesReading: Readings Module 3Video: Weekly chatGraded: The building blocksWEEK 4Federalism in Post-Conflict Societies In previous modules, you've learned the theory behind federalism and decentralization, as well as the most important concepts and building blocks, This module, we will look at three case studies to acquire insight into how federalism and decentralization work in practice: Nigeria, South Africa and Ethiopia.5 videos, 1 readingexpandVideo: Federalism in South AfricaVideo: Federalism in EthiopiaVideo: Federalism in NigeriaVideo: OverviewReading: Readings Module 4Peer Review: Country OverviewVideo: Interview with Assefa FisehaGraded: Federalism in Post-Conflict SocietiesWEEK 5Decentralization, Democracy and Economic DevelopmentWhile previous modules focused on federalism, Module 5 is all about decentralization! We will analyze the related but different dynamics decentralization presents. In particular, we will focus on the economic implications of decentralization on Africa. We will cover various perspectives that highlight state capacity, international factors, design of decentralized institutions, unintended long-term consequences, and uncodified home-grown practices of local governance. 5 videos, 1 readingexpandVideo: Decentralization in AfricaVideo: Economic Development and DecentralizationVideo: Unintended ConsequencesVideo: OverviewReading: Readings Module 5Video: Interview with Nico SteytlerGraded: Decentralization, Democracy and Economic DevelopmentWEEK 6Critical Issues in Federalism and DecentralizationThe description goes herehis module will cover Critical Issues in Federalism and Decentralization, and will bring the knowledge and insights from previous modules tohether. The notion of state capacity will be unpacked into political, administrative, infrastructural, and economic components. We will also evaluate the relative importance of international know-how and local traditions. 5 videos, 1 readingexpandVideo: State CapacityVideo: Imported Institutional Blueprints vs. Local SolutionsVideo: International InvolvementReading: Readings Module 6Video: Interview with Shawn HoulihanVideo: Weekly chatGraded: Critical issuesGraded: Final ExamGreat that you are joining us! In this course you will learn about Federalism \u0026 Decentralization in Africa. Before you start with studying we invite you to first go through our intro module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you enjoy studying in this course! In this first module you can also find the introduction video and an exploration of the three promises of Federalism and Decentralization. Video: Introduction to the CourseReading: Meet the instructor \u0026 his teamReading: SyllabusReading: Readings OverviewReading: Welcome to Leiden University!Reading: Study tips for studying onlineReading: Being succesful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfVideo: The Promises of FederalismVideo: Federalism and Decentralization part 1Video: Federalism and Decentralization part 2Video: Overview - Federalism and Decentralization: Reflections and ImplicationsReading: Readings Module 1Reading: TranscriptThis module will cover important concepts such as shared-rule and self-rule, autonomy, multiple identities and distributed authority. Don't forget to keep up with the readings for optimal understanding and application of this week's material! Do you have any questions, statements, remarks or other points you would like to discuss? Do not hesitate to post them in the Discussion Forums and a staff member or other course participants will be able to help you out!Video: Self-Rule and Shared-RuleVideo: Distribution of PowerVideo: Multiple IdentitiesVideo: Overview - Foundational IssuesReading: Readings Module 2Video: Weekly Chat: A Message from Beautiful South AfricaVideo: Legal FoundationsVideo: Political FoundationsVideo: Socio-Economic and Socio-Demographic FoundationsVideo: Overview - Three Scholarly AnglesReading: Readings Module 3Video: Weekly chat In previous modules, you've learned the theory behind federalism and decentralization, as well as the most important concepts and building blocks, This module, we will look at three case studies to acquire insight into how federalism and decentralization work in practice: Nigeria, South Africa and Ethiopia.Video: Federalism in South AfricaVideo: Federalism in EthiopiaVideo: Federalism in NigeriaVideo: OverviewReading: Readings Module 4Peer Review: Country OverviewVideo: Interview with Assefa FisehaWhile previous modules focused on federalism, Module 5 is all about decentralization! We will analyze the related but different dynamics decentralization presents. In particular, we will focus on the economic implications of decentralization on Africa. We will cover various perspectives that highlight state capacity, international factors, design of decentralized institutions, unintended long-term consequences, and uncodified home-grown practices of local governance. Video: Decentralization in AfricaVideo: Economic Development and DecentralizationVideo: Unintended ConsequencesVideo: OverviewReading: Readings Module 5Video: Interview with Nico SteytlerThe description goes herehis module will cover Critical Issues in Federalism and Decentralization, and will bring the knowledge and insights from previous modules tohether. The notion of state capacity will be unpacked into political, administrative, infrastructural, and economic components. We will also evaluate the relative importance of international know-how and local traditions. Video: State CapacityVideo: Imported Institutional Blueprints vs. Local SolutionsVideo: International InvolvementReading: Readings Module 6Video: Interview with Shawn HoulihanVideo: Weekly chatUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldSciences PoGeopolitics of EuropeUniversiteit LeidenPolitical Economy of Institutions and DevelopmentTel Aviv UniversityThe Emergence of the Modern Middle East - Part IIThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the World",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/decentralization-africa",
    "Language": "English",
    "Commitment": "4-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Espace mondial, a French vision of Global studies",
    "Description": "About this course: To explain how globalization rebuilt public policy and social behavior, we study the different political, economic, and social actors - public or private, individual or collective - and the exchanges and interactions between them that are remaking international relations. This course is inspired by a French sociological and historical approach to international relations.\n\nThis course is also available in french version: www.coursera.org/learn/espace-mondial-fr/WEEK 1IntroductionThe current global world implies a new approach of the international arena, breaking with classical theories.3 videos, 5 readingsexpandReading: Getting StartedDiscussion Prompt: Introduce YourselfVideo: What Does it Mean?Video: A French Approach?Video: Major Turning Points in Contemporary International RelationsReading: About MapsReading: ChronologyReading: Additional ResourcesReading: CreditsWEEK 2InequalitiesThe main economic and social parameters indicate an unequal and instable world.3 videos, 4 readingsexpandVideo: The Diversity of TerritoriesVideo: A Plurality of Demographic TrendsVideo: Food InsecurityReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsWEEK 3RegionalismThe nation-state territory is challenged by new kinds of integration, and particularly by fragile regional constructions.3 videos, 4 readingsexpandVideo: Traditional RegionalismVideo: NeoregionalismVideo: Questioning Regionalism TodayReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 1WEEK 4World ActorsNation-states are no more the only international actor. Many groups and 7 billions of individuals are now potential actors of our current international system.3 videos, 4 readingsexpandVideo: The Growing Capacity of Non State ActorsVideo:  Multifunctional NGOsVideo: The New Triangular GameReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 2WEEK 5GlobalizationGlobalization is a complex process which is challenging the main traditional aspects of the world order.3 videos, 4 readingsexpandVideo: A Single Definition?Video: Hegemony or Exclusion?Video: Fragile GovernanceReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 3WEEK 6IdentitiesIdentity has to be revisited and considered as a social and a political construct.3 videos, 4 readingsexpandVideo: Feuding DefinitionsVideo: Politics is BackVideo: The Danger of EthnicizationReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 4WEEK 7ReligionsReligion is perceived as a major parameter of the present world order, but generally in an oversimplified way.4 videos, 4 readingsexpandVideo: From Durkheim to Present DayVideo: Christianity and PoliticsVideo: Islam and PoliticsVideo: Measuring the Real Political Capacity of ReligionReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 5WEEK 8Nation StateIs traditional nation-state still working everywhere around the world?3 videos, 4 readingsexpandVideo: Western OriginVideo: A Concept Impossible to ExportVideo: A Variety of Conflicting IncarnationsReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 6WEEK 9PowerIs power still meaningful and efficient?3 videos, 4 readingsexpandVideo: From Hobbes to Present DayVideo: Weak IndicatorsVideo: The Powerlessness of PowerReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsWEEK 10War and PeaceNew international conflicts have a specific configuration and imply a new treatment.3 videos, 4 readingsexpandVideo: The European Origins of the Clausewitzian WarVideo: The Emergence of New International ConflictsVideo: NIC As Dilemma in the Creation of International AgendasReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 7WEEK 11International SystemPolarization and multilateralism are the new features of the post 1945 international system. The first one is probably over; the second one is challenged.3 videos, 4 readingsexpandVideo: Understanding its Historical DiversityVideo: Multilateralism at StakeVideo: From Polarity to ApolarityReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsGraded: Quiz 8ConclusionGoing ahead to a new regulation?1 video, 4 readingsexpandVideo: ConclusionReading: About MapsReading: Additional ResourcesReading: CreditsReading: AcknowledgementsReading: Getting StartedDiscussion Prompt: Introduce YourselfVideo: What Does it Mean?Video: A French Approach?Video: Major Turning Points in Contemporary International RelationsReading: About MapsReading: ChronologyReading: Additional ResourcesReading: CreditsVideo: The Diversity of TerritoriesVideo: A Plurality of Demographic TrendsVideo: Food InsecurityReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: Traditional RegionalismVideo: NeoregionalismVideo: Questioning Regionalism TodayReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: The Growing Capacity of Non State ActorsVideo:  Multifunctional NGOsVideo: The New Triangular GameReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: A Single Definition?Video: Hegemony or Exclusion?Video: Fragile GovernanceReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: Feuding DefinitionsVideo: Politics is BackVideo: The Danger of EthnicizationReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: From Durkheim to Present DayVideo: Christianity and PoliticsVideo: Islam and PoliticsVideo: Measuring the Real Political Capacity of ReligionReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: Western OriginVideo: A Concept Impossible to ExportVideo: A Variety of Conflicting IncarnationsReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: From Hobbes to Present DayVideo: Weak IndicatorsVideo: The Powerlessness of PowerReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: The European Origins of the Clausewitzian WarVideo: The Emergence of New International ConflictsVideo: NIC As Dilemma in the Creation of International AgendasReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: Understanding its Historical DiversityVideo: Multilateralism at StakeVideo: From Polarity to ApolarityReading: About MapsReading: GlossaryReading: Additional ResourcesReading: CreditsVideo: ConclusionReading: About MapsReading: Additional ResourcesReading: CreditsReading: AcknowledgementsTel Aviv UniversityThe Emergence of the Modern Middle East - Part IIUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldTel Aviv UniversityThe Emergence of the Modern Middle East - Part IThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political Science",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/global-studies",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Unleashing the Impact of your Social Enterprise",
    "Description": "About this course: In Course 3 of this Specialization you will first of all learn about  Social Impact Assessment. Hence you will be able to develop a method to evaluate the social mission that you achieve while implementing your business plan. Next you will outline an appropriate communication strategy for your social enterprise and will demonstrate how to market your products and services to beneficiaries and other customers. Here you will employ an adaptable communication strategy as you move from early adopters to a broader market share. \n\nFurthermore you will determine growth strategies and how you can scale or replicate your business plan internationally in order to reach a larger number of beneficiaries. In particular you will discuss organic growth, social franchising, and an open source approach. Finally, you will evaluate exit strategies. Thus you will review options social enterprises have when they need to finance their growth but the original funders can not or do not want to finance the expansion. \n\nCourse 3 will be completed by your Capstone project, which will ask you to submit the final business plan of your social venture.\n\nNote: It is highly recommended to have completed Course 1 \u0026 2 of the Social Entrepreneurship Specialization before starting this Course!WEEK 1Introduction to Social Impact AssessmentWelcome to the final Course of this Social Entrepreneurship Specialization. In this session you will be introduced to the topic of measuring the social impact of a venture. You are asked to apply your knowledge to the case of Specialisterne and frame your business plan by writing the executive summary. 4 videos, 1 readingexpandVideo: Introduction to Course 3Prompt de discussão: Present yourselfVideo: Teamwork \u0026 Introduction to Module 1Video: Introduction to Social Impact Assessment | Simone PetersenPrompt de discussão: Social Impact Assessment for SpecialisterneVideo: Group reformation | Babele | Peer evaluation examPrompt de discussão: Present your enterpriseLeitura: SROI – A Review of Methods | Danish Social Capital FundGraded: Executive Summary of your Business planWEEK 2Measuring Social ImpactWelcome to Module 2. In this week we will delve deeper into social impact assessment. We encourage you to explore your possibilities as you grow and try to find indicators for your activities. It is crucial to understand and document how societal value is created. Most startups do not yet have any actual impact that can be measured, therefore, it is important to spell out your “theory of change” as clearly as possible and to back it up with data if possible. Relevant data would substantially strengthen your position in terms of investors, stakeholders as well as your communication and marketing strategy.5 videos, 1 readingexpandVideo: Introduction \u0026 Social Impact AssessmentVideo: Social Impact Assessment - A UK PerspectiveVideo: Social Impact Assessment - A US PerspectiveLeitura: Check out: SIAhubVideo: Start working on your Social Impact AssessmentVideo: Introduction to Fair Trade | Optional Case Assignment | Peer Evaluation ExamPrompt de discussão: Cafédirect AdvertisementGraded: Your Social Impact AssessmentWEEK 3How Social Enterprises CommunicateWelcome to Module 3! In this week we will talk about how social enterprises communicate about their products and their impact. The case about CaféDirect will be presented and you will be encouraged to think about your own communication strategy. Finally we will kick-off the topic about growth and replication. 6 videos, 2 readingsexpandVideo: How To Market Social ProductsVideo: How the Cafédirect Story continues |  Bob Doherty \u0026 Iain DavisVideo: Identify with whom you will communicate and whyPrompt de discussão: Your WebsiteVideo: 3 Strategies to Replicate Social EnterprisesVideo: Assignment InstructionsVideo: Replication Strategy for Specialisterne - Henrik ThomsenPrompt de discussão: Growth Strategy for SpecialisterneLeitura: Specialisterne (B): Replicating a Social Enterprise SuccessLeitura: Growing social enterpriseGraded: Your Marketing \u0026 Communication StrategyWEEK 4Growth and Replication of Social EnterprisesWelcome! In week 4 we will talk about how social enterprises can replicate their social innovations. We will focus on the  case of Specialisterne, which demonstrates that also mixed approaches can be valuable and we will also listen to best-practice examples of India and the U.S. Finally you will be asked to give advice about the the Mobility CarSharing case. 6 videosexpandVideo: Replicating Social InnovationsVideo: Diversity and Inclusion at SAP | Anka WittenbergVideo: Best-practice examples India | Anirudh AgrawalVideo: Best-practice example U.S. | Norris KruegerVideo: Develop Your Growth \u0026 Replication StrategyVideo: Assignment InstructionsPrompt de discussão: Case: Mobility CarSharingGraded: Growth PlanWEEK 5Finalize your Business planWelcome change-makers to the final week of this Social Entrepreneurship Specialization! We will use this session to further discuss exit strategies by looking at two cases: Mobility and Café Direct. Finally we will approach the sensitive topic of failing and what role it plays in the field of social entrepreneurship. We also want to use this option to thank all learners for participation, contribution and support! We hope that this specialization helped to kick-start your own social entrepreneurship journey. Keep up your good work! Congratulations and good luck!6 videosexpandVideo: Mobility CarSharingVideo: Cafédirect | Bob DohertyVideo: The Need to acknowledge Failure | Johanna MairVideo: Planning for Success by Preparing for Failure | Sudhanshu RaiVideo: Getting ready for SubmissionVideo: Good luck!Graded: Final Business Plan Welcome to the final Course of this Social Entrepreneurship Specialization. In this session you will be introduced to the topic of measuring the social impact of a venture. You are asked to apply your knowledge to the case of Specialisterne and frame your business plan by writing the executive summary. Video: Introduction to Course 3Prompt de discussão: Present yourselfVideo: Teamwork \u0026 Introduction to Module 1Video: Introduction to Social Impact Assessment | Simone PetersenPrompt de discussão: Social Impact Assessment for SpecialisterneVideo: Group reformation | Babele | Peer evaluation examPrompt de discussão: Present your enterpriseLeitura: SROI – A Review of Methods | Danish Social Capital FundWelcome to Module 2. In this week we will delve deeper into social impact assessment. We encourage you to explore your possibilities as you grow and try to find indicators for your activities. It is crucial to understand and document how societal value is created. Most startups do not yet have any actual impact that can be measured, therefore, it is important to spell out your “theory of change” as clearly as possible and to back it up with data if possible. Relevant data would substantially strengthen your position in terms of investors, stakeholders as well as your communication and marketing strategy.Video: Introduction \u0026 Social Impact AssessmentVideo: Social Impact Assessment - A UK PerspectiveVideo: Social Impact Assessment - A US PerspectiveLeitura: Check out: SIAhubVideo: Start working on your Social Impact AssessmentVideo: Introduction to Fair Trade | Optional Case Assignment | Peer Evaluation ExamPrompt de discussão: Cafédirect AdvertisementWelcome to Module 3! In this week we will talk about how social enterprises communicate about their products and their impact. The case about CaféDirect will be presented and you will be encouraged to think about your own communication strategy. Finally we will kick-off the topic about growth and replication. Video: How To Market Social ProductsVideo: How the Cafédirect Story continues |  Bob Doherty \u0026 Iain DavisVideo: Identify with whom you will communicate and whyPrompt de discussão: Your WebsiteVideo: 3 Strategies to Replicate Social EnterprisesVideo: Assignment InstructionsVideo: Replication Strategy for Specialisterne - Henrik ThomsenPrompt de discussão: Growth Strategy for SpecialisterneLeitura: Specialisterne (B): Replicating a Social Enterprise SuccessLeitura: Growing social enterpriseWelcome! In week 4 we will talk about how social enterprises can replicate their social innovations. We will focus on the  case of Specialisterne, which demonstrates that also mixed approaches can be valuable and we will also listen to best-practice examples of India and the U.S. Finally you will be asked to give advice about the the Mobility CarSharing case. Video: Replicating Social InnovationsVideo: Diversity and Inclusion at SAP | Anka WittenbergVideo: Best-practice examples India | Anirudh AgrawalVideo: Best-practice example U.S. | Norris KruegerVideo: Develop Your Growth \u0026 Replication StrategyVideo: Assignment InstructionsPrompt de discussão: Case: Mobility CarSharingWelcome change-makers to the final week of this Social Entrepreneurship Specialization! We will use this session to further discuss exit strategies by looking at two cases: Mobility and Café Direct. Finally we will approach the sensitive topic of failing and what role it plays in the field of social entrepreneurship. We also want to use this option to thank all learners for participation, contribution and support! We hope that this specialization helped to kick-start your own social entrepreneurship journey. Keep up your good work! Congratulations and good luck!Video: Mobility CarSharingVideo: Cafédirect | Bob DohertyVideo: The Need to acknowledge Failure | Johanna MairVideo: Planning for Success by Preparing for Failure | Sudhanshu RaiVideo: Getting ready for SubmissionVideo: Good luck!University of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursCopenhagen Business SchoolSocial Business Model and Planning for Social InnovationUniversity of Maryland, College ParkFinancing and Profiting from Innovation for Corporate EntrepreneursUniversity of Maryland, College ParkMaster Class for Corporate EntrepreneursCopenhagen Business SchoolIdentifying Social Entrepreneurship Opportunities",
    "Creator": "Copenhagen Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-impact-growth",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Training and Learning Programs for Volunteer Community Health Workers",
    "Description": "About this course: Volunteer community health workers (CHWs) are a major strategy for increasing access to and coverage of basic health interventions. Our village health worker training course reviews the process of training and continuing education of CHWs as an important component of involving communities in their own health service delivery. Participants will be guided through the steps of planning training and continuing education activities for village volunteers. The course draws on real-life examples from community-directed onchocerciasis control, village health worker programs, community case management efforts, peer educators programs and patent medicine vendor training programs, to name a few.WEEK 1Getting Started In this module, we will focus on the principles of learning, as well as approaching the health service and the community. There will almost be a quiz covering the first two lectures.8 videos, 3 readingsexpandVideo: Welcome Video Reading: SyllabusReading: Suggested ReadingsReading: Course ProjectVideo: Lecture 1A: Principles of Learning, Part 1Video: Lecture 1B: Principles of Learning, Part 2Video: Lecture 1C: Adult Education ApproachesVideo: Lecture 2A: OverviewVideo: Lecture 2B: Approaching the Health ServiceVideo: Lecture 2C: Approaching the CommunityVideo: Lecture 2D: Approaching the Community: Gaining Support for Volunteer EffortsDiscussion Prompt: Motivating GroupsGraded: Quiz 1 (Covers Lectures 1-2)WEEK 2Diagnosing Needs and Identifying ObjectivesIn this module, we will focus on what information we will need to begin training and planning, as well as cover content, objectives, and SMART objectives. There will be a quiz covering lectures 3-4 after completing the lectures in this module. You will also begin to create your rough draft of your plan in the Course Project.6 videosexpandVideo: Lecture 3A: What Information Is Needed?Video: Lecture 3B: Documents and InterviewsVideo: Lecture 3C: Observation of PerformanceVideo: Lecture 3D: Training Needs to Deliver a Basic Package of ServicesVideo: Lecture 4A: Content and ObjectivesVideo: Lecture 4B: SMART ObjectivesDiscussion Prompt: Information (and lack thereof)Peer Review: Create Your Training Plan First DraftGraded: Week 2 Quiz (Covers lectures 3-4)WEEK 3Selecting Training Methods, Materials, and ResourcesIn this module, we will focus on a variety of methods, training logistics, and educational materials. There will be a quiz that covers lecture 5-6 to after completing these lectures in this module.7 videosexpandVideo: Lecture 5A: A Variety of MethodsVideo: Lecture 5B: Sample Methods for Learning about Educating VillagersVideo: Lecture 5C: Sample Methods for Learning about a CensusVideo: Lecture 6A: Training LogisticsVideo: Lecture 6B: Matching Materials with MethodsVideo: Lecture 6C: Developing and Using Educational Materials/AidsVideo: Lecture 6D: A Simple Training GuideDiscussion Prompt: Educational materialsGraded: Quiz 3 (Covers Lectures 5-6)WEEK 4Monitoring ImplementationIn this module, we will focus on monitoring, as well as look at a sample community volunteer session. There will be a quiz covering lectures 7-8 after completing the lectures in this module. You will also be able to revise your rough draft in the Course Project section of this module.5 videosexpandVideo: Lecture 7A: What is Monitoring?Video: Lecture 7B: Monitoring Content and ProcessVideo: Lecture 8A: Sample Community Volunteer Session on Malaria Case ManagementVideo: Lecture 8B: Sample Community Volunteer Session on Malaria Case ManagementVideo: Lecture 8C: Sample Community Volunteer Session on Malaria Case ManagementDiscussion Prompt: The 4 R'sPeer Review: Revise Your Training Plan DraftGraded: Quiz 4 (Covers Lectures 7-8)WEEK 5Program Evaluation and Follow-UpIn this module, we will focus on evaluation, performance, and supervision. There will be a quiz covering lectures 9-10 after completing the lectures in this module.8 videosexpandVideo: Lecture 9A: Overview and Definitions of EvaluationVideo: Lecture 9B: Pre- and Post-TestsVideo: Lecture 9C: Observation, Feedback, and AnalysisVideo: Lecture 10A: Monitoring and Measuring PerformanceVideo: Lecture 10B: Realities Back on the JobVideo: Lecture 10C: Supervision Functions and EffectivenessVideo: Lecture 10D: Overcoming Supervisory ChallengesVideo: Lecture 10E: Continuing Education RevisitedDiscussion Prompt: SupervisionGraded: Quiz 5 (Covers Lectures 9-10)WEEK 6Wrap-Up \u0026 Course ProjectIn this module, you will submit your final draft of your plan and wrap-up the course.1 videoexpandVideo: Wrap-up Video Discussion Prompt: What Now?Graded: Complete Your Training Plan Final DraftVideo: Welcome Video Reading: SyllabusReading: Suggested ReadingsReading: Course ProjectVideo: Lecture 1A: Principles of Learning, Part 1Video: Lecture 1B: Principles of Learning, Part 2Video: Lecture 1C: Adult Education ApproachesVideo: Lecture 2A: OverviewVideo: Lecture 2B: Approaching the Health ServiceVideo: Lecture 2C: Approaching the CommunityVideo: Lecture 2D: Approaching the Community: Gaining Support for Volunteer EffortsDiscussion Prompt: Motivating GroupsIn this module, we will focus on what information we will need to begin training and planning, as well as cover content, objectives, and SMART objectives. There will be a quiz covering lectures 3-4 after completing the lectures in this module. You will also begin to create your rough draft of your plan in the Course Project.Video: Lecture 3A: What Information Is Needed?Video: Lecture 3B: Documents and InterviewsVideo: Lecture 3C: Observation of PerformanceVideo: Lecture 3D: Training Needs to Deliver a Basic Package of ServicesVideo: Lecture 4A: Content and ObjectivesVideo: Lecture 4B: SMART ObjectivesDiscussion Prompt: Information (and lack thereof)Peer Review: Create Your Training Plan First DraftVideo: Lecture 5A: A Variety of MethodsVideo: Lecture 5B: Sample Methods for Learning about Educating VillagersVideo: Lecture 5C: Sample Methods for Learning about a CensusVideo: Lecture 6A: Training LogisticsVideo: Lecture 6B: Matching Materials with MethodsVideo: Lecture 6C: Developing and Using Educational Materials/AidsVideo: Lecture 6D: A Simple Training GuideDiscussion Prompt: Educational materialsIn this module, we will focus on monitoring, as well as look at a sample community volunteer session. There will be a quiz covering lectures 7-8 after completing the lectures in this module. You will also be able to revise your rough draft in the Course Project section of this module.Video: Lecture 7A: What is Monitoring?Video: Lecture 7B: Monitoring Content and ProcessVideo: Lecture 8A: Sample Community Volunteer Session on Malaria Case ManagementVideo: Lecture 8B: Sample Community Volunteer Session on Malaria Case ManagementVideo: Lecture 8C: Sample Community Volunteer Session on Malaria Case ManagementDiscussion Prompt: The 4 R'sPeer Review: Revise Your Training Plan DraftVideo: Lecture 9A: Overview and Definitions of EvaluationVideo: Lecture 9B: Pre- and Post-TestsVideo: Lecture 9C: Observation, Feedback, and AnalysisVideo: Lecture 10A: Monitoring and Measuring PerformanceVideo: Lecture 10B: Realities Back on the JobVideo: Lecture 10C: Supervision Functions and EffectivenessVideo: Lecture 10D: Overcoming Supervisory ChallengesVideo: Lecture 10E: Continuing Education RevisitedDiscussion Prompt: SupervisionVideo: Wrap-up Video Discussion Prompt: What Now?Johns Hopkins UniversityCommunity Change in Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewEmory UniversityHealth in Complex Humanitarian EmergenciesUniversity of Manchester   An Introduction to Population Health",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/commhealthworkers",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "Engineering Life: Synbio, Bioethics \u0026 Public Policy",
    "Description": "About this course: Synbio is a diverse field with diverse applications, and the different contexts (e.g., gain-of-function research, biofuels) raise different ethical and governance challenges. The objective of this course is to increase learners’ awareness and understanding of ethical and policy/governance issues that arise in the design, conduct and application of synthetic biology. The course will begin with a short history of recombinant DNA technology and how governance of that science developed and evolved, and progress through a series of areas of application of synbio. \n\nContent will be presented in many forms, including not only reading and lectures, but also recorded and live interviews and discussions with scientists, ethicists and policy makers. Learners will have the opportunity to think, write and talk about the issues and challenges in their own work and in real-life case examples. A final project will engage students in the development of governance models for synbio.WEEK 1Welcome to Engineering Life: SynBio, Bioethics \u0026 Public Policy1 video, 1 readingexpandVideo: Course IntroductionReading: Syllabus: Engineering LifeDiscussion Prompt: Personal Experience - Week 1Recombinant DNA Technology: Science and HistoryWe start the course by learning a bit about the history and context of the development of recombinant DNA (rDNA) technology in the 1970s, the ethics and policy issues raised by that science, and how those issues remain with us today in synthetic biology. The work of the week includes lecture videos, readings, and an interview with LeRoy Walters, who was involved in the discussions and debates about rDNA in its early years. The week will conclude with a quiz.8 videos, 1 readingexpandVideo: Week 1 IntroductionReading: Week 1 ReadingsVideo: A Brief History of rDNAVideo: A Brief History of Asilomar \u0026 the RACVideo: Interview: Dr. LeRoy Walters (Part 1)Video: Interview: Dr. LeRoy Walters (Part 2)Video: Interview: Dr. LeRoy Walters (Part 3)Video: Relevant Contemporary Policy ContextVideo: The Emergence of SynBioDiscussion Prompt: Week 1: What Surprised You?Graded: Week 1 QuizWEEK 2GOF ResearchIn Week 2 we will learn about and discuss gain of function (GOF) research and the dual-use concerns raised by synthetic biology. The work of the week includes lecture videos, a number of outside videos, and readings. The assessment this week will be your first peer-assessed project, and will focus on identifying ethical duties related to GOF research policy.6 videos, 2 readingsexpandVideo: Week 2 IntroductionReading: Week 2 ReadingsDiscussion Prompt: Personal Experience - Week 2Video: Gain of Function ResearchVideo: Dual Use ResearchVideo: GOF Research Case Study: H5N1Video: Ethical Issues Raised by GOF ResearchVideo: Governance and GOF ResearchReading: Additional Video ContentDiscussion Prompt: Week 2: What Surprised You?Graded: Identifying Ethical IssuesWEEK 3BiofuelsThis week, we’ll learn about biofuels, the complex task of balancing the many ethical issues they raise, and the role of synthetic biology in biofuels development. The work of the week includes lecture videos, one outside video, readings, and an interview with Deborah Scott about biofuels governance. The week will conclude with a quiz.7 videos, 2 readingsexpandVideo: Week 3 IntroductionReading: Week 3 ReadingsDiscussion Prompt: Personal Experience - Week 3Video: BiofuelsVideo: ApplicationsVideo: Case StudyVideo: Ethical Issues Raised by SynBio-based BiofuelsVideo: Interview: Deborah Scott, PhD, JD (Part 1)Video: Interview: Deborah Scott, PhD, JD (Part 2)Reading: Additional Video ContentDiscussion Prompt: Week 3: What Surprised You?Graded: Week 3 QuizWEEK 4Human HealthThis week we will learn a bit about applications of synthetic biology to human health, and the ethics of human subjects research. The work of the week includes lecture videos, one outside video, and readings. The assessment this week will be your second peer-assessed project, and will build on your first project, from Week 2. This project will focus on identifying stakeholders in a policy decision, their interests in the decision, and the related ethical duties of the decision-maker.7 videos, 2 readingsexpandVideo: Week 4 IntroductionReading: Week 4 ReadingsDiscussion Prompt: Personal Experience - Week 4Video: Synbio in Human HealthVideo: Human Genetic ModificationVideo: Case Study: ArtemisininVideo: Case Study: GM MosquitosVideo: Ethical Issues Raised by SynBio-based Medical ApplicationsVideo: Governance of SynBio-based Medical ApplicationsReading: Additional Video ContentDiscussion Prompt: Week 4: What Surprised You?Graded: Stakeholder AnalysisWEEK 5GovernanceIn the final week of the course, we will talk about both models of governance for emerging biotechnologies and the role of public engagement in the development and oversight of the science. The work of the week includes lecture videos, one outside video, and readings, as well as interviews with LeRoy Walters and Jane Calvert. The final course project builds on the Week 2 and 4 peer-assessed projects, and goes a step further, asking you to develop and defend a decision-making process for a government policy related to the release of genetically modified mosquitoes.8 videos, 2 readingsexpandVideo: Week 5 IntroductionReading: Week 5 ReadingsDiscussion Prompt: Personal Experience - Week 5Video: Governance \u0026 Engagement in SynBioVideo: Governance ModelsVideo: Public EngagementVideo: Interview: Dr. LeRoy Walters on Governance and Recombinant DNAVideo: Interview: Dr. LeRoy Walters on the Importance of Relationships to the Field of SynBioVideo: Interview: Dr. Jane Calvert (Part 1)Video: Interview: Dr. Jane Calvert (Part 2)Reading: Additional Video ContentDiscussion Prompt: Week 5: Concluding ThoughtsGraded: Final ProjectVideo: Course IntroductionReading: Syllabus: Engineering LifeDiscussion Prompt: Personal Experience - Week 1We start the course by learning a bit about the history and context of the development of recombinant DNA (rDNA) technology in the 1970s, the ethics and policy issues raised by that science, and how those issues remain with us today in synthetic biology. The work of the week includes lecture videos, readings, and an interview with LeRoy Walters, who was involved in the discussions and debates about rDNA in its early years. The week will conclude with a quiz.Video: Week 1 IntroductionReading: Week 1 ReadingsVideo: A Brief History of rDNAVideo: A Brief History of Asilomar \u0026 the RACVideo: Interview: Dr. LeRoy Walters (Part 1)Video: Interview: Dr. LeRoy Walters (Part 2)Video: Interview: Dr. LeRoy Walters (Part 3)Video: Relevant Contemporary Policy ContextVideo: The Emergence of SynBioDiscussion Prompt: Week 1: What Surprised You?In Week 2 we will learn about and discuss gain of function (GOF) research and the dual-use concerns raised by synthetic biology. The work of the week includes lecture videos, a number of outside videos, and readings. The assessment this week will be your first peer-assessed project, and will focus on identifying ethical duties related to GOF research policy.Video: Week 2 IntroductionReading: Week 2 ReadingsDiscussion Prompt: Personal Experience - Week 2Video: Gain of Function ResearchVideo: Dual Use ResearchVideo: GOF Research Case Study: H5N1Video: Ethical Issues Raised by GOF ResearchVideo: Governance and GOF ResearchReading: Additional Video ContentDiscussion Prompt: Week 2: What Surprised You?This week, we’ll learn about biofuels, the complex task of balancing the many ethical issues they raise, and the role of synthetic biology in biofuels development. The work of the week includes lecture videos, one outside video, readings, and an interview with Deborah Scott about biofuels governance. The week will conclude with a quiz.Video: Week 3 IntroductionReading: Week 3 ReadingsDiscussion Prompt: Personal Experience - Week 3Video: BiofuelsVideo: ApplicationsVideo: Case StudyVideo: Ethical Issues Raised by SynBio-based BiofuelsVideo: Interview: Deborah Scott, PhD, JD (Part 1)Video: Interview: Deborah Scott, PhD, JD (Part 2)Reading: Additional Video ContentDiscussion Prompt: Week 3: What Surprised You?This week we will learn a bit about applications of synthetic biology to human health, and the ethics of human subjects research. The work of the week includes lecture videos, one outside video, and readings. The assessment this week will be your second peer-assessed project, and will build on your first project, from Week 2. This project will focus on identifying stakeholders in a policy decision, their interests in the decision, and the related ethical duties of the decision-maker.Video: Week 4 IntroductionReading: Week 4 ReadingsDiscussion Prompt: Personal Experience - Week 4Video: Synbio in Human HealthVideo: Human Genetic ModificationVideo: Case Study: ArtemisininVideo: Case Study: GM MosquitosVideo: Ethical Issues Raised by SynBio-based Medical ApplicationsVideo: Governance of SynBio-based Medical ApplicationsReading: Additional Video ContentDiscussion Prompt: Week 4: What Surprised You?In the final week of the course, we will talk about both models of governance for emerging biotechnologies and the role of public engagement in the development and oversight of the science. The work of the week includes lecture videos, one outside video, and readings, as well as interviews with LeRoy Walters and Jane Calvert. The final course project builds on the Week 2 and 4 peer-assessed projects, and goes a step further, asking you to develop and defend a decision-making process for a government policy related to the release of genetically modified mosquitoes.Video: Week 5 IntroductionReading: Week 5 ReadingsDiscussion Prompt: Personal Experience - Week 5Video: Governance \u0026 Engagement in SynBioVideo: Governance ModelsVideo: Public EngagementVideo: Interview: Dr. LeRoy Walters on Governance and Recombinant DNAVideo: Interview: Dr. LeRoy Walters on the Importance of Relationships to the Field of SynBioVideo: Interview: Dr. Jane Calvert (Part 1)Video: Interview: Dr. Jane Calvert (Part 2)Reading: Additional Video ContentDiscussion Prompt: Week 5: Concluding ThoughtsUniversity of Cape TownOrgan Donation: From Death to Life Johns Hopkins UniversityUnderstanding Prostate CancerIcahn School of Medicine at Mount SinaiHPV-Associated Oral and Throat Cancer: What You Need to KnowUniversity of NebraskaHigh Level Biocontainment for Healthcare FacilitiesNational Research Tomsk State UniversityEcology: from cells to Gaia",
    "Creator": "Johns Hopkins University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/synbioethics",
    "Language": "English",
    "Commitment": "6 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "Planification et Design de Systèmes et Technologies d’Assainissement",
    "Description": "About this course: Désirez-vous apprendre à mettre en œuvre des solutions d’assainissement abordables et adaptées à différents contextes ?  Voulez-vous connaître les derniers développement dans le domaine de la planification de l’assainissement urbain ? Êtes-vous intéressés par des exemples de systèmes d’assainissement urbain qui fonctionnent dans les pays à faible et moyen revenu ? Si oui, alors ce cours est pour vous !\n\nLe cours débute par une introduction à la planification intégrée de l’assainissement et adresse aussi bien la planification à l’échelle de la ville que la planification dans des contextes spécifiques tels que les quartiers informels. Après un survol des différentes approches de planification de l’assainissement, vous aurez l’occasion de passer en revue les différents systèmes et technologies possibles, la terminologie et concepts clé, et comprendre pourquoi il est crucial de réfléchir en termes de « système intégré » pour la planification de l’assainissement urbain. Le cours couvre toute la chaîne de l’assainissement et fournit de l’information détaillée sur les systèmes d’assainissement adaptés aux contextes à faibles et moyen revenus (par exemple, des systèmes basés sur les fosses sèches, des systèmes décentralisés avec différents réseaux d’égout, le transport des eaux noires).\n\nEawag-Sandec et EPFL offrent ce cours conjointement avec des experts en assainissement de la Banque Mondiale et de l’OMS. \n\nSERIE DE MOOC « EAU, ASSAINISSEMENT ET DÉCHETS SOLIDES DANS LES CONTEXTES DU DÉVELOPPEMENT »\nCe cours est l’un des quatre cours de la série « Eau, Assainissement et Déchets Solides dans les Contextes du Développement ».\n\nVERSION ANGLAISE DE CE COURS\nCe cours est offert simultanément en français et en anglais. Le nom du cours en anglais est « Planning \u0026 Design of Sanitation Systems and Technologies ».WEEK 1Introduction à la planification de l’assainissement \u0026 à l’approche de systèmesLe cours commencera par une discussion de pourquoi l’assainissement est important pour la santé publique et la protection de l’environnement, en particulier en milieu urbain. Cette introduction sera suivie d’une présentation sur l’importance des conditions-cadre favorables. Finalement, les approches de planification de l’assainissement actuelles (Sanitation21, CLUES, ATPC/CLTS) utilisées dans le secteur du développement seront passées en revue.9 videos, 6 readingsexpandVideo: Bande annonceLeyendo: A propos de ce coursLeyendo: Commment utiliser le forumLeyendo: LecturesVideo: 1.1 Aperçu du coursVideo: 1.2 Planification de l'assainissement urbainLeyendo: Sanitation 21 – Approche de planification de l’assainissement à l’échelle de la villeVideo: 1.3a Outils de diagnostic et cadres de planification de l’assainissement urbain [1]Video: 1.3b Outils de diagnostic et cadres de planification de l’assainissement urbain [2]Video: 1.4 Planification de l’assainissement au niveau local [1]Leyendo: Approche communautaire de planification de l’assainissement urbain (CLUES)Video: 1.5 Planification de l’assainissement au niveau local [2]Video: 1.6 Planification de l’assainissement au niveau local [3]Video: 1.7 Résumé de la 1ère SemaineLeyendo: Slides - Semaine 1WEEK 2Systèmes \u0026 Technologies d’AssainissementAprès avoir présenté différents cadre de planification de l’assainissement, vous aborderez l’approche de systèmes pour l’assainissement environnemental, la terminologie et les concepts-clés ainsi que les raisons pour lesquelles une pensée en termes de « système » est crucial pour l’assainissement urbain.10 videos, 2 readingsexpandVideo: 2.1 Introduction au CompendiumLeyendo: Compendium des Systèmes et Technologies d’AssainissementVideo: 2.2 Produits issus de l’assainissementVideo: 2.3 Groupes fonctionnelsVideo: 2.4 Technologies d’interface utilisateurVideo: 2.5 Collecte et Stockage/Traitement - Technologies à fosse uniqueVideo: 2.6 Collecte et Stockage/Traitement - Technologies à double fosseVideo: 2.7 Collecte et Stockage/Traitement - Technologies anaérobiesVideo: 2.8 Transport - Technologies de vidange manuelle ou motoriséeVideo: 2.9 Transport - Types de systèmes d’égoutsVideo: 2.10 Résumé de la 2ème SemaineLeyendo: Slides - Semaine 2WEEK 3Systèmes \u0026 Technologies d’AssainissementDurant cette semaine, vous obtiendrez un aperçu détaillé des différents systèmes d’assainissement, du système basé sur les fosses simples aux systèmes basés sur des réseaux d’égouts avec station de traitement centralisée. Les principaux processus de traitement sont ensuite expliqués en mettant en avant leurs avantages et inconvénients.12 videos, 1 readingexpandVideo: 3.1 Traitement (semi-) centralisé - Etapes de traitementVideo: 3.2 Traitement  (semi-) centralisé - Technologies anaérobiesVideo: 3.3 Traitement (semi-) centralisé - Technologies aérobiesVideo: 3.4 Traitement (semi-) centralisé - Technologies de traitement des bouesVideo: 3.5 Valorisation et/ou Mise en décharge - Utilisation dans l’agriculture comme fertilisant ou amendement de solVideo: 3.6 Valorisation et/ou Mise en décharge - Effluents et autres produitsVideo: 3.7 Technologies d’assainissement émergentesVideo: 3.8 Introduction aux systèmes d’assainissementVideo: 3.9 Systèmes à fosse sècheVideo: 3.10 Systèmes décentralisés avec usage d’eauVideo: 3.11 Systèmes de transport des eaux noiresVideo: 3.12 Résumé de la 3ème SemaineLeyendo: Slides - Semaine 3Graded: QuizWEEK 4Solutions pour l’assainissement urbain – Cas d’étudeDans cette semaine on va vous présenter un choix de cas d’étude d’Afrique et d’Asie montrant différentes solutions d’assainissement de l’échelle du quartier à l’échelle nationale.6 videos, 1 readingexpandVideo: 4.1 Etude de cas de Nala, Népal – Mise en œuvre de l’approche CLUESVideo: 4.2a Etude de cas d’Erdos, Chine - Un projet pilote de ville écologique [1]Video: 4.2b Etude de cas d’Erdos, Chine - Un projet pilote de ville écologique [2]Video: 4.3a Etude du cas indonésien - Comment la situation de l’assainissement en Indonésie fut transformée [1]Video: 4.3b Etude du cas indonésien - Comment la situation de l’assainissement en Indonésie fut transformée [2]Video: 4.4 Etude de cas de Lusaka, Zambie - Prestation de services de gestion des boues de vidangeLeyendo: Slides - Semaine 4WEEK 5Outils pour l’assainissement urbain Durant cette 5ème semaine, nous allons vous présenter différents outils de diagnostic de la situation initiale et d’analyse des arrangements institutionnels et financiers, de changements de comportement, mais aussi l’approche de planification de la gestion de la sécurité sanitaire de l’assainissement de l’OMS et les diagrammes de flux des matières fécales (SFD). Certains outils font l’objet de nouveaux modules ajoutés en février 2017 en collaboration avec le Progamme Eau et Assainissement (WSP) de la Banque  Mondiale, et ne sont disponibles qu’en version originale sous-titrée en français.11 videos, 2 readingsexpandVideo: 5.1 Diagramme des flux de matières fécales (SFDs)Video: 5.2 Introduction à la Planification de la Gestion de la Sécurité Sanitaire de l’AssainissementVideo: 5.3 L’assainissement vu d’une perspective de genreLeyendo: Slides - Semaine 5Video: 5.4 Outils d'aide à la décision pour l'assainissement en milieu urbainVideo: 5.5 Changements de comportements dans l’assainissement urbainVideo: 5.6 Outils d'aide à la décision pour l'assainissement en milieu urbainVideo: 5.7 Gestion intégrée des eaux en milieu urbainVideo: 5.8 Options institutionnelles et financières pour fournir des services d'assainissementVideo: 5.9 Gestion du cycle de projetVideo: 5.10 Financement fondé sur les résultatsVideo: 5.11 Systèmes d'égouts condominiauxLeyendo: Slides - Vidéos bonusGraded: ExamLe cours commencera par une discussion de pourquoi l’assainissement est important pour la santé publique et la protection de l’environnement, en particulier en milieu urbain. Cette introduction sera suivie d’une présentation sur l’importance des conditions-cadre favorables. Finalement, les approches de planification de l’assainissement actuelles (Sanitation21, CLUES, ATPC/CLTS) utilisées dans le secteur du développement seront passées en revue.Video: Bande annonceLeyendo: A propos de ce coursLeyendo: Commment utiliser le forumLeyendo: LecturesVideo: 1.1 Aperçu du coursVideo: 1.2 Planification de l'assainissement urbainLeyendo: Sanitation 21 – Approche de planification de l’assainissement à l’échelle de la villeVideo: 1.3a Outils de diagnostic et cadres de planification de l’assainissement urbain [1]Video: 1.3b Outils de diagnostic et cadres de planification de l’assainissement urbain [2]Video: 1.4 Planification de l’assainissement au niveau local [1]Leyendo: Approche communautaire de planification de l’assainissement urbain (CLUES)Video: 1.5 Planification de l’assainissement au niveau local [2]Video: 1.6 Planification de l’assainissement au niveau local [3]Video: 1.7 Résumé de la 1ère SemaineLeyendo: Slides - Semaine 1Après avoir présenté différents cadre de planification de l’assainissement, vous aborderez l’approche de systèmes pour l’assainissement environnemental, la terminologie et les concepts-clés ainsi que les raisons pour lesquelles une pensée en termes de « système » est crucial pour l’assainissement urbain.Video: 2.1 Introduction au CompendiumLeyendo: Compendium des Systèmes et Technologies d’AssainissementVideo: 2.2 Produits issus de l’assainissementVideo: 2.3 Groupes fonctionnelsVideo: 2.4 Technologies d’interface utilisateurVideo: 2.5 Collecte et Stockage/Traitement - Technologies à fosse uniqueVideo: 2.6 Collecte et Stockage/Traitement - Technologies à double fosseVideo: 2.7 Collecte et Stockage/Traitement - Technologies anaérobiesVideo: 2.8 Transport - Technologies de vidange manuelle ou motoriséeVideo: 2.9 Transport - Types de systèmes d’égoutsVideo: 2.10 Résumé de la 2ème SemaineLeyendo: Slides - Semaine 2Durant cette semaine, vous obtiendrez un aperçu détaillé des différents systèmes d’assainissement, du système basé sur les fosses simples aux systèmes basés sur des réseaux d’égouts avec station de traitement centralisée. Les principaux processus de traitement sont ensuite expliqués en mettant en avant leurs avantages et inconvénients.Video: 3.1 Traitement (semi-) centralisé - Etapes de traitementVideo: 3.2 Traitement  (semi-) centralisé - Technologies anaérobiesVideo: 3.3 Traitement (semi-) centralisé - Technologies aérobiesVideo: 3.4 Traitement (semi-) centralisé - Technologies de traitement des bouesVideo: 3.5 Valorisation et/ou Mise en décharge - Utilisation dans l’agriculture comme fertilisant ou amendement de solVideo: 3.6 Valorisation et/ou Mise en décharge - Effluents et autres produitsVideo: 3.7 Technologies d’assainissement émergentesVideo: 3.8 Introduction aux systèmes d’assainissementVideo: 3.9 Systèmes à fosse sècheVideo: 3.10 Systèmes décentralisés avec usage d’eauVideo: 3.11 Systèmes de transport des eaux noiresVideo: 3.12 Résumé de la 3ème SemaineLeyendo: Slides - Semaine 3Video: 4.1 Etude de cas de Nala, Népal – Mise en œuvre de l’approche CLUESVideo: 4.2a Etude de cas d’Erdos, Chine - Un projet pilote de ville écologique [1]Video: 4.2b Etude de cas d’Erdos, Chine - Un projet pilote de ville écologique [2]Video: 4.3a Etude du cas indonésien - Comment la situation de l’assainissement en Indonésie fut transformée [1]Video: 4.3b Etude du cas indonésien - Comment la situation de l’assainissement en Indonésie fut transformée [2]Video: 4.4 Etude de cas de Lusaka, Zambie - Prestation de services de gestion des boues de vidangeLeyendo: Slides - Semaine 4Durant cette 5ème semaine, nous allons vous présenter différents outils de diagnostic de la situation initiale et d’analyse des arrangements institutionnels et financiers, de changements de comportement, mais aussi l’approche de planification de la gestion de la sécurité sanitaire de l’assainissement de l’OMS et les diagrammes de flux des matières fécales (SFD). Certains outils font l’objet de nouveaux modules ajoutés en février 2017 en collaboration avec le Progamme Eau et Assainissement (WSP) de la Banque  Mondiale, et ne sont disponibles qu’en version originale sous-titrée en français.Video: 5.1 Diagramme des flux de matières fécales (SFDs)Video: 5.2 Introduction à la Planification de la Gestion de la Sécurité Sanitaire de l’AssainissementVideo: 5.3 L’assainissement vu d’une perspective de genreLeyendo: Slides - Semaine 5Video: 5.4 Outils d'aide à la décision pour l'assainissement en milieu urbainVideo: 5.5 Changements de comportements dans l’assainissement urbainVideo: 5.6 Outils d'aide à la décision pour l'assainissement en milieu urbainVideo: 5.7 Gestion intégrée des eaux en milieu urbainVideo: 5.8 Options institutionnelles et financières pour fournir des services d'assainissementVideo: 5.9 Gestion du cycle de projetVideo: 5.10 Financement fondé sur les résultatsVideo: 5.11 Systèmes d'égouts condominiauxLeyendo: Slides - Vidéos bonusUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsLund UniversityGreening the Economy: Sustainable CitiesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/sanitation-fr",
    "Language": "French, Subtitles: English",
    "Commitment": "4-6 heures/semaine",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Jewish Diaspora in Modern China",
    "Description": "About this course: Jewish Diaspora in China is a unique experience for world Jewry, as China is the only country in Far East that has had Jews living in its society for over 1,000 years. Documentary evidence shows that Jews started to live in China no later than the Tang Dynasty (618–907). The famous Kaifeng Jewish community, which was established in Kaifeng, the Chinese capital of the Song Dynasty (960-1279), is but a best-known example. However, the largest Jewish Diaspora in China appeared in modern times. In over 100 years, from the mid-19th century to the mid-20th century, about 40,000 Jews came to China and lived in newly-established major port cities such as Hong Kong, Shanghai, Tianjin, and Harbin. Jewish communities composed of these Jews became an essential part of the economic and social life of those modern Chinese cities. What brought such a large number of Jews to China? Where did these people come from? How did they arrive? Were they all in China at the same time, and were there any differences among them? What happened to them after they arrived? Where are they now? The story of Jews in modern China is certainly a fascinating and up-lifting one. This course will examine these questions and more.WEEK 1IntroductionThis course, \"Jewish Diaspora in Modern China,\" will give you an understanding of the major issues related to the history of Jews in China in Modern times. 1 video, 1 readingexpandVideo: Introduction：Wandering JewsМатериал для самостоятельного изучения: Suggested ReadingsBackground: Jews and ChinaIn this module, we will introduce pre-modern Chinese society, wars with Western Powers, and the Open Door Policy. We will also analyze major causes that brought Jews to China. In particular, we will focus on waves of migrating Sephardic and Ashkenazi Jews to China, which mark the beginning of the history of the Jewish diaspora in modern China.3 videosexpandVideo: Background Jews and ChinaVideo: External Causes that Brought Jews to ChinaVideo: Three Waves of Jews Coming to ChinaGraded: Background: Jews and ChinaWEEK 2The Jewish Community in ShanghaiIn this module, we will study four Jewish communities established in Shanghai from the second half of the 19th century to the mid-20th century, with a special focus on the Sephardic Jews and European Jewish refugees. 5 videosexpandVideo: The Pioneers: Sephardi JewsVideo: The Persecuted Ashkenazi Jewish CommunityVideo: Holocaust VictimsVideo: The Polish Jewish CommunityVideo: Jewish Communal Life and the Practice of Judaism in ShanghaiGraded: The Jewish Community in ShanghaiGraded: Peer ReviewWEEK 3The Jewish Community in HarbinIn this module, we will discuss Harbin as a newly established modern Chinese city. We will explore the Jewish communal life in the city from its leadership, various Zionist organizations, business, observance, and relations with adjacent Jewish communities in the region and in the country. 5 videosexpandVideo: The Harbin Jewish CommunityVideo: Religious LifeVideo: Economic LifeVideo: Cultural LifeVideo: Other Jewish Communities and their links to HarbinGraded: The Jewish Community in Harbin Graded: Peer ReviewWEEK 4The Jewish Community in TianjinIn this module, we will focus on the Jewish communal life in the port city of Tianjin, tracing its beginnings, development, and decline. We will also introduce some well-known Jewish individuals living in the city. 4 videosexpandVideo: OverviewVideo: Famous Jews of TianjinVideo: Communal LifeVideo: Qingdao JewsGraded: The Jewish Community in TianjinWEEK 5The Jewish Community in Hong KongIn this module, we will explore the special status of Hong Kong as a center of Jewish life in China. We will trace the ups and downs of Jewish life in the city and the unique roles the Hong Kong Jewish Community played in the city-- the only Jewish community with a sustained, uninterrupted history in China over the past 160 years. 4 videosexpandVideo: Formative PeriodVideo: DevelopmentsVideo: ReligionVideo: Relations With the MainlandGraded: The Jewish Community in Hong KongWEEK 6Departure and ContributionsIn this module, we will analyze the factors that spurred the departure of about 40,000 Jews from China. We will also discuss their contributions-- economic and cultural-- on Chinese society today. 4 videosexpandVideo: DepartureVideo: Contributions to China's EconomyVideo: Contributions to China's CultureVideo: ConclusionGraded: Departure and ContributionsGraded: Peer ReviewWEEK 7History Renewed and ImpactIn this module, we will describe the re-establishment of Jewish communities in contemporary Chinese society, especially in Beijing and Shanghai, following the adoption of China's open-door policies and economic reforms in the 1980s. We will also discuss the impact of the re-establishment of Jewish communities on Chinese academia.3 videosexpandVideo: New AttractionsVideo: Renewed CommunitiesVideo: ImpactВзаимная оценка: Peer ReviewGraded: History Renewed and ImpactGraded: Peer ReviewVideo: Introduction：Wandering JewsМатериал для самостоятельного изучения: Suggested ReadingsIn this module, we will introduce pre-modern Chinese society, wars with Western Powers, and the Open Door Policy. We will also analyze major causes that brought Jews to China. In particular, we will focus on waves of migrating Sephardic and Ashkenazi Jews to China, which mark the beginning of the history of the Jewish diaspora in modern China.Video: Background Jews and ChinaVideo: External Causes that Brought Jews to ChinaVideo: Three Waves of Jews Coming to ChinaVideo: The Pioneers: Sephardi JewsVideo: The Persecuted Ashkenazi Jewish CommunityVideo: Holocaust VictimsVideo: The Polish Jewish CommunityVideo: Jewish Communal Life and the Practice of Judaism in ShanghaiIn this module, we will discuss Harbin as a newly established modern Chinese city. We will explore the Jewish communal life in the city from its leadership, various Zionist organizations, business, observance, and relations with adjacent Jewish communities in the region and in the country. Video: The Harbin Jewish CommunityVideo: Religious LifeVideo: Economic LifeVideo: Cultural LifeVideo: Other Jewish Communities and their links to HarbinVideo: OverviewVideo: Famous Jews of TianjinVideo: Communal LifeVideo: Qingdao JewsIn this module, we will explore the special status of Hong Kong as a center of Jewish life in China. We will trace the ups and downs of Jewish life in the city and the unique roles the Hong Kong Jewish Community played in the city-- the only Jewish community with a sustained, uninterrupted history in China over the past 160 years. Video: Formative PeriodVideo: DevelopmentsVideo: ReligionVideo: Relations With the MainlandVideo: DepartureVideo: Contributions to China's EconomyVideo: Contributions to China's CultureVideo: ConclusionIn this module, we will describe the re-establishment of Jewish communities in contemporary Chinese society, especially in Beijing and Shanghai, following the adoption of China's open-door policies and economic reforms in the 1980s. We will also discuss the impact of the re-establishment of Jewish communities on Chinese academia.Video: New AttractionsVideo: Renewed CommunitiesVideo: ImpactВзаимная оценка: Peer ReviewTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final SolutionTel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign state",
    "Creator": "Nanjing University",
    "Level": "",
    "URL": "https://coursera.org/learn/jews-in-china",
    "Language": "English",
    "Commitment": "8 hours of videos, quizzes and peer review",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Introduction to the Orbital Perspective",
    "Description": "About this course: The goals of this course are to develop the student’s critical thinking skills, global awareness, and ability to work as an integral part of a team in an increasingly complex global job market. The course provides a foundation in such skills as team building, collaboration, and elevated empathy using real-world scenarios from some of world’s most effective collaborative projects including the Earthrise-2068 Project.  \n\nLiving on the International Space Station was a powerful, transformative experience—one that could hold the key to solving our problems here on Earth. On space walks and through windows, course instructor Ron Garan was struck by the stunning beauty of the Earth from space but sobered by knowing how much needed to be done to help this troubled planet. And yet on the International Space Station, Garan, a former fighter pilot, was working work side by side with Russians, who only a few years before were “the enemy.” If fifteen nations could collaborate on one of the most ambitious, technologically complicated undertakings in history, surely we can apply that kind of cooperation and innovation toward creating a better world. \n\nIn this course Garan will convey what it was like learning to work with a diverse group of people in an environment only a handful of human beings have ever known. But more importantly, the course will address how we can apply the orbital perspective here at home, embracing new partnerships and processes to promote peace and combat hunger, thirst, poverty, and environmental destruction. This course is a call to action for each of us to care for the most important space station of all: planet Earth.\n\nThe course will also involve participation in the Earthrise-2068 project. Working with people from around the world, students will help craft a vision of our future in the year 2068. Students will also help craft a crowdsource strategy for both the co-envisioned future of the world in 2068 and a roadmap to get there. Students will also participate in the crafting of a “call-to-action” to be delivered at the United Nations General Assembly in September 2017.WEEK 1The Orbital PerspectiveIn this first lesson the student will be introduced to the concept of the Orbital Perspective and given a glimpse to its implications for our global society.3 videos, 4 readingsexpandVideo: Introduction to the Course -  Ron GaranVideo: Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Foreword, Preface and IntroductionVideo: OverviewReading: UN Sustainable Development AgendaReading: UN Sustainable Development Goal 1- No PovertyReading: UN Sustainable Development Goal 2 - Zero HungerDiscussion Prompt: Earthrise-2068 Facebook GroupWEEK 2Looking Skyward - Part 1In this lesson the student will be introduced to the history leading up to the International Space Station (ISS) partnership and to some of the technical and cultural challenges that faced the partners in the early days of the International Space Station Program3 videos, 3 readingsexpandVideo: Introducing EarthriseReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapters One \u0026 TwoVideo: Ron Ted with full tour-HDReading: UN Sustainable Development Goal 3 - Good Health \u0026 Well BeingReading: UN Sustainable Development Goal 4 - Quality EducationVideo: Recording of Live Discussion 1Discussion Prompt: Discussion 1WEEK 3Looking Skyward - Part IIHow did we go from those early days of mistrust and suspicion to building and operating the International Space Station? What was the secret ingredient that enabled a coalition of fifteen nations to work together systematically, in a fully integrated manner, to construct and operate the most complex structure ever built in space? Is there something we can learn from how the members of the ISS program learned to overcome differences and cultural misunderstandings in order to accomplish remarkable things together? Can we use these same techniques to reach agreements on things such as alleviating poverty, mitigating climate change, or achieving peaceful solutions to long-term conflicts?”3 videos, 3 readingsexpandVideo: A Journey To SpaceReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter ThreeVideo: Pre-flight Remarks Before the Russian State CommissionReading: UN Sustainable Development Goal 5 - Gender EqualityReading: UN Sustainable Development Goal 6 - Clean Water \u0026 SanitationVideo: Recording of Live Discussion 2Discussion Prompt: Discussion 2Graded: 1 - Looking SkywardWEEK 4Looking Earthward - Part IIn this lesson the instructor will share a profound shift in perspective experienced during his first space mission and take a deep dive into the meaning of the orbital perspective. We will also explore examples how taking an orbital perspective can affect our global society.7 videos, 3 readingsexpandVideo: SeedsVideo: PlanetaryReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapters Four \u0026 FiveReading: UN Sustainable Development Goal 7 - Affordable \u0026 Clean EnergyReading: UN Sustainable Development Goal 8 - Decent Work \u0026 Economic GrowthVideo: Recording of Live Discussion 3Discussion Prompt: Discussion 3Video: STS-124 Postflight PresentationVideo: Cupola Corner with Chris FergusonVideo: Cupola Corner with Alexander SamokutyaevVideo: Cupola Corner with Satoshi FurukawaWEEK 5Looking Earthward - Part II In this lesson we will explore the frameworks we use to construct our view of the world and the implications of taking on a conviction that we do not have to accept the suffering and conflict on our planet as inescapable.\n\nThis lesson will also compare and contrast effective and ineffective forms of collaboration. \n3 videos, 3 readingsexpandVideo: CollaborationReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter SixReading: UN Sustainable Development Goal 9 - Industry, Innovation, \u0026 InfrastrucureReading: UN Sustainable Development Goal 10 - Reduced IneqalitiesVideo: We Want PeaceVideo: Conversations with Emmanuel JalGraded: 2 - Looking EarthwardWEEK 6Looking Forward - Part IIn the third section of the course \"Looking Forward\", we will explore some of the many efforts to connect billions of minds and tap into our collective global genius. We will further examine the barriers to global collaboration and explore ways to break down those barriers. And we will hear some stories about amazing people who are building bridges to collaboration and making great strides toward overcoming our world’s biggest challenges. \n\nThis lesson will also explore what factors led to success in a very high stakes situation. Participants will be exposed to some of the “perverse incentives” that limit the effectiveness of global humanitarian development and crisis response efforts. This lesson should lead to a discussion on how to better provide assistance worldwide.\n2 videos, 4 readingsexpandVideo: Sustainability from the Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter Seven and EightReading: Interview: Between the LinesReading: UN Sustainable Development Goal 11 - Sustainable Cities \u0026 CommunitiesReading: UN Sustainable Development Goal 12 - Responsible Consumption \u0026 ProductionVideo: Recording of Live Discussion 4Discussion Prompt: Discussion 4WEEK 7Looking Forward - Part IIThe exponential increase in collaborative technology is rapidly rewriting the way people and organizations interact. In this lesson we’ll look at several movements and initiatives that are synthesizing the orbital perspective and the worm’s eye view, making vast amounts of information accessible and bringing large groups of people together to work toward common causes.  In some cases, collaboration is not facilitated by long-term personal relationships. Instead, the bond is the common cause, the shared experience, and in some cases simply being given the permission and means to help.3 videos, 3 readingsexpandVideo: CSR from the Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter NineReading: UN Sustainable Development Goal 13 - Climate Action \u0026 Climate Action for BusinessesReading: UN Sustainability Development Goal 14 - Life Below WaterVideo: Call to Earth - A Message from the World's Astronauts to COP21Video: Recording of Live Session 5Discussion Prompt: Discussion 5WEEK 8Call to Action - Part IIn these last three concluding lessons we will connect all the previous lessons into a specific “Call to Action”.  Included in the call to action is a desire to spark a global conversation about the need to have a deeper level of collaboration toward solving the world’s toughest and most seemingly intractable problem.\n\nIn the lesson participants will be exposed to some of the efforts that are rewriting the way humans interact on and off our planet.\n3 videos, 3 readingsexpandVideo: Risk Mitigation from the Orbital PerspectiveReading: UN Sustainable Development Goal 15 - Life on LandReading: UN Sustainable Development Goal 16 - Peace, Justice \u0026 Strong InstitutionsDiscussion Prompt: Discussion 6Video: HomeVideo: What Kind of World Do You Want?Reading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from ConclusionWEEK 9Call to Action - Part IIThis lesson will focus on methods to create an actual or virtual “Control Room of Spaceship Earth”.1 video, 2 readingsexpandVideo: Crowdsourcing the Earthrise-2068 VisionReading: UN Sustainable Development Goal 17 - Partnerships for the GoalsReading: Ways you can Take Action to help achieve the SDGsGraded: 3 - Looking ForwardWEEK 10 Call to Action - Part IIIThis concluding lesson will focus on ways to continue the momentum that was created by the course and continue to propel the Earthrise-2068 project forward.1 video, 2 readingsexpandVideo: Carrying Earthrise-2068 ForwardReading: The Future Starts NowReading: 20 Big Questions about the Future of HumanityGraded: Earthrise 2068 ProjectVideo: Introduction to the Course -  Ron GaranVideo: Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Foreword, Preface and IntroductionVideo: OverviewReading: UN Sustainable Development AgendaReading: UN Sustainable Development Goal 1- No PovertyReading: UN Sustainable Development Goal 2 - Zero HungerDiscussion Prompt: Earthrise-2068 Facebook GroupIn this lesson the student will be introduced to the history leading up to the International Space Station (ISS) partnership and to some of the technical and cultural challenges that faced the partners in the early days of the International Space Station ProgramVideo: Introducing EarthriseReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapters One \u0026 TwoVideo: Ron Ted with full tour-HDReading: UN Sustainable Development Goal 3 - Good Health \u0026 Well BeingReading: UN Sustainable Development Goal 4 - Quality EducationVideo: Recording of Live Discussion 1Discussion Prompt: Discussion 1How did we go from those early days of mistrust and suspicion to building and operating the International Space Station? What was the secret ingredient that enabled a coalition of fifteen nations to work together systematically, in a fully integrated manner, to construct and operate the most complex structure ever built in space? Is there something we can learn from how the members of the ISS program learned to overcome differences and cultural misunderstandings in order to accomplish remarkable things together? Can we use these same techniques to reach agreements on things such as alleviating poverty, mitigating climate change, or achieving peaceful solutions to long-term conflicts?”Video: A Journey To SpaceReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter ThreeVideo: Pre-flight Remarks Before the Russian State CommissionReading: UN Sustainable Development Goal 5 - Gender EqualityReading: UN Sustainable Development Goal 6 - Clean Water \u0026 SanitationVideo: Recording of Live Discussion 2Discussion Prompt: Discussion 2In this lesson the instructor will share a profound shift in perspective experienced during his first space mission and take a deep dive into the meaning of the orbital perspective. We will also explore examples how taking an orbital perspective can affect our global society.Video: SeedsVideo: PlanetaryReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapters Four \u0026 FiveReading: UN Sustainable Development Goal 7 - Affordable \u0026 Clean EnergyReading: UN Sustainable Development Goal 8 - Decent Work \u0026 Economic GrowthVideo: Recording of Live Discussion 3Discussion Prompt: Discussion 3Video: STS-124 Postflight PresentationVideo: Cupola Corner with Chris FergusonVideo: Cupola Corner with Alexander SamokutyaevVideo: Cupola Corner with Satoshi FurukawaIn this lesson we will explore the frameworks we use to construct our view of the world and the implications of taking on a conviction that we do not have to accept the suffering and conflict on our planet as inescapable.\n\nThis lesson will also compare and contrast effective and ineffective forms of collaboration. \nVideo: CollaborationReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter SixReading: UN Sustainable Development Goal 9 - Industry, Innovation, \u0026 InfrastrucureReading: UN Sustainable Development Goal 10 - Reduced IneqalitiesVideo: We Want PeaceVideo: Conversations with Emmanuel JalIn the third section of the course \"Looking Forward\", we will explore some of the many efforts to connect billions of minds and tap into our collective global genius. We will further examine the barriers to global collaboration and explore ways to break down those barriers. And we will hear some stories about amazing people who are building bridges to collaboration and making great strides toward overcoming our world’s biggest challenges. \n\nThis lesson will also explore what factors led to success in a very high stakes situation. Participants will be exposed to some of the “perverse incentives” that limit the effectiveness of global humanitarian development and crisis response efforts. This lesson should lead to a discussion on how to better provide assistance worldwide.\nVideo: Sustainability from the Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter Seven and EightReading: Interview: Between the LinesReading: UN Sustainable Development Goal 11 - Sustainable Cities \u0026 CommunitiesReading: UN Sustainable Development Goal 12 - Responsible Consumption \u0026 ProductionVideo: Recording of Live Discussion 4Discussion Prompt: Discussion 4The exponential increase in collaborative technology is rapidly rewriting the way people and organizations interact. In this lesson we’ll look at several movements and initiatives that are synthesizing the orbital perspective and the worm’s eye view, making vast amounts of information accessible and bringing large groups of people together to work toward common causes.  In some cases, collaboration is not facilitated by long-term personal relationships. Instead, the bond is the common cause, the shared experience, and in some cases simply being given the permission and means to help.Video: CSR from the Orbital PerspectiveReading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from Chapter NineReading: UN Sustainable Development Goal 13 - Climate Action \u0026 Climate Action for BusinessesReading: UN Sustainability Development Goal 14 - Life Below WaterVideo: Call to Earth - A Message from the World's Astronauts to COP21Video: Recording of Live Session 5Discussion Prompt: Discussion 5In these last three concluding lessons we will connect all the previous lessons into a specific “Call to Action”.  Included in the call to action is a desire to spark a global conversation about the need to have a deeper level of collaboration toward solving the world’s toughest and most seemingly intractable problem.\n\nIn the lesson participants will be exposed to some of the efforts that are rewriting the way humans interact on and off our planet.\nVideo: Risk Mitigation from the Orbital PerspectiveReading: UN Sustainable Development Goal 15 - Life on LandReading: UN Sustainable Development Goal 16 - Peace, Justice \u0026 Strong InstitutionsDiscussion Prompt: Discussion 6Video: HomeVideo: What Kind of World Do You Want?Reading: The Orbital Perspective – Lessons in Seeing the Big Picture from a Journey of 71 Million Miles: Excerpts from ConclusionVideo: Crowdsourcing the Earthrise-2068 VisionReading: UN Sustainable Development Goal 17 - Partnerships for the GoalsReading: Ways you can Take Action to help achieve the SDGsVideo: Carrying Earthrise-2068 ForwardReading: The Future Starts NowReading: 20 Big Questions about the Future of HumanityRutgers the State University of New JerseyAnalyzing the UniverseUniversity of GenevaParticle Physics: an IntroductionThe University of EdinburghAstroTech: The Science and Technology behind Astronomical DiscoveryUniversity of RochesterConfronting The Big Questions: Highlights of Modern AstronomyUniversity of Colorado BoulderKinematics: Describing the Motions of Spacecraft",
    "Creator": "University of Arizona, University of Florida, Drexel University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/orbitalperspective",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "The Roles and Responsibilities of Nonprofit Boards of Directors within the Governance Process",
    "Description": "About this course: This course provides a more in-depth look at the roles and responsibilities of boards of directors in the governance of nonprofit organizations. While the course has been developed with North American culture in mind, we do appreciate that in other parts of the world, the nature of the roles and responsibilities of boards of directors may not be the same. Nevertheless,it is our hope that much of the course content will still be of value to those in other parts of the world. \n\nTo learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/SXZEZS.\n\nKeywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness\n\nCourse 2 Overview: \n\nWeek 1: Some of the questions to be explored this week are: What is the board's role in planning for the organization's future and why is it important for nonprofit organizations to do it? What is strategic planning and what can boards do to carry this out effectively? \n\nWeek 2: This week's questions: What is the board's role in assessing the performance of the organization? Why is performance assessment important? Why do many boards have difficulty meeting their performance assessment responsibilities? \n\nWeek 3: This week's questions: What are the elements of the fundraising/resource development process? What is the board's role in ensuring the organization has adequate funding? What information should be in a resource development plan? \n\nWeek 4: At this stage, you are asked to review the course content, submit a written assignment (known lightheartedly as a BEAR (Board Effectiveness Readiness Assessment), and take two multiple choice Readiness Assurance Tests (known similarly as RATs). One RAT will assess knowledge and reading comprehension and the other will test application of knowledge within a practical case.  \n\nWeek 5: We will encourage you to discuss the RATs in the discussion forums and take them again should you wish to change any of your answers based on the information exchanged.WEEK 1The Board's Role in PlanningHello and welcome to Course 2 in the series of three courses on developing leadership and improving governance in nonprofit organizations. The goal of week 1 is to address several important questions related to one of the most important board responsibilities--planning: What is Strategic, What is Strategic Planning, and What is Strategic Governance? These elements form the basis of this week's  overview and content in Chapter 3 of the main course text Improving the Effectiveness of Boards of Directors and readings in recommended course texts.4 videos, 8 readings, 1 practice quizexpandVideo: Welcome video introducing this series of courseVideo: Course 2 Overview VideoLeyendo: Course 2 Teaching and Learning OverviewLeyendo: Required and Recommended TextsLeyendo: Week 1 Key Questions and CompetenciesVideo: Week 1 OverviewLeyendo: Week 1 Readings and ResourcesVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectiveCuestionario de práctica: Week 1Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardWEEK 2The Board's Role in Performance AssessmentHello and welcome to Week 2 of the second course on Leadership and Governance of Nonprofit Organizations! The focus this week is on the vitally important partner of planning--Performance Assessment. Some of the key questions we will explore this week are: What is performance assessment and why is it important? What is the board's role in performance assessment? Why do boards have difficulty meeting their performance assessment responsibilities? And, what frameworks exist to help boards measure and manage performance? 1 video, 6 readings, 1 practice quizexpandLeyendo: Week 2 Key Questions and CompetenciesVideo: Week 2 OverviewLeyendo: Week 2 Readings and ResourcesCuestionario de práctica: Week 2Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardWEEK 3The Board's Role in Fundraising and Resource DevelopmentHello and welcome to Week 3! The goal this week is to address important questions related to the board's role and responsibilities in fundraising or, as we will refer to it, resource development. Some of the key questions we will explore this week are:  What is the board’s role in resource development and why do boards have difficulty meeting their responsibilities in this area?  What information should be included in a resource development plan and how can boards improve their effectiveness in carrying out resource development responsibilities?2 videos, 6 readings, 1 practice quizexpandLeyendo: Week 3 Key Questions and CompetenciesVideo: Week 3 OverviewLeyendo: Week 3 Readings and ResourcesVideo: Interview with Putnam Barber on Charitable Solicitations in the United StatesCuestionario de práctica: Week 3Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardWEEK 4Concept Testing and ApplicationHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 2 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your first Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to bring a piece of paper and pen to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.  Graded: Readiness Assurance Test (RAT)Graded: RAT Application ExerciseGraded: Board Effectiveness Assessment Reflection (BEAR) Course ProjectWEEK 5Assessment of Learning: BEAR Peer Review and RAT Discussion ForumsHello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 2 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. 2 videos, 1 readingexpandLeyendo: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussions and PollingVideo: RAT Application Exercise Peer Discussions and PollingGraded: RAT Post Peer Learning ForumGraded: RAT Application Exercise Post Peer Learning ForumHello and welcome to Course 2 in the series of three courses on developing leadership and improving governance in nonprofit organizations. The goal of week 1 is to address several important questions related to one of the most important board responsibilities--planning: What is Strategic, What is Strategic Planning, and What is Strategic Governance? These elements form the basis of this week's  overview and content in Chapter 3 of the main course text Improving the Effectiveness of Boards of Directors and readings in recommended course texts.Video: Welcome video introducing this series of courseVideo: Course 2 Overview VideoLeyendo: Course 2 Teaching and Learning OverviewLeyendo: Required and Recommended TextsLeyendo: Week 1 Key Questions and CompetenciesVideo: Week 1 OverviewLeyendo: Week 1 Readings and ResourcesVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectiveCuestionario de práctica: Week 1Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardHello and welcome to Week 2 of the second course on Leadership and Governance of Nonprofit Organizations! The focus this week is on the vitally important partner of planning--Performance Assessment. Some of the key questions we will explore this week are: What is performance assessment and why is it important? What is the board's role in performance assessment? Why do boards have difficulty meeting their performance assessment responsibilities? And, what frameworks exist to help boards measure and manage performance? Leyendo: Week 2 Key Questions and CompetenciesVideo: Week 2 OverviewLeyendo: Week 2 Readings and ResourcesCuestionario de práctica: Week 2Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardHello and welcome to Week 3! The goal this week is to address important questions related to the board's role and responsibilities in fundraising or, as we will refer to it, resource development. Some of the key questions we will explore this week are:  What is the board’s role in resource development and why do boards have difficulty meeting their responsibilities in this area?  What information should be included in a resource development plan and how can boards improve their effectiveness in carrying out resource development responsibilities?Leyendo: Week 3 Key Questions and CompetenciesVideo: Week 3 OverviewLeyendo: Week 3 Readings and ResourcesVideo: Interview with Putnam Barber on Charitable Solicitations in the United StatesCuestionario de práctica: Week 3Leyendo: Discuss Case StudyLeyendo: Course Project OverviewLeyendo: Option 1: Working With a Real BoardLeyendo: Option 2: Working With a Fictitious BoardHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 2 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your first Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to bring a piece of paper and pen to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.  Hello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 2 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. Leyendo: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussions and PollingVideo: RAT Application Exercise Peer Discussions and PollingMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!The State University of New York, Luther College at the University of ReginaThe Factors that Influence the Effectiveness of Boards and the Governance Process",
    "Creator": "The State University of New York, Luther College at the University of Regina",
    "Level": "",
    "URL": "https://coursera.org/learn/nonprofit-gov-2",
    "Language": "English",
    "Commitment": "5 weeks, 5 - 7 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "The Factors that Influence the Effectiveness of Boards and the Governance Process",
    "Description": "About this course: The third course in this Specialization introduces you to the factors that influence how effective boards of directors will be in carrying out their roles and responsibilities and hence the impact they have in shaping the success of the organization they govern. While this course has been developed with North American culture in mind, we do appreciate that, in other parts of the world, the nature of the factors that influence the effectiveness of nonprofit boards of directors may vary. Nevertheless,it is our hope that much of the course content will still be of value to those in other parts of the world. \n\nTo learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/aAMIfl.\n\nKeywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness\n\nCourse 3 Overview: \n\nWeek 1: This week's questions: What factors influence the effectiveness of board meetings? What are the formal procedures and structures within the board that impact its performance? What can a board do to intentionally improve the way it structures itself and runs its decision making meetings? \n\nWeek 2: This week's questions:  What do we mean by board composition and development and why is it important? Why is it difficult to change the composition of the board? How do you design the ideal mix of board members? How do you locate, recruit and develop board members?   \n\nWeek 3: This week's questions: What do we mean by the \"culture\" of the board and why is it important? How do boards develop and pass along culture? Can board cultures be intentionally changed? What is the role of leadership in shaping board culture? What do effective nonprofit leaders involved in governance do?  How can leadership be managed for higher performance?\n\nWeek 4: At this stage, you are asked to review the course content, submit a written assignment (known lightheartedly as a BEAR (Board Effectiveness Readiness Assessment), and take two multiple choice Readiness Assurance Tests (known similarly as RATs). One RAT will assess knowledge and reading comprehension and the other will test application of knowledge within a practical case.  \n\nWeek 5: We will encourage you to discuss the RATs in the discussion forums and take them again should you wish to change any of your answers based on the information exchanged.WEEK 1Board Operating Procedures, Structures, and MeetingsHello and welcome to Course 3 in the series of courses on Improving Leadership and Governance in Nonprofit Organizations!  The focus of this course is on the often unrecognized influences on how well a board carries out its governance role and responsibilities. The goal of the first week is to address several important questions related to two key influences on board behavior: the board’s operating procedures and structures and board meetings. Some of the key questions we will explore this week are:  What factors influence the effectiveness of nonprofit boards of directors? What are board procedures and structures and why are they important? What issues challenge the effectiveness of board meetings? What can be done to increase governance effectiveness? These questions form the basis of the video lecture and content in Chapters 6 and 7 of our SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn more about some of the factors that influence leadership and governance effectiveness this week!   8 videos, 8 readings, 1 practice quizexpandVideo: Specialization Welcome VideoVideo: Course 3 Overview VideoReading: Course 3 Teaching and Learning OverviewReading: Required and Recommended TextsVideo: Course 4 (Capstone Project) OverviewReading: Week 1 Key Questions and CompetenciesVideo: Week 1 LectureVideo: Week 1 Guest Interview with Will Brown on Board EngagementVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectiveReading: Week 1 Readings and ResourcesPractice Quiz: Week 1Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardWEEK 2The Composition and Development of the BoardHello and welcome to Week 2 of the third course on Improving Leadership and Governance in Nonprofit Organizations! The focus this week is on one of the most difficult challenges to board performance--creating the ideal mix of board members and training them so that they can be as effective as possible. Some of the key questions we will explore this week are: What do we mean by board composition and development and why is it important? Why is it difficult to change the composition of the board? How do you design the ideal mix of board members? How do you locate and recruit the best new board members? What are the best ways to orient and develop board members? Is your board socially and functionally inclusive? These two influences form the basis of the video lecture, special guest interview, and content in Chapter 8 of the SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn about another factor that may influence the leadership and governance of nonprofit organizations this week!4 videos, 6 readings, 1 practice quizexpandReading: Week 2 Key Questions and CompetenciesVideo: Week 2 LectureVideo: Week 2 Guest Interview with Pat Bradshaw on Board DiversityReading: Week 2 Readings and ResourcesPractice Quiz: Week 2Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardWEEK 3Board Culture and LeadershipHello and welcome to Week 3 of the third course on Improving Leadership and Governance in Nonprofit Organizations!  The goal of this week is to address important questions related to two influences that empirical research suggests are difficult to change in boards of nonprofit organizations—the informal culture and leadership of the board (Harrison and Murray, 2014). Some of the key questions we will explore this week are: What is “culture” and why is it important? What shapes board cultures and can you intentionally change them?  What is leadership in the organizational and governance context? What do effective leaders involved in nonprofit governance do? Why are some leaders ineffective?  How can leadership be managed for effectiveness?   These two influences form the basis of the video lecture and content in Chapter 9 and 10 of the SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn about two more factors that may influence the leadership and governance of nonprofit organizations this week!4 videos, 6 readings, 1 practice quizexpandReading: Week 3 Key Questions and CompetenciesVideo: Week 3 LectureVideo: Week 3 Guest Interview with David O. Renz on Governance Beyond the BoardReading: Week 3 Readings and ResourcesPractice Quiz: Week 3Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardWEEK 4Individual Concept Testing and ApplicationHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 3 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.Graded: Readiness Assurance Test (RAT)Graded: RAT Application ExerciseGraded: Board Effectiveness Assessment Reflection (BEAR) Course ProjectWEEK 5Group Concept Testing and ApplicationHello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 2 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. 2 videos, 1 readingexpandReading: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussion and Polling InstructionsVideo: RAT Application Exercise Peer Discussion and PollingGraded: RAT Post Peer Learning ForumGraded: RAT Application Exercise Post Peer Learning ForumHello and welcome to Course 3 in the series of courses on Improving Leadership and Governance in Nonprofit Organizations!  The focus of this course is on the often unrecognized influences on how well a board carries out its governance role and responsibilities. The goal of the first week is to address several important questions related to two key influences on board behavior: the board’s operating procedures and structures and board meetings. Some of the key questions we will explore this week are:  What factors influence the effectiveness of nonprofit boards of directors? What are board procedures and structures and why are they important? What issues challenge the effectiveness of board meetings? What can be done to increase governance effectiveness? These questions form the basis of the video lecture and content in Chapters 6 and 7 of our SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn more about some of the factors that influence leadership and governance effectiveness this week!   Video: Specialization Welcome VideoVideo: Course 3 Overview VideoReading: Course 3 Teaching and Learning OverviewReading: Required and Recommended TextsVideo: Course 4 (Capstone Project) OverviewReading: Week 1 Key Questions and CompetenciesVideo: Week 1 LectureVideo: Week 1 Guest Interview with Will Brown on Board EngagementVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectiveReading: Week 1 Readings and ResourcesPractice Quiz: Week 1Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardHello and welcome to Week 2 of the third course on Improving Leadership and Governance in Nonprofit Organizations! The focus this week is on one of the most difficult challenges to board performance--creating the ideal mix of board members and training them so that they can be as effective as possible. Some of the key questions we will explore this week are: What do we mean by board composition and development and why is it important? Why is it difficult to change the composition of the board? How do you design the ideal mix of board members? How do you locate and recruit the best new board members? What are the best ways to orient and develop board members? Is your board socially and functionally inclusive? These two influences form the basis of the video lecture, special guest interview, and content in Chapter 8 of the SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn about another factor that may influence the leadership and governance of nonprofit organizations this week!Reading: Week 2 Key Questions and CompetenciesVideo: Week 2 LectureVideo: Week 2 Guest Interview with Pat Bradshaw on Board DiversityReading: Week 2 Readings and ResourcesPractice Quiz: Week 2Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardHello and welcome to Week 3 of the third course on Improving Leadership and Governance in Nonprofit Organizations!  The goal of this week is to address important questions related to two influences that empirical research suggests are difficult to change in boards of nonprofit organizations—the informal culture and leadership of the board (Harrison and Murray, 2014). Some of the key questions we will explore this week are: What is “culture” and why is it important? What shapes board cultures and can you intentionally change them?  What is leadership in the organizational and governance context? What do effective leaders involved in nonprofit governance do? Why are some leaders ineffective?  How can leadership be managed for effectiveness?   These two influences form the basis of the video lecture and content in Chapter 9 and 10 of the SUNY Open Textbook, Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations. We look forward to helping you learn about two more factors that may influence the leadership and governance of nonprofit organizations this week!Reading: Week 3 Key Questions and CompetenciesVideo: Week 3 LectureVideo: Week 3 Guest Interview with David O. Renz on Governance Beyond the BoardReading: Week 3 Readings and ResourcesPractice Quiz: Week 3Reading: Discuss Case StudyVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentReading: Course Project OverviewReading: Option 1: Working With a Real BoardReading: Option 2: Working With a Fictitious BoardHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 3 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.Hello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 2 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. Reading: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussion and Polling InstructionsVideo: RAT Application Exercise Peer Discussion and PollingMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityGathering and Developing the NewsThe State University of New York, Luther College at the University of ReginaThe Roles and Responsibilities of Nonprofit Boards of Directors within the Governance ProcessMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!",
    "Creator": "The State University of New York, Luther College at the University of Regina",
    "Level": "",
    "URL": "https://coursera.org/learn/nonprofit-gov-3",
    "Language": "English",
    "Commitment": "5 Weeks, 7 - 10 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "\"Espace mondial\" الرؤية الفرنسية للدراسات العالمية",
    "Description": "About this course: حول هذه المادة التدريسية\n\nلكي نفسّر كيف أن العولمة تعيد بناء السياسات العامة والسلوكيات الاجتماعية، ندرس التبادلات والتفاعلات بين مختلف الجهات الفاعلة السياسية والاقتصادية، والاجتماعية - العامة أو الخاصة، الفردية أو الجماعية- والطريقة التي تعيد فيها صياغة العلاقات الدولية. هذه المادة التدريسية تعتمد على المقاربات السوسيولوجية والتاريخية الفرنسية العائدة للعلاقات الدولية. وهي متوفرة  أيضاً في نسخة باللغة الإنجليزية (www.coursera.org/learn/global-studies)، وأخرى باللغة الفرنسية (www.coursera.org/learn/espace-mondial-fr)WEEK 1المقدمةعالمنا المعولم يتطلب مقاربة جديدة للشأن الدولي، لا تمت بصلة الى النظريات الكلاسيكية.4 videos, 3 readingsexpandReading: تقديمVideo: المقدمةDiscussion Prompt: مرحبا بكم في هذا المجلس!Video: مامعناه؟Video: النهج الفرنسي؟Video: نقاط تحليلية كبرى في العلاقات الدولية المعاصرةReading: قاموس المصطلحاتReading: التسلسل الزمنيعدم المساواتتُظهر أهمّ المؤشرات الاقتصادية والاجتماعية وجود عالم متفاوت وغير مستقر.3 videos, 1 readingexpandVideo: تنوع الأقاليمVideo: تعدد الاتجاهات الديموغرافيةVideo: انعدام الأمن الغذائيReading: فهرسالجهويةأنواع جديدة من التكامل، وبعض البنى الإقليمية الهشّة على وجه الخصوص، تضع موضع التشكيك مسألة أراضي الدولة القومية.  3 videos, 1 readingexpandVideo: النزعة الإقليمية التقليديةVideo: الإقليمية الجديدةVideo: التساؤل عن نزعة اليوم الإقليميةReading: فهرسGraded: 1 اختبارWEEK 2الجهات الفاعلة العالميةلم تعد الدول القومية الفاعل الوحيد على الساحة الدولية. فالعديد من المجموعات و7 مليارات فرد هم الآن جهات فاعلة محتملة في النظام الدولي الحالي.3 videos, 1 readingexpandVideo: تنمية قدرة الجهات الفاعلة غير الدوليةVideo: المنظمات غير الحكومية المتعددة الوظائفVideo: لعبة جديدة مثلثةReading: فهرسGraded: 2 اختبارWEEK 3العولمةالعولمة هي عملية معقدة تجعلنا نعيد النظر بالجوانب الرئيسية للنظام العالمي.3 videos, 1 readingexpandVideo: التعريف الواحد؟Video: الهيمنة أو الإقصاء؟Video: الحكم الهشReading: فهرسGraded: 3 اختبارWEEK 4الهوياتالهُوية هي مفهوم يتوجب إعادة النظر فيه واعتباره بناء اجتماعياً وسياسياً.3 videos, 1 readingexpandVideo: التعريفات المتناحرةVideo: عودة السياسةVideo: خطر االعرقيةReading: فهرسGraded: 4 الأديانWEEK 5الأديانيُنظر الى الدين كمعلمة رئيسية في النظام العالمي المعاصر، لكن هذه النظرة تحتوي على الكثير من التبسيط.4 videos, 1 readingexpandVideo: من دوركهايم (Durkheim) إلى يومنا هذاVideo: المسيحية والسياسةVideo: الإسلام والسياسةVideo: قياس القدرات السياسية الحقيقية للدينReading: فهرسGraded: 5 الأديانWEEK 6الدولة القوميةهل الدولة القومية لا تزال تعمل في كل مكان حول العالم ؟3 videos, 1 readingexpandVideo: المنشأ الغربيVideo: مفهوم مستحيل التصديرVideo: مجموعة متنوعة من تضارب التجسيدReading: فهرسGraded: 6 الأديانWEEK 7القوةهل لا يزال للسلطة معنى وفعالية ؟3 videos, 1 readingexpandVideo: من هوبز (Hobbes) إلى يومنا هذاVideo: مؤشرات ضعيفةVideo: قوة القوة العاجزةReading: فهرسالحرب والسلمإن خصوصية الصراعات الدولية الجديدة تفترض معالجات جديدة.3 videos, 1 readingexpandVideo: الأصول الأوروبية  عن حرب كلاوسويتزين (Clausewitzian)Video: ظهور نزاعات دولية جديدةVideo: الصراعات الدولية الجديدة كمعضلة في إنشاء جداول الأعمال الدوليةReading: فهرسGraded: 7 الأديانWEEK 8النظام الدوليالاستقطاب والتعددية القطبية هي الميزات الجديدة للنظام الدولي بعد عام 1945.  الاستقطاب       قد  تخطاه الزمن ربما، والتعددية القطبية هي موضع اعتراض. 3 videos, 1 readingexpandVideo: فهم تنوعه التاريخيVideo: تعددية الاطراف على المحكVideo: من التقاطب الى التجزئةReading: فهرسGraded: 8 الأديانالخاتمةنحو تنظيمات جديدة ؟1 video, 2 readingsexpandVideo: الخاتمةReading: إشعارReading: كلمة شكرReading: تقديمVideo: المقدمةDiscussion Prompt: مرحبا بكم في هذا المجلس!Video: مامعناه؟Video: النهج الفرنسي؟Video: نقاط تحليلية كبرى في العلاقات الدولية المعاصرةReading: قاموس المصطلحاتReading: التسلسل الزمنيVideo: تنوع الأقاليمVideo: تعدد الاتجاهات الديموغرافيةVideo: انعدام الأمن الغذائيReading: فهرسVideo: النزعة الإقليمية التقليديةVideo: الإقليمية الجديدةVideo: التساؤل عن نزعة اليوم الإقليميةReading: فهرسVideo: تنمية قدرة الجهات الفاعلة غير الدوليةVideo: المنظمات غير الحكومية المتعددة الوظائفVideo: لعبة جديدة مثلثةReading: فهرسVideo: التعريف الواحد؟Video: الهيمنة أو الإقصاء؟Video: الحكم الهشReading: فهرسVideo: التعريفات المتناحرةVideo: عودة السياسةVideo: خطر االعرقيةReading: فهرسVideo: من دوركهايم (Durkheim) إلى يومنا هذاVideo: المسيحية والسياسةVideo: الإسلام والسياسةVideo: قياس القدرات السياسية الحقيقية للدينReading: فهرسVideo: المنشأ الغربيVideo: مفهوم مستحيل التصديرVideo: مجموعة متنوعة من تضارب التجسيدReading: فهرسVideo: من هوبز (Hobbes) إلى يومنا هذاVideo: مؤشرات ضعيفةVideo: قوة القوة العاجزةReading: فهرسVideo: الأصول الأوروبية  عن حرب كلاوسويتزين (Clausewitzian)Video: ظهور نزاعات دولية جديدةVideo: الصراعات الدولية الجديدة كمعضلة في إنشاء جداول الأعمال الدوليةReading: فهرسVideo: فهم تنوعه التاريخيVideo: تعددية الاطراف على المحكVideo: من التقاطب الى التجزئةReading: فهرسVideo: الخاتمةReading: إشعارReading: كلمة شكرCaltechDrugs and the BrainTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the World",
    "Creator": "Sciences Po",
    "Level": "",
    "URL": "https://coursera.org/learn/espace-mondial-ar",
    "Language": "Arabic, Subtitles: English",
    "Commitment": "8 أسابيع من الدراسة، 1-2 ساعات / الأسبوع",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Ebola : Vaincre ensemble !",
    "Description": "About this course: Il s’agit d’un MOOC sur la crise internationale sur Ebola partie d’Afrique de l’Ouest en 2014 ; d’une durée de 5 semaines, où interviendront plus de 30 professeurs des universités, chercheurs, responsables politiques, autorités sanitaires nationales et internationales, membres d’ONGs, et autres acteurs d’Europe et d’Afrique sur plus de 60 séquences vidéos. Les thèmes abordés se dérouleront selon une séquence hebdomadaire décrite ci-dessous (section « plan du cours »).\n\nLe virus Ebola qui a été à l’origine de l’épidémie en Afrique de l’Ouest est une souche Zaïre, considérée comme la plus dangereuse. Cependant le spectre des tableaux cliniques rencontrés s’est montré très large : depuis des formes assez bénignes (pour environ 30% des infections), jusqu’à des formes très sévères, presque hors de toute ressources thérapeutiques et fréquemment mortelles en une dizaine de jours en moyenne (environ 30%), en passant par des formes d’une gravité dépendant de l’infrastructure sanitaire responsable de leur prise en charge (c’est-à-dire généralement de bon pronostic en cas de bonne prise en charge diagnostique et thérapeutique). Près de 60% des contaminations en Afrique avaient comme origine les rites funéraires non sécurisés. Les personnels de santé exposés ont également payé un très lourd tribut à l’épidémie. Enfin les conséquences non sanitaires, d’ordre social, politique et économique de l’épidémie ont été considérables, tant localement, que régionalement ou internationalement. Peu de pays ont connu à ce jour d’importants développements de chaînes de contaminations, en dehors de la Guinée, du Libéria et du Sierra Leone, mais la situation au Mali à la fin novembre 2014 était encore source d’incertitude et d’inquiétude. Les modèles mathématiques, s’ils ont été d’un apport précieux dans l’éclairage des politiques publiques, ils ont aussi participé à une amplification exagérée du problème, notamment lorsqu’ils ont livré des prévisions allant au-delà de plusieurs mois, parfois endossées par de grandes agences sanitaires, car elles risquent de se révéler fausses et décrédibilisantes.\n\nNous tenterons de mieux savoir quels espoirs on peut avoir de disposer d’un vaccin prochainement, et nous essaierons de comprendre pourquoi il aura fallu attendre 38 ans, depuis la découverte du virus Ebola, pour que la communauté internationale se décide à chercher et développer un vaccin contre ce type de virus que l’on savait hautement pathogène et contagieux. La réponse internationale a-t-elle été à la hauteur des enjeux ? L’OMS a-t-elle pu mettre en œuvre le Règlement Sanitaire International dans des conditions satisfaisantes ? Quelle a été la place des ONG dans le règlement du problème ? Toutes ces questions feront l’objet, au cours de ce MOOC, de débats et de points de vue interdisciplinaires, parfois contradictoires. De même, l’importance de la communication, le rôle des médias, la perception du risque par la population et par les décideurs eux-mêmes seront analysés. Une large plage sera réservée aux réponses aux questions des participants adressées aux orateurs par le forum de discussion, afin de réfléchir comment vaincre ensemble Ebola.\n\nPUBLIC CIBLE\nCe MOOC est ouvert et gratuit pour tous les publics. Le public cible est principalement le milieu des soignants francophones et les acteurs (publics et privés) des politiques publiques.\n\nPLAN DU COURS\nModule 1: Présentation générale\nModule 2 : Comprendre la maladie\nles aspects cliniques\nles aspects virologiques\nles aspects immunologiques\nles traitements symptomatiques actuels\nl’épidémiologie de la maladie\n\nModule 3 : Ebola comme symptômes d’un désordre social et politique\nles causes sociales économiques et politiques du problème\nla faiblesse du système\nles aspects culturels\nla pauvreté\n\nModule 4 : Les impacts sur nos vies et nos sociétés\nles impacts sanitaires et économiques sur la société et les institutions\nprésentation de modèles mathématiques et prévisions\n\nModule  5 : Les réponses pour l’Afrique et le monde\nles interventions\nla prise en charge des malades\nles principaux obstacles rencontrés\nla réponse internationale\nla perception du risque\nles développements de médicaments et vaccins\nle volet éthique\nla réponse de l'OMS\nla place de la recherche et des médias\n\nModule 6 : Conclusion\n\n_________________________________\nCe cours est co-produit par l'Université de Genève (UNIGE) et l'Université Numérique Francophone des Sciences du Sport et de la Santé (UNF3S).\nIl est proposé en partenariat avec :\nL'Agence Universitaire de la Francophonie (AUF)\nLe Conseil supérieur de la Formation et de la Recherche Stratégique (CSFRS)\nL'Organisation Mondiale de la Santé (OMS)\nMédecins Sans Frontières (MSF)\nSwiss Tropical and Public Health Institute (Swiss TPH)\nFédération Internationale des Sociétés de la Croix-Rouge et du Croissant-Rouge (FISCR)\nCentre Virchow Villermé de santé publique Paris-Berlin\nRadio Télévision Suisse (RTS)\nOffice fédéral de la santé publique (OFSP)\nHôpitaux Universitaires de Genève (HUG)\nInstitut Pasteur\nCampus Biotech\nInfection Control African Network (ICAN)\nThe Graduate Institute Geneva\nMinistère de la Santé et de l'Action Sociale du SénégalWEEK 1Présentation générale4 videosexpandVideo: Bande-annonceVideo: Présentation générale du MOOCVideo: Description du cours: Structure et évaluation - Antoine Flahault, Rafael Ruiz de CastanedaVideo: Introduction - Christian BréchotWEEK 2Comprendre la maladie\u003cp\u003eDes virologues, des épidémiologistes, des vétérinaires, des infectiologues ainsi que des écologues vont vous aider à Comprendre la maladie, c’est parti pour le deuxième module! \u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 2 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque leçon, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e15 videos, 3 readings, 3 practice quizzesexpandVideo: Présentation du module - Antoine FlahaultVideo: Epidémiologie de la maladie à virus Ebola en Afrique de l'Ouest - Jakob ZinsstagVideo: Epidémiologie, transmission, riposte - Sylvie BriandVideo: One health et Ecohealth - Jakob ZinsstagVideo: Virologie et immunologie du virus Ebola - Laurent KaiserReading: Epidémiologie et virologiePractice Quiz: Epidémiologie et virologieVideo: Ebola: Prévenir la transmission par un geste simple - Didier PittetVideo: Infection Control Africa Network (ICAN): expériences et enseignements tirés de la crise Ebola - Shaheen MehtarVideo: English version: Infection Control Africa Network (ICAN): expériences et enseignements tirés de la crise Ebola - Shaheen MahtarVideo: Contrôle des infections en Afrique de l'ouest: de l'hygiène des mains aux rituels funéraires - Babacar NdoyeVideo: Prévention et le contrôle de l'infection: l'approche communautaire - Frederick MaraisReading: Prévention et contrôle de l’infectionPractice Quiz: Prévention et contrôle de l’infectionVideo: Manifestations cliniques d'Ebola - Nikki ShindoVideo: English version: Manifestations cliniques d'Ebola - Nikki ShindoVideo: L'importance d'un diagnostic rapide et le traitement de la maladie - Bernard KouchnerVideo: Diagnostic et traitement de la maladie à virus Ebola - Laurent KaiserReading: Manifestations cliniques, diagnostic et traitementPractice Quiz: Manifestations cliniques, diagnostic et traitementVideo: Conclusions du module - Antoine FlahaultWEEK 3Symptômes d'un désordre socio-politique\u003cp\u003ePendant le module  2, nous avons parlé des symptômes biologiques d’Ebola. Au cours du troisième module, nous allons discuter des Symptômes d’un désordre socio-politique.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 3 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque leçon, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e15 videos, 4 readings, 4 practice quizzesexpandVideo: Présentation du module - Antoine FlahaultVideo: Les difficultés des systèmes de santé en Afrique de l'Ouest - Babacar NdoyeVideo: L'importance des systèmes de santé - Marie-Paule KienyVideo: Faiblesses du système de santé: Importance des services périphériques - Marcel TannerReading: Les systèmes de santéPractice Quiz: Les systèmes de santéVideo: Comment expliquer la diffusion d’Ebola? Interprétations culturelles et structurelles de la diffusion d'Ebola - Claudine Burton-JeangrosVideo: La crise Ebola: un ensemble complexe d'archaisme et modernité - Patrick ZylberanVideo: L'importance de l'approche anthropologique - Alain EpelboinVideo: Rituels funéraires et transmission de l'infection: perspective anthropologique - Patrick ZylbermanVideo: Violence contre les soignants - Patrick ZylbermanVideo: Témoignage sur un cas de violence contre les soignants et l'importance des anthropologues dans la crise Ebola - Babacar NdoyeReading: Problématiques sociologiques et anthropologiquesPractice Quiz: Problématiques sociologiques et anthropologiquesVideo: Faut-il avoir peur? L'emballement des médias autour d'Ebola - Claudine Burton-JeangrosVideo: Ebola et sa médiatisation - Jean-Yves NauReading: Couverture médiatiquePractice Quiz: Couverture médiatiqueVideo: Importance de la communication - Sarah LachatVideo: Sensibilisation des acteurs - Antoine PerrinReading: Importance de la communicationPractice Quiz: Importance de la communicationVideo: Conclusions du module - Antoine FlahaultWEEK 4Impact\u003cp\u003ePendant le module 3, nous avons parlé des Symptômes d’un désordre socio-politique. Au cours de la semaine 4, nous allons discuter de l’Impact de cette épidémie à différentes niveaux.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos de la semaine 4 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque vidéo, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e\u003cp\u003eBien-sûr n’hésitez pas à poster vos questions et commentaires dans le forum comme beaucoup parmi vous l’ont déjà fait pour lors des modules 1,2 et 3. \u003c/p\u003e14 videos, 4 readings, 4 practice quizzesexpandVideo: Présentation du module - Antoine FlahaultVideo: Impact sur la santé individuelle - Nikki ShindoVideo: English version: Impact sur la santé individuelle - Nikki ShindoVideo: Réflexions autour de la stigmatisation des malades et des soignants - Bernard KouchnerVideo: Comment mesure-t-on les coûts de l'épidémie d'Ebola ? Concepts de base - Jean-Louis ArcandVideo: Comment mesure-t-on les coûts de l'épidémie d'Ebola? Mise en pratique - Jean-Louis ArcandReading: Impact individuel, social et économiquePractice Quiz: Impact individuel, social et économiqueVideo: Prévisions et attentes en matière de sécurité : quels risques sont acceptables ? - Claudine Burton-JeangrosVideo: Perception du risque d’Ebola dans les pays développés encore indemnes - Michel SetbonReading: Perception du risquePractice Quiz: Perception du risqueVideo: Ebola et les outils de la cybersanté - Antoine GeissbuhlerVideo: Big data - Antoine FlahaultReading: Cybersanté et Big dataPractice Quiz: Cybersanté et Big dataVideo: Modélisation mathématique: caractériser la transmission - Simon CauchemezVideo: Modélisation mathématique pour comprendre, alerter et prédire l'épidemie - Antoine FlahaultVideo: Discussion sur l'intérêt des modèles mathématique et la justesse de prévision - Simon Cauchemez, Antoine FlahaultReading: Modélisation mathématique et prédictionsPractice Quiz: Modélisation mathématique et prédictionsVideo: Conclusions du module - Antoine FlahaultWEEK 5Réponse de l'Afrique et du Monde\u003cp\u003ePendant le module 4, nous avons parlé de l’Impact de cette épidémie. Au cours du module 5, nous allons discuter de la Réponse de l’Afrique et du Monde à cette épidémie.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 5 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque vidéo, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e\u003cp\u003eBien-sûr n’hésitez pas à poster vos questions et commentaires dans le forum comme beaucoup de vous l’a déjà fait pour les semaines précédentes. \u003c/p\u003e22 videos, 5 readings, 6 practice quizzesexpandVideo: Présentation du module - Antoine FlahaultVideo: Prise en charge Afrique Ouest - Awa Marie Coll SeckVideo: La réponse du Nigéria - Folasade Ogunsola - VFVideo: English version: La réponse du Nigéria - Folasade OgunsolaReading: Réponse de l'Afrique de l'OuestPractice Quiz: Réponse de l’Afrique de l’OuestVideo: Aide humanitaire - Bernard KouchnerVideo: EPRUS (Etablissement de Préparation et de Réponse aux Urgences Sanitaires) - Marc MeunierVideo: Politique extérieure en matière de santé et engagement de la Suisse - Tania Dussey-CavassiniVideo: Aide humanitaire de la Suisse - Tania Dussey-CavassiniReading: Réponse du Nord: Aide humanitaire et politique de santé internationalePractice Quiz: Réponse du Nord: Aide humanitaire et politique de santé internationaleVideo: Le MOOC dans la réponse sanitaire de la France à l'épidémie Ebola - Albert-Claude BenhamouVideo: Une réponse transdisciplinaire, un MOOC transdisciplinaire  - Didier WernliPractice Quiz: Soutien à l’éducation et formationVideo: Prise en charge dans les pays du Nord: Contrôle de l'infection - Didier PittetVideo: Prise en charge dans les pays du Nord: Le cas des HUG - Jérôme PuginVideo: Prise en charge dans les pays du Nord: La cas de la France - Benoît ValletVideo: CORRUSS (Centre opérationnel de réception et de régulation des urgences sanitaires et sociales) - Olivier BrahicReading: Prise en charge et soins dans les pays développésPractice Quiz: Prise en charge et soins dans les pays développésVideo: Obligations des pays et de l’OMS dans le cadre du Règlement sanitaire international - Isabelle NuttallVideo: Le RSI et les MOOCs - Benoît ValletVideo: Importance de la gouvernance de la santé  - Michel KazatchkineReading: Gouvernance de la santé et Règlement sanitaire internationalPractice Quiz: Gouvernance de la santé et Règlement sanitaire internationalVideo: Recherche biomédicale accélérée et responsabilité éthique - Marcel TannerVideo: Nouvelles interventions thérapeutiques et préventives pour combattre l'épidémie d'Ebola : Rapport de situation - Marie-Paule KiennyVideo: Les enjeux du dévelopment des antiviraux contre Ebola - Xavier de LambalerieVideo: Dévelopement de nouveau vaccins:  validation - Tania Dussey-CavassiniVideo: Que faudrait- il faire pour mieux anticiper et mieux prévenir les risques d'épidémies du type de celle de Ebola en Afrique de l'Ouest - Daniel LavanchyReading: Recherche biomédicalePractice Quiz: Recherche biomédicaleWEEK 6Conclusion1 video, 1 readingexpandReading: Cable-car MOOCVideo: Conclusion du cours - Antoine Flahault, Rafael Ruiz de CastanedaGraded: Examen FinalGraded: Examen par les pairs finalVideo: Bande-annonceVideo: Présentation générale du MOOCVideo: Description du cours: Structure et évaluation - Antoine Flahault, Rafael Ruiz de CastanedaVideo: Introduction - Christian Bréchot\u003cp\u003eDes virologues, des épidémiologistes, des vétérinaires, des infectiologues ainsi que des écologues vont vous aider à Comprendre la maladie, c’est parti pour le deuxième module! \u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 2 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque leçon, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003eVideo: Présentation du module - Antoine FlahaultVideo: Epidémiologie de la maladie à virus Ebola en Afrique de l'Ouest - Jakob ZinsstagVideo: Epidémiologie, transmission, riposte - Sylvie BriandVideo: One health et Ecohealth - Jakob ZinsstagVideo: Virologie et immunologie du virus Ebola - Laurent KaiserReading: Epidémiologie et virologiePractice Quiz: Epidémiologie et virologieVideo: Ebola: Prévenir la transmission par un geste simple - Didier PittetVideo: Infection Control Africa Network (ICAN): expériences et enseignements tirés de la crise Ebola - Shaheen MehtarVideo: English version: Infection Control Africa Network (ICAN): expériences et enseignements tirés de la crise Ebola - Shaheen MahtarVideo: Contrôle des infections en Afrique de l'ouest: de l'hygiène des mains aux rituels funéraires - Babacar NdoyeVideo: Prévention et le contrôle de l'infection: l'approche communautaire - Frederick MaraisReading: Prévention et contrôle de l’infectionPractice Quiz: Prévention et contrôle de l’infectionVideo: Manifestations cliniques d'Ebola - Nikki ShindoVideo: English version: Manifestations cliniques d'Ebola - Nikki ShindoVideo: L'importance d'un diagnostic rapide et le traitement de la maladie - Bernard KouchnerVideo: Diagnostic et traitement de la maladie à virus Ebola - Laurent KaiserReading: Manifestations cliniques, diagnostic et traitementPractice Quiz: Manifestations cliniques, diagnostic et traitementVideo: Conclusions du module - Antoine Flahault\u003cp\u003ePendant le module  2, nous avons parlé des symptômes biologiques d’Ebola. Au cours du troisième module, nous allons discuter des Symptômes d’un désordre socio-politique.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 3 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque leçon, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003eVideo: Présentation du module - Antoine FlahaultVideo: Les difficultés des systèmes de santé en Afrique de l'Ouest - Babacar NdoyeVideo: L'importance des systèmes de santé - Marie-Paule KienyVideo: Faiblesses du système de santé: Importance des services périphériques - Marcel TannerReading: Les systèmes de santéPractice Quiz: Les systèmes de santéVideo: Comment expliquer la diffusion d’Ebola? Interprétations culturelles et structurelles de la diffusion d'Ebola - Claudine Burton-JeangrosVideo: La crise Ebola: un ensemble complexe d'archaisme et modernité - Patrick ZylberanVideo: L'importance de l'approche anthropologique - Alain EpelboinVideo: Rituels funéraires et transmission de l'infection: perspective anthropologique - Patrick ZylbermanVideo: Violence contre les soignants - Patrick ZylbermanVideo: Témoignage sur un cas de violence contre les soignants et l'importance des anthropologues dans la crise Ebola - Babacar NdoyeReading: Problématiques sociologiques et anthropologiquesPractice Quiz: Problématiques sociologiques et anthropologiquesVideo: Faut-il avoir peur? L'emballement des médias autour d'Ebola - Claudine Burton-JeangrosVideo: Ebola et sa médiatisation - Jean-Yves NauReading: Couverture médiatiquePractice Quiz: Couverture médiatiqueVideo: Importance de la communication - Sarah LachatVideo: Sensibilisation des acteurs - Antoine PerrinReading: Importance de la communicationPractice Quiz: Importance de la communicationVideo: Conclusions du module - Antoine Flahault\u003cp\u003ePendant le module 3, nous avons parlé des Symptômes d’un désordre socio-politique. Au cours de la semaine 4, nous allons discuter de l’Impact de cette épidémie à différentes niveaux.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos de la semaine 4 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque vidéo, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e\u003cp\u003eBien-sûr n’hésitez pas à poster vos questions et commentaires dans le forum comme beaucoup parmi vous l’ont déjà fait pour lors des modules 1,2 et 3. \u003c/p\u003eVideo: Présentation du module - Antoine FlahaultVideo: Impact sur la santé individuelle - Nikki ShindoVideo: English version: Impact sur la santé individuelle - Nikki ShindoVideo: Réflexions autour de la stigmatisation des malades et des soignants - Bernard KouchnerVideo: Comment mesure-t-on les coûts de l'épidémie d'Ebola ? Concepts de base - Jean-Louis ArcandVideo: Comment mesure-t-on les coûts de l'épidémie d'Ebola? Mise en pratique - Jean-Louis ArcandReading: Impact individuel, social et économiquePractice Quiz: Impact individuel, social et économiqueVideo: Prévisions et attentes en matière de sécurité : quels risques sont acceptables ? - Claudine Burton-JeangrosVideo: Perception du risque d’Ebola dans les pays développés encore indemnes - Michel SetbonReading: Perception du risquePractice Quiz: Perception du risqueVideo: Ebola et les outils de la cybersanté - Antoine GeissbuhlerVideo: Big data - Antoine FlahaultReading: Cybersanté et Big dataPractice Quiz: Cybersanté et Big dataVideo: Modélisation mathématique: caractériser la transmission - Simon CauchemezVideo: Modélisation mathématique pour comprendre, alerter et prédire l'épidemie - Antoine FlahaultVideo: Discussion sur l'intérêt des modèles mathématique et la justesse de prévision - Simon Cauchemez, Antoine FlahaultReading: Modélisation mathématique et prédictionsPractice Quiz: Modélisation mathématique et prédictionsVideo: Conclusions du module - Antoine Flahault\u003cp\u003ePendant le module 4, nous avons parlé de l’Impact de cette épidémie. Au cours du module 5, nous allons discuter de la Réponse de l’Afrique et du Monde à cette épidémie.\u003c/p\u003e\u003cp\u003eVeuillez regarder toutes les vidéos du module 5 et suivre les liens suggérés pour chacune d’elles.\u003c/p\u003e\u003cp\u003eAprès chaque vidéo, vous aurez l’occasion de tester vos connaissances grâce à des questions à choix multiple (QCM). Notez que ces questions ne feront pas partie de l’évaluation finale, il s’agit simplement d’une auto-évaluation.\u003c/p\u003e\u003cp\u003eBien-sûr n’hésitez pas à poster vos questions et commentaires dans le forum comme beaucoup de vous l’a déjà fait pour les semaines précédentes. \u003c/p\u003eVideo: Présentation du module - Antoine FlahaultVideo: Prise en charge Afrique Ouest - Awa Marie Coll SeckVideo: La réponse du Nigéria - Folasade Ogunsola - VFVideo: English version: La réponse du Nigéria - Folasade OgunsolaReading: Réponse de l'Afrique de l'OuestPractice Quiz: Réponse de l’Afrique de l’OuestVideo: Aide humanitaire - Bernard KouchnerVideo: EPRUS (Etablissement de Préparation et de Réponse aux Urgences Sanitaires) - Marc MeunierVideo: Politique extérieure en matière de santé et engagement de la Suisse - Tania Dussey-CavassiniVideo: Aide humanitaire de la Suisse - Tania Dussey-CavassiniReading: Réponse du Nord: Aide humanitaire et politique de santé internationalePractice Quiz: Réponse du Nord: Aide humanitaire et politique de santé internationaleVideo: Le MOOC dans la réponse sanitaire de la France à l'épidémie Ebola - Albert-Claude BenhamouVideo: Une réponse transdisciplinaire, un MOOC transdisciplinaire  - Didier WernliPractice Quiz: Soutien à l’éducation et formationVideo: Prise en charge dans les pays du Nord: Contrôle de l'infection - Didier PittetVideo: Prise en charge dans les pays du Nord: Le cas des HUG - Jérôme PuginVideo: Prise en charge dans les pays du Nord: La cas de la France - Benoît ValletVideo: CORRUSS (Centre opérationnel de réception et de régulation des urgences sanitaires et sociales) - Olivier BrahicReading: Prise en charge et soins dans les pays développésPractice Quiz: Prise en charge et soins dans les pays développésVideo: Obligations des pays et de l’OMS dans le cadre du Règlement sanitaire international - Isabelle NuttallVideo: Le RSI et les MOOCs - Benoît ValletVideo: Importance de la gouvernance de la santé  - Michel KazatchkineReading: Gouvernance de la santé et Règlement sanitaire internationalPractice Quiz: Gouvernance de la santé et Règlement sanitaire internationalVideo: Recherche biomédicale accélérée et responsabilité éthique - Marcel TannerVideo: Nouvelles interventions thérapeutiques et préventives pour combattre l'épidémie d'Ebola : Rapport de situation - Marie-Paule KiennyVideo: Les enjeux du dévelopment des antiviraux contre Ebola - Xavier de LambalerieVideo: Dévelopement de nouveau vaccins:  validation - Tania Dussey-CavassiniVideo: Que faudrait- il faire pour mieux anticiper et mieux prévenir les risques d'épidémies du type de celle de Ebola en Afrique de l'Ouest - Daniel LavanchyReading: Recherche biomédicalePractice Quiz: Recherche biomédicaleReading: Cable-car MOOCVideo: Conclusion du cours - Antoine Flahault, Rafael Ruiz de CastanedaDuke UniversityThe Challenges of Global HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewUniversity of CopenhagenAn Introduction to Global HealthUniversity of PittsburghEpidemics, Pandemics and OutbreaksUniversity of Colorado SystemFoundations for Global Health Responders",
    "Creator": "University of Geneva",
    "Level": "",
    "URL": "https://coursera.org/learn/ebola-vaincre-ensemble",
    "Language": "French, Subtitles: English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "家庭社会学导论",
    "Description": "About this course: 家庭是个体在人生经历中接触最早、生活在其中时间最长的社会生活群体。但是家庭生活的和谐是需要人生的智慧的。因为家庭是是社会的一个因子，所以家庭又是我们观察和了解社会的窗口，而只有真正了解了社会，我们也才有可能处理好家庭中发生的种种问题。学习家庭社会学，实用的方面，就是要在掌握家庭社会学的理论、研究方法和基本概念，认识家庭在社会影响下自身演变的规律的基础上，提升自己的社会洞察力和人生智慧，从而获得对家庭真谛和家庭生活真谛的领会与体悟，在为自己谋取家庭生活的幸福的同时也为社会的安定贡献一份力量。\n\n因此，我们为课程设定的目标是：跳出自身局限，认识家庭真谛！WEEK 1绪论介绍本课程教学目的，阐述了家庭社会学的学科特点，对家庭社会学的核心概念亦有概述性的论及。10 videosexpandVideo: 1.0 考核办法Video: 1.1 教学目的Video: 1.2 什么是家庭社会学Video: 1.3 研究意义Video: 1.4.1 基本概念-家庭Video: 1.4.2 基本概念-家庭结构Video: 1.4.3 基本概念-家庭功能Video: 1.4.4 基本概念-家庭关系Video: 1.4.5 基本概念-家庭生命周期Video: 1.4.6 基本概念-家庭制度WEEK 2家庭社会学研究方法介绍了家庭社会学的研究方法，指出了社会调查在家庭社会学研究中的基础性意义，尤其强调了“作为意义探究的深度访谈”在家庭社会学研究中的重大作用。16 videosexpandVideo: 2.1 为什么做社会调查Video: 2.2 何为社会调查Video: 2.3.1 社会调查的分类-个案调查Video: 2.3.2 社会调查的分类-典型调查Video: 2.3.3 社会调查的分类-全面调查Video: 2.3.4 社会调查的分类-抽样调查Video: 2.4.1 收集资料的方法-问卷法Video: 2.4.2 收集资料的方法-访谈法Video: 2.4.3 收集资料的方法-观察法Video: 2.4.4 收集资料的方法-历史法Video: 2.5.1 作为意义探究的深度访谈Video: 2.5.2 客观与中立的态度Video: 2.5.3 从日常生活入手Video: 2.5.4 关注异常事件Video: 2.5.5 全方位的观察Video: 2.5.6 三层次的文本分析Graded: 第二讲：江向红访谈记录WEEK 3家庭的成立论及的是作为现代家庭基础的婚姻，指出了婚姻的特征，阐述了处于男女双方互动过程中的婚姻关系的维系和解除的社会限制以及改善婚姻关系的一些操作性技术。15 videosexpandVideo: 3.1.1 婚姻-定义Video: 3.1.2 婚姻-本质特征Video: 3.1.3 婚姻-文化模式Video: 3.2.1 婚姻制度-定义与功能Video: 3.2.2 婚姻制度-形式Video: 3.3.1 婚姻风俗-定义与分类Video: 3.3.2 婚姻风俗-特征Video: 3.4 择偶Video: 3.5 缔结婚姻的途径Video: 3.6.1 婚礼-定义与功能Video: 3.6.2 婚礼-形式Video: 3.7.1 婚姻关系的维持-婚姻基础Video: 3.7.2 婚姻关系的维持-婚后调适Video: 3.8.1 婚姻关系的解除-方式与原因Video: 3.8.2 婚姻关系的解除-当今中国的离婚问题Graded: 第三讲：分结婚年代夫妻收入WEEK 4家庭功能讨论家庭功能，分析了城乡家庭功能的沿革和家庭功能的现状，指出了家庭功能在社会影响下可能的变迁方向以及这种变迁对社会的意义。14 videosexpandVideo: 4.1.1 核心功能与主要功能（1）Video: 4.1.2 核心功能与主要功能（2）Video: 4.1.3 核心功能与主要功能（3）Video: 4.2 农村家庭功能的沿革Video: 4.3 城市家庭功能的沿革Video: 4.4.1（1）城乡家庭功能的现状－城市家庭消费的特点（1）Video: 4.4.1（2）城乡家庭功能的现状－城市家庭消费的特点（2）Video: 4.4.2 城乡家庭功能的现状－农村家庭的生产与消费Video: 4.4.3 城乡家庭功能的现状－城市的教育现状Video: 4.4.4 城乡家庭功能的现状－农村的教育现状Video: 4.4.5 城乡家庭功能的现状－城市的赡养现状Video: 4.4.6 城乡家庭功能的现状－农村的赡养现状Video: 4.4.7 城乡家庭功能小结Video: 4.5 家庭功能的变迁Graded: 第四讲：金红访谈摘要WEEK 5家庭结构重点讨论家庭结构，指出了在特定的中国社会制约下家庭结构的特点以及它目前所发生的变迁，还有这种变迁背后的文化和制度方面的含义。7 videosexpandVideo: 5.1.1 家庭结构 Video: 5.1.2 家庭规模Video: 5.2 家和户Video: 5.3.1 我国的基本家庭结构Video: 5.3.2 现代城乡家庭研究Video: 5.4 制约家庭结构的因素Video: 5.5 城乡家庭结构现状 \u0026 5.6 城乡家庭结构的发展趋势Graded: 第五讲：北京分性别不同结婚年代家庭日常开支支配者WEEK 6家庭关系  阐述中国家庭内家庭关系的特点、影响家庭关系的因素以及家庭关系的改变何以成为家庭制度变迁的一个标志等问题。9 videosexpandVideo: 6.1 家庭关系释义Video: 6.2 家庭关系的特征Video: 6.3.1 制约家庭关系的因素-前提Video: 6.3.2 制约家庭关系的因素Video: 6.4 我国家庭关系的沿革Video: 6.5.1 城乡家庭关系的现状Video: 6.5.2.1 家务分工Video: 6.5.2.2 家庭中日常开支支配与实权持有的评价Video: 6.5.2.3 夫妻的相处和交流Graded: 第六讲：陆俭峰访谈记录WEEK 7期末考试Graded: 案例分析：上海市Y县香镇X村周国新Graded: 数据分析Video: 1.0 考核办法Video: 1.1 教学目的Video: 1.2 什么是家庭社会学Video: 1.3 研究意义Video: 1.4.1 基本概念-家庭Video: 1.4.2 基本概念-家庭结构Video: 1.4.3 基本概念-家庭功能Video: 1.4.4 基本概念-家庭关系Video: 1.4.5 基本概念-家庭生命周期Video: 1.4.6 基本概念-家庭制度Video: 2.1 为什么做社会调查Video: 2.2 何为社会调查Video: 2.3.1 社会调查的分类-个案调查Video: 2.3.2 社会调查的分类-典型调查Video: 2.3.3 社会调查的分类-全面调查Video: 2.3.4 社会调查的分类-抽样调查Video: 2.4.1 收集资料的方法-问卷法Video: 2.4.2 收集资料的方法-访谈法Video: 2.4.3 收集资料的方法-观察法Video: 2.4.4 收集资料的方法-历史法Video: 2.5.1 作为意义探究的深度访谈Video: 2.5.2 客观与中立的态度Video: 2.5.3 从日常生活入手Video: 2.5.4 关注异常事件Video: 2.5.5 全方位的观察Video: 2.5.6 三层次的文本分析Video: 3.1.1 婚姻-定义Video: 3.1.2 婚姻-本质特征Video: 3.1.3 婚姻-文化模式Video: 3.2.1 婚姻制度-定义与功能Video: 3.2.2 婚姻制度-形式Video: 3.3.1 婚姻风俗-定义与分类Video: 3.3.2 婚姻风俗-特征Video: 3.4 择偶Video: 3.5 缔结婚姻的途径Video: 3.6.1 婚礼-定义与功能Video: 3.6.2 婚礼-形式Video: 3.7.1 婚姻关系的维持-婚姻基础Video: 3.7.2 婚姻关系的维持-婚后调适Video: 3.8.1 婚姻关系的解除-方式与原因Video: 3.8.2 婚姻关系的解除-当今中国的离婚问题Video: 4.1.1 核心功能与主要功能（1）Video: 4.1.2 核心功能与主要功能（2）Video: 4.1.3 核心功能与主要功能（3）Video: 4.2 农村家庭功能的沿革Video: 4.3 城市家庭功能的沿革Video: 4.4.1（1）城乡家庭功能的现状－城市家庭消费的特点（1）Video: 4.4.1（2）城乡家庭功能的现状－城市家庭消费的特点（2）Video: 4.4.2 城乡家庭功能的现状－农村家庭的生产与消费Video: 4.4.3 城乡家庭功能的现状－城市的教育现状Video: 4.4.4 城乡家庭功能的现状－农村的教育现状Video: 4.4.5 城乡家庭功能的现状－城市的赡养现状Video: 4.4.6 城乡家庭功能的现状－农村的赡养现状Video: 4.4.7 城乡家庭功能小结Video: 4.5 家庭功能的变迁Video: 5.1.1 家庭结构 Video: 5.1.2 家庭规模Video: 5.2 家和户Video: 5.3.1 我国的基本家庭结构Video: 5.3.2 现代城乡家庭研究Video: 5.4 制约家庭结构的因素Video: 5.5 城乡家庭结构现状 \u0026 5.6 城乡家庭结构的发展趋势Video: 6.1 家庭关系释义Video: 6.2 家庭关系的特征Video: 6.3.1 制约家庭关系的因素-前提Video: 6.3.2 制约家庭关系的因素Video: 6.4 我国家庭关系的沿革Video: 6.5.1 城乡家庭关系的现状Video: 6.5.2.1 家务分工Video: 6.5.2.2 家庭中日常开支支配与实权持有的评价Video: 6.5.2.3 夫妻的相处和交流University of Pennsylvania财务会计概论（中文版）Shanghai Jiao Tong University中医药与中华传统文化 Peking UniversityEssentials for English Speeches and Presentations  英语演讲与演示The Chinese University of Hong KongThe Beauty of Kunqu OperaThe Museum of Modern Art透过摄影看世界",
    "Creator": "Peking University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/jiating-shehui-xue",
    "Language": "Chinese (Simplified), Subtitles: English",
    "Commitment": "3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "世界空间、法国视角下的国际研究",
    "Description": "About this course: 关于本课程\n\n为了解释全球化是如何重构公共政策和再塑社会行为，我们将研究不同的政治、经济行为体、研究各类——公共或私人，个体或集体——社会行为体，并着眼关注到它们之间的交流和互动作用，这些行为体正在重构着国际关系。\n本课程以法国社会学和历史学视角来研究国际关系。同时也提供英语版本(www.coursera.org/learn/global-studies/)、法语版本(www.coursera.org/learn/espace-mondial-fr/)和阿拉伯语版本(www.coursera.org/learn/espace-mondial-ar/)。WEEK 1介绍 当今全球世界意预着一种对于世界事务的新解读，一个与传统理论不同的方式。3 videos, 3 readingsexpandReading: 开始Video: 这是什么意思？Video: 法国学派之视角？Video: 当代国际关系的主要转折点Reading: 年表Reading: 词汇表WEEK 2不平等性主要的经济和社会参数展现出了一个不平等、不稳定的世界。 3 videosexpandVideo: 领土的多样性Video: 人口变化趋势的多元性Video: 食品非安全WEEK 3区域主义民族-国家的领土受到新型一体化，尤其是脆弱的区域建构之挑战。3 videosexpandVideo: 传统区域主义Video: 新区域主义Video: 对当今区域主义的质疑Graded: 测试1WEEK 4世界行为体民族-国家已经不再是仅有的国际行为体。许多团体和七十亿个体均成为了当今国际体系的新的潜在行为者。3 videosexpandVideo: 非国家行为体的实力增长Video: 多功能的非政府组织Video: 新的三角游戏Graded: 测试2WEEK 5全球化全球化是一个复杂的过程，对于国际秩序的传统特征构成了挑战3 videosexpandVideo: 单一的定义？Video: 霸权还是排斥？Video: 脆弱的统治Graded: 测试3WEEK 6属性属性作为一种社会和政治的构造物：必须重新对其审视。3 videosexpandVideo: 纠结不清的定义Video: 政治回到正轨Video: 族群化的危险Graded: 测试4WEEK 7宗教宗教被认为是当今世界秩序的一个主要参数，但总体上对其看法过于简单化4 videosexpandVideo: 从涂尔干(Durkheim)到当今Video: 基督教与政治Video: 伊斯兰教与政治Video: 衡量宗教实际的政治能力Graded: 测试5WEEK 8民族-国家传统的民族-国家仍然在世界各地运作着吗？3 videosexpandVideo: 西方起源Video: 一种不可以输出的观念Video: 体现着多种冲突性的载体Graded: 测试6WEEK 9实力实力还具有意义且行之有效吗?3 videosexpandVideo: 从霍布斯(Hobbes)到当今Video: 不完美的指标Video: 权力的无力WEEK 10战争与和平新型国际冲突具有一个特定的构型，故意味着需要一个新的处理方式。3 videosexpandVideo: 克劳塞维茨战争观的欧洲起源Video: 新型国际冲突的出现Video: 令设立国际议程陷入困境的新型国际冲Graded: 测试7WEEK 11国际体系极化和多边主义是1945年后国际体系的新特征。第一个也许已经结束，第二个正在接受挑战。3 videosexpandVideo: 理解其历史多样性Video: 处于岔口的多边主义Video: 从极态到无极态Graded: 测试8结论要继续建立一种新管控吗？1 video, 2 readingsexpandVideo: 结论Reading: 致谢Reading: 最后说明Reading: 开始Video: 这是什么意思？Video: 法国学派之视角？Video: 当代国际关系的主要转折点Reading: 年表Reading: 词汇表Video: 领土的多样性Video: 人口变化趋势的多元性Video: 食品非安全Video: 传统区域主义Video: 新区域主义Video: 对当今区域主义的质疑Video: 非国家行为体的实力增长Video: 多功能的非政府组织Video: 新的三角游戏Video: 单一的定义？Video: 霸权还是排斥？Video: 脆弱的统治Video: 纠结不清的定义Video: 政治回到正轨Video: 族群化的危险Video: 从涂尔干(Durkheim)到当今Video: 基督教与政治Video: 伊斯兰教与政治Video: 衡量宗教实际的政治能力Video: 西方起源Video: 一种不可以输出的观念Video: 体现着多种冲突性的载体Video: 从霍布斯(Hobbes)到当今Video: 不完美的指标Video: 权力的无力Video: 克劳塞维茨战争观的欧洲起源Video: 新型国际冲突的出现Video: 令设立国际议程陷入困境的新型国际冲Video: 理解其历史多样性Video: 处于岔口的多边主义Video: 从极态到无极态Video: 结论Reading: 致谢Reading: 最后说明The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/espace-mondial-cn",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Political Governance and Public Policy in Russia",
    "Description": "About this course: The course is designed to study the features of the political structure of modern Russia. It contains both general information on the institutional, procedural and value components of the political system and public policy in Russia, as well as a description of the problems, contradictions and prospects for the political development of the country. The course contains three main modules: (1) the political system and regime in Russia: state institutions, political parties, civil society; (2) the public policy process in Russia: the mechanisms for elaborating, adopting and implementing policies and decisions; (3) directions and problems of economic and social policy in Russia: development based on stabilization. The course is aimed at those listeners who want to gain systematic knowledge of politics in Russia, as well as those who are focused on studying Russia's political development in complex and uncertain contexts. Studying the course students can choose the level of the course (general or in-depth), focusing on video material, information, discussions, forums, evaluations and interactive communication with teachers. The advanced level of the course development assumes the active participation of students in discussions, forums and project assignments. The overall mission of the course is to develop students' objective political knowledge about Russia and their ability to make critical scientific analysis and assessment.WEEK 1Russian Political System: Constitutional Design and Regime Constellation7 videos, 3 readings, 1 practice quizexpandVideo: Course Overview and RequirementsVideo: Constitutional Principles of the Russian FederationVideo: Russian Political System and Regime. Part IVideo: Russian Political System and Regime Part IIVideo: Video Discussion \"Russian Political Regime: Sources and Sustainability\"Video: Russian Federalism: Economy, Politics, CultureVideo: Political Culture in Russian: Traditions and FormsReading: PresentationsReading: Suggested readingsReading: VideoPractice Quiz: QuizGraded: Quiz ControlWEEK 2Russian party system and civic society5 videos, 2 readingsexpandVideo: Social Stratification in Russian Federation and Different Social groups’ ValuesVideo: Party System and Leadership: Role of Ideologies and Rational Choice. Part IVideo: Party System and Leadership: Role of Ideologies and Rational Choice. Part IIVideo: Press and Media in Modern Russia. Limitations and Obstacles to Freedom of Speech in RussiaVideo: Governance of Civil Society Building in RussiaReading: PresentationsReading: Suggested readingsGraded: QuizWEEK 3Russian Public Policy Stages: From Stabilization and ‘2GDP’ to Modernization and Development5 videos, 2 readingsexpandVideo: Russian Economy and Society  at the Turn of the CenturyVideo: Political Reforms:‘Vertical of Power’ and ‘Controlled Democracy’Video: Policy of Stabilization and Doubling of GDP in First Putin's TermsVideo: Dmitry Medvedev: National Projects and Policy of ModernizationVideo: Political Turbulence after 2011 and New Vector of Public PolicyReading: PresentationsReading: Suggested readingsGraded: QuizGraded: EssayWEEK 4Public Administration System: Institutional Capacity Building in Russia 6 videos, 2 readingsexpandVideo: IntroductionVideo: The Federal Executive PowerVideo: E-GovernmentVideo: Russian BureaucracyVideo: Russian Administrative Reform and Anticorruption PolicyVideo: Russian Anticorruption PolicyReading: PresentationsReading: Suggested readingsGraded: QuizWEEK 5 Citizens’ Engagement for Improved Policy-Making in Russia4 videos, 1 readingexpandVideo: Russian Public Sphere and Opportunities For Citizens’ EngagementVideo: Political Protests of 2011-2012 Electoral Cycle and Mobilization of Citizens EngagementVideo: Urban Governance in Russia and Networks of Civic InitiativesVideo: E-Government and E-Participation in Contemporary RussiaReading: PresentationsGraded: QuizGraded: EssayWEEK 6 Russian public policy and development5 videos, 2 readingsexpandVideo: Three Models of Economic Growth and Russian ProblemVideo: Social Policy in RussiaVideo: Governance of Public PolicyVideo: Future of Public Policy GovernanceVideo: General ConclusionReading: PresentationsReading: Suggested readingsGraded: QuizGraded: TestVideo: Course Overview and RequirementsVideo: Constitutional Principles of the Russian FederationVideo: Russian Political System and Regime. Part IVideo: Russian Political System and Regime Part IIVideo: Video Discussion \"Russian Political Regime: Sources and Sustainability\"Video: Russian Federalism: Economy, Politics, CultureVideo: Political Culture in Russian: Traditions and FormsReading: PresentationsReading: Suggested readingsReading: VideoPractice Quiz: QuizVideo: Social Stratification in Russian Federation and Different Social groups’ ValuesVideo: Party System and Leadership: Role of Ideologies and Rational Choice. Part IVideo: Party System and Leadership: Role of Ideologies and Rational Choice. Part IIVideo: Press and Media in Modern Russia. Limitations and Obstacles to Freedom of Speech in RussiaVideo: Governance of Civil Society Building in RussiaReading: PresentationsReading: Suggested readingsVideo: Russian Economy and Society  at the Turn of the CenturyVideo: Political Reforms:‘Vertical of Power’ and ‘Controlled Democracy’Video: Policy of Stabilization and Doubling of GDP in First Putin's TermsVideo: Dmitry Medvedev: National Projects and Policy of ModernizationVideo: Political Turbulence after 2011 and New Vector of Public PolicyReading: PresentationsReading: Suggested readingsVideo: IntroductionVideo: The Federal Executive PowerVideo: E-GovernmentVideo: Russian BureaucracyVideo: Russian Administrative Reform and Anticorruption PolicyVideo: Russian Anticorruption PolicyReading: PresentationsReading: Suggested readingsVideo: Russian Public Sphere and Opportunities For Citizens’ EngagementVideo: Political Protests of 2011-2012 Electoral Cycle and Mobilization of Citizens EngagementVideo: Urban Governance in Russia and Networks of Civic InitiativesVideo: E-Government and E-Participation in Contemporary RussiaReading: PresentationsVideo: Three Models of Economic Growth and Russian ProblemVideo: Social Policy in RussiaVideo: Governance of Public PolicyVideo: Future of Public Policy GovernanceVideo: General ConclusionReading: PresentationsReading: Suggested readings",
    "Creator": "Saint Petersburg State University",
    "Level": "",
    "URL": "https://coursera.org/learn/political-governance-russia",
    "Language": "English",
    "Commitment": "6",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Methods and Statistics in Social Science - Final Research Project",
    "Description": "About this course: The Final Research Project consists of a research study that you will perform in collaboration with fellow learners. Together you will formulate a research hypothesis and design, come up with operationalizations, create manipulation and measurement instruments, collect data, perform statistical analyses and document the results. \n\nIn this course you will go through the entire research process and will be able to help determine what research question we will investigate and how we design and perform the research. This is an invaluable experience if you want to be able to critically evaluate scientific research in the social and behavioral sciences or design and perform your own studies in the future.WEEK 1About the Final Research ProjectThis section provides all the general course information. You can find info on how this very special final research project is organized, what the important deadlines are, and how the grading works.1 video, 7 readingsexpandReading: Hi there...Video: ... and welcome to the Final Research Project!Discussion Prompt: Let's get to know each other!Reading: General info - What will I learn in this course?Reading: Course format - How is this course structured?Reading: Requirements - What resources do I need?Reading: Grading - How do I pass this course?Reading: Team - Who created this course?Reading: Honor Code - Integrity in this coursePreparing for Milestone 1 - Research topicIn this section you will learn about the research topic in preparation of reaching your first milestone - formulating a general research hypothesis and design. Make sure you read the material well, you will be working on this research topic for the next six weeks!1 video, 2 readingsexpandVideo: Preparing for Milestone 1 - Research topicReading: Instruction - General research topicReading: General information and literature  (ST)Graded: Comprehension (ST)Milestone 1 - General hypothesis and designIn this section you will work on Milestone 1 - formulating a general hypothesis and design. 1 video, 1 readingexpandVideo: Milestone 1 - General hypothesis and designReading: Instruction - How to formulate a general hypothesis and designDiscussion Prompt: Submit Milestone 1 for voting (ST)Graded: Milestone 1 (ST)WEEK 2Milestone 2 - Design, operationalizations and expectationsIn this module - based on the general hypothesis and design selected by popular vote - you will work on Milestone 2 and create a more detailed design.1 video, 3 readingsexpandReading: Submit and vote to select a general hypothesis and designReading: Voting results for Milestone 1Video: Milestone 2 - Design, operationalizations and expectationsReading: Instruction - How to formulate a more specific design with operationalizations and expectationsDiscussion Prompt: Submit Milestone 2 for voting (ST)Graded: Milestone 2 (ST)WEEK 3Milestone 3 - Measurement and manipulation materialIn this module - based on the detailed design selected by popular vote - you will work on Milestone 3 and help to create the instruments that we will use to measure and manipulate the variables in our study.1 video, 3 readingsexpandReading: Submit and vote to select a detailed designReading: Voting results for Milestone 2Video: Milestone 3 - Measurement and manipulation materialReading: Instruction - How to create measurement and manipulation materialDiscussion Prompt: Submit Milestone 3 measurement material for voting (ST)Discussion Prompt: Submit Milestone 3 manipulation material for voting (ST)Graded: Milestone 3 (ST)WEEK 4Milestone 4 - Data collection, methods documentation and  analysis planIn this module - based on the measurement and manipulation material selected by popular vote - you will work on Milestone 4 and document the methods and material used to perform the study and you will create a statistical analysis plan.1 video, 3 readingsexpandReading: Submit and vote to select measurement and manipulation materialReading: Voting results for Milestone 3Video: Milestone 4 - Data collection, methods documentation and analysis planReading: Instruction - How to document methods and create an analysis planLTI Item: Optional R practice area to work on your analysis planGraded: Milestone 4 (ST)WEEK 5Milestone 5 - Statistical analysisIn this module you will work on Milestone 5 and perform and document the final statistical analyses.1 video, 1 readingexpandVideo: Milestone 5 - Statistical analysisReading: Instruction - How to create the final statistical analysis syntaxLTI Item: Optional R practice area to work on your final analysis planGraded: Milestone 5 (ST)WEEK 6Milestone 6 - Report of the resultsIn this module you will work on Milestone 6 - the final milestone! - and report the results of your research study.1 video, 1 readingexpandVideo: Milestone 6 - Report of the resultsReading: Instruction - How to report the resultsGraded: Milestone 6 (ST)WEEK 7Putting it all together (catch-up week)In this module we'll reflect on the outcome of our study and look back on the entire research process. If you're behind schedule submitting your last milestone assignments, there's still time to catch-up!1 readingexpandReading: Putting it all togetherDiscussion Prompt: Reflect on the results - Stereotype ThreatWEEK 8Reflection (catch-up week)In this final module we'll reflect on this final research project course and the entire specialization. Last chance to catch-up and give us feedback!2 readingsexpandReading: Reflection on the course and specializationDiscussion Prompt: Reflect on the Final Research ProjectDiscussion Prompt: Reflect on the SpecializationReading: The end...Reading: Hi there...Video: ... and welcome to the Final Research Project!Discussion Prompt: Let's get to know each other!Reading: General info - What will I learn in this course?Reading: Course format - How is this course structured?Reading: Requirements - What resources do I need?Reading: Grading - How do I pass this course?Reading: Team - Who created this course?Reading: Honor Code - Integrity in this courseIn this section you will learn about the research topic in preparation of reaching your first milestone - formulating a general research hypothesis and design. Make sure you read the material well, you will be working on this research topic for the next six weeks!Video: Preparing for Milestone 1 - Research topicReading: Instruction - General research topicReading: General information and literature  (ST)Video: Milestone 1 - General hypothesis and designReading: Instruction - How to formulate a general hypothesis and designDiscussion Prompt: Submit Milestone 1 for voting (ST)Reading: Submit and vote to select a general hypothesis and designReading: Voting results for Milestone 1Video: Milestone 2 - Design, operationalizations and expectationsReading: Instruction - How to formulate a more specific design with operationalizations and expectationsDiscussion Prompt: Submit Milestone 2 for voting (ST)Reading: Submit and vote to select a detailed designReading: Voting results for Milestone 2Video: Milestone 3 - Measurement and manipulation materialReading: Instruction - How to create measurement and manipulation materialDiscussion Prompt: Submit Milestone 3 measurement material for voting (ST)Discussion Prompt: Submit Milestone 3 manipulation material for voting (ST)Reading: Submit and vote to select measurement and manipulation materialReading: Voting results for Milestone 3Video: Milestone 4 - Data collection, methods documentation and analysis planReading: Instruction - How to document methods and create an analysis planLTI Item: Optional R practice area to work on your analysis planVideo: Milestone 5 - Statistical analysisReading: Instruction - How to create the final statistical analysis syntaxLTI Item: Optional R practice area to work on your final analysis planVideo: Milestone 6 - Report of the resultsReading: Instruction - How to report the resultsReading: Putting it all togetherDiscussion Prompt: Reflect on the results - Stereotype ThreatReading: Reflection on the course and specializationDiscussion Prompt: Reflect on the Final Research ProjectDiscussion Prompt: Reflect on the SpecializationReading: The end...",
    "Creator": "University of Amsterdam",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-science-capstone",
    "Language": "English",
    "Commitment": "6 weeks of project work; week 1-3: 3-5 hours / week; week 4-6: 4 - 8  hours / week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.8 stars"
  },
  {
    "Title": "Capstone - Managing Board Change for Higher Levels of Leadership and Governance Effectiveness",
    "Description": "About this course: The Capstone Project is a service learning experience designed to apply the knowledge and skills developed in the three Specialization courses  to a real world leadership and governance situation. It is also intended to develop the participant's capability to act as an agent for positive change in nonprofit organizations. To this end, you will analyze the leadership and governance effectiveness of a real board of directors in an organization of your own choosing (or, if that is not possible, data gathered from a real board provided by the course instructors). By the end of the Capstone Project, you will have produced a professional consulting report detailing your analysis and recommendations to improve board leadership and governance effectiveness. You will then present it to the board and advise them on implementing change.\n\nTo learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/GTWrN2\n\nKeywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness\n\nCapstone Project Overview:\n\nWeeks 1-3: This period will be spent choosing a board of a nonprofit organization and gathering information using two specially designed tools and resources: The SUNY Open textbook (to download the book copy and paste the following link into your browser: http://tinyurl.com/peolnjb), \"Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations\", and The Board Check-Up, online board performance self-assessment tool that can be accessed by copying and pasting this link into your browser: https://www.boardcheckup.com. \n\nWeeks 4-5: In this phase, the information gathered will be analyzed leading to an evaluation of the board's effectiveness in the different dimensions of board effectiveness examined in the Specialization courses. \n\nWeeks 6-8: In the final phase of the Project, the results of the analysis and recommendations for positive change will be brought together a specially prepared consulting report intended for the use of the board of the client organization.WEEK 1Capstone OverviewWelcome to the fourth and final course in the new Coursera Specialization: Developing Leadership and Improving Governance in Nonprofit Organizations.The Capstone is designed to help you apply the knowledge and skills developed in the three Specialization courses to a real world leadership and governance situation a nonprofit organization board of directors is experiencing. As a service learning experience, you will act as an agent for positive change by working with a board of a nonprofit organization that you serve on, work for, or know through the Capstone Project. 2 videos, 3 readingsexpandVideo: Capstone Course OverviewVideo: Capstone - Managing Board Change for High Levels of Leadership and Governance EffectivenessReading: Course SyllabusReading: Course Literature and ResourcesDiscussion Prompt: Introductions and Study Groups Reading: Week 1 ActivitiesDiscussion Prompt: Week 1 DiscussionsWEEK 2Week 2: Secure Board CooperationWelcome to Week 2! The focus this week is on obtaining formal consent from your chosen board to participate in the Capstone Project it is then necessary to register them for the board performance assessment at www.boardcheckup.com, if you have not already done so.  2 readingsexpandReading: Week 2 ActivitiesDiscussion Prompt: Week 2 DiscussionsReading: Some Tips on Searching for and Approaching a BoardWEEK 3Weeks 3: Start Gathering DataWelcome to Week 3! The goal of this week is to start the process of gathering and monitoring data .  1 readingexpandReading: Week 3 ActivitiesDiscussion Prompt: Week 3 DiscussionsWEEK 4Weeks 4: Collect Data and Share a DraftWelcome to Week 4! The goal of this week is to monitor data collection and to write and share a draft of the first part of your Capstone Project report.    1 readingexpandReading: Week 4 ActivitiesDiscussion Prompt: Week 4 DiscussionsPeer Review: Share the First Four Sections of Your Capstone Project ReportWEEK 5Week 5: Analyze DataWelcome to Week 5! The goal for this week is to complete and return any peer reviews of other course participants’ Capstone Project reports. Also, if you submitted a draft of your report to others for peer review last week reflect on their feedback. Finally, begin the process of analyzing data to generate the Capstone Project findings.  1 readingexpandReading: Week 5 ActivitiesDiscussion Prompt: Week 5 DiscussionsWEEK 6Week 6: Synthesize DataWelcome to Week 6! At this stage in the Capstone, you should have a good understanding of the strengths as well as the issues that challenge the effectiveness of the governing board you are working with. It is at this point that the \"Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations\" course text should be used as a resource for understanding why these challenges exist and what can be done about them. 1 readingexpandReading: Week 6 ActivitiesPeer Review: Submit Draft of the Last Four Sections of Capstone ProjectDiscussion Prompt: Week 6 DiscussionsWEEK 7Week 7: Communicate ResultsWelcome to Week 7! The goals for this week are: (a) To complete and return any partial Capstone Project draft reports sent to you last week by fellow students for your peer review you;\n\n(b) Reflect on the peer reviews you received on last week's partial draft report.\n\n(c) Complete a draft of the full Capstone Project Report.   1 readingexpandReading: Week 7 ActivitiesDiscussion Prompt: Week 7 DiscussionsWEEK 8Week 8: Submit ReportWelcome to Week 8! The goal for this week is to submit your Capstone Project report for peer grading and to evaluate reports that you have been assigned to review.1 readingexpandReading: Week 8 ActivitiesDiscussion Prompt: Week 8 DiscussionsGraded: Final Capstone Project ReportWelcome to the fourth and final course in the new Coursera Specialization: Developing Leadership and Improving Governance in Nonprofit Organizations.The Capstone is designed to help you apply the knowledge and skills developed in the three Specialization courses to a real world leadership and governance situation a nonprofit organization board of directors is experiencing. As a service learning experience, you will act as an agent for positive change by working with a board of a nonprofit organization that you serve on, work for, or know through the Capstone Project. Video: Capstone Course OverviewVideo: Capstone - Managing Board Change for High Levels of Leadership and Governance EffectivenessReading: Course SyllabusReading: Course Literature and ResourcesDiscussion Prompt: Introductions and Study Groups Reading: Week 1 ActivitiesDiscussion Prompt: Week 1 DiscussionsWelcome to Week 2! The focus this week is on obtaining formal consent from your chosen board to participate in the Capstone Project it is then necessary to register them for the board performance assessment at www.boardcheckup.com, if you have not already done so.  Reading: Week 2 ActivitiesDiscussion Prompt: Week 2 DiscussionsReading: Some Tips on Searching for and Approaching a BoardReading: Week 3 ActivitiesDiscussion Prompt: Week 3 DiscussionsReading: Week 4 ActivitiesDiscussion Prompt: Week 4 DiscussionsPeer Review: Share the First Four Sections of Your Capstone Project ReportWelcome to Week 5! The goal for this week is to complete and return any peer reviews of other course participants’ Capstone Project reports. Also, if you submitted a draft of your report to others for peer review last week reflect on their feedback. Finally, begin the process of analyzing data to generate the Capstone Project findings.  Reading: Week 5 ActivitiesDiscussion Prompt: Week 5 DiscussionsWelcome to Week 6! At this stage in the Capstone, you should have a good understanding of the strengths as well as the issues that challenge the effectiveness of the governing board you are working with. It is at this point that the \"Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations\" course text should be used as a resource for understanding why these challenges exist and what can be done about them. Reading: Week 6 ActivitiesPeer Review: Submit Draft of the Last Four Sections of Capstone ProjectDiscussion Prompt: Week 6 DiscussionsWelcome to Week 7! The goals for this week are: (a) To complete and return any partial Capstone Project draft reports sent to you last week by fellow students for your peer review you;\n\n(b) Reflect on the peer reviews you received on last week's partial draft report.\n\n(c) Complete a draft of the full Capstone Project Report.   Reading: Week 7 ActivitiesDiscussion Prompt: Week 7 DiscussionsReading: Week 8 ActivitiesDiscussion Prompt: Week 8 Discussions",
    "Creator": "The State University of New York, Luther College at the University of Regina",
    "Level": "",
    "URL": "https://coursera.org/learn/nonprofit-gov-capstone",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Fake News, Facts, and Alternative Facts",
    "Description": "About this course: How can you distinguish credible information from “fake news”? Reliable information is at the heart of what makes an effective democracy, yet many people find it harder to differentiate good journalism from propaganda. Increasingly, inaccurate information is shared on Facebook and echoed by a growing number of explicitly partisan news outlets. This becomes more problematic because people have a tendency to accept agreeable messages over challenging claims, even if the former are less objectively credible. In this teach-out, we examine the processes that generate both accurate and inaccurate news stories, and that lead people to believe those stories. We then provide a series of tools that ordinary citizens can use to tell fact from fiction.\n\nA Teach-Out is:\n\n-an event – it takes place over a fixed, short period of time\n\n-an opportunity – it is open for free participation to everyone around the world\n\n-a community – it will be joined by a large number of diverse individuals\n\n-a conversation – an opportunity to give and take ideas and information from people\n\nThe University of Michigan Teach-Out Series provides just-in-time community learning events for participants around the world to come together in conversation with the U-M campus community, including faculty experts. The U-M Teach-Out Series is part of our deep commitment to engage the public in exploring and understanding the problems, events, and phenomena most important to society.\n\nTeach-Outs are short learning experiences, each focused on a specific current issue. Attendees will come together over a few days not only to learn about a subject or event but also to gain skills. Teach-Outs are open to the world and are designed to bring together individuals with wide-ranging perspectives in respectful and deep conversation. These events are an opportunity for diverse learners and a multitude of experts to come together to ask questions of one another and explore new solutions to the pressing concerns of our global community. Come, join the conversation!\n\nFind new opportunities at teach-out.org.WEEK 1Introduction to the Teach-Out2 videos, 5 readingsexpandReading: About the Teach-OutsVideo: Teach-Outs OverviewReading: Teach-In HistoryReading: Sharing this Teach-OutReading: Ground Rules for Discussion and EngagementDiscussion Prompt: Introduce Yourself!Reading: Meet Your Instructors: Josh Pasek and Brian WeeksVideo: Josh Pasek and Brian Weeks Introduce the Teach-OutHow do We Know Anything?1 video, 1 reading, 1 practice quizexpandVideo: Josh Pasek: How We Know ThingsReading: Types of EvidencePractice Quiz: Identify Types of EvidenceDiscussion Prompt: Identifying \"bad evidence\"Journalistic Norms3 videosexpandVideo: Josh Pasek: The Normative and the ActualVideo: Will Potter on Propaganda and Fake NewsVideo: Why Inaccurate News is a ThreatDiscussion Prompt: Calling out propagandaTypes of Inaccurate Information1 video, 1 reading, 1 practice quizexpandVideo: Brian Weeks on Identifying Inaccurate InformationReading: Identifying Inaccurate InformationPractice Quiz: Test Your Ability: Identify Inaccurate InformationThe Evolving Newsroom1 video, 1 readingexpandReading: James Wright on the Evolving NewsroomVideo: Veteran Journalist on How News Has ChangedDiscussion Prompt: The newsroom now and thenAccuracy in the Digital Era3 videosexpandVideo: Accuracy in the Digital EraVideo: Elements of Digital AccuracyVideo: Exploring News SitesDiscussion Prompt: What would you do?How to Not Be Conned6 videos, 2 readingsexpandReading: IntroductionVideo: Logical Fallacies and Cognitive BiasesVideo: Confirmation BiasVideo: In-Group BiasReading: How Journalists Read the NewsVideo: Will Potter and Mike KesslerVideo: Brian Weeks on Techniques for Evaluating Online NewsVideo: Josh Pasek: How to Not Be ConnedDiscussion Prompt: Calling foul: resisting misinformationQ\u0026A with Will Potter1 video, 1 readingexpandDiscussion Prompt: Submit Your Questions for Will PotterVideo: Will Potter's Q\u0026A ResponseReading: Q\u0026A ReferencesConclusion6 readingsexpandReading: Call to Action ActivityReading: 10 Questions for Evaluating MediaReading: Evaluate Your Media Diet WorksheetDiscussion Prompt: Reflecting on Your Self-EvaluationReading: ConclusionReading: Further ReadingReading: What Did You Think?Reading: About the Teach-OutsVideo: Teach-Outs OverviewReading: Teach-In HistoryReading: Sharing this Teach-OutReading: Ground Rules for Discussion and EngagementDiscussion Prompt: Introduce Yourself!Reading: Meet Your Instructors: Josh Pasek and Brian WeeksVideo: Josh Pasek and Brian Weeks Introduce the Teach-OutVideo: Josh Pasek: How We Know ThingsReading: Types of EvidencePractice Quiz: Identify Types of EvidenceDiscussion Prompt: Identifying \"bad evidence\"Video: Josh Pasek: The Normative and the ActualVideo: Will Potter on Propaganda and Fake NewsVideo: Why Inaccurate News is a ThreatDiscussion Prompt: Calling out propagandaVideo: Brian Weeks on Identifying Inaccurate InformationReading: Identifying Inaccurate InformationPractice Quiz: Test Your Ability: Identify Inaccurate InformationReading: James Wright on the Evolving NewsroomVideo: Veteran Journalist on How News Has ChangedDiscussion Prompt: The newsroom now and thenVideo: Accuracy in the Digital EraVideo: Elements of Digital AccuracyVideo: Exploring News SitesDiscussion Prompt: What would you do?Reading: IntroductionVideo: Logical Fallacies and Cognitive BiasesVideo: Confirmation BiasVideo: In-Group BiasReading: How Journalists Read the NewsVideo: Will Potter and Mike KesslerVideo: Brian Weeks on Techniques for Evaluating Online NewsVideo: Josh Pasek: How to Not Be ConnedDiscussion Prompt: Calling foul: resisting misinformationDiscussion Prompt: Submit Your Questions for Will PotterVideo: Will Potter's Q\u0026A ResponseReading: Q\u0026A ReferencesReading: Call to Action ActivityReading: 10 Questions for Evaluating MediaReading: Evaluate Your Media Diet WorksheetDiscussion Prompt: Reflecting on Your Self-EvaluationReading: ConclusionReading: Further ReadingReading: What Did You Think?University of California, San DiegoLeveraging the Power of Professional CommunitiesNational Research Tomsk State UniversityGenius. Talent. Golden MediocrityUniversity of London, Goldsmiths, University of London3D Interaction Design in Virtual RealityUniversity of MichiganUsing Python to Access Web DataUniversity of California, IrvineStrategic Business Management - Macroeconomics",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/fake-news-facts-alternative-facts-michiganx-teachout-2x",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Global Adolescent Health",
    "Description": "About this course: This course will explore the dynamic factors affecting the health and wellbeing of young people around the world, and how important it is for individuals, communities and nations that we improve the health and life chances of this important population group.\n\nWith over 25% of the world’s population aged between 10 and 24 years, today’s generation of young people is the largest in human history. As the future leaders and drivers of growth, productivity and innovation, young people are our greatest assets, and investment in their health and wellbeing has social, economic and other benefits that continue across the lifespan and into the next generation.\n\nIn this course we will adopt a life-course framework to take a holistic view of youth health and wellbeing. We will explore changing patterns of adolescent health and development, including why adolescence is starting earlier and ending later; how puberty and adolescent brain development may shape future health; and how what happens in adolescence can affect the start to life for the next generation. We’ll also look at the major health and social issues affecting young people and ways of addressing these through policy, practice and programming.\n\nCOURSE FORMAT:\nThis course comprises short video lectures and interviews, required and recommended readings, online discussion, quizzes and written assignments. There is no required text for this course and all readings are provided.\n\nDO I HAVE TO PAY FOR THIS COURSE?\nNo- you may access 100% of material in this course for free. You are also welcome to do as much or as little of the course as you like, including all (or none!) of the assessment tasks- it all depends on your learning goals. The option to pay for this course is there for those who wish to receive a Course Certificate as evidence of completion (which does require you to attempt and successfully pass the assessment tasks). \n\nWHO IS THIS COURSE FOR?\nThis course will be relevant for anyone with an interest in the health and wellbeing of young people. You do not need to be of any particular personal or professional background to benefit from this course, but having some basic undergraduate study experience will be helpful to your learning (particularly if in a health related field).\n\nWHAT IS THE MOST INTERESTING THING I'LL LEARN IF I TAKE THIS COURSE?\nYou’ll learn how so much of what happens during adolescence can impact not only the future health of individuals, but the health of the next generation as well. You’ll develop a greater understanding of the key factors impacting upon youth health and learn how to be a better advocate for the health and wellbeing of young people.\n\nView the MOOC promotional video here: http://tinyurl.com/z5l4modWEEK 1Week 1 - Introduction to adolescent health: developmental and ecological perspectives (Part I)  Welcome! Before getting started on this week’s content, be sure to review the materials under the ‘Introduction’ section below to help you get the most out of this course, whatever your learning goals may be. \u003cbr\u003e\u003cbr\u003eThis week we set the scene for adolescent health as a critical area of human health and development. We introduce the conceptual framework used throughout the course, which will assist greatly in building your learning across each week of material. We discuss different definitions of adolescence and young adulthood, and explore how the biological and social transitions associated with this period of life- and our understanding of them- have changed over time.14 videos, 5 readingsexpandVideo: Welcome from Susan and GeorgeReading: Course overviewReading: What to expectReading: Your teaching teamVideo: Week 1-2 Briefing with Susan SawyerReading: Week 1 outline \u0026 key readingsReading: Start of course surveyVideo: 1.1 Introduction: why adolescent health?Video: 1.2 A conceptual framework for adolescent healthVideo: 1.3 Definitions of adolescenceVideo: 1.4 The changing shape of adolescenceVideo: 1.5 Puberty and adolescent growthVideo: 1.6 Growth including brain development in adolescenceVideo: 1.7 Puberty and health: part IVideo: 1.8 Puberty and health: part IIVideo: 1.9 Role transitions: marriage and parenthoodVideo: 1.10 Role transitions: contraceptives and condom useVideo: 1.11 Role transitions: education and employmentVideo: Interview with Dr Judith Diers (USA) Graded: Week one quiz (10% of your final grade)WEEK 2Week 2 - Introduction to adolescent health: developmental and ecological perspectives (Part II)This week we return to our conceptual framework and unpack the key concepts of social determinants of health and risk and protective factors. We explore what these terms mean and how they influence and shape adolescent health and development. We also begin to apply this knowledge at a practical level in terms of the interventions and actions we can take to improve or maintain health and wellbeing during the adolescent and young adult years, or prevent problems from happening in the first place.13 videos, 1 readingexpandReading: Week 2 outline \u0026 key readingsVideo: 2.1 Revisiting the frameworkVideo: 2.2 Risk and protective factors: conceptsVideo: 2.3 Risk and protective factors: implementationVideo: 2.4 Risk and protective factors: peer relationshipsVideo: 2.5 Risk and protective factors: families, education and communitiesVideo: 2.6 Social determinants of adolescent health: economic factorsVideo: 2.7 Social determinants of adolescent health: human rights and genderVideo: 2.8 Social determinants of adolescent health: population displacementVideo: 2.9 Social determinants of adolescent health: advertising and marketingVideo: 2.10 Socially disadvantaged adolescentsVideo: Interview with Prof Craig Jeffrey (UK/Aus) Video: Interview with Prof Rima Afifi (Lebanon/USA) Video: Interview with Baroness Susan Greenfield (UK) Graded: Week two quiz (10% of your final grade)WEEK 3Week 3 - Major health problems of adolescents (Part I)This week we explore our conceptual framework for adolescent health as it relates to health-related behaviours and states and health outcomes. By that we mean, how do the biological, social, economic and other influences that we have discussed so far play out in terms of adolescent health outcomes (e.g. death and disability) and behaviours (e.g. those relating to sexual activity or substance use)? What are the major health issues affecting young people around the world today, and how does this differ by region, gender and other variables? We will explore the latter question over the course of this week and next, with the focus this week predominantly on sexual and reproductive health and mental health. 18 videos, 2 readingsexpandVideo: Week 3-4 Briefing with George PattonReading: Week 3 outline \u0026 key readingsVideo: 3.1 Adolescent mortality around the worldVideo: 3.2 Adolescent mortality: causes of deathVideo: 3.3 Adolescent disease burdenVideo: 3.4 Adolescent mortality and disease burden: health actionsVideo: 3.5 Sexual, reproductive and maternal health: an overviewVideo: 3.6 Sexual, reproductive and maternal health: HIV and STIsVideo: 3.7 Sexual, reproductive and maternal health: SRH risksVideo: 3.8 Sexual, reproductive and maternal health: clinical and policy approachesVideo: 3.9 Adolescent mental health: an introductionVideo: 3.10 Mental health and substance abuse: a global pictureVideo: 3.11 What happens to mental health problems?Video: 3.12 Assessing and responding to mental health problemsVideo: 3.13 Alcohol and illicit drugsVideo: 3.14 Mental health: responding to a young personVideo: Interview with Dr Susan Kasedde (USA) Video: Interview with Prof Vikram Patel (India / UK) Video: Interview with Sarah Soysa (Sri Lanka)  Reading: Academic integrityGraded: Assignment 1 - Identifying influences on youth health in your own community, region or country (25% of your final grade)WEEK 4Week 4 - Major health problems of adolescents (Part II)This week continues last week's focus on the 'health-related behaviours and states' and 'health outcomes' components of our conceptual framework. We will discuss some of the other major health topics and issues affecting adolescents and young adults around the world today, including infectious diseases, chronic illness and disability, nutrition, physical activity and obesity. We will also highlight injury as a leading cause of death and major cause of disability in young people, and build on last week's discussion of sexual, reproductive and mental health. 9 videos, 1 readingexpandReading: Week 4 outline \u0026 key readingsVideo: 4.1 Infectious diseasesVideo: 4.2 Chronic illness and disabilityVideo: 4.3 Nutrition: micronutrient deficiencyVideo: 4.4 Nutrition: macronutrientsVideo: 4.5 Nutrition: health implications of under-nutritionVideo: 4.6 Nutrition: health implications of over-nutritionVideo: 4.7 Physical activity and inactivityVideo: 4.8 Injury risksVideo: Interview with Prof Zulfiqar Bhutta (Canada / Pakistan)WEEK 5Week 5 - Adolescent health policy, programming and intervention (Part I)This week we set the scene for understanding the policy and practice context of adolescent health and development through reviewing the functions of family and family policy, the value of education as a resource for health, and the wider influences of peers, advertising and marketing, taxation, legislation and social media in shaping adolescent behaviours.11 videos, 1 readingexpandVideo: Week 5-6 Briefing with Susan SawyerReading: Week 5 outline \u0026 key readingsVideo: 5.1 Family mattersVideo: 5.2 Families, policy and adolescent healthVideo: 5.3 Education: health actions through educationVideo: 5.4 Education: intervening in school curriculumVideo: 5.5 Education: whole school interventionVideo: 5.6 Peer influencesVideo: 5.7 LegislationVideo: 5.8 TaxationVideo: 5.9 Advertising, marketing and social mediaVideo:  Interview with Yeeli Mui (USA) Graded: Week five quiz (10% of your final grade)WEEK 6Week 6 - Adolescent health policy, programming and intervention (Part II)This week we continue our exploration of the policy and practice context of adolescent health and development by focusing on the role of health services in responding to the burden of disease experienced by young people. We discuss the elements of quality healthcare for young people and what adolescent-friendly health care means at an individual practitioner and service level. We also highlight the challenge of monitoring and communicating the health status of adolescents at a national and global level, why nations need to be held to account for investing in appropriate actions that promote the health of their young people, and how to promote positive and meaningful youth participation. \u003cbr\u003e \u003cbr\u003eAs this marks the final week of learning material for this course (Weeks 7 and 8 are devoted to the completion and evaluation of Assignment 2 for those interested), we also discuss learning and networking opportunities beyond GAH for those of you who would like to continue this journey.12 videos, 2 readingsexpandReading: Week 6 outline \u0026 key readingsVideo: 6.1 Health services for adolescents: mind the gap!Video: 6.2 Health services: setting expectationsVideo: 6.3 Health services: clinical attitudes, knowledge and skillsVideo: 6.4 Making health services adolescent friendlyVideo: 6.5 Health services: platforms for healthcare deliveryVideo: 6.6 Bringing it all together: an accountability frameworkVideo: 6.7 Bringing it all together: the role of young peopleVideo: 6.8 Learning beyond GAHVideo: Interview with Prof Harish Pemde (India) Video: Interview with A/Prof Fadia AlBuhairan (Saudi Arabia) Video: Interview with Kikelomo Taiwo (USA/Nigeria) Video: Interview with Dakshita Wickremarathne (Sri Lanka) Reading: End of Course SurveyGraded: Week six quiz (10% of your final grade)WEEK 7Weeks 7 - 8 (no new content)Weeks 7 and 8 do not feature any new course material and are for the development, submission and peer marking of the second written assignment for those wishing to do so. Please be sure to review the intro video below for some important information before getting started. \u003cbr\u003e \u003cbr\u003eWe would also greatly appreciate your feedback on this course via the end of course survey below if you have not already done so- it is so critical for us in our efforts to ensure we are providing our students with the best experience possible. Thank you!1 video, 1 readingexpandVideo: Week 7-8 Briefing with George PattonReading: End of course surveyGraded: Assignment 2 - Proposal for addressing a youth health issue (35% of your final grade)Welcome! Before getting started on this week’s content, be sure to review the materials under the ‘Introduction’ section below to help you get the most out of this course, whatever your learning goals may be. \u003cbr\u003e\u003cbr\u003eThis week we set the scene for adolescent health as a critical area of human health and development. We introduce the conceptual framework used throughout the course, which will assist greatly in building your learning across each week of material. We discuss different definitions of adolescence and young adulthood, and explore how the biological and social transitions associated with this period of life- and our understanding of them- have changed over time.Video: Welcome from Susan and GeorgeReading: Course overviewReading: What to expectReading: Your teaching teamVideo: Week 1-2 Briefing with Susan SawyerReading: Week 1 outline \u0026 key readingsReading: Start of course surveyVideo: 1.1 Introduction: why adolescent health?Video: 1.2 A conceptual framework for adolescent healthVideo: 1.3 Definitions of adolescenceVideo: 1.4 The changing shape of adolescenceVideo: 1.5 Puberty and adolescent growthVideo: 1.6 Growth including brain development in adolescenceVideo: 1.7 Puberty and health: part IVideo: 1.8 Puberty and health: part IIVideo: 1.9 Role transitions: marriage and parenthoodVideo: 1.10 Role transitions: contraceptives and condom useVideo: 1.11 Role transitions: education and employmentVideo: Interview with Dr Judith Diers (USA) This week we return to our conceptual framework and unpack the key concepts of social determinants of health and risk and protective factors. We explore what these terms mean and how they influence and shape adolescent health and development. We also begin to apply this knowledge at a practical level in terms of the interventions and actions we can take to improve or maintain health and wellbeing during the adolescent and young adult years, or prevent problems from happening in the first place.Reading: Week 2 outline \u0026 key readingsVideo: 2.1 Revisiting the frameworkVideo: 2.2 Risk and protective factors: conceptsVideo: 2.3 Risk and protective factors: implementationVideo: 2.4 Risk and protective factors: peer relationshipsVideo: 2.5 Risk and protective factors: families, education and communitiesVideo: 2.6 Social determinants of adolescent health: economic factorsVideo: 2.7 Social determinants of adolescent health: human rights and genderVideo: 2.8 Social determinants of adolescent health: population displacementVideo: 2.9 Social determinants of adolescent health: advertising and marketingVideo: 2.10 Socially disadvantaged adolescentsVideo: Interview with Prof Craig Jeffrey (UK/Aus) Video: Interview with Prof Rima Afifi (Lebanon/USA) Video: Interview with Baroness Susan Greenfield (UK) This week we explore our conceptual framework for adolescent health as it relates to health-related behaviours and states and health outcomes. By that we mean, how do the biological, social, economic and other influences that we have discussed so far play out in terms of adolescent health outcomes (e.g. death and disability) and behaviours (e.g. those relating to sexual activity or substance use)? What are the major health issues affecting young people around the world today, and how does this differ by region, gender and other variables? We will explore the latter question over the course of this week and next, with the focus this week predominantly on sexual and reproductive health and mental health. Video: Week 3-4 Briefing with George PattonReading: Week 3 outline \u0026 key readingsVideo: 3.1 Adolescent mortality around the worldVideo: 3.2 Adolescent mortality: causes of deathVideo: 3.3 Adolescent disease burdenVideo: 3.4 Adolescent mortality and disease burden: health actionsVideo: 3.5 Sexual, reproductive and maternal health: an overviewVideo: 3.6 Sexual, reproductive and maternal health: HIV and STIsVideo: 3.7 Sexual, reproductive and maternal health: SRH risksVideo: 3.8 Sexual, reproductive and maternal health: clinical and policy approachesVideo: 3.9 Adolescent mental health: an introductionVideo: 3.10 Mental health and substance abuse: a global pictureVideo: 3.11 What happens to mental health problems?Video: 3.12 Assessing and responding to mental health problemsVideo: 3.13 Alcohol and illicit drugsVideo: 3.14 Mental health: responding to a young personVideo: Interview with Dr Susan Kasedde (USA) Video: Interview with Prof Vikram Patel (India / UK) Video: Interview with Sarah Soysa (Sri Lanka)  Reading: Academic integrityThis week continues last week's focus on the 'health-related behaviours and states' and 'health outcomes' components of our conceptual framework. We will discuss some of the other major health topics and issues affecting adolescents and young adults around the world today, including infectious diseases, chronic illness and disability, nutrition, physical activity and obesity. We will also highlight injury as a leading cause of death and major cause of disability in young people, and build on last week's discussion of sexual, reproductive and mental health. Reading: Week 4 outline \u0026 key readingsVideo: 4.1 Infectious diseasesVideo: 4.2 Chronic illness and disabilityVideo: 4.3 Nutrition: micronutrient deficiencyVideo: 4.4 Nutrition: macronutrientsVideo: 4.5 Nutrition: health implications of under-nutritionVideo: 4.6 Nutrition: health implications of over-nutritionVideo: 4.7 Physical activity and inactivityVideo: 4.8 Injury risksVideo: Interview with Prof Zulfiqar Bhutta (Canada / Pakistan)This week we set the scene for understanding the policy and practice context of adolescent health and development through reviewing the functions of family and family policy, the value of education as a resource for health, and the wider influences of peers, advertising and marketing, taxation, legislation and social media in shaping adolescent behaviours.Video: Week 5-6 Briefing with Susan SawyerReading: Week 5 outline \u0026 key readingsVideo: 5.1 Family mattersVideo: 5.2 Families, policy and adolescent healthVideo: 5.3 Education: health actions through educationVideo: 5.4 Education: intervening in school curriculumVideo: 5.5 Education: whole school interventionVideo: 5.6 Peer influencesVideo: 5.7 LegislationVideo: 5.8 TaxationVideo: 5.9 Advertising, marketing and social mediaVideo:  Interview with Yeeli Mui (USA) This week we continue our exploration of the policy and practice context of adolescent health and development by focusing on the role of health services in responding to the burden of disease experienced by young people. We discuss the elements of quality healthcare for young people and what adolescent-friendly health care means at an individual practitioner and service level. We also highlight the challenge of monitoring and communicating the health status of adolescents at a national and global level, why nations need to be held to account for investing in appropriate actions that promote the health of their young people, and how to promote positive and meaningful youth participation. \u003cbr\u003e \u003cbr\u003eAs this marks the final week of learning material for this course (Weeks 7 and 8 are devoted to the completion and evaluation of Assignment 2 for those interested), we also discuss learning and networking opportunities beyond GAH for those of you who would like to continue this journey.Reading: Week 6 outline \u0026 key readingsVideo: 6.1 Health services for adolescents: mind the gap!Video: 6.2 Health services: setting expectationsVideo: 6.3 Health services: clinical attitudes, knowledge and skillsVideo: 6.4 Making health services adolescent friendlyVideo: 6.5 Health services: platforms for healthcare deliveryVideo: 6.6 Bringing it all together: an accountability frameworkVideo: 6.7 Bringing it all together: the role of young peopleVideo: 6.8 Learning beyond GAHVideo: Interview with Prof Harish Pemde (India) Video: Interview with A/Prof Fadia AlBuhairan (Saudi Arabia) Video: Interview with Kikelomo Taiwo (USA/Nigeria) Video: Interview with Dakshita Wickremarathne (Sri Lanka) Reading: End of Course SurveyWeeks 7 and 8 do not feature any new course material and are for the development, submission and peer marking of the second written assignment for those wishing to do so. Please be sure to review the intro video below for some important information before getting started. \u003cbr\u003e \u003cbr\u003eWe would also greatly appreciate your feedback on this course via the end of course survey below if you have not already done so- it is so critical for us in our efforts to ensure we are providing our students with the best experience possible. Thank you!Video: Week 7-8 Briefing with George PattonReading: End of course surveyJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe State University of New YorkGlobal Health DiplomacyUniversity of CopenhagenAn Introduction to Global HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "The University of Melbourne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/youth-health",
    "Language": "English",
    "Commitment": "6-8 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Journalism Skills for Engaged Citizens",
    "Description": "About this course: This is a course in basic journalism skills, designed for the many people who are now taking advantage of new media to publish news, views and information. For five hundred years, the privilege of being able to publish was enjoyed by very few people – those who had access to a printing press or a radio microphone or a television camera. Now, almost anyone can publish to the world within minutes of being able to do so. But is it journalism?\n\nHow does a citizen journalist find things out, so they can report facts and news - moving beyond merely braying opinion? And what are the legal and ethical pitfalls to publishing facts that some people might prefer remain secret?\n\nOver six weeks, this course teaches the basics of news writing, how to interview people to gain crucial information, how to develop and manage your sources and how to use your legal rights to access public information - and stay on the right side of the law when you publish. We discuss the ethics behind journalism practice, and conduct a mock investigation into local government. This course aims to empower engaged citizens to better participate in the news ecology.\n\nView the MOOC promotional video here: http://tinyurl.com/jj46rxwWEEK 1What is a Journalist, and What is News?This week we will discuss what journalism is, what journalists do, and how this has been affected over time by technology. We'll think about the exciting changes of our own time – the first in human history when the means of publication are in everyone's hands. We will then talk about the principles of news writing, and the nature of news. Finally, we will introduce Newstown, a fictitious place in Victoria, Australia. We also attend a news conference held in the Newstown Council Chambers. We will be using Newstown as the basis of our skills based exercises in this MOOC, so please take the time to become familiar with the town and its issues by following the link to Newstown in the course resources.7 videos, 3 readings, 2 practice quizzesexpandVideo: Journalism Skills for Engaged Citizens - overviewVideo: Course introductionReading: Welcome to Journalism Skills for Engaged CitizensReading: Week 1 outlineReading: Start of course surveyVideo: 1.1 What is a journalist? Part ADiscussion Prompt: Are the following people journalists?Video: 1.2 What is a journalist? Part BVideo: 1.3 Principles of good news writingVideo: 1.4 What is news?Video: 1.5 Newstown media conferenceDiscussion Prompt: What questions would you ask?Discussion Prompt: What questions did not get answered?Practice Quiz: Week 1 Newstown quiz - This is a practice quiz and does not contribute to your final gradePractice Quiz: Active or passive sentences quiz - This is a practice quiz and does not contribute to your final gradePeer Review: Practice exercise – News lead writing - This is a practice assignment and does not contribute to your final gradeWEEK 2Attribution, Verification and the Structure of News WritingThis week we discuss some more core skills of journalism, particularly the very important concepts of attribution of information, and verification. We explore the structure of news writing in some more detail. Finally, make sure you take a close look at the Newstown site, and keep looking at it from now on as the course develops. Some new information has been posted that you will need to use in this week's first assessable news writing exercise.4 videos, 1 reading, 1 practice quizexpandReading: Week 2 outlineVideo: 2.1 Introduction and recap Video: 2.2 VerificationVideo: 2.3 AttributionVideo: 2.4 News story structurePractice Quiz: Week 2 Newstown quiz - This is a practice quiz and does not contribute to your final gradeGraded: News lead writing - This assignment contributes 10% to your final gradeWEEK 3Finding Things Out: Places, Paper and PeopleThis week we discuss some more core skills of journalism, particularly the very important concepts of attribution of information, and verification. We explore the structure of news writing in some more detail. Finally, make sure you take a close look at the Newstown site, and keep looking at it from now on as the course develops. Some new information has been posted that you will need to use in this week's first assessable news writing exercise.6 videos, 1 reading, 1 practice quizexpandReading: Week 3 outlineVideo: 3.1 Finding things outVideo: 3.2 Finding things out: More about places and paperVideo: 3.3 Freedom of InformationVideo: 3.4 Finding things out: People – interviewsVideo: 3.5 Deception and consentVideo: 3.6 Summary and learning activity Practice Quiz: Week  3 ‘Finding things out’ quiz - This is a practice quiz and does not contribute to your final gradeWEEK 4More on InterviewsThis week we delve further into the art of interviewing, and watch and discuss some good and bad examples involving the key characters in Newstown.12 videos, 1 reading, 1 practice quizexpandReading: Week 4 outlineVideo: 4.1 Finding things out: InterviewsVideo: 4.2 Dealing with traumatised peopleVideo: 4.3 Interview with the Mayor – a bad example Video: 4.4 Interview with the Mayor – a good exampleVideo: 4.5 Interview with the Developer – a bad exampleVideo: 4.6 Interview with the Developer – a good exampleVideo: 4.7 Interview with a Wildfire Victim – a bad example Video: 4.8 Interview with a Wildfire Victim – a good example Video: 4.9 Interview with a Conservationist – a bad exampleVideo: 4.10 Interview with a Conservationist – a good exampleVideo: 4.11 Telephone interview – a bad example Video: 4.12 Telephone interview – a good example Practice Quiz: Week 4 quiz - Open and closed questions - This is a practice quiz and does not contribute to your final gradeGraded: News story - This assignment contributes 30% to your final gradeWEEK 5Contacts and Confidential Sources; Applying the Skills and Organising Your MaterialThis week we explore the complications of dealing with off the record sources and long term contacts. We watch an encounter with a Newstown 'Deep Throat' and discuss how to handle the encounter and the information offered. Remember to check out the Newstown website for more information becoming available. We begin to pull all the threads of the Newstown story together, and apply the skills we have learned in the earlier modules of this course. We talk about how to read and analyse the public documents on the Newstown site, how to organise material, what questions to ask based on this material, and how to pull it all together into a story for The Alternative.  We also provide you with an exemplar news report to give you some guidance for the final news writing assessment and how it might be done.4 videos, 1 reading, 1 practice quizexpandReading: Week 5 OutlineVideo: 5.1 Sources and confidentialityVideo: 5.2 Social media and interview with 'Deep Throat'Video: 6.1 Organising materialVideo: 6.2 The public interestPractice Quiz: Week 5  Newstown quiz - This is a practice quiz and does not contribute to your final gradeGraded: Investigative Report - This assignment contributes 60% to your final gradeWEEK 6Media Law and Impartiality; Wrapping Up the CourseThis week we concentrate on two aspects of media law – defamation and contempt, and we consider the meaning of journalistic impartiality. We wrap up the course by revisiting the key principles of journalism and what we have learned. We also have a few things to say about the public nature of journalism, and how bruising that can be. 5 videos, 2 readings, 1 practice quizexpandReading: Week 6 OutlineVideo: 7.1 ImpartialityVideo: 7.2 Defamation – Part AVideo: 7.3 Defamation – Part BVideo: 7.4 The law of contemptPractice Quiz: Week 6 quiz - Media law - This is a practice quiz and does not contribute to your final gradeVideo: 8.1 Closing remarks and wrap-upDiscussion Prompt: What have you learned?Reading: End of course surveyThis week we will discuss what journalism is, what journalists do, and how this has been affected over time by technology. We'll think about the exciting changes of our own time – the first in human history when the means of publication are in everyone's hands. We will then talk about the principles of news writing, and the nature of news. Finally, we will introduce Newstown, a fictitious place in Victoria, Australia. We also attend a news conference held in the Newstown Council Chambers. We will be using Newstown as the basis of our skills based exercises in this MOOC, so please take the time to become familiar with the town and its issues by following the link to Newstown in the course resources.Video: Journalism Skills for Engaged Citizens - overviewVideo: Course introductionReading: Welcome to Journalism Skills for Engaged CitizensReading: Week 1 outlineReading: Start of course surveyVideo: 1.1 What is a journalist? Part ADiscussion Prompt: Are the following people journalists?Video: 1.2 What is a journalist? Part BVideo: 1.3 Principles of good news writingVideo: 1.4 What is news?Video: 1.5 Newstown media conferenceDiscussion Prompt: What questions would you ask?Discussion Prompt: What questions did not get answered?Practice Quiz: Week 1 Newstown quiz - This is a practice quiz and does not contribute to your final gradePractice Quiz: Active or passive sentences quiz - This is a practice quiz and does not contribute to your final gradePeer Review: Practice exercise – News lead writing - This is a practice assignment and does not contribute to your final gradeThis week we discuss some more core skills of journalism, particularly the very important concepts of attribution of information, and verification. We explore the structure of news writing in some more detail. Finally, make sure you take a close look at the Newstown site, and keep looking at it from now on as the course develops. Some new information has been posted that you will need to use in this week's first assessable news writing exercise.Reading: Week 2 outlineVideo: 2.1 Introduction and recap Video: 2.2 VerificationVideo: 2.3 AttributionVideo: 2.4 News story structurePractice Quiz: Week 2 Newstown quiz - This is a practice quiz and does not contribute to your final gradeThis week we discuss some more core skills of journalism, particularly the very important concepts of attribution of information, and verification. We explore the structure of news writing in some more detail. Finally, make sure you take a close look at the Newstown site, and keep looking at it from now on as the course develops. Some new information has been posted that you will need to use in this week's first assessable news writing exercise.Reading: Week 3 outlineVideo: 3.1 Finding things outVideo: 3.2 Finding things out: More about places and paperVideo: 3.3 Freedom of InformationVideo: 3.4 Finding things out: People – interviewsVideo: 3.5 Deception and consentVideo: 3.6 Summary and learning activity Practice Quiz: Week  3 ‘Finding things out’ quiz - This is a practice quiz and does not contribute to your final gradeReading: Week 4 outlineVideo: 4.1 Finding things out: InterviewsVideo: 4.2 Dealing with traumatised peopleVideo: 4.3 Interview with the Mayor – a bad example Video: 4.4 Interview with the Mayor – a good exampleVideo: 4.5 Interview with the Developer – a bad exampleVideo: 4.6 Interview with the Developer – a good exampleVideo: 4.7 Interview with a Wildfire Victim – a bad example Video: 4.8 Interview with a Wildfire Victim – a good example Video: 4.9 Interview with a Conservationist – a bad exampleVideo: 4.10 Interview with a Conservationist – a good exampleVideo: 4.11 Telephone interview – a bad example Video: 4.12 Telephone interview – a good example Practice Quiz: Week 4 quiz - Open and closed questions - This is a practice quiz and does not contribute to your final gradeThis week we explore the complications of dealing with off the record sources and long term contacts. We watch an encounter with a Newstown 'Deep Throat' and discuss how to handle the encounter and the information offered. Remember to check out the Newstown website for more information becoming available. We begin to pull all the threads of the Newstown story together, and apply the skills we have learned in the earlier modules of this course. We talk about how to read and analyse the public documents on the Newstown site, how to organise material, what questions to ask based on this material, and how to pull it all together into a story for The Alternative.  We also provide you with an exemplar news report to give you some guidance for the final news writing assessment and how it might be done.Reading: Week 5 OutlineVideo: 5.1 Sources and confidentialityVideo: 5.2 Social media and interview with 'Deep Throat'Video: 6.1 Organising materialVideo: 6.2 The public interestPractice Quiz: Week 5  Newstown quiz - This is a practice quiz and does not contribute to your final gradeThis week we concentrate on two aspects of media law – defamation and contempt, and we consider the meaning of journalistic impartiality. We wrap up the course by revisiting the key principles of journalism and what we have learned. We also have a few things to say about the public nature of journalism, and how bruising that can be. Reading: Week 6 OutlineVideo: 7.1 ImpartialityVideo: 7.2 Defamation – Part AVideo: 7.3 Defamation – Part BVideo: 7.4 The law of contemptPractice Quiz: Week 6 quiz - Media law - This is a practice quiz and does not contribute to your final gradeVideo: 8.1 Closing remarks and wrap-upDiscussion Prompt: What have you learned?Reading: End of course surveyMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolio",
    "Creator": "The University of Melbourne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/journalism-skills",
    "Language": "English",
    "Commitment": "6 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Epidemics, Pandemics and Outbreaks",
    "Description": "About this course: What can we do to prevent outbreaks of infectious diseases from becoming epidemics or pandemic? In this course, you’ll learn the facts about infectious diseases and medical responses. We'll focus on the public health laws and policies that provide the framework for effective prevention, like quarantine laws, drug development policies, and bioterrorism and biodefense.WEEK 1Week 1: IntroductionWelcome to Week One! This week’s lesson immerses you in the world of epidemics, pandemics and outbreaks and our efforts to prevent and respond to them. It will prepare you to engage in depth with the lessons that are coming up in weeks 2-4: \"Understanding Infectious Diseases,\" \"Global Health Security,\" and \"Local Countermeasures.\"13 videos, 2 readingsexpandVideo: Week 1 Introductory VideoVideo: Week 1 Video 1: What Are Epidemics, Pandemics \u0026 Outbreaks?Video: Week 1 Video 2: Why Epidemics HappenVideo: Week 1 Video 3: How Do We Respond?Video: Week 1 Video 4: Who is Responding?Video: Week 1 Video 5: What’s Law Got to Do With It?Материал для самостоятельного изучения: Hot Topics for Advanced Instruction: Vaccination Rates and OutbreaksМатериал для самостоятельного изучения: Additional ResourcesВопрос для обсуждения: Hot Topics for Advanced InstructionVideo: If an Outbreak Occurs What are the Roles of the State and Federal Governments in Stopping it?Video: Why Did Some States Impose Quarantines in the 2014 Ebola Outbreak While Other States Didn't?Video: What Role Does Advocacy Play in Funding?Video: What Role Does the Biological Weapons Convention Play?Video: What is an Emergency Use Authorization for a Drug or Vaccine?Video: What is the Role of Public Education in Containing an Outbreak?Video: What Effect do Outbreaks Have on Funding Priorities?Graded: Week 1: Quiz 1Graded: Week 1: Quiz 2Graded: Week 1: Quiz 3Graded: Week 1: Quiz 4Graded: Week 1: Quiz 5WEEK 2Week 2: Understanding Infectious DiseasesWelcome to Week Two! This week’s lesson provides you with the tools needed to understand the world of infectious disease. It will allow you to develop a context of knowledge and familiarity with the concepts that inform legal and public health response strategies to outbreaks, epidemics and pandemics. What you learn here will be drawn upon in weeks 3-4: “Global Health Security” and “Local Countermeasures.”\n23 videosexpandVideo: Week 2 Introductory VideoVideo: Week 2 Video 1: What causes infection? What is an infectious disease?Video: Week 2 Video 2: How do infections spread?Video: Week 2 Video 3: Influenza and VaccinesVideo: Week 2 Video 4: The Story of Typhoid MaryVideo: Week 2 Video 5: EbolaVideo: Week 2 Video 6: Leprosy and TuberculosisВопрос для обсуждения: Leprosy and Tuberculosis in your stateVideo: Hot Topics for Advanced Instruction: Week 2 Video 7: Biosecurity and BioterrorismВопрос для обсуждения: PBS's FrontLine episode on AnthraxВопрос для обсуждения: Watch the movie OutbreakВопрос для обсуждения: How would your local health department deal with typhoid fever?Вопрос для обсуждения: Watch the movie ContagionVideo: What is antibiotic resistance?Video: What is the threat posed by antibiotic resistant bacteria?Video: Is Overuse of Antibiotics Causing Antibiotic Resistant Bacteria?Video: What are we Doing to Reduce Overuse Antibiotics?Video: What about Developing new Antibiotics?Video: What Effect is Globalization Having on the Problem of Antibiotic Resistant Bacteria?Video: What Kinds of Biosafety Gear do Reasearchers Use When They're Working with Dangerous Viruses and Bacteria in the Lab?Video: How Does the Federal Government Promote Research and Development of New Drugs and Vaccines?Video: What is the Animal Rule?Video: How Were Researchers Able to Produce an Experimental Vaccine Within a Few Months of the 2014 Ebola Outbreak?Video: Could We Produce Enough Vaccine for a Pandemic Flu?Video: Why Should Healthy People Get Vaccinated for The Flu or Other Diseases?Video: Why are We Seeing Resurgence of Old Diseases for Which We Have Vaccines Like Measles?Video: What Are Some of the Obstacles to Increasing Our Vaccination Rates?Video: Are Vaccinations Important in a Pandemic?Graded: Week 2: Quiz 1Graded: Week 2: Quiz 2Graded: Week 2: Quiz 3WEEK 3Week 3: Global Health SecurityWelcome to Week 3! Now that you are more familiar with the nature and history of infectious disease, consider the following quote from Natalie Angier, American nonfiction writer and a science journalist for The New York Times: “Today, diseases as common as the cold and as rare as Ebola are circling the globe with near telephonic speed, making long-distance connections and intercontinental infections almost as if by satellite. You needn't even bother to reach out and touch someone. If you live, if you're homeothermic biomass, you will be reached and touched. Microbes are, after all, members of the most ancient, zealous and Darwinically gilded 24-7 delivery consortium. They travel by land, sea, air, nose, blows, glove, love, sewage, steerage, rat backs, hat racks, uncooked burritos, overlooked mosquitoes. And, oh, how they love the global village.” Indeed, the same forces of globalization that have lowered barriers to global communication, travel, and commerce have amplified the ability for infectious diseases to spread internationally. In many ways, defense against this common threat is only as strong as each nation’s ability to prevent, detect, and respond to infectious disease threats, and the collective ability of the international community to coordinate these capacities multilaterally.11 videos, 1 readingexpandVideo: Week 3 Introductory VideoVideo: Week 3 Video 1: Globalization and Pandemic ThreatsВопрос для обсуждения: Are citizens of your city particularly vulnerable to infectious disease?Video: Week 3 Video 2: Legal Frameworks to Build National Capacity Globally to Combat Infectious Diseases with Pandemic PotentialVideo: Week 3 Video 3: The WHO Pandemic Influenza Preparedness FrameworkВопрос для обсуждения: World Health OrganizationВопрос для обсуждения: Other cases begin emerging...Вопрос для обсуждения: Would you notify WHO?Материал для самостоятельного изучения: Hot Topics for Advanced Instruction: The Economics of Developing Emergency Medical CountermeasuresВопрос для обсуждения: Help inspire the development of new drugsVideo: Why Don't Most Countries Make or Use Biological Weapons?Video: What is the Dual Use Research of Concern in the Biological Weapons Context?Video: What are Some of the Ways the United States Protects Itself Against Bioterrorism?Video: Do These Biodefense Programs Protect us Against Pandemics in Addition to Bioterrorism?Video: How do We Decide Which Bioterrorism Threats to Prepare For?Video: How Does Biowatch Detect Bioterrorism Attacks?Video: How is Biodefense Funded?Graded: Week 3: Quiz 1Graded: Week 3: Quiz 2Graded: Week 3: Quiz 3WEEK 4Week 4: Local CountermeasuresWelcome to Week Four! This week’s lesson introduces you to the legal interventions available to state and local public health practitioners to combat epidemics, pandemics and outbreaks. In addition to the law, we will look at some of the ethical and practical issues associated with disease reporting requirements, the effect of a declaration of an emergency, travel restrictions, quarantine and isolation.\n8 videos, 1 readingexpandVideo: Week 4 Introductory VideoVideo: Week 4 Video 1: What is public health and public health law?Video: Week 4 Video 2: What Authority Does the Government Have to Enact Laws Pertaining to Epidemics, Outbreaks and Pandemics?Video: Week 4 Video 3: What legal Interventions Can be Used to Fight Infectious Disease?Video: Week 4 Video 4: Isolation and QuarantineМатериал для самостоятельного изучения: Hot Topic for Advanced Instruction: Constitutional Considerations and Ethical Implications of Mandatory Vaccination RequirementsВопрос для обсуждения: Should states mandate seasonal influenza vaccinations for healthcare providers?Вопрос для обсуждения: Practical implications associated with isolation and quarantine orders.Вопрос для обсуждения: Mandatory quarantineVideo: Why Do We Need International Laws And Policies?Video: What Role do the International Health Regulations Play?Video: What is the New Global Health Security Agenda?Graded: Week 4: Quiz 1Graded: Week 4: Quiz 2Graded: Week 4: Quiz 3Graded: Week 4: Quiz 4Welcome to Week One! This week’s lesson immerses you in the world of epidemics, pandemics and outbreaks and our efforts to prevent and respond to them. It will prepare you to engage in depth with the lessons that are coming up in weeks 2-4: \"Understanding Infectious Diseases,\" \"Global Health Security,\" and \"Local Countermeasures.\"Video: Week 1 Introductory VideoVideo: Week 1 Video 1: What Are Epidemics, Pandemics \u0026 Outbreaks?Video: Week 1 Video 2: Why Epidemics HappenVideo: Week 1 Video 3: How Do We Respond?Video: Week 1 Video 4: Who is Responding?Video: Week 1 Video 5: What’s Law Got to Do With It?Материал для самостоятельного изучения: Hot Topics for Advanced Instruction: Vaccination Rates and OutbreaksМатериал для самостоятельного изучения: Additional ResourcesВопрос для обсуждения: Hot Topics for Advanced InstructionVideo: If an Outbreak Occurs What are the Roles of the State and Federal Governments in Stopping it?Video: Why Did Some States Impose Quarantines in the 2014 Ebola Outbreak While Other States Didn't?Video: What Role Does Advocacy Play in Funding?Video: What Role Does the Biological Weapons Convention Play?Video: What is an Emergency Use Authorization for a Drug or Vaccine?Video: What is the Role of Public Education in Containing an Outbreak?Video: What Effect do Outbreaks Have on Funding Priorities?Welcome to Week Two! This week’s lesson provides you with the tools needed to understand the world of infectious disease. It will allow you to develop a context of knowledge and familiarity with the concepts that inform legal and public health response strategies to outbreaks, epidemics and pandemics. What you learn here will be drawn upon in weeks 3-4: “Global Health Security” and “Local Countermeasures.”\nVideo: Week 2 Introductory VideoVideo: Week 2 Video 1: What causes infection? What is an infectious disease?Video: Week 2 Video 2: How do infections spread?Video: Week 2 Video 3: Influenza and VaccinesVideo: Week 2 Video 4: The Story of Typhoid MaryVideo: Week 2 Video 5: EbolaVideo: Week 2 Video 6: Leprosy and TuberculosisВопрос для обсуждения: Leprosy and Tuberculosis in your stateVideo: Hot Topics for Advanced Instruction: Week 2 Video 7: Biosecurity and BioterrorismВопрос для обсуждения: PBS's FrontLine episode on AnthraxВопрос для обсуждения: Watch the movie OutbreakВопрос для обсуждения: How would your local health department deal with typhoid fever?Вопрос для обсуждения: Watch the movie ContagionVideo: What is antibiotic resistance?Video: What is the threat posed by antibiotic resistant bacteria?Video: Is Overuse of Antibiotics Causing Antibiotic Resistant Bacteria?Video: What are we Doing to Reduce Overuse Antibiotics?Video: What about Developing new Antibiotics?Video: What Effect is Globalization Having on the Problem of Antibiotic Resistant Bacteria?Video: What Kinds of Biosafety Gear do Reasearchers Use When They're Working with Dangerous Viruses and Bacteria in the Lab?Video: How Does the Federal Government Promote Research and Development of New Drugs and Vaccines?Video: What is the Animal Rule?Video: How Were Researchers Able to Produce an Experimental Vaccine Within a Few Months of the 2014 Ebola Outbreak?Video: Could We Produce Enough Vaccine for a Pandemic Flu?Video: Why Should Healthy People Get Vaccinated for The Flu or Other Diseases?Video: Why are We Seeing Resurgence of Old Diseases for Which We Have Vaccines Like Measles?Video: What Are Some of the Obstacles to Increasing Our Vaccination Rates?Video: Are Vaccinations Important in a Pandemic?Welcome to Week 3! Now that you are more familiar with the nature and history of infectious disease, consider the following quote from Natalie Angier, American nonfiction writer and a science journalist for The New York Times: “Today, diseases as common as the cold and as rare as Ebola are circling the globe with near telephonic speed, making long-distance connections and intercontinental infections almost as if by satellite. You needn't even bother to reach out and touch someone. If you live, if you're homeothermic biomass, you will be reached and touched. Microbes are, after all, members of the most ancient, zealous and Darwinically gilded 24-7 delivery consortium. They travel by land, sea, air, nose, blows, glove, love, sewage, steerage, rat backs, hat racks, uncooked burritos, overlooked mosquitoes. And, oh, how they love the global village.” Indeed, the same forces of globalization that have lowered barriers to global communication, travel, and commerce have amplified the ability for infectious diseases to spread internationally. In many ways, defense against this common threat is only as strong as each nation’s ability to prevent, detect, and respond to infectious disease threats, and the collective ability of the international community to coordinate these capacities multilaterally.Video: Week 3 Introductory VideoVideo: Week 3 Video 1: Globalization and Pandemic ThreatsВопрос для обсуждения: Are citizens of your city particularly vulnerable to infectious disease?Video: Week 3 Video 2: Legal Frameworks to Build National Capacity Globally to Combat Infectious Diseases with Pandemic PotentialVideo: Week 3 Video 3: The WHO Pandemic Influenza Preparedness FrameworkВопрос для обсуждения: World Health OrganizationВопрос для обсуждения: Other cases begin emerging...Вопрос для обсуждения: Would you notify WHO?Материал для самостоятельного изучения: Hot Topics for Advanced Instruction: The Economics of Developing Emergency Medical CountermeasuresВопрос для обсуждения: Help inspire the development of new drugsVideo: Why Don't Most Countries Make or Use Biological Weapons?Video: What is the Dual Use Research of Concern in the Biological Weapons Context?Video: What are Some of the Ways the United States Protects Itself Against Bioterrorism?Video: Do These Biodefense Programs Protect us Against Pandemics in Addition to Bioterrorism?Video: How do We Decide Which Bioterrorism Threats to Prepare For?Video: How Does Biowatch Detect Bioterrorism Attacks?Video: How is Biodefense Funded?Welcome to Week Four! This week’s lesson introduces you to the legal interventions available to state and local public health practitioners to combat epidemics, pandemics and outbreaks. In addition to the law, we will look at some of the ethical and practical issues associated with disease reporting requirements, the effect of a declaration of an emergency, travel restrictions, quarantine and isolation.\nVideo: Week 4 Introductory VideoVideo: Week 4 Video 1: What is public health and public health law?Video: Week 4 Video 2: What Authority Does the Government Have to Enact Laws Pertaining to Epidemics, Outbreaks and Pandemics?Video: Week 4 Video 3: What legal Interventions Can be Used to Fight Infectious Disease?Video: Week 4 Video 4: Isolation and QuarantineМатериал для самостоятельного изучения: Hot Topic for Advanced Instruction: Constitutional Considerations and Ethical Implications of Mandatory Vaccination RequirementsВопрос для обсуждения: Should states mandate seasonal influenza vaccinations for healthcare providers?Вопрос для обсуждения: Practical implications associated with isolation and quarantine orders.Вопрос для обсуждения: Mandatory quarantineVideo: Why Do We Need International Laws And Policies?Video: What Role do the International Health Regulations Play?Video: What is the New Global Health Security Agenda?University of GenevaGlobal Health: An Interdisciplinary OverviewJohns Hopkins UniversityCommunity Change in Public HealthUniversity of CopenhagenAn Introduction to Global HealthThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversitySystems Thinking In Public Health",
    "Creator": "University of Pittsburgh",
    "Level": "",
    "URL": "https://coursera.org/learn/epidemic-pandemic-outbreak",
    "Language": "English",
    "Commitment": "3-4 hours a week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Global Health and Humanitarianism",
    "Description": "About this course: Welcome to the Global Health and Humanitarianism MOOC. We are delighted to have you with us, and hope that the next six weeks will provide an interesting and thoughtful experience for you. \n\nWe hope the course will give you an overview of global health and humanitarianism in theory and in practice. These fields overlap, and are connected, in many significant ways. However, we have used three key themes to explore our subjects: each key theme will be discussed over two week blocks by specialist course lecturers, and supported by unique video perspectives by three keynote speakers who are leading specialists in the field. \n\n - Weeks 1 \u0026 2: An Introduction to Global Health Dr Amy Hughes MBE;\n - Weeks 3 \u0026 4: Humanitarian Responses and Dilemmas Dr Tim Jacoby; \n - Weeks 5 \u0026 6: The Right to Humanitarian Assistance and the Responsibility to Protect Dr Kirsten Howarth.\n\nTo get the best out of the course we encourage you to try and set aside a few hours each week. This will give you time to work through videos, written materials and linked resources, and to get involved with discussion with other learners. We have provided a variety of different readings, resources and suggested activity based on the course content. Some will be essential to your understanding of the MOOC themes, and to assessment (if you have chosen to take part in assessment activity). Others will be for those of you who want to discover more about a particular subject or perspective, or to make your own study of global health or humanitarianism in action. Check through the weekly resources and content to find out which best suit your needs.\n\nDuring the course we will look at a range of different opinions and debates, linked to key themes and addressing ethics and moral issues. We hope you will be inspired and encouraged to explore and share your own perspectives, and those of others, throughout the course. Different viewpoints are essential to understanding global health and humanitarian practice.\n\nWe hope you enjoy the next six weeks finding out about Global Health and Humanitarianism, and look forward to hearing from you on the discussion boards.WEEK 1What is Global Health?     These first two weeks will introduce you to the concept of global health through a range of perspectives from three keynote speakers, draw out some of their key thoughts, explore these with examples, and determine whether we can clearly conclude upon a definition of Global Health.  We will be using various educational platforms to navigate the question 'What is Global Health?'  -  some short video narrations from me, expert thoughts from our three keynote speakers and some external documentary videos and articles. 6 videos, 7 readingsexpandVideo: Global Health and Humanitarianism MOOC IntroductionReading: Course Details and InformationReading: About the Humanitarian and Conflict Response Institute (HCRI)Reading: Welcome to Week 1Video: Video 1.0: IFRC Introduction to Global Health (04:21)Reading: Introduction to Global Health, Dr Amy Hughes MBEVideo: Video 1.1: What is Global Health? (03:20)Video: Video 1.2: Perspectives on Global Health (09:59)Discussion Prompt: Week 1 DiscussionReading: Equity of Access to HealthcareVideo: Video 1.3: Equity of Access to Healthcare (01:49)Reading: Maternal HealthcareVideo: Video 1.4: Maternal Healthcare (04:46)Reading: Week 1 Wrap UpWEEK 2Global Health definitions, case studies and evolutionWe will first re-visit part of last week's keynote video and discuss their thoughts on what global health is, and bring particular focus to the origin and evolution of the term, the main organisations and agencies involved in global health and the influence of private and commercial organisations on global health. 5 videos, 4 readingsexpandReading: Week 2's FocusVideo: Video 2.1: Week 2 Introduction (00:54)Video: Video 2.2: The Spread of Disease (including League of Nations Case Study) (03:01)Video: Video 2.3: Case Study: Pandemic Influenza Outbreak, WW1 (05:17)Discussion Prompt: Case Study Discussions (Week 2)Reading: Origins of Global HealthVideo: Video 2.4: Origins of Global Health (02:39)Reading: GH Non Communicable DiseasesVideo: Video 2.5: GH Non Communicable Diseases (03:52)Discussion Prompt: Week 2 DiscussionReading: Week 2 Wrap UpGraded: Weeks 1 \u0026 2 QuizWEEK 3Humanitarian ResponseThis week we will consider what gives rise to a humanitarian emergency. We will look at different types of hazard, and how these combine with vulnerability to give rise to a disaster. We will then go on to think about how responses to such phenomena are organised: Who undertakes these? What phases do they go through?3 videos, 2 readingsexpandReading: Introduction to Week 3Video: Video 3.1: Humanitarian Response: An Introduction (04:56)Video: Video 3.2: Disaster and Humanitarian Response: Social Aspects (14:54)Video: Video 3.3: Understanding Humanitarian Responses (09:35)Discussion Prompt: Week 3 DiscussionReading: Week 3 Wrap UpWEEK 4Humanitarian DilemmasLast week we looked at the nature of 'disasters' and examined a possible set of humanitarian responses to disaster. We concluded by considering the problem of mitigation, leading us to complex ethical questions that make the main focus of the course this week. In particular we will look at the way humanitarian agencies bear witness to the actions of others, and the problem, or requirement, of holding people accountable for these actions. 3 videos, 2 readingsexpandReading: Introduction to Week 4Video: Video 4.1: Humanitarian Dilemmas (11:36)Video: Video 4.2: Perspectives on Humanitarian Ethics and Principles (22:04)Video: Video 4.3: Operational Responses to Humanitarian Dilemmas (09:02)Discussion Prompt: Week 4 DiscussionReading: Week 4 Wrap UpGraded: Weeks 3 \u0026 4 QuizWEEK 5The Right to Humanitarian AssistanceIn the previous weeks of this course, you learned about the origins, key agencies and different approaches of humanitarianism. As the world becomes more interconnected as a result of globalisation, increased migration and technology, disasters (both natural and man-made) are no longer of local but global concern. The right to assistance for those affected by armed conflict and natural disasters is at the forefront of humanitarian action.4 videos, 4 readingsexpandReading: Introduction to Week 5Video: Video 5.1: Humanitarian Assistance: An Introduction (05:26)Video: Video 5.2: Humanitarian Assistance and Armed Conflict: International Conventions (08:01)Video: Video 5.3: Humanitarian Assistance and Natural Disaster: International Customs (07:05)Reading: Additional Information for Video 5.3Video: Video 5.4: The Right to Humanitarian Assistance: Challenges (04:55)Reading: Week 5 Case StudyDiscussion Prompt: Week 5 DiscussionReading: Week 5 Wrap UpWEEK 6Responsibility to Protect (R2P)Moving on from last week, where we examined the right to humanitarian assistance and the obstacles and challenges surrounding its practice, this week we explore another controversial issue within humanitarianism: the responsibility to protect, or more commonly known as R2P. 5 videos, 5 readingsexpandReading: Introduction to Week 6Video: Video 6.1: The Origins of Responsibility to Protect (R2P) (08:22)Video: Video 6.2: Development and Controversies of R2P (06:01)Reading: UN accepted 'Outcome Document on R2P'Video: Video 6.3: Challenges to R2P (10:38)Video: Video 6.4: Exploring challenges to R2P (07:36)Reading: Extra Information and Perspectives about R2PDiscussion Prompt: Week 6 DiscussionReading: Week 6 Wrap UpReading: Thank youVideo: Introduction to HCRI (03:08)Graded: Weeks 5 \u0026 6 QuizThese first two weeks will introduce you to the concept of global health through a range of perspectives from three keynote speakers, draw out some of their key thoughts, explore these with examples, and determine whether we can clearly conclude upon a definition of Global Health.  We will be using various educational platforms to navigate the question 'What is Global Health?'  -  some short video narrations from me, expert thoughts from our three keynote speakers and some external documentary videos and articles. Video: Global Health and Humanitarianism MOOC IntroductionReading: Course Details and InformationReading: About the Humanitarian and Conflict Response Institute (HCRI)Reading: Welcome to Week 1Video: Video 1.0: IFRC Introduction to Global Health (04:21)Reading: Introduction to Global Health, Dr Amy Hughes MBEVideo: Video 1.1: What is Global Health? (03:20)Video: Video 1.2: Perspectives on Global Health (09:59)Discussion Prompt: Week 1 DiscussionReading: Equity of Access to HealthcareVideo: Video 1.3: Equity of Access to Healthcare (01:49)Reading: Maternal HealthcareVideo: Video 1.4: Maternal Healthcare (04:46)Reading: Week 1 Wrap UpWe will first re-visit part of last week's keynote video and discuss their thoughts on what global health is, and bring particular focus to the origin and evolution of the term, the main organisations and agencies involved in global health and the influence of private and commercial organisations on global health. Reading: Week 2's FocusVideo: Video 2.1: Week 2 Introduction (00:54)Video: Video 2.2: The Spread of Disease (including League of Nations Case Study) (03:01)Video: Video 2.3: Case Study: Pandemic Influenza Outbreak, WW1 (05:17)Discussion Prompt: Case Study Discussions (Week 2)Reading: Origins of Global HealthVideo: Video 2.4: Origins of Global Health (02:39)Reading: GH Non Communicable DiseasesVideo: Video 2.5: GH Non Communicable Diseases (03:52)Discussion Prompt: Week 2 DiscussionReading: Week 2 Wrap UpThis week we will consider what gives rise to a humanitarian emergency. We will look at different types of hazard, and how these combine with vulnerability to give rise to a disaster. We will then go on to think about how responses to such phenomena are organised: Who undertakes these? What phases do they go through?Reading: Introduction to Week 3Video: Video 3.1: Humanitarian Response: An Introduction (04:56)Video: Video 3.2: Disaster and Humanitarian Response: Social Aspects (14:54)Video: Video 3.3: Understanding Humanitarian Responses (09:35)Discussion Prompt: Week 3 DiscussionReading: Week 3 Wrap UpLast week we looked at the nature of 'disasters' and examined a possible set of humanitarian responses to disaster. We concluded by considering the problem of mitigation, leading us to complex ethical questions that make the main focus of the course this week. In particular we will look at the way humanitarian agencies bear witness to the actions of others, and the problem, or requirement, of holding people accountable for these actions. Reading: Introduction to Week 4Video: Video 4.1: Humanitarian Dilemmas (11:36)Video: Video 4.2: Perspectives on Humanitarian Ethics and Principles (22:04)Video: Video 4.3: Operational Responses to Humanitarian Dilemmas (09:02)Discussion Prompt: Week 4 DiscussionReading: Week 4 Wrap UpIn the previous weeks of this course, you learned about the origins, key agencies and different approaches of humanitarianism. As the world becomes more interconnected as a result of globalisation, increased migration and technology, disasters (both natural and man-made) are no longer of local but global concern. The right to assistance for those affected by armed conflict and natural disasters is at the forefront of humanitarian action.Reading: Introduction to Week 5Video: Video 5.1: Humanitarian Assistance: An Introduction (05:26)Video: Video 5.2: Humanitarian Assistance and Armed Conflict: International Conventions (08:01)Video: Video 5.3: Humanitarian Assistance and Natural Disaster: International Customs (07:05)Reading: Additional Information for Video 5.3Video: Video 5.4: The Right to Humanitarian Assistance: Challenges (04:55)Reading: Week 5 Case StudyDiscussion Prompt: Week 5 DiscussionReading: Week 5 Wrap UpMoving on from last week, where we examined the right to humanitarian assistance and the obstacles and challenges surrounding its practice, this week we explore another controversial issue within humanitarianism: the responsibility to protect, or more commonly known as R2P. Reading: Introduction to Week 6Video: Video 6.1: The Origins of Responsibility to Protect (R2P) (08:22)Video: Video 6.2: Development and Controversies of R2P (06:01)Reading: UN accepted 'Outcome Document on R2P'Video: Video 6.3: Challenges to R2P (10:38)Video: Video 6.4: Exploring challenges to R2P (07:36)Reading: Extra Information and Perspectives about R2PDiscussion Prompt: Week 6 DiscussionReading: Week 6 Wrap UpReading: Thank youVideo: Introduction to HCRI (03:08)Emory UniversityHealth in Complex Humanitarian EmergenciesJohns Hopkins UniversityCommunity Change in Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe University of TokyoGlobal Health Policy",
    "Creator": "University of Manchester",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/health-humanitarianism",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Media ethics \u0026 governance",
    "Description": "About this course: Media Ethics and Governance \nAbout this course: This course explores some of the basic theories, models and concepts in the field of media ethics. We will introduce influential ethical theories and perspectives, explore changing societal demands and expectations of media creation and media use, and we will elaborate on existing ethical norms for media professionals. After following this course, you will be able to reflect on ethical dilemmas and develop a well-substantiated argumentation for ethical decision making in a variety of media-related contexts.\n\nUpon completion of this course, students should:\n•\thave knowledge of the history and development of perspectives on media ethics;\n•\thave knowledge of the dominant theoretical approaches and concepts;\n•\tbe able to use this knowledge to develop a well-substantiated argumentationWEEK 1Theoretical building blocks of Communication EthicsIn this section, we discuss several ethical theories and perspectives, such as Consequentialism and Utilitarianism. These theories serve as building blocks for the rest of the course: when you understand the most important aspects of each perspective, you are able to use the various perspectives to consider ethical dilemmas from different angles.  \n8 videos, 2 readings, 2 practice quizzesexpandVideo: Welcome to this courseReading: Your lecturersReading: Some info on this courseDiscussion Prompt: Introduce yourselfVideo: Ethics vs MoralsVideo: Consequentialism \u0026 UtilitarianismVideo: Consequentialism \u0026 Utilitarianism part 2Practice Quiz: Reflection on difference principle and utilitarianismVideo: Virtue EthicsVideo: DeontologyVideo: Deontology and Communication PracticeDiscussion Prompt: Are you a deontologist?Video: Alternative Paradigms: Care Ethics and Feminine EthicsPractice Quiz: Reflection on care / feminist ethicsGraded: Homework module 1WEEK 2Media GovernanceIn this part of the course we will discuss the developments of ideas on media governance. Media Governance refers to the entire system of rules and regulation and informal societal, ideological and economical processes that influence the behavior of our media.\nWe will start with some basic models and then give an overview of the (historical) roots of modern governance models. 7 videos, 2 practice quizzesexpandVideo: Introduction to Media GovernanceVideo: A Basic Model of Media GovernanceVideo: Media as Lapdogs of Kings, Councils and Corporations: Early-Modern Models of GovernancePractice Quiz: Reflection on early modern mediaVideo: A Fourth EstateVideo: The All-Powerful Media Paradigm. Examples and Their FalloutVideo: Commission on the Freedom of the PressVideo: Media Governance after World War IIDiscussion Prompt: Media governance todayPractice Quiz: Self-governanceGraded: Homework module 2WEEK 3Communication Ethics in PracticeIn this section, we put our knowledge from the previous two modules to practice. With the use of an ethical decision making scheme, you can apply your knowledge of ethical theories to come to a well-substantiated argumentation for ethical decision making. In addition, you will learn about common ethical issues for professionals in a variety of media-related fields (e.g., media entertainment, advertising, journalism, big-data, and research).8 videos, 1 readingexpandVideo: Ethics and Communication ProfessionalsVideo: Entertainment CommunicationVideo: Political Communication and JournalismVideo: Corporate CommunicationVideo: Persuasive CommunicationDiscussion Prompt: Marketing: ethical?Video: ResearchDiscussion Prompt: What is your opinion on polls?Video: Digital Challenges 1Video: Digital challenges 2Discussion Prompt: What do you think about informed consent?Reading: The peer review assignment in contextDiscussion Prompt: Reflections on the peer review assignmentGraded: Homework module 3Graded: Final multiple choice examGraded: Analyse a recent ethical dilemma WEEK 4End of the course1 video, 2 readingsexpandVideo: Thank you for watching!Reading: Thank you!Reading: Studying at the University of AmsterdamDiscussion Prompt: Any remarks?In this section, we discuss several ethical theories and perspectives, such as Consequentialism and Utilitarianism. These theories serve as building blocks for the rest of the course: when you understand the most important aspects of each perspective, you are able to use the various perspectives to consider ethical dilemmas from different angles.  \nVideo: Welcome to this courseReading: Your lecturersReading: Some info on this courseDiscussion Prompt: Introduce yourselfVideo: Ethics vs MoralsVideo: Consequentialism \u0026 UtilitarianismVideo: Consequentialism \u0026 Utilitarianism part 2Practice Quiz: Reflection on difference principle and utilitarianismVideo: Virtue EthicsVideo: DeontologyVideo: Deontology and Communication PracticeDiscussion Prompt: Are you a deontologist?Video: Alternative Paradigms: Care Ethics and Feminine EthicsPractice Quiz: Reflection on care / feminist ethicsIn this part of the course we will discuss the developments of ideas on media governance. Media Governance refers to the entire system of rules and regulation and informal societal, ideological and economical processes that influence the behavior of our media.\nWe will start with some basic models and then give an overview of the (historical) roots of modern governance models. Video: Introduction to Media GovernanceVideo: A Basic Model of Media GovernanceVideo: Media as Lapdogs of Kings, Councils and Corporations: Early-Modern Models of GovernancePractice Quiz: Reflection on early modern mediaVideo: A Fourth EstateVideo: The All-Powerful Media Paradigm. Examples and Their FalloutVideo: Commission on the Freedom of the PressVideo: Media Governance after World War IIDiscussion Prompt: Media governance todayPractice Quiz: Self-governanceIn this section, we put our knowledge from the previous two modules to practice. With the use of an ethical decision making scheme, you can apply your knowledge of ethical theories to come to a well-substantiated argumentation for ethical decision making. In addition, you will learn about common ethical issues for professionals in a variety of media-related fields (e.g., media entertainment, advertising, journalism, big-data, and research).Video: Ethics and Communication ProfessionalsVideo: Entertainment CommunicationVideo: Political Communication and JournalismVideo: Corporate CommunicationVideo: Persuasive CommunicationDiscussion Prompt: Marketing: ethical?Video: ResearchDiscussion Prompt: What is your opinion on polls?Video: Digital Challenges 1Video: Digital challenges 2Discussion Prompt: What do you think about informed consent?Reading: The peer review assignment in contextDiscussion Prompt: Reflections on the peer review assignmentVideo: Thank you for watching!Reading: Thank you!Reading: Studying at the University of AmsterdamDiscussion Prompt: Any remarks?University of California, San DiegoLeveraging the Power of Professional CommunitiesUniversity of California, IrvineStrategic Business Management - MicroeconomicsNational Research Tomsk State UniversityGenius. Talent. Golden MediocrityUniversity of California, IrvineStrategic Business Management - MacroeconomicsSaint Petersburg State UniversityPolitical Governance and Public Policy in Russia",
    "Creator": "University of Amsterdam",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/media-ethics-governance",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.0 stars"
  },
  {
    "Title": "America Through Foreign Eyes",
    "Description": "About this course: The United States has always been a source of fascination — both attraction and repulsion — for the people of France, Mexico, China, and African countries such as Nigeria, Ghana, and Sudan.  \"America Through Foreign Eyes\" is a rich, interdisciplinary, international course that features Rice University faculty from a variety of disciplines and area studies. Focused on perceptions of America abroad, the course is a cross between World Cultures and American Studies. The course features four modules, each covering the perceptions and interactions of particular regions with America, Americans and Americanization.WEEK 1IntroductionThe United States has always been a source of fascination— both attraction and repulsion — for the people of France, Mexico, China, and African countries such as Nigeria, Ghana, and Sudan.  America Through Foreign Eyes is a rich, interdisciplinary, international course that features Rice faculty from a variety of disciplines and area studies. Focused on perceptions of America abroad, the course is a cross between World Cultures and American Studies. The course features four modules, each covering the perceptions and interactions of particular regions with America, Americans and Americanization.4 videos, 4 readingsexpandVideo: Course TrailerReading: Welcome Survey (complete before beginning course)Reading: How To Complete This CourseDiscussion Prompt: Introduction Discussion #1Video: Chapter 1: America through Foreign Eyes: Introduction to CourseVideo: Chapter 2: Perceptions of Other Cultures: Generalizations, Essentialisms, and StereotypesVideo: Chapter 3: Student Approaches and Course MaterialDiscussion Prompt: Introduction Discussion #2Reading: Chapter 1, 2, 3: Further ExplorationsReading: Introduction BibliographyGraded: IntroductionAmerica through African EyesThe United States has always been a source of fascination for Africans. African observers and travelers are rarely indifferent to American culture and people. This module, “America Through African Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of African writers, politicians, intellectuals, refugees, and local citizens. Taught by Dr. Jeffrey Fleisher, a professor of Archeology, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.8 videos, 9 readings, 2 practice quizzesexpandVideo: Chapter 1: Introduction: America Through African EyesVideo: Chapter 2: Africans Appropriating Americans: Elvis and the Chewa of MalawiReading: Chapter 2: Further ExplorationsVideo: Chapter 3: Africans Appropriating Americans: Tupac Shakur in Sierra LeoneReading: Chapter 3: Further ExplorationsPractice Quiz: Africa - Check for Understanding 1Video: Chapter 4: Africans in America: America through Enslaved Peoples' EyesReading: Chapter 4: Selections from the Narratives of Captured SlavesReading: Chapter 4: Further ExplorationsVideo: Chapter 5: Africans in America: Sudanese Refugees in America: Navigating America in the Twentieth CenturyDiscussion Prompt: Africa Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6:  Africans in America: Africans and Race in AmericaReading: Chapter 6: Further ExplorationsPractice Quiz: Africa - Check for Understanding 2Video: Chapter 7:  African-Americans and Africans in Ghana: Kwame Nkrumah, American Civil Rights, and Ghanaian IndependenceReading: Chapter 7: Further ExplorationsVideo: Chapter 8: African-Americans and Africans in Ghana: Slave Tourism: How West Africans see African-American TouristsReading: Chapter 8: Further ExplorationsDiscussion Prompt: Africa Discussion #2Reading: Africa BibliographyGraded: America through African EyesWEEK 2America Through Chinese EyesThe United States has always been a source of fascination for the people of China. Chinese observers and travelers are rarely indifferent to American culture and people. This module, “America Through Chinese Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of Chinese writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Anne Chao, a professor of History, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.14 videos, 10 readings, 2 practice quizzesexpandVideo: Chapter 1:  Introduction to the Chinese Cultural SystemReading: Chapter 1: Further ExplorationsVideo: Chapter 2: First Contact with America and the WestReading: Chapter 2: Further ExplorationsVideo: Chapter 3: China's Entry Into the World: Opium, the Unequal Treaties and the Exclusion ActReading: Chapter 3: Further ExplorationsPractice Quiz: China - Check for Understanding 1Video: Chapter 4: From Reform to RevolutionReading: Chapter 4: Further ExplorationsVideo: Chapter 5: The New Culture MovementDiscussion Prompt: China Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Madame Chiang Kaishek: A Study in Chinese and American Interactions in the Republican EraReading: Chapter 6: Further ExplorationsPractice Quiz: China - Check for Understanding 2Video: Chapter 7: America as Enemy and as Friend: The Great Proletariat Cultural Revolution and the Ping-Pong DiplomacyReading: Chapter 7: Further ExplorationsVideo: Chapter 8: China's Re-Entry into the WorldReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Taiwan and Hong KongReading: Chapter 9: Further ExplorationsVideo: Chapter 10: Voices from China and TaiwanDiscussion Prompt: China Discussion #2Reading: China BibliographyVideo: Chen Lei, December 7, 2014, Interviewed by Dr. Anne ChaoVideo: Feng Yu, December 7, 2014, Interviewed by Dr. Anne ChaoVideo: Jorge Liu, August 17, 2014, Interviewed by Dr. Anne ChaoVideo: Li Zhonggui, August 13, 2014, Interviewed by Dr. Anne ChaoGraded: America through Chinese EyesWEEK 3America Through French EyesThe United States has always been a source of fascination for the people of France. French observers and travelers are rarely indifferent to American culture and people. This module, “America Through French Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of French writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Julie Fette, a professor of French Studies, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.15 videos, 11 readings, 2 practice quizzesexpandVideo: Chapter 1: France and America: Friend and FoeReading: Chapter 1: Further ExplorationsVideo: Chapter 2: America: Land of DemocracyReading: Chapter 2: Further ExplorationsVideo: Chapter 3: America = ModernityReading: Chapter 3: Further ExplorationsPractice Quiz: France - Check for Understanding 1Video: Chapter 4: American Capitalism: Mass Production, Mass Consumption, and InequalityReading: Chapter 4: Further ExplorationsVideo: Chapter 5: Globalization and the Cultural ExceptionDiscussion Prompt: France Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Racism and Xenophobia in the United States and FranceReading: Chapter 6: Further ExplorationsPractice Quiz: France - Check for Understanding 2Video: Chapter 7: Religion and SecularismReading: Chapter 7: Further ExplorationsVideo: Chapter 8: Franco-American Cultural Exchange: Art, Artists, and Art PatronsReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Intellectual Life: The American UniversityVideo: Chapter 9: Simone de Beauvoir at Rice, by Melissa KeanReading: Chapter 9: Further ExplorationsVideo: Chapter 10: America as HyperrealityReading: Chapter 10: Further ExplorationsDiscussion Prompt: France Discussion #2Reading: France BibliographyVideo: Marie Darrieussecq, May 20, 2015, Interviewed by Dr. Julie FetteVideo: Eric Fassin, May 19, 2015, Interviewed by Dr. Julie FetteVideo: Fabrice Morel, May 22, 2015, Interviewed by Dr. Julie FetteVideo: Jean-Loup Chrétien, December 7, 2016, Interviewed by Dr. Julie FetteGraded: America through French EyesWEEK 4America Through Mexican EyesThe United States has always been a source of fascination for the people of Mexico. Mexican observers and travelers are rarely indifferent to American culture and people. This module, “  America Through Mexican Eyes,”   examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of Mexican writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Moramay López-Alonso, a professor of History, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life. 10 videos, 11 readings, 2 practice quizzesexpandVideo: Chapter 1: America through Mexican Eyes: Inseparable HistoriesReading: Chapter 1: Further ExplorationsVideo: Chapter 2: The Gringo, Yankee, and AmericanReading: Chapter 2: Further ExplorationsVideo: Chapter 3: ImmigrationReading: Chapter 3: Further ExplorationsPractice Quiz: Mexico - Check for Understanding 1Video: Chapter 4: RacismReading: Chapter 4: Further ExplorationsVideo: Chapter 5: ReligionDiscussion Prompt: Mexico Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Temples of Knowledge: Education, Universities and LibrariesReading: Chapter 6: Further ExplorationsPractice Quiz: Mexico - Check for Understanding 2Video: Chapter 7: FoodReading: Chapter 7: Further ExplorationsVideo: Chapter 8: American WomenReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Capitalism and ModernityReading: Chapter 9: Further ExplorationsVideo: Chapter 10: Democracy and EmpireReading: Chapter 10: Further ExplorationsDiscussion Prompt: Mexico Discussion #2Reading: Mexico BibliographyGraded: America through Mexican EyesReversing the GazeThis course has explored how the United States has been a source of fascination for African, Chinese, French, and Mexican people. What happens when we “reverse the gaze?” This module examines historical and contemporary perceptions of Africa, China, France, and Mexico through American eyes. Join all four instructors for informal conversations over a meal at various Houston restaurants about American perceptions of the world. 6 videos, 1 readingexpandVideo: Chapter 1: Reversing the Gaze: Africa through American EyesVideo: Chapter 2: Reversing the Gaze: China through American EyesVideo: Interview with Mr. and Mrs. FungVideo: Chapter 3: Reversing the Gaze: France through American EyesVideo: Chapter 4: Reversing the Gaze: Mexico through American EyesDiscussion Prompt: Reversing the Gaze Discussion #1Discussion Prompt: Reversing the Gaze Discussion #2Discussion Prompt: Reversing the Gaze Discussion #3Video: Rice Students Discuss America Through Foreign EyesReading: End-of-Course Survey (complete after finishing the course)The United States has always been a source of fascination— both attraction and repulsion — for the people of France, Mexico, China, and African countries such as Nigeria, Ghana, and Sudan.  America Through Foreign Eyes is a rich, interdisciplinary, international course that features Rice faculty from a variety of disciplines and area studies. Focused on perceptions of America abroad, the course is a cross between World Cultures and American Studies. The course features four modules, each covering the perceptions and interactions of particular regions with America, Americans and Americanization.Video: Course TrailerReading: Welcome Survey (complete before beginning course)Reading: How To Complete This CourseDiscussion Prompt: Introduction Discussion #1Video: Chapter 1: America through Foreign Eyes: Introduction to CourseVideo: Chapter 2: Perceptions of Other Cultures: Generalizations, Essentialisms, and StereotypesVideo: Chapter 3: Student Approaches and Course MaterialDiscussion Prompt: Introduction Discussion #2Reading: Chapter 1, 2, 3: Further ExplorationsReading: Introduction BibliographyThe United States has always been a source of fascination for Africans. African observers and travelers are rarely indifferent to American culture and people. This module, “America Through African Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of African writers, politicians, intellectuals, refugees, and local citizens. Taught by Dr. Jeffrey Fleisher, a professor of Archeology, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.Video: Chapter 1: Introduction: America Through African EyesVideo: Chapter 2: Africans Appropriating Americans: Elvis and the Chewa of MalawiReading: Chapter 2: Further ExplorationsVideo: Chapter 3: Africans Appropriating Americans: Tupac Shakur in Sierra LeoneReading: Chapter 3: Further ExplorationsPractice Quiz: Africa - Check for Understanding 1Video: Chapter 4: Africans in America: America through Enslaved Peoples' EyesReading: Chapter 4: Selections from the Narratives of Captured SlavesReading: Chapter 4: Further ExplorationsVideo: Chapter 5: Africans in America: Sudanese Refugees in America: Navigating America in the Twentieth CenturyDiscussion Prompt: Africa Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6:  Africans in America: Africans and Race in AmericaReading: Chapter 6: Further ExplorationsPractice Quiz: Africa - Check for Understanding 2Video: Chapter 7:  African-Americans and Africans in Ghana: Kwame Nkrumah, American Civil Rights, and Ghanaian IndependenceReading: Chapter 7: Further ExplorationsVideo: Chapter 8: African-Americans and Africans in Ghana: Slave Tourism: How West Africans see African-American TouristsReading: Chapter 8: Further ExplorationsDiscussion Prompt: Africa Discussion #2Reading: Africa BibliographyThe United States has always been a source of fascination for the people of China. Chinese observers and travelers are rarely indifferent to American culture and people. This module, “America Through Chinese Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of Chinese writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Anne Chao, a professor of History, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.Video: Chapter 1:  Introduction to the Chinese Cultural SystemReading: Chapter 1: Further ExplorationsVideo: Chapter 2: First Contact with America and the WestReading: Chapter 2: Further ExplorationsVideo: Chapter 3: China's Entry Into the World: Opium, the Unequal Treaties and the Exclusion ActReading: Chapter 3: Further ExplorationsPractice Quiz: China - Check for Understanding 1Video: Chapter 4: From Reform to RevolutionReading: Chapter 4: Further ExplorationsVideo: Chapter 5: The New Culture MovementDiscussion Prompt: China Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Madame Chiang Kaishek: A Study in Chinese and American Interactions in the Republican EraReading: Chapter 6: Further ExplorationsPractice Quiz: China - Check for Understanding 2Video: Chapter 7: America as Enemy and as Friend: The Great Proletariat Cultural Revolution and the Ping-Pong DiplomacyReading: Chapter 7: Further ExplorationsVideo: Chapter 8: China's Re-Entry into the WorldReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Taiwan and Hong KongReading: Chapter 9: Further ExplorationsVideo: Chapter 10: Voices from China and TaiwanDiscussion Prompt: China Discussion #2Reading: China BibliographyVideo: Chen Lei, December 7, 2014, Interviewed by Dr. Anne ChaoVideo: Feng Yu, December 7, 2014, Interviewed by Dr. Anne ChaoVideo: Jorge Liu, August 17, 2014, Interviewed by Dr. Anne ChaoVideo: Li Zhonggui, August 13, 2014, Interviewed by Dr. Anne ChaoThe United States has always been a source of fascination for the people of France. French observers and travelers are rarely indifferent to American culture and people. This module, “America Through French Eyes,” examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of French writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Julie Fette, a professor of French Studies, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life.Video: Chapter 1: France and America: Friend and FoeReading: Chapter 1: Further ExplorationsVideo: Chapter 2: America: Land of DemocracyReading: Chapter 2: Further ExplorationsVideo: Chapter 3: America = ModernityReading: Chapter 3: Further ExplorationsPractice Quiz: France - Check for Understanding 1Video: Chapter 4: American Capitalism: Mass Production, Mass Consumption, and InequalityReading: Chapter 4: Further ExplorationsVideo: Chapter 5: Globalization and the Cultural ExceptionDiscussion Prompt: France Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Racism and Xenophobia in the United States and FranceReading: Chapter 6: Further ExplorationsPractice Quiz: France - Check for Understanding 2Video: Chapter 7: Religion and SecularismReading: Chapter 7: Further ExplorationsVideo: Chapter 8: Franco-American Cultural Exchange: Art, Artists, and Art PatronsReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Intellectual Life: The American UniversityVideo: Chapter 9: Simone de Beauvoir at Rice, by Melissa KeanReading: Chapter 9: Further ExplorationsVideo: Chapter 10: America as HyperrealityReading: Chapter 10: Further ExplorationsDiscussion Prompt: France Discussion #2Reading: France BibliographyVideo: Marie Darrieussecq, May 20, 2015, Interviewed by Dr. Julie FetteVideo: Eric Fassin, May 19, 2015, Interviewed by Dr. Julie FetteVideo: Fabrice Morel, May 22, 2015, Interviewed by Dr. Julie FetteVideo: Jean-Loup Chrétien, December 7, 2016, Interviewed by Dr. Julie FetteThe United States has always been a source of fascination for the people of Mexico. Mexican observers and travelers are rarely indifferent to American culture and people. This module, “  America Through Mexican Eyes,”   examines historical and contemporary perceptions of America, Americans, and Americanization through the lens of Mexican writers, artists, politicians, intellectuals, and public opinion. Taught by Dr. Moramay López-Alonso, a professor of History, this module will cover the four themes of the course: Democracy and Modernity; Globalization and Capitalism; Racism and Immigration; and Intellectual and Cultural Life. Video: Chapter 1: America through Mexican Eyes: Inseparable HistoriesReading: Chapter 1: Further ExplorationsVideo: Chapter 2: The Gringo, Yankee, and AmericanReading: Chapter 2: Further ExplorationsVideo: Chapter 3: ImmigrationReading: Chapter 3: Further ExplorationsPractice Quiz: Mexico - Check for Understanding 1Video: Chapter 4: RacismReading: Chapter 4: Further ExplorationsVideo: Chapter 5: ReligionDiscussion Prompt: Mexico Discussion #1Reading: Chapter 5: Further ExplorationsVideo: Chapter 6: Temples of Knowledge: Education, Universities and LibrariesReading: Chapter 6: Further ExplorationsPractice Quiz: Mexico - Check for Understanding 2Video: Chapter 7: FoodReading: Chapter 7: Further ExplorationsVideo: Chapter 8: American WomenReading: Chapter 8: Further ExplorationsVideo: Chapter 9: Capitalism and ModernityReading: Chapter 9: Further ExplorationsVideo: Chapter 10: Democracy and EmpireReading: Chapter 10: Further ExplorationsDiscussion Prompt: Mexico Discussion #2Reading: Mexico BibliographyThis course has explored how the United States has been a source of fascination for African, Chinese, French, and Mexican people. What happens when we “reverse the gaze?” This module examines historical and contemporary perceptions of Africa, China, France, and Mexico through American eyes. Join all four instructors for informal conversations over a meal at various Houston restaurants about American perceptions of the world. Video: Chapter 1: Reversing the Gaze: Africa through American EyesVideo: Chapter 2: Reversing the Gaze: China through American EyesVideo: Interview with Mr. and Mrs. FungVideo: Chapter 3: Reversing the Gaze: France through American EyesVideo: Chapter 4: Reversing the Gaze: Mexico through American EyesDiscussion Prompt: Reversing the Gaze Discussion #1Discussion Prompt: Reversing the Gaze Discussion #2Discussion Prompt: Reversing the Gaze Discussion #3Video: Rice Students Discuss America Through Foreign EyesReading: End-of-Course Survey (complete after finishing the course)The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1Higher School of EconomicsReligions and Society in ChinaTel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1",
    "Creator": "Rice University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/america-through-foreign-eyes",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Violence Against Healthcare",
    "Description": "About this course: At the global level, there are many countries marked by violence affecting health care. The 'Health care in danger' project aims to establish practical measures and recommendations that can be implemented on the ground by policy-makers, humanitarian organizations and health professionals. In view of the multiplicity of actors and latitudes concerned, it is essential to be able to make available the tools needed to make informed decisions, guide behaviour in high-risk areas and provide everyone the means to create and optimize the dialogue between humanitarian professionals and health on the one hand and relevant authorities or other armed actors. This course covers various topics such as ethics, rights and responsibilities of the staff of health and pre-hospital personnel, issues related to international law and humanitarian law, international human rights, caregivers and patient safety as well as the role of communities to address and reduce violence against health care.WEEK 1General Introduction2 videos, 5 readingsexpandVideo: General introductionVideo: The importance of addressing violence against Health Care together -Angela Gussing (Regional Director for the Americas, ICRC)Reading: SyllabusReading: Course SummaryReading: General ReferencesReading: Key terms - Glossary and AcronymsReading: AknowledgementsModule 1: Health-care personnel: ethical principles of health care in times of armed conflict and other emergenciesThe purpose of this first module on violence against health care Is to highlight and understand the situations and the constraints faced on the ground in conflicts and emergencies. These sitautions will be analysed both from the health care providers perspective as well as from the beneficiairies perspective. A special focus on Mental Health and psychosocial support, ethical dilemmas and riks analysis12 videos, 1 readingexpandVideo: IntroductionReading: Key resource for module 1Video: 1.1.1 Me, The health provider - Esperanza Martinez, (Head of the health unit, ICRC)Video: 1.1.2 Human resource challenges - Esperanza Martinez, (Head of the health unit, ICRC)Video: 1.1.3 The ethical issues - Robin Coupland, (former field surgeon, ICRC)Video: 1.1.4 Health Care in Danger: Voices of the Community - Dr Otmar Kloiber, (Secretary General, WMA)Video: 1.1.5 The perspective of the beneficiaries - Eric Bernes, (Coordinator, First Aid \u0026 Prehospital Emergency care programs, ICRC)Video: 1.2.1 Quantitative data and their bias - Robin Coupland, (former field surgeon, ICRC)Video: 1.3.1 Introduction to help the helpers’ strategy - Carla Uriarte, (Mental Health and Psychosocial  Support Advisor, Health Unit, ICRC)Video: 1.3.2 \tHelp the Helpers program in Mexico (Excerpt from MHPSS film Healing Hidden Wounds, 2015)Video: 1.3.3 MHPSS delegate interview (encapsulating presentation with Excerpt from Health care in Gaza: Mental health support for frontline workers, 2015)Video: 1.4.1 Explanation of the vulnerable groups, their invisibility and early search for them - Stephane Du Mortier, (Head of the Primary Health Care Services, ICRC)Discussion Prompt: Discussion on module 1Video: Course summary module 1Graded: Health-care personnel: ethical principles of health care in times of armed conflict and other emergenciesWEEK 2Module 2: The legal framework on the protection of health-care deliveryToday, an elaborate international legal framework exists whose aim is to guarantee protection of patients and health-care providers from violence in armed conflict or other emergencies. However, violence against patients and health-care providers remains a sad reality in such situations. Still, it is important for those who have an influence over the respect for the law, like State authorities, State armed forces, armed groups or members of communities, as well as for health-care professionals or those who will become health-care professionals themselves to identify who has to follow the law, what the rules describe and when they apply. A better understanding of the law may contribute to better behavior on the ground, if there is general willingness to comply with legal rules. For health-care professionals, the law may be a tool that can be invoked towards authorities, armed forces, armed groups and others for more effective protection. This module should contribute towards these aims by identifying international legal rules relevant to the protection of patients and health-care providers and pointing towards legal and practical challenges in their implementation.12 videos, 2 readingsexpandVideo: Introduction\t Alexander Breitegger, (Legal Adviser, ICRC)Reading: Key resources for module 2Video: 2.1.2 \tThe scope of application of relevant legal frameworks - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.1.3  \tThe sources of international humanitarian law and international human rights law - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.1a Case Study Yemen 1 : Operational implementation of obligation to provide impartial health care - Benjamin Charlier, (Legal Adviser, Advisory Services for International Humanitarian Law, ICRC) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.1b \tCase Study Yemen 1 : Operational implementation of obligation to provide impartial health care - Benjamin Charlier, (Legal Adviser, Advisory Services for International Humanitarian Law, ICRC) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.2a Challenges under domestic law for guaranteeing impartial delivery of health care: example of Colombia. Skype interview German Parra Gallego, (Operational Legal Adviser, ICRC Bogota) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.2b Challenges under domestic law for guaranteeing impartial delivery of health care: example of Colombia. b)\tSkype interview Jorge Arturo Cubides Granados, (Interinstitutional coordinator of the programme by the Presidency of Colombia on human rights and international humanitarian law) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.3 \tCase Study Yemen 2: Legal aspects relevant to attacks against health-care facilities - Marisela Silva Chau, (Thematic Legal Adviser, ICRC and formerly Operational-Legal Adviser for ICRC Afghanistan, Colombia and Peru) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.4 \tCase study Yemen 3: Legal aspects relevant to obstructions of passage of medical transports - Marisela Silva Chau, (Thematic Legal Adviser, ICRC and formerly Operational-Legal Adviser for ICRC Afghanistan, Colombia and Peru) and Alexander Breitegger, (Legal Adviser, ICRC)Discussion Prompt: Discussion on module 2Video: 2.3.1 The red cross, red crescent and red crystal emblems-authorized uses, misuses and associated obligations - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.3.2 Other symbols and possibilities of identification - Alexander Breitegger, (Legal Adviser, ICRC)Reading: A health-care facility embroiled in military operations (please read before attempting the quiz !)Video: Course Summary module 2Graded: International Humanitarian Law and International Human Rights Law application (please read above case study text, before starting quiz!)WEEK 3Module 3: Ambulance and prehospital services in risk situationsThis module will inform you of the the general security challenges that ambulance and prehospital services face in situations of armed conflict or other emergencies. Unfortunately, challenges also include targetted attacks or threats of violence against the ambulance and prehospital. \nDirect and indirect attacks may be carried out by arms carriers, but also by the local communities themselves. Through the following chapters, we will try to understand some of the reasons behind such threats and attacks, as well as present you with some solutions that the service providers can implement to reduce risks and the impact that threats and attacks may have on the service providers and the people they seek to help. \nIt should be noted that these solutions and good practices have to be considered up against the context in which they are to be implemented. What works in one country or area, may not be as relevant in another.10 videos, 1 readingexpandVideo: Introduction \tFrederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Reading: Key resources for module 3Video: 3.1.1 Aggression against ambulance personnel due to expectations exceeding capacityVideo: 3.1.2\tChallenges and solutions: example from Lebanon - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Rodney Eid, (Assistant Director for Crisis Management, Lebanese Red Cross)Discussion Prompt: Discussion on module 3Video: 3.2.1 Consequences of ambulance misuse: example from Baghdad - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Sally Al-Nakshabandi, (Humanitarian Leadership and Management School - HLMS, ICRC)Video: 3.2.2 Misuse of ambulances internally in the organization - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.1 Solutions to operational dilemmas encountered in hot zones - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.2\tImportance of situational awareness in risk situations - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.3 Reasons behind and consequences of ambulance obstruction: example of Colombia - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Dr Francisco Moreno Carillo, (Director of General Health, Colombian Red Cross) and Pascal Ollé Coordinator department of Salud ICRCVideo: 3.4.1\tAdapting to violent situations in peaceful contexts: Example of Sweden - Jane Kautto, (President of the Swedish Ambulance Nurses Association)Video: Course summary: module 3Graded: Module 3: Ambulance and prehospital services in risk situationsWEEK 4Module 4: Hospital managers: ensuring the preparedness and security of health-care facilities in armed conflict and other emergenciesThis module speaks of how health services are valuable at any time, but particularly during emergencies resulting from any hazard (radio nuclear, disease, chemical, food safety, social/political, natural); during emergencies, hospitals may face the additional burden of overcrowding, infrastructure damage, loss of staff, and increased violence against health care facilities and workers becoming victims of the emergencies themselves; therefore hospitals must be strengthened to stay safe and resilient even when faced with these difficult challenges.12 videos, 1 readingexpandVideo: Introduction\tDr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger project, ICRC)Reading: Key resources  for module 4Video: 4.1.1\tThe well-being of health-care personnel - Dr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger Project, ICRC) and Amanda Baumgartner (Head Nurse, ICRC DRC)Video: 4.1.2\tRelations between health-care personnel and patients - Dr Bruce Eshaya-Chauvin (former Medical Adviser, Health Care in Danger Project, ICRC) and Joana De Barros (Head Nurse, ICRC DRC)Video: 4.1.3 \tWho should be cared for first - Dr Bruce Eshaya-Chauvin (former Medical Adviser, Health Care in Danger Project, ICRC) and Felicity Machoka, (Hospital Project Manager, ICRC Pakistan).Video: 4.1.4 \tHospital infrastructure, risk analysis and how to prepare - Federico Sittaro, (Water \u0026 Habitat - Strategic Planner: Health and Urban Infrastructures, ICRC)Video: 4.1.5 The multi-dimension approach to safeguarding medical care in armed conflict and other emergencies - François Delfosse, (Security Advisor for the Attacks on Hospitals Project at MSF)Video: 4.2.1 \tThe importance of preparation of HC facilities for emergencies - Sona Bari, (Communications Manager at the WHO)Video: 4.2.2 \tThe safe hospital index: an assessment report and action plan for resilience and safety - Jonathan Abrahams, (Technical Officer, Health Policy in Disaster Risk Management, Country Health Emergency Preparedness and International Health Regulations in WHO Asian Disaster Preparedness Center - ADPC)Video: 4.2.3 \tThe safe hospital index: field implementation example in Nepal - Hyo Jeong Kim, (Technical officer for Humanitarian Policy \u0026 Guidance in WHO’s Health Emergencies Program)Video: 4.2.4 \tThe safe hospital index: benefits and how to implement the program in your own country - Dr Rudi Coninx, (Coordinator of Humanitarian Policy and Guidance in WHO’s Health Emergencies Program)Video: 4.3.1 \tViolence in the emergency room. , Sylviane Stotzer, (Nurse, Emergency Service, University Hospitals of Geneva HUG)Discussion Prompt: Discussion of module 4Video: Course Summary Module 4Graded: Healthcare FacilitiesWEEK 5Module 5 Weapons bearers: military operational practice to ensure safer access to and delivery of health care  This module speaks of the vital role Non-State Armed Groups (NSAGs) play as recipients and providers of health care. This lesson delineates different ways armed groups can pose a threat to the safe provision of health care, but also how armed groups act as health care providers themselves. The lesson also highlights key tools to safeguard the provision of health care in conflict settings, i.a. doctrine, education, trainings, and sanctions, and critically discusses limitations to their applicability. 8 videos, 2 readingsexpandVideo: Introduction \tJamie Williamson, (Head of Unit, Relations with Arms Carriers, ICRC)Reading: Key resources for module 5Video: 5.1.1 \tMain concerns regarding the protection of healthcare personnel and facilities - Jamie Williamson, (Head of Unit, Relations with Arms Carriers, ICRC)Video: 5.2.1\tPractical measures/Ensuring safe passage of medical vehicles at checkpoints - David Maizlish, (Advisor, Military and Security Forces, ICRC)Video: 5.2.2 \tTargeting of health-care facilities: Practical measures to be set up by armed forces and Non-State Armed Groups (NSAG) - David Maizlish (Advisor, Military and Security Forces, ICRC)Video: 5.3.1\tNon-State Armed Groups (NSAGs) and the Provision of Health Care, Part1 - Brian Mc Quinn, (Advisor on the Sociology of Non-State Armed Groups, ICRC) and Franziska Seethaler, (Associate on Relations with Non-State Armed Groups, ICRC)Video: 5.3.2 \tNon-State Armed Groups (NSAGs) and the Provision of Health Care, Part2 - Brian Mc Quinn, (Advisor on the Sociology of Non-State Armed Groups, ICRC) and Franziska Seethaler, (Associate on Relations with Non-State Armed Groups, ICRC)Discussion Prompt: Discussion of module 5Video: 5.4.1 \tThe ICMM and the issues of ethics in military medicine - Lt Col David Winkler, MD, PhD, (Chairman of the ICMM Center of Reference for Education on IHL and Ethics)Reading: Key issues regarding arms carriers in the provision of health care in conflict zones (to be read before attempting the quiz !)Video: Course Summary Module 5Graded: Measures and recommendations to improve arms carriers' respect for health care  (please read the text here above before attempting this quiz !)WEEK 6Module 6: Members of the civil society: communities, National Societies, Religious Leaders, Health organizations and othersThe purpose of this module is to highlight and understand the role civil society has in the medical mission. Civil society includes those who are actors themselves in the medical mission, as well as those who protect and promote access to health care. This module will look at how Red Cross and Red Crescent National Societies, communities, medical associations and religious circles have the ability to strengthen the provision of health care and to influence relevant parties in showing respect for the medical mission. The module will allow learners to understand the bigger picture in terms of actors involved and their role in the concept of “health care in danger”.8 videos, 5 readingsexpandVideo: Introduction\tLuigi Fratini, (Head of the Prevention Cell Unit, ICRC)Reading: Key resources for lesson 1: National SocietiesVideo: 6.1.1 \tThe National Society Auxiliary role - Sylvia Khamati (Head of Health and Social Services, Kenya Red Cross - KRCS) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Reading: Key resources for lesson 2: the Role of CommunitiesVideo: 6.2.1. \tBuilding Community resilience - Marta Pawlak, (Advisor on Community Based Protection \u0026 Sexual Violence, ICRC)Video: 6.2.2\tEncouraging Community to advocate on the respect and the protection of health care - Marta Pawlak, (Advisor on Community Based Protection \u0026 Sexual Violence, ICRC)Reading: Key resources for lesson 3: Medical AssociationsVideo: 6.3.1 \tWorld Medical Association as promoter of respect of health care during crisis - Otmar Kloiber, (Secretary General, World Medical Association) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Video: 6.3.2 \tThe role of medical students, HCiD: Voices of the Community - Anna-Theresia Ekman, (International Federation of Medical Students’ Associations - IFMSA)Reading: Key resources for lesson 4: Religious CirclesVideo: 6.4.1 \tThe role of religious circles -  Rafiullah Qureshi (Prevention Adviser, ICRC) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Discussion Prompt: Discussion on module 6Reading: Treeland and Sealand: Civil Society, Conflict and Health Care (please read before the quiz!)Video: Course Summary Module 6Graded: The Role of Civil Society in relation to Health CareGlobal Summary Violence against Health Care1 videoexpandVideo: Connecting one another to end violence: building resilience and influencing behavior change - Dr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger Project, ICRC)Video: General introductionVideo: The importance of addressing violence against Health Care together -Angela Gussing (Regional Director for the Americas, ICRC)Reading: SyllabusReading: Course SummaryReading: General ReferencesReading: Key terms - Glossary and AcronymsReading: AknowledgementsThe purpose of this first module on violence against health care Is to highlight and understand the situations and the constraints faced on the ground in conflicts and emergencies. These sitautions will be analysed both from the health care providers perspective as well as from the beneficiairies perspective. A special focus on Mental Health and psychosocial support, ethical dilemmas and riks analysisVideo: IntroductionReading: Key resource for module 1Video: 1.1.1 Me, The health provider - Esperanza Martinez, (Head of the health unit, ICRC)Video: 1.1.2 Human resource challenges - Esperanza Martinez, (Head of the health unit, ICRC)Video: 1.1.3 The ethical issues - Robin Coupland, (former field surgeon, ICRC)Video: 1.1.4 Health Care in Danger: Voices of the Community - Dr Otmar Kloiber, (Secretary General, WMA)Video: 1.1.5 The perspective of the beneficiaries - Eric Bernes, (Coordinator, First Aid \u0026 Prehospital Emergency care programs, ICRC)Video: 1.2.1 Quantitative data and their bias - Robin Coupland, (former field surgeon, ICRC)Video: 1.3.1 Introduction to help the helpers’ strategy - Carla Uriarte, (Mental Health and Psychosocial  Support Advisor, Health Unit, ICRC)Video: 1.3.2 \tHelp the Helpers program in Mexico (Excerpt from MHPSS film Healing Hidden Wounds, 2015)Video: 1.3.3 MHPSS delegate interview (encapsulating presentation with Excerpt from Health care in Gaza: Mental health support for frontline workers, 2015)Video: 1.4.1 Explanation of the vulnerable groups, their invisibility and early search for them - Stephane Du Mortier, (Head of the Primary Health Care Services, ICRC)Discussion Prompt: Discussion on module 1Video: Course summary module 1Today, an elaborate international legal framework exists whose aim is to guarantee protection of patients and health-care providers from violence in armed conflict or other emergencies. However, violence against patients and health-care providers remains a sad reality in such situations. Still, it is important for those who have an influence over the respect for the law, like State authorities, State armed forces, armed groups or members of communities, as well as for health-care professionals or those who will become health-care professionals themselves to identify who has to follow the law, what the rules describe and when they apply. A better understanding of the law may contribute to better behavior on the ground, if there is general willingness to comply with legal rules. For health-care professionals, the law may be a tool that can be invoked towards authorities, armed forces, armed groups and others for more effective protection. This module should contribute towards these aims by identifying international legal rules relevant to the protection of patients and health-care providers and pointing towards legal and practical challenges in their implementation.Video: Introduction\t Alexander Breitegger, (Legal Adviser, ICRC)Reading: Key resources for module 2Video: 2.1.2 \tThe scope of application of relevant legal frameworks - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.1.3  \tThe sources of international humanitarian law and international human rights law - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.1a Case Study Yemen 1 : Operational implementation of obligation to provide impartial health care - Benjamin Charlier, (Legal Adviser, Advisory Services for International Humanitarian Law, ICRC) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.1b \tCase Study Yemen 1 : Operational implementation of obligation to provide impartial health care - Benjamin Charlier, (Legal Adviser, Advisory Services for International Humanitarian Law, ICRC) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.2a Challenges under domestic law for guaranteeing impartial delivery of health care: example of Colombia. Skype interview German Parra Gallego, (Operational Legal Adviser, ICRC Bogota) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.2b Challenges under domestic law for guaranteeing impartial delivery of health care: example of Colombia. b)\tSkype interview Jorge Arturo Cubides Granados, (Interinstitutional coordinator of the programme by the Presidency of Colombia on human rights and international humanitarian law) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.3 \tCase Study Yemen 2: Legal aspects relevant to attacks against health-care facilities - Marisela Silva Chau, (Thematic Legal Adviser, ICRC and formerly Operational-Legal Adviser for ICRC Afghanistan, Colombia and Peru) and Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.2.4 \tCase study Yemen 3: Legal aspects relevant to obstructions of passage of medical transports - Marisela Silva Chau, (Thematic Legal Adviser, ICRC and formerly Operational-Legal Adviser for ICRC Afghanistan, Colombia and Peru) and Alexander Breitegger, (Legal Adviser, ICRC)Discussion Prompt: Discussion on module 2Video: 2.3.1 The red cross, red crescent and red crystal emblems-authorized uses, misuses and associated obligations - Alexander Breitegger, (Legal Adviser, ICRC)Video: 2.3.2 Other symbols and possibilities of identification - Alexander Breitegger, (Legal Adviser, ICRC)Reading: A health-care facility embroiled in military operations (please read before attempting the quiz !)Video: Course Summary module 2This module will inform you of the the general security challenges that ambulance and prehospital services face in situations of armed conflict or other emergencies. Unfortunately, challenges also include targetted attacks or threats of violence against the ambulance and prehospital. \nDirect and indirect attacks may be carried out by arms carriers, but also by the local communities themselves. Through the following chapters, we will try to understand some of the reasons behind such threats and attacks, as well as present you with some solutions that the service providers can implement to reduce risks and the impact that threats and attacks may have on the service providers and the people they seek to help. \nIt should be noted that these solutions and good practices have to be considered up against the context in which they are to be implemented. What works in one country or area, may not be as relevant in another.Video: Introduction \tFrederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Reading: Key resources for module 3Video: 3.1.1 Aggression against ambulance personnel due to expectations exceeding capacityVideo: 3.1.2\tChallenges and solutions: example from Lebanon - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Rodney Eid, (Assistant Director for Crisis Management, Lebanese Red Cross)Discussion Prompt: Discussion on module 3Video: 3.2.1 Consequences of ambulance misuse: example from Baghdad - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Sally Al-Nakshabandi, (Humanitarian Leadership and Management School - HLMS, ICRC)Video: 3.2.2 Misuse of ambulances internally in the organization - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.1 Solutions to operational dilemmas encountered in hot zones - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.2\tImportance of situational awareness in risk situations - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross)Video: 3.3.3 Reasons behind and consequences of ambulance obstruction: example of Colombia - Frederik Siem, (Senior Adviser for Health Care in Danger, Norwegian Red Cross) and Dr Francisco Moreno Carillo, (Director of General Health, Colombian Red Cross) and Pascal Ollé Coordinator department of Salud ICRCVideo: 3.4.1\tAdapting to violent situations in peaceful contexts: Example of Sweden - Jane Kautto, (President of the Swedish Ambulance Nurses Association)Video: Course summary: module 3This module speaks of how health services are valuable at any time, but particularly during emergencies resulting from any hazard (radio nuclear, disease, chemical, food safety, social/political, natural); during emergencies, hospitals may face the additional burden of overcrowding, infrastructure damage, loss of staff, and increased violence against health care facilities and workers becoming victims of the emergencies themselves; therefore hospitals must be strengthened to stay safe and resilient even when faced with these difficult challenges.Video: Introduction\tDr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger project, ICRC)Reading: Key resources  for module 4Video: 4.1.1\tThe well-being of health-care personnel - Dr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger Project, ICRC) and Amanda Baumgartner (Head Nurse, ICRC DRC)Video: 4.1.2\tRelations between health-care personnel and patients - Dr Bruce Eshaya-Chauvin (former Medical Adviser, Health Care in Danger Project, ICRC) and Joana De Barros (Head Nurse, ICRC DRC)Video: 4.1.3 \tWho should be cared for first - Dr Bruce Eshaya-Chauvin (former Medical Adviser, Health Care in Danger Project, ICRC) and Felicity Machoka, (Hospital Project Manager, ICRC Pakistan).Video: 4.1.4 \tHospital infrastructure, risk analysis and how to prepare - Federico Sittaro, (Water \u0026 Habitat - Strategic Planner: Health and Urban Infrastructures, ICRC)Video: 4.1.5 The multi-dimension approach to safeguarding medical care in armed conflict and other emergencies - François Delfosse, (Security Advisor for the Attacks on Hospitals Project at MSF)Video: 4.2.1 \tThe importance of preparation of HC facilities for emergencies - Sona Bari, (Communications Manager at the WHO)Video: 4.2.2 \tThe safe hospital index: an assessment report and action plan for resilience and safety - Jonathan Abrahams, (Technical Officer, Health Policy in Disaster Risk Management, Country Health Emergency Preparedness and International Health Regulations in WHO Asian Disaster Preparedness Center - ADPC)Video: 4.2.3 \tThe safe hospital index: field implementation example in Nepal - Hyo Jeong Kim, (Technical officer for Humanitarian Policy \u0026 Guidance in WHO’s Health Emergencies Program)Video: 4.2.4 \tThe safe hospital index: benefits and how to implement the program in your own country - Dr Rudi Coninx, (Coordinator of Humanitarian Policy and Guidance in WHO’s Health Emergencies Program)Video: 4.3.1 \tViolence in the emergency room. , Sylviane Stotzer, (Nurse, Emergency Service, University Hospitals of Geneva HUG)Discussion Prompt: Discussion of module 4Video: Course Summary Module 4This module speaks of the vital role Non-State Armed Groups (NSAGs) play as recipients and providers of health care. This lesson delineates different ways armed groups can pose a threat to the safe provision of health care, but also how armed groups act as health care providers themselves. The lesson also highlights key tools to safeguard the provision of health care in conflict settings, i.a. doctrine, education, trainings, and sanctions, and critically discusses limitations to their applicability. Video: Introduction \tJamie Williamson, (Head of Unit, Relations with Arms Carriers, ICRC)Reading: Key resources for module 5Video: 5.1.1 \tMain concerns regarding the protection of healthcare personnel and facilities - Jamie Williamson, (Head of Unit, Relations with Arms Carriers, ICRC)Video: 5.2.1\tPractical measures/Ensuring safe passage of medical vehicles at checkpoints - David Maizlish, (Advisor, Military and Security Forces, ICRC)Video: 5.2.2 \tTargeting of health-care facilities: Practical measures to be set up by armed forces and Non-State Armed Groups (NSAG) - David Maizlish (Advisor, Military and Security Forces, ICRC)Video: 5.3.1\tNon-State Armed Groups (NSAGs) and the Provision of Health Care, Part1 - Brian Mc Quinn, (Advisor on the Sociology of Non-State Armed Groups, ICRC) and Franziska Seethaler, (Associate on Relations with Non-State Armed Groups, ICRC)Video: 5.3.2 \tNon-State Armed Groups (NSAGs) and the Provision of Health Care, Part2 - Brian Mc Quinn, (Advisor on the Sociology of Non-State Armed Groups, ICRC) and Franziska Seethaler, (Associate on Relations with Non-State Armed Groups, ICRC)Discussion Prompt: Discussion of module 5Video: 5.4.1 \tThe ICMM and the issues of ethics in military medicine - Lt Col David Winkler, MD, PhD, (Chairman of the ICMM Center of Reference for Education on IHL and Ethics)Reading: Key issues regarding arms carriers in the provision of health care in conflict zones (to be read before attempting the quiz !)Video: Course Summary Module 5The purpose of this module is to highlight and understand the role civil society has in the medical mission. Civil society includes those who are actors themselves in the medical mission, as well as those who protect and promote access to health care. This module will look at how Red Cross and Red Crescent National Societies, communities, medical associations and religious circles have the ability to strengthen the provision of health care and to influence relevant parties in showing respect for the medical mission. The module will allow learners to understand the bigger picture in terms of actors involved and their role in the concept of “health care in danger”.Video: Introduction\tLuigi Fratini, (Head of the Prevention Cell Unit, ICRC)Reading: Key resources for lesson 1: National SocietiesVideo: 6.1.1 \tThe National Society Auxiliary role - Sylvia Khamati (Head of Health and Social Services, Kenya Red Cross - KRCS) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Reading: Key resources for lesson 2: the Role of CommunitiesVideo: 6.2.1. \tBuilding Community resilience - Marta Pawlak, (Advisor on Community Based Protection \u0026 Sexual Violence, ICRC)Video: 6.2.2\tEncouraging Community to advocate on the respect and the protection of health care - Marta Pawlak, (Advisor on Community Based Protection \u0026 Sexual Violence, ICRC)Reading: Key resources for lesson 3: Medical AssociationsVideo: 6.3.1 \tWorld Medical Association as promoter of respect of health care during crisis - Otmar Kloiber, (Secretary General, World Medical Association) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Video: 6.3.2 \tThe role of medical students, HCiD: Voices of the Community - Anna-Theresia Ekman, (International Federation of Medical Students’ Associations - IFMSA)Reading: Key resources for lesson 4: Religious CirclesVideo: 6.4.1 \tThe role of religious circles -  Rafiullah Qureshi (Prevention Adviser, ICRC) and Luigi Fratini, (Head of the Prevention Cell Unit, ICRC)Discussion Prompt: Discussion on module 6Reading: Treeland and Sealand: Civil Society, Conflict and Health Care (please read before the quiz!)Video: Course Summary Module 6Video: Connecting one another to end violence: building resilience and influencing behavior change - Dr Bruce Eshaya-Chauvin, (former Medical Adviser, Health Care in Danger Project, ICRC)Emory UniversityHealth in Complex Humanitarian EmergenciesJohns Hopkins UniversityThe People, Power, and Pride of Public HealthUniversity of Manchester   Global Health and HumanitarianismJohns Hopkins UniversityPublic Health in Humanitarian CrisesThe State University of New YorkGlobal Health Diplomacy",
    "Creator": "University of Geneva",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/violence-against-healthcare",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Heritage under Threat",
    "Description": "About this course: In this course you will learn to articulate  your own concepts about (threatened) heritage and that of others. What is your heritage? Who defines heritage? Why is heritage under threat? How can we protect heritage? \n\nWW1, WW2, Cold war politics and contemporary conflicts as well as continuing political and socio-economic inequalities and colonial pasts are all factors playing a role in the global heritage discussions and approaches to (or lack of ) valorization and protection of heritage. Hence, issues behind destruction or threats to heritage are related to complex issues, often connected to complex landscapes of wars, the war-on-terror, fundamentalism, migration, global warming, financial crises, inequality and diverse interests of local communities.  \n\nThis course, sponsored by the LDE Centre for Global Heritage and Development and the Honours Academy of Leiden University, and the Netherlands Commission for UNESCO gave its support to one of the sections of the MOOC,  will explore these issues. We wish to engage global communities and widen the perspective on threatened heritage. You can help us with this.WEEK 1Welcome to this courseGreat that you are joining us! In this course you will learn about your heritage and how you can preserve it. Before you start with studying we invite you to first go through our introduction module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know on the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you will enjoy studying in this course! 2 videos, 5 readingsexpandVideo: Introduction to this courseМатериал для самостоятельного изучения: Meet the instructor \u0026 her teamМатериал для самостоятельного изучения: Welcome to Leiden University and the Centre for Global Heritage and DevelopmentМатериал для самостоятельного изучения: Study tips for studying onlineМатериал для самостоятельного изучения: Being succesful in an international virtual learning communityМатериал для самостоятельного изучения: How to behave in an academic wayVideo: Short welcome from Bellinzona, SwitzerlandWhat is your heritage?Hi everybody and welcome to the first module of this MOOC! We have an exciting course prepared for you, with a large variety of topics to be discussed. Some of which can become quite technical, but are necessary in order for you to understand the frameworks we are dealing with. For this week however, we are starting somewhat slowly and view cultural heritage from a very personal point of view. This is important because, as you will also learn later, a personal view and inclusive heritage is one of the main ways to go forward and battle for heritage which is under threat. We'd like you to introduce yourself to your fellow students before diving into the content, so make sure to select the next discussion prompt first!7 videos, 4 readingsexpandВопрос для обсуждения: Introduce yourselfVideo: What is your heritage?Video: Expert interview: Koosje SpitzVideo: Expert interview: Peter PelsVideo: Research methodsМатериал для самостоятельного изучения: Reading for week 1Материал для самостоятельного изучения: Introduction to this case studyVideo: Personal HeritageМатериал для самостоятельного изучения: Personal heritage of the expertsVideo: Closing remarks from SadaВопрос для обсуждения: Choose your heritageVideo: Example of personal Heritage: Linden treeМатериал для самостоятельного изучения: Honors Track Reading for week 1Graded: On the concept of heritageGraded: Portfolio: your heritageWEEK 2Heritage and inequalityHi everybody welcome to the second module! Last week we talked about the concept of heritage and how heritage can be very personal. This week we will dive into how heritage is actually defined, both within the field of (archaeological) heritage management, as well as for local communities. We will also discuss various forms of inequality which unfortunately can come with defining and framing something as heritage. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!9 videos, 4 readingsexpandVideo: Introduction to week 2Video: Who defines heritageVideo: Conceptualising heritage. Expert interview with Dick DouwesVideo: Who defines heritage? Expert interview with Koosje Spitz from UNESCOVideo: The changing values of heritage. Expert interview with Koosje SpitzVideo: Indigenous definition of 'heritage'. Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Intersection of race, inequality and heritageVideo: What is shared about World Heritage? Expert Interview: Koosje SpitzVideo: The relation between nation-state and heritage. Expert Interview: Dick DouwesМатериал для самостоятельного изучения: Reading for week 2Материал для самостоятельного изучения: Schokland and surroundingsVideo: Closing remarks from SadaВопрос для обсуждения: Your definition of heritageМатериал для самостоятельного изучения: Honors Track reading for week 2Graded: On the definition of cultural heritageGraded: Portfolio: defining your heritage siteWEEK 3Heritage, communities and ownershipHi everybody welcome to the third module!Last week we talked about the definition of heritage and how this can sometimes invoke inequality. This week we will discuss the role of communities and the impact of heritage ownership. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!Have fun!10 videos, 4 readingsexpandVideo: Introduction to week 3Video: Who owns heritage?Video: Expert Interview: Mariana FrancozoVideo: Expert Interview: Mariana FrancozoVideo: Expert Interview: Peter PelsVideo: Expert Interview: Koosje SpitzМатериал для самостоятельного изучения: Ownership and Contested HeritageVideo: Expert Interview: Mariana FrancozoVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Reading for week 3Материал для самостоятельного изучения: Contested collections - Benin heritageVideo: Closing remarks from SadaВопрос для обсуждения: Your views on communities and ownershipМатериал для самостоятельного изучения: Honors Track reading for week 3Graded: On the ownership of cultural heritageGraded: Portfolio: who owns your heritage?WEEK 4Heritage threatsHi all! Welcome to the fourth module!Last week we talked about local communities and the impact of heritage ownership. This week we will dive into the various threats to heritage, both anthropogenic as well as natural. We also have a very interesting, relevant and timely case study prepared for you! Please watch the video's we have prepared for you first and then proceed with the quizz and case study!9 videos, 4 readingsexpandVideo: Introduction to week 4Video: Why is heritage under threat?Video: Expert Interview: Mariana FrancozoVideo: Expert Interview: Peter PelsVideo: Expert Interview: Manuel May CastilloVideo: Expert interview Dominique Ngan-TillardМатериал для самостоятельного изучения: Loss of histories, knowledge and heritageVideo: Expert Interview: Dick DouwesVideo: Expert Interview: Martijn MandersМатериал для самостоятельного изучения: Reading for week 4Материал для самостоятельного изучения: The Al Mahdi case: Intentional destructionVideo: Closing remarks from SadaВопрос для обсуждения: Your views on the threats to heritageВопрос для обсуждения: (Re)construct a threatened heritage site in MinecraftМатериал для самостоятельного изучения: Honors Track reading for week 4Graded: On the threats to cultural heritageGraded: Portfolio: Threats to your heritageWEEK 5Heritage protectionHi all! Welcome to the fifth module!Last week we discussed the various threats to heritage, both man-made as well as natural. This week we will discuss how we can actually protect cultural heritage and which measures we have at our disposal to do so. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!8 videos, 4 readingsexpandVideo: Introduction to week 5Video: How can we protect heritage?Video: How can we best protect heritage? Expert Interview: Peter PelsVideo: Expert Interview: Martijn MandersVideo: How can new techniques help us protect heritage under threat? Expert Interview: Dominique Ngan-TillardМатериал для самостоятельного изучения: How to protect Heritage?Video: Expert Interview: Koosje SpitzМатериал для самостоятельного изучения: Reading for week 5Материал для самостоятельного изучения: Lessons from the ICC Al-Mahdi CaseVideo: Interview with ICC prosecutor Fatou BensoudaVideo: Closing remarks from SadaВопрос для обсуждения: Your views on protecting heritageМатериал для самостоятельного изучения: Honors Track reading for week 5Graded: On the protection of cultural heritageGraded: Portfolio: protecting your heritageWEEK 6Inclusive heritageHi all! Welcome to the sixth and last module! Did you enjoy the course thus far?Last week we talked about the opportunities we have to protect heritage. This final week we will discuss how heritage can be utilized to create an inclusive, sensitive and thoughtful society. We will also discuss some of the more technological developments going on in the world of video games and virtual reality, all helping to create an open and inclusive heritage discourse. Let us know what you think! Please watch the video's we have prepared for you first and then proceed with the quizz and case study! Good luck with your final tasks!9 videos, 4 readingsexpandVideo: Introduction to week 6Video: How can we utilize heritage?Video: Expert Interview: Dominique Ngan-TillardVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Ways forward: Inclusive HeritageVideo: Expert Interview: Dick DouwesVideo: Expert Interview: Peter PelsМатериал для самостоятельного изучения: Reading for week 6Материал для самостоятельного изучения: Inclusive heritage, VR and video gamesVideo: Closing remarks from SadaВопрос для обсуждения: Your thoughts on the future of Heritage under ThreatМатериал для самостоятельного изучения: Honors Track reading for week 6Graded: On inclusive heritage and the way forwardGraded: Portfolio: the future of your heritageGreat that you are joining us! In this course you will learn about your heritage and how you can preserve it. Before you start with studying we invite you to first go through our introduction module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know on the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you will enjoy studying in this course! Video: Introduction to this courseМатериал для самостоятельного изучения: Meet the instructor \u0026 her teamМатериал для самостоятельного изучения: Welcome to Leiden University and the Centre for Global Heritage and DevelopmentМатериал для самостоятельного изучения: Study tips for studying onlineМатериал для самостоятельного изучения: Being succesful in an international virtual learning communityМатериал для самостоятельного изучения: How to behave in an academic wayVideo: Short welcome from Bellinzona, SwitzerlandHi everybody and welcome to the first module of this MOOC! We have an exciting course prepared for you, with a large variety of topics to be discussed. Some of which can become quite technical, but are necessary in order for you to understand the frameworks we are dealing with. For this week however, we are starting somewhat slowly and view cultural heritage from a very personal point of view. This is important because, as you will also learn later, a personal view and inclusive heritage is one of the main ways to go forward and battle for heritage which is under threat. We'd like you to introduce yourself to your fellow students before diving into the content, so make sure to select the next discussion prompt first!Вопрос для обсуждения: Introduce yourselfVideo: What is your heritage?Video: Expert interview: Koosje SpitzVideo: Expert interview: Peter PelsVideo: Research methodsМатериал для самостоятельного изучения: Reading for week 1Материал для самостоятельного изучения: Introduction to this case studyVideo: Personal HeritageМатериал для самостоятельного изучения: Personal heritage of the expertsVideo: Closing remarks from SadaВопрос для обсуждения: Choose your heritageVideo: Example of personal Heritage: Linden treeМатериал для самостоятельного изучения: Honors Track Reading for week 1Hi everybody welcome to the second module! Last week we talked about the concept of heritage and how heritage can be very personal. This week we will dive into how heritage is actually defined, both within the field of (archaeological) heritage management, as well as for local communities. We will also discuss various forms of inequality which unfortunately can come with defining and framing something as heritage. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!Video: Introduction to week 2Video: Who defines heritageVideo: Conceptualising heritage. Expert interview with Dick DouwesVideo: Who defines heritage? Expert interview with Koosje Spitz from UNESCOVideo: The changing values of heritage. Expert interview with Koosje SpitzVideo: Indigenous definition of 'heritage'. Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Intersection of race, inequality and heritageVideo: What is shared about World Heritage? Expert Interview: Koosje SpitzVideo: The relation between nation-state and heritage. Expert Interview: Dick DouwesМатериал для самостоятельного изучения: Reading for week 2Материал для самостоятельного изучения: Schokland and surroundingsVideo: Closing remarks from SadaВопрос для обсуждения: Your definition of heritageМатериал для самостоятельного изучения: Honors Track reading for week 2Hi everybody welcome to the third module!Last week we talked about the definition of heritage and how this can sometimes invoke inequality. This week we will discuss the role of communities and the impact of heritage ownership. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!Have fun!Video: Introduction to week 3Video: Who owns heritage?Video: Expert Interview: Mariana FrancozoVideo: Expert Interview: Mariana FrancozoVideo: Expert Interview: Peter PelsVideo: Expert Interview: Koosje SpitzМатериал для самостоятельного изучения: Ownership and Contested HeritageVideo: Expert Interview: Mariana FrancozoVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Reading for week 3Материал для самостоятельного изучения: Contested collections - Benin heritageVideo: Closing remarks from SadaВопрос для обсуждения: Your views on communities and ownershipМатериал для самостоятельного изучения: Honors Track reading for week 3Hi all! Welcome to the fourth module!Last week we talked about local communities and the impact of heritage ownership. This week we will dive into the various threats to heritage, both anthropogenic as well as natural. We also have a very interesting, relevant and timely case study prepared for you! Please watch the video's we have prepared for you first and then proceed with the quizz and case study!Video: Introduction to week 4Video: Why is heritage under threat?Video: Expert Interview: Mariana FrancozoVideo: Expert Interview: Peter PelsVideo: Expert Interview: Manuel May CastilloVideo: Expert interview Dominique Ngan-TillardМатериал для самостоятельного изучения: Loss of histories, knowledge and heritageVideo: Expert Interview: Dick DouwesVideo: Expert Interview: Martijn MandersМатериал для самостоятельного изучения: Reading for week 4Материал для самостоятельного изучения: The Al Mahdi case: Intentional destructionVideo: Closing remarks from SadaВопрос для обсуждения: Your views on the threats to heritageВопрос для обсуждения: (Re)construct a threatened heritage site in MinecraftМатериал для самостоятельного изучения: Honors Track reading for week 4Hi all! Welcome to the fifth module!Last week we discussed the various threats to heritage, both man-made as well as natural. This week we will discuss how we can actually protect cultural heritage and which measures we have at our disposal to do so. Please watch the video's we have prepared for you first and then proceed with the quizz and case study!Video: Introduction to week 5Video: How can we protect heritage?Video: How can we best protect heritage? Expert Interview: Peter PelsVideo: Expert Interview: Martijn MandersVideo: How can new techniques help us protect heritage under threat? Expert Interview: Dominique Ngan-TillardМатериал для самостоятельного изучения: How to protect Heritage?Video: Expert Interview: Koosje SpitzМатериал для самостоятельного изучения: Reading for week 5Материал для самостоятельного изучения: Lessons from the ICC Al-Mahdi CaseVideo: Interview with ICC prosecutor Fatou BensoudaVideo: Closing remarks from SadaВопрос для обсуждения: Your views on protecting heritageМатериал для самостоятельного изучения: Honors Track reading for week 5Hi all! Welcome to the sixth and last module! Did you enjoy the course thus far?Last week we talked about the opportunities we have to protect heritage. This final week we will discuss how heritage can be utilized to create an inclusive, sensitive and thoughtful society. We will also discuss some of the more technological developments going on in the world of video games and virtual reality, all helping to create an open and inclusive heritage discourse. Let us know what you think! Please watch the video's we have prepared for you first and then proceed with the quizz and case study! Good luck with your final tasks!Video: Introduction to week 6Video: How can we utilize heritage?Video: Expert Interview: Dominique Ngan-TillardVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Martijn MandersVideo: Expert Interview: Manuel May CastilloМатериал для самостоятельного изучения: Ways forward: Inclusive HeritageVideo: Expert Interview: Dick DouwesVideo: Expert Interview: Peter PelsМатериал для самостоятельного изучения: Reading for week 6Материал для самостоятельного изучения: Inclusive heritage, VR and video gamesVideo: Closing remarks from SadaВопрос для обсуждения: Your thoughts on the future of Heritage under ThreatМатериал для самостоятельного изучения: Honors Track reading for week 6Sapienza University of RomeAt the Origins of the Mediterranean Civilization: Archaeology of the City from the Levant to the West - 3rd-1st millennium BCYeshiva UniversityArch of Titus: Rome and the MenorahSapienza University of RomeThe Changing Landscape of Ancient Rome. Archaeology and History of the Palatine HillUniversity of ArizonaRoman Art and ArchaeologyTel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign state",
    "Creator": "Universiteit Leiden, Centre for Global Heritage and Development",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/heritage-protection",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Discover Best Practice Farming for a Sustainable 2050",
    "Description": "About this course: The Discover Best Practice Farming for a Sustainable 2050 Course is based on a clear vision: imagine best practice farming for 2050, start to implement these strategies now, all the while making sure it will still be profitable. At UWA we're doing just that with the Future Farm 2050 Project, set on a mixed-enterprise farm in Western Australia and we want you to learn how it can be done in your part of the world.\nAlthough this course is based on agriculture, it's not only about farming.  It is a multi-disciplinary course that addresses a wide range of issues confronting the industry, including rural communities, rural infrastructure and conservation of biodiversity in agriculture.\nBy completing this course you will understand that feeding and clothing the planet requires a multi-disciplinary approach\nand upon completion you will be able to explain best practices of sustainable farming and apply them in new contexts.WEEK 1Introduction to the CourseWelcome to \"Discover Best Practice Farming for a Sustainable 2050\". In this first week you'll be introduced to the UWA Future Farm  2050 Project, an initiative by UWA in agricultural R\u0026D and regional engagement. The project is centred on agriculture but you'll discover that feeding the world needs a mutli-disciplinary approach, and there  are a wide range of issues confronting the agricultural industry which must be addressed if we are to cope with population projections for 2050.3 videos, 1 readingexpandVideo: Professor Graeme Martin - Welcome to the Course and Introduction to Best Practice Farming for a Sustainable 2050Video: 360 Farm TourVideo: Introduction to Ridgefield Farm Manager - Mr Steven WainewrightReading: The 'UWA Future Farm 2050' Project - testing multidisciplinary options for future food production systemsGraded: Introduction to Best Practice Farming for a Sustainable 2050WEEK 2Water and SoilsWelcome to the second week of \"Discover Best Practice Farming for a Sustainable 2050\".  This week you will gain an understanding into the importance of soil and water and its careful management.  4 videos, 2 readingsexpandVideo: Professor Graeme Martin - Introduction to Water and SoilsVideo: Asst/Professor Matthias Leopold: SoilsVideo: Interview with Emeritus Professor Lynette AbbottReading: Optional Readings: SoilVideo: Dr Matt Hipsey: WaterReading: Optional Readings: WaterGraded: Week 2: SoilsGraded: Week 2: WaterWEEK 3Ecological CroppingWelcome to Week 3 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Ecological Cropping, and more specifically weed management and plant breeding. Effective weed management strategies, in a changing environment with increasing resistance to herbicides, has become increasingly important for crop management. In addition to these management strategies, successful cropping also depends on high yielding varieties, tolerant to a changing environment. 6 videos, 1 readingexpandVideo: Professor Graeme Martin - Introduction to Ecological CroppingVideo: Professor Stephen Powles: Cropping and Weed ManagementVideo: Interview with Dr Ken FlowerVideo: Interview with Wheatbelt Farmer Shauna StoneVideo: Professor Wallace Cowling: Plant BreedingVideo: 360 Wheat Crop HarvestReading: Optional Readings: Ecological CroppingGraded: Week 2: Ecological CroppingWEEK 4Versatile Livestock SystemsWelcome to Week 4 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Versatile Livestock Systems. You'll learn about the about the principles of \"Clean, Green and Ethical\" livestock management. This is the driving livestock management principle of the Future Farm 2050 Project.  You'll also understand the risks associated with livestock production in drylands, working towards versatile systems and managing the relationship between animals and the environment.\n\n2 videos, 1 readingexpandVideo: Professor Graeme Martin - Introduction to Versatile Livestock SystemsVideo: Professor Philip Vercoe: Versatile Livestock SystemsReading: Optional Readings: Versatile Livestock SystemsGraded: Versatile Livestock SystemsWEEK 5Conservation of Biodiversity in AgricultureWelcome to Week 5 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Conservation of Biodiversity in Agriculture. You will learn about biodiversity hotpots, the impacts  of clearing land for agriculture and our reliance of healthy ecosystems (ecosystems services) for survival. You will also learn about site and re vegetation planning and the integration of biodiversity into farming systems.2 videos, 1 readingexpandVideo: Professor Graeme Martin: Introduction to Conservation of Biodiversity in AgricultureVideo: Ms Anne Smith: Conservation of Biodiversity in AgricultureReading: Optional Reading: Conservation of Biodiversity in AgricultureGraded: Conservation of Biodiversity in AgricultureWEEK 6People and InfrastructureWelcome to Week 6 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to the importance of People and Infrastructure for sustainable agriculture. People in regional areas face many different challenges to those residing in urban areas. The changing environment has further increased these challenges. In addition, infrastructure in regional areas is expensive to build and often not \"Fit for Purpose\"4 videos, 2 readingsexpandVideo: Professor Graeme Martin: Introduction to People and InfrastructureVideo: Welcome to Country with Noongar Elder Gary BennellVideo: Dr Susan Bailey: PeopleReading: Optional Reading: PeopleVideo: Mr Patrick Beale: Rural InfrastructureReading: Optional Reading: InfrastructureGraded: 6. PeopleGraded: 6. InfrastructureWEEK 7CONCLUSION OF COURSECongratulations! You've reached the end of \"Discover Best Practice Farming for a Sustainable 2050\"1 videoexpandVideo: Professor Graeme Martin - Conclusion of Best Practice Farming for a Sustainable 2050Graded: Final AssessmentWelcome to \"Discover Best Practice Farming for a Sustainable 2050\". In this first week you'll be introduced to the UWA Future Farm  2050 Project, an initiative by UWA in agricultural R\u0026D and regional engagement. The project is centred on agriculture but you'll discover that feeding the world needs a mutli-disciplinary approach, and there  are a wide range of issues confronting the agricultural industry which must be addressed if we are to cope with population projections for 2050.Video: Professor Graeme Martin - Welcome to the Course and Introduction to Best Practice Farming for a Sustainable 2050Video: 360 Farm TourVideo: Introduction to Ridgefield Farm Manager - Mr Steven WainewrightReading: The 'UWA Future Farm 2050' Project - testing multidisciplinary options for future food production systemsVideo: Professor Graeme Martin - Introduction to Water and SoilsVideo: Asst/Professor Matthias Leopold: SoilsVideo: Interview with Emeritus Professor Lynette AbbottReading: Optional Readings: SoilVideo: Dr Matt Hipsey: WaterReading: Optional Readings: WaterWelcome to Week 3 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Ecological Cropping, and more specifically weed management and plant breeding. Effective weed management strategies, in a changing environment with increasing resistance to herbicides, has become increasingly important for crop management. In addition to these management strategies, successful cropping also depends on high yielding varieties, tolerant to a changing environment. Video: Professor Graeme Martin - Introduction to Ecological CroppingVideo: Professor Stephen Powles: Cropping and Weed ManagementVideo: Interview with Dr Ken FlowerVideo: Interview with Wheatbelt Farmer Shauna StoneVideo: Professor Wallace Cowling: Plant BreedingVideo: 360 Wheat Crop HarvestReading: Optional Readings: Ecological CroppingWelcome to Week 4 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Versatile Livestock Systems. You'll learn about the about the principles of \"Clean, Green and Ethical\" livestock management. This is the driving livestock management principle of the Future Farm 2050 Project.  You'll also understand the risks associated with livestock production in drylands, working towards versatile systems and managing the relationship between animals and the environment.\n\nVideo: Professor Graeme Martin - Introduction to Versatile Livestock SystemsVideo: Professor Philip Vercoe: Versatile Livestock SystemsReading: Optional Readings: Versatile Livestock SystemsWelcome to Week 5 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to Conservation of Biodiversity in Agriculture. You will learn about biodiversity hotpots, the impacts  of clearing land for agriculture and our reliance of healthy ecosystems (ecosystems services) for survival. You will also learn about site and re vegetation planning and the integration of biodiversity into farming systems.Video: Professor Graeme Martin: Introduction to Conservation of Biodiversity in AgricultureVideo: Ms Anne Smith: Conservation of Biodiversity in AgricultureReading: Optional Reading: Conservation of Biodiversity in AgricultureWelcome to Week 6 of \"Discover Best Practice Farming for a Sustainable 2050\". This week you'll be introduced to the importance of People and Infrastructure for sustainable agriculture. People in regional areas face many different challenges to those residing in urban areas. The changing environment has further increased these challenges. In addition, infrastructure in regional areas is expensive to build and often not \"Fit for Purpose\"Video: Professor Graeme Martin: Introduction to People and InfrastructureVideo: Welcome to Country with Noongar Elder Gary BennellVideo: Dr Susan Bailey: PeopleReading: Optional Reading: PeopleVideo: Mr Patrick Beale: Rural InfrastructureReading: Optional Reading: InfrastructureVideo: Professor Graeme Martin - Conclusion of Best Practice Farming for a Sustainable 2050",
    "Creator": "University of Western Australia",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/best-practice-farming-sustainable-2050",
    "Language": "English",
    "Commitment": "7 weeks of study, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Intercultural Communication and Conflict Resolution",
    "Description": "About this course: Intercultural Communication and Conflict Resolution is a growing area of importance considering the pace and volume of global transactions.  The ease of global communication using technology, the abundance of cheaper transportation costs, and the frequency of businesses using cross-border talent is fostering millions of interactions a day between people of different cultures.  Examine how the process of communication can be further complicated during interactions between people of different cultures. The topics of stereotypes, generalizations, communication styles, communication strategies, and communication orientations will be explored.\n\nUpon completing this course, you will be able to:\n1.       Explain the dimensions of intercultural interactions that add to conflict\n2.       Analyze the dynamics of intercultural interactions\n3.       Plan strategies for success in intercultural interactionsWEEK 1Getting StartedGet started with the course! Begin by reading the Course Overview and completing the Course Survey.1 video, 3 readingsexpandVideo: Welcome VideoReading: Course OverviewReading: About our Guest SpeakersReading: Pre-Course SurveyDimensions of Intercultural Interactions and ConflictIn this module we will begin by examining the importance of understanding cultural differences.  We will then define culture and distinguish between inter- and intra- cultural interactions.6 videosexpandVideo: Dimensions of Intercultural Interactions and Conflict - Lesson 1Video: Dimensions of Intercultural Interactions and Conflict - Lesson 2Video: Case Study - Outsourcing Team ConflictVideo: Case Study - Cultural CustomsVideo: Case Study - Cultural Communication in LeadershipVideo: Interview with Julie EspyWEEK 2Analyze the Dynamics of Intercultural InteractionsIn this module we will begin by analyzing the dynamics of intercultural interactions.  We will then identify frameworks and barriers present in intercultural interactions.6 videosexpandVideo: Analyze the Dynamics of Intercultural Interactions - Lesson 1Video: Analyze the Dynamics of Intercultural Interactions - Lesson 2Video: Case Study - Paper Company ConcernsVideo: Case Study - Executive AdviceVideo: Case Study - Charity DonationVideo: Interview with Konrad ReidGraded: Dealing with Intercultural Communication and Conflict Resolution in our livesWEEK 3Strategies for Success in Intercultural InteractionsIn this module we will begin by planning strategies for success in intercultural interactions.  We will then implement a mindset of success and strategies during the process of interaction.7 videosexpandVideo: Strategies for Success in Intercultural Interactions - Lesson 1Video: Strategies for Success in Intercultural Interactions - Lesson 2Video: Case Study - Team MeetingVideo: Case Study - Team ConcernsVideo: Case Study - Productivity IssuesVideo: Interview with Patrick GoughVideo: Interview with Brent RasmussenGraded: Develop a Case Study involving Intercultural Communication and Conflict ResolutionCourse Wrap-upCongratulations! You've made it to the end of the course. Please watch the end of course video, read the message from UCI Extension, and complete the post-course survey. 1 video, 2 readingsexpandVideo: End of Course VideoReading: Message from UCI ExtensionReading: Post-Course SurveyVideo: Welcome VideoReading: Course OverviewReading: About our Guest SpeakersReading: Pre-Course SurveyVideo: Dimensions of Intercultural Interactions and Conflict - Lesson 1Video: Dimensions of Intercultural Interactions and Conflict - Lesson 2Video: Case Study - Outsourcing Team ConflictVideo: Case Study - Cultural CustomsVideo: Case Study - Cultural Communication in LeadershipVideo: Interview with Julie EspyVideo: Analyze the Dynamics of Intercultural Interactions - Lesson 1Video: Analyze the Dynamics of Intercultural Interactions - Lesson 2Video: Case Study - Paper Company ConcernsVideo: Case Study - Executive AdviceVideo: Case Study - Charity DonationVideo: Interview with Konrad ReidVideo: Strategies for Success in Intercultural Interactions - Lesson 1Video: Strategies for Success in Intercultural Interactions - Lesson 2Video: Case Study - Team MeetingVideo: Case Study - Team ConcernsVideo: Case Study - Productivity IssuesVideo: Interview with Patrick GoughVideo: Interview with Brent RasmussenVideo: End of Course VideoReading: Message from UCI ExtensionReading: Post-Course SurveyHEC ParisGiving Sense to Your Leadership ExperienceHEC ParisLeading OrganizationsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityGathering and Developing the NewsUniversity of California, IrvineTypes of Conflict",
    "Creator": "University of California, Irvine",
    "Level": "",
    "URL": "https://coursera.org/learn/intercultural-communication",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective Interventions",
    "Description": "About this course: Water Supply and Sanitation Policy in Developing Countries Part 2 is our second MOOC in a two-part sequence, and looks at ‘Developing Effective Interventions’. Here we invite you to develop analytical skills and deep understanding about a complex, controversial policy problem – one with no simple, easy answers. About half a billion people on our planet still lack access to improved water supplies and about two billion do not have improved sanitation services, leading to an unknown but very large number of avoidable deaths each year from water-related diseases. Millions of dollars are spent on avoidable health care expenditures, and people – mostly women – spend many billions of hours carrying water from sources outside the home. Reducing these costs is a major global challenge for us all in the 21st century. Join us to explore the challenging and complex political, economic, social, and technical dimensions of the policy interventions that donors, national governments and water utilities use to address this challenge. This second MOOC consists of the following seven sessions:\n\n•\tSession 1: Introduction and how our ‘ancient instincts’ affect water policy interventions.\n•\tSession 2: Planning better policy interventions: Roles, features and examples of planning protocols.\n•\tSession 3: Water pricing, tariff design and subsidies.\n•\tSession 4: Providing information to households and communities to improve water and sanitation conditions.\n•\tSession 5: Changing the institutions that deliver water and sanitation services: Privatization in developing countries.\n•\tSession 6: Changing institutions: Lessons from the UK water privatization story.\n•\tSession 7: Changing institutions: Improving regulation of the water and sanitation sector.\n\nYour instructors for this course have worked in and studied this sector for many years. Professor Dale Whittington has worked on water and sanitation policy and planning issues for over 40 years in more than two dozen low and middle-income countries. Dr Duncan Thomas has worked in the UK and European water sectors for 15 years, focusing on overcoming barriers to technological, organizational, regulatory and policy innovations. \n\nPlease watch this introductory video outlining the course: https://youtu.be/KkBmo3EKkkIWEEK 1Introduction and how our ‘ancient instincts’ affect water policy intervention6 videos, 1 readingexpandReading: Introduction and how our ‘ancient instincts’ affect water policy interventionsVideo: Welcome to the course - IntroductionVideo: Video 1-0 Introducing the role of ancient instinctsVideo: Video 1-1 Ancient instincts 1: State and public rejection of water policy proposalsDiscussion Prompt: Introductions - please introduce yourselfVideo: Video 1-2 Ancient instincts 2: ExamplesDiscussion Prompt: How can ‘ancient instincts’ responses to water policy interventions be overcome?Video: Video 1-3 Ancient instincts 3: Water-relatedDiscussion Prompt: Are any water-related ‘ancient instincts’ still useful?Video: Video 1-4 Ancient instincts 4: Water policy-relatedWEEK 2Planning better policy interventions: Roles, features and examples of planning protocols6 videos, 1 readingexpandReading: Planning better policy interventions: Roles, features and examples of planning protocolsVideo: Video 2-0 Does better planning result in better outcomes? An example from BoliviaVideo: Video 2-1 Four types of planning protocols commonly used around the worldDiscussion Prompt: Which of the four planning protocols would you use for water projects? Video: Video 2-2 Demand-driven planning: Designing for community preferences and affordabilityDiscussion Prompt: Do the drawbacks of participatory approaches outweigh their benefits? Video: Video 2-3 Do demand-driven planning protocols work? Evidence from Bolivia, Ghana and PeruDiscussion Prompt: What would you change?Video: Video 2-4 When do participatory, demand-driven approaches work best? Evidence from a World Bank studyDiscussion Prompt: Is long-term commitment to participation possible?Video: Video 2-5 Conversation between Arif Hasan and Diana Mitlin on participationWEEK 3Roles, features and problems of water pricing, tariff design and subsidies9 videos, 1 readingexpandReading: Roles, features and problems of water pricing, tariff design and subsidiesVideo: Video 3-0 Introducing municipal water pricing and tariff designVideo: Video 3-1 What are the objectives of tariff design?Discussion Prompt: Designing TariffsVideo: Video 3-2 Possible types of tariff structuresDiscussion Prompt: Raising prices for water services as part of a sector reform agenda. Video: Video 3-3 Current tariff structures in low and middle-income countriesDiscussion Prompt: How can we change the culture around increasing block tariffs (IBTs)?Video: Video 3-4 Problems with increasing block tariffs (IBTs)Video: Video 3-5 Designing and targeting subsidies in the water and sanitation sector in LDCsVideo: Video 3-6 Distribution of subsidies in Chile and ColombiaVideo: Video 3-7 Evidence on subsidy schemes in Chile and ColombiaVideo: Video 3-8 Designing improved water subsidy schemesWEEK 4Providing information to households and communities to improve water and sanitation conditions9 videos, 1 readingexpandReading: Providing information to households and communities to improve water and sanitation conditionsVideo: Video 4-0 Introduction to information treatments as a policy interventionVideo: Video 4-1 Information treatment Case 1: In-house water quality testingDiscussion Prompt:  Which of the information treatment approaches do you believe is best?Video: Video 4-2 Information treatment Case 2: Information provision via water bills and evidence from OWASA, Chapel Hill, USADiscussion Prompt: Could the information included on the water utility bills you receive be improved? Video: Video 4-3 Information treatment Case 3: Community-Led Total Sanitation (CLTS)Discussion Prompt: Are you for or against the UN Declaration on the Human Right to Water? Video: Video 4-4 Information treatment Case 3: Evidence from CLTS in Mali, West AfricaVideo: Video 4-5 Information treatment Case 4: Information provision via water bills in Jerico, ColombiaVideo: Video 4-6 Information treatment Case 4: UN Declaration on the Human Right to WaterVideo: Video 4-7 Conversation with Barbara Evans on CLTSVideo: Video 4-8 Conservation with Kamal Kar on CLTS (in 7 parts)WEEK 5Changing the institutions that deliver water and sanitation services: Privatization in lesser developing countries8 videos, 1 readingexpandReading: Changing the institutions that deliver water and sanitation services: Privatization in lesser developing countriesVideo: Video 5-0 Introduction to public private partnerships (PPP)Video: Video 5-1 The seven main types of PPP deal structuresDiscussion Prompt: Do you think there is a ‘best’ PPP ‘deal structure’? Video: Video 5-2 Some challenges of PPPs from the private operator’s perspectiveDiscussion Prompt: What are your views generally on water privatization? Video: Video 5-3 Do PPPs improve performance? Evidence from a World Bank studyVideo: Video 5-4 Comparative experiences with PPPs in the water and sanitation sector: China versus IndiaVideo: Video 5-5 Conversation with Wu Xun on privatization in China and IndiaVideo: Video 5-6 Conversation with Leong Ching on the devil’s shift in water privatization in Jakarta, IndonesiaVideo: Video 5-7 Conversation with Eduardo Araral on water privatization in Manila, Republic of the PhilippinesWEEK 6Changing institutions: Lessons from the UK water privatization story7 videos, 1 readingexpandReading: Changing institutions: Lessons from the UK water privatization storyVideo: Video 6-0 The significance of institutional change in the UK water sector: Privatization and regulationVideo: Video 6-1 The historical setting and promises of the UK privatization programmeDiscussion Prompt: Would customers have been better off if the England and Wales water utility sector had remained in public ownership?    Video: Video 6-2 Why full divestiture for the England and Wales water industry? Four prerequisitesDiscussion Prompt: Do you think taxpayers received a fair price for the England and Wales water industry in the initial offering?Video: Video 6-3 Determining a sale price for the England and Wales water industryDiscussion Prompt: Can you think of a better way that the initial public offering could have be designed?Video: Video 6-4 Some outcomes of UK water privatization, part 1: Good newsVideo: Video 6-5 Some outcomes of UK water privatization, part 2: Bad newsVideo: Video 6-6 Some outcomes of UK water privatization, part 3: Unclear future?WEEK 7Changing institutions: Improving regulation of the water and sanitation sector18 videos, 3 readingsexpandReading: Session 7: Changing institutions: Improving regulation of the water and sanitation sectorVideo: Video 7-0 Regulation of the water utilities in LDCsVideo: Video 7-1 UK water regulation 1: The original visionDiscussion Prompt: What can be learned from the UK water regulation experience to use in other countries around the world?Video: Video 7-2 UK water regulation 2: Evolution in practice, 1989 to 2016Discussion Prompt:  What factors contributed to the success of the Phnom Penh Water Supply Authority’s reforms? Video: Video 7-3 UK water regulation 3: Innovation and future challengesDiscussion Prompt: The Phnom Penh Water Supply AuthorityVideo: Video 7-4 Conservation with Stephen Littlechild on inventing the UK regulatory modelDiscussion Prompt: The physical conditions in Phnom PenhVideo: Video 7-5 Conservation with Regina Finn on reforming UK water regulationDiscussion Prompt: Political economy factors in Phnom Penh Video: Video 7-6 The case of Phnom Penh, CambodiaDiscussion Prompt: Why do you think the Phnom Penh Water Supply Authority was partially privatized? Video: Video 7-7 Part 2 MOOC Overall Wrap-upReading: Video interview with Professor Tony AllanVideo: Part 1: Definitions and terminology: ‘Virtual water’, publishing it and its critiques; blue, green, big and small water; problem-sheds and watersheds; valuing labour, land and waterVideo: Part 2: Global ‘virtual water’ solutions for agricultural ‘big water’ and local solutions for urban ‘small water’Video: Part 3: Politics, risks and communities around water and food security: Water, environmental and financial accountants; food producers, markets and consumersVideo: Part 4: Global trends in water and food: Food security, population, virtual water trade, international relations and peaceReading: Addendum to video narrativeVideo: Part 5: New technologies and approaches for global challenges around water scarcity: Urban water recycling and desalination in IsraelVideo: Part 6: Ancient instincts, entitlement to water, privatisation, and remaining unaware of ‘big water’ in foodVideo: Part 7: ‘Virtual water’ as an inter-disciplinary innovation for water policy and water politicsVideo: Part 8: Water metrics for ‘virtual water’: Origins, uptake and impact of water footprintingVideo: Part 9: Professor Allan’s university working conditions when ‘virtual water’ was invented and adoptedVideo: Part 10: Professor Allan’s advice for students to become creative, courageous, well-read and effective water policy researchersGraded: A proposal of a two-part information strategy to reform water tariffs in EgyptReading: Introduction and how our ‘ancient instincts’ affect water policy interventionsVideo: Welcome to the course - IntroductionVideo: Video 1-0 Introducing the role of ancient instinctsVideo: Video 1-1 Ancient instincts 1: State and public rejection of water policy proposalsDiscussion Prompt: Introductions - please introduce yourselfVideo: Video 1-2 Ancient instincts 2: ExamplesDiscussion Prompt: How can ‘ancient instincts’ responses to water policy interventions be overcome?Video: Video 1-3 Ancient instincts 3: Water-relatedDiscussion Prompt: Are any water-related ‘ancient instincts’ still useful?Video: Video 1-4 Ancient instincts 4: Water policy-relatedReading: Planning better policy interventions: Roles, features and examples of planning protocolsVideo: Video 2-0 Does better planning result in better outcomes? An example from BoliviaVideo: Video 2-1 Four types of planning protocols commonly used around the worldDiscussion Prompt: Which of the four planning protocols would you use for water projects? Video: Video 2-2 Demand-driven planning: Designing for community preferences and affordabilityDiscussion Prompt: Do the drawbacks of participatory approaches outweigh their benefits? Video: Video 2-3 Do demand-driven planning protocols work? Evidence from Bolivia, Ghana and PeruDiscussion Prompt: What would you change?Video: Video 2-4 When do participatory, demand-driven approaches work best? Evidence from a World Bank studyDiscussion Prompt: Is long-term commitment to participation possible?Video: Video 2-5 Conversation between Arif Hasan and Diana Mitlin on participationReading: Roles, features and problems of water pricing, tariff design and subsidiesVideo: Video 3-0 Introducing municipal water pricing and tariff designVideo: Video 3-1 What are the objectives of tariff design?Discussion Prompt: Designing TariffsVideo: Video 3-2 Possible types of tariff structuresDiscussion Prompt: Raising prices for water services as part of a sector reform agenda. Video: Video 3-3 Current tariff structures in low and middle-income countriesDiscussion Prompt: How can we change the culture around increasing block tariffs (IBTs)?Video: Video 3-4 Problems with increasing block tariffs (IBTs)Video: Video 3-5 Designing and targeting subsidies in the water and sanitation sector in LDCsVideo: Video 3-6 Distribution of subsidies in Chile and ColombiaVideo: Video 3-7 Evidence on subsidy schemes in Chile and ColombiaVideo: Video 3-8 Designing improved water subsidy schemesReading: Providing information to households and communities to improve water and sanitation conditionsVideo: Video 4-0 Introduction to information treatments as a policy interventionVideo: Video 4-1 Information treatment Case 1: In-house water quality testingDiscussion Prompt:  Which of the information treatment approaches do you believe is best?Video: Video 4-2 Information treatment Case 2: Information provision via water bills and evidence from OWASA, Chapel Hill, USADiscussion Prompt: Could the information included on the water utility bills you receive be improved? Video: Video 4-3 Information treatment Case 3: Community-Led Total Sanitation (CLTS)Discussion Prompt: Are you for or against the UN Declaration on the Human Right to Water? Video: Video 4-4 Information treatment Case 3: Evidence from CLTS in Mali, West AfricaVideo: Video 4-5 Information treatment Case 4: Information provision via water bills in Jerico, ColombiaVideo: Video 4-6 Information treatment Case 4: UN Declaration on the Human Right to WaterVideo: Video 4-7 Conversation with Barbara Evans on CLTSVideo: Video 4-8 Conservation with Kamal Kar on CLTS (in 7 parts)Reading: Changing the institutions that deliver water and sanitation services: Privatization in lesser developing countriesVideo: Video 5-0 Introduction to public private partnerships (PPP)Video: Video 5-1 The seven main types of PPP deal structuresDiscussion Prompt: Do you think there is a ‘best’ PPP ‘deal structure’? Video: Video 5-2 Some challenges of PPPs from the private operator’s perspectiveDiscussion Prompt: What are your views generally on water privatization? Video: Video 5-3 Do PPPs improve performance? Evidence from a World Bank studyVideo: Video 5-4 Comparative experiences with PPPs in the water and sanitation sector: China versus IndiaVideo: Video 5-5 Conversation with Wu Xun on privatization in China and IndiaVideo: Video 5-6 Conversation with Leong Ching on the devil’s shift in water privatization in Jakarta, IndonesiaVideo: Video 5-7 Conversation with Eduardo Araral on water privatization in Manila, Republic of the PhilippinesReading: Changing institutions: Lessons from the UK water privatization storyVideo: Video 6-0 The significance of institutional change in the UK water sector: Privatization and regulationVideo: Video 6-1 The historical setting and promises of the UK privatization programmeDiscussion Prompt: Would customers have been better off if the England and Wales water utility sector had remained in public ownership?    Video: Video 6-2 Why full divestiture for the England and Wales water industry? Four prerequisitesDiscussion Prompt: Do you think taxpayers received a fair price for the England and Wales water industry in the initial offering?Video: Video 6-3 Determining a sale price for the England and Wales water industryDiscussion Prompt: Can you think of a better way that the initial public offering could have be designed?Video: Video 6-4 Some outcomes of UK water privatization, part 1: Good newsVideo: Video 6-5 Some outcomes of UK water privatization, part 2: Bad newsVideo: Video 6-6 Some outcomes of UK water privatization, part 3: Unclear future?Reading: Session 7: Changing institutions: Improving regulation of the water and sanitation sectorVideo: Video 7-0 Regulation of the water utilities in LDCsVideo: Video 7-1 UK water regulation 1: The original visionDiscussion Prompt: What can be learned from the UK water regulation experience to use in other countries around the world?Video: Video 7-2 UK water regulation 2: Evolution in practice, 1989 to 2016Discussion Prompt:  What factors contributed to the success of the Phnom Penh Water Supply Authority’s reforms? Video: Video 7-3 UK water regulation 3: Innovation and future challengesDiscussion Prompt: The Phnom Penh Water Supply AuthorityVideo: Video 7-4 Conservation with Stephen Littlechild on inventing the UK regulatory modelDiscussion Prompt: The physical conditions in Phnom PenhVideo: Video 7-5 Conservation with Regina Finn on reforming UK water regulationDiscussion Prompt: Political economy factors in Phnom Penh Video: Video 7-6 The case of Phnom Penh, CambodiaDiscussion Prompt: Why do you think the Phnom Penh Water Supply Authority was partially privatized? Video: Video 7-7 Part 2 MOOC Overall Wrap-upReading: Video interview with Professor Tony AllanVideo: Part 1: Definitions and terminology: ‘Virtual water’, publishing it and its critiques; blue, green, big and small water; problem-sheds and watersheds; valuing labour, land and waterVideo: Part 2: Global ‘virtual water’ solutions for agricultural ‘big water’ and local solutions for urban ‘small water’Video: Part 3: Politics, risks and communities around water and food security: Water, environmental and financial accountants; food producers, markets and consumersVideo: Part 4: Global trends in water and food: Food security, population, virtual water trade, international relations and peaceReading: Addendum to video narrativeVideo: Part 5: New technologies and approaches for global challenges around water scarcity: Urban water recycling and desalination in IsraelVideo: Part 6: Ancient instincts, entitlement to water, privatisation, and remaining unaware of ‘big water’ in foodVideo: Part 7: ‘Virtual water’ as an inter-disciplinary innovation for water policy and water politicsVideo: Part 8: Water metrics for ‘virtual water’: Origins, uptake and impact of water footprintingVideo: Part 9: Professor Allan’s university working conditions when ‘virtual water’ was invented and adoptedVideo: Part 10: Professor Allan’s advice for students to become creative, courageous, well-read and effective water policy researchersUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyÉcole Polytechnique Fédérale de LausanneIntroduction to Household Water Treatment and Safe StorageLund UniversityGreening the Economy: Sustainable Cities",
    "Creator": "University of Manchester",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/water-part-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Gathering and Developing the News",
    "Description": "About this course: Journalists develop information through interviews and sources. The most successful journalists quickly master these important skill sets. The production of journalism relies on several elements: newsgathering, interviewing sources, researching and trying to find as much information as possible. The course will also teach you how to where to find information, interviewing skills and how to process information from various sources for publication.WEEK 1Earning and keeping trustHow - and where - journalists obtain information can determine if their news reports will be deemed credible and trustworthy by their audience. Finding the best sources for information and quotes is a process conducted by every professional journalist. You will learn the best ways to find information and sources for your reporting.4 videos, 3 practice quizzesexpandVideo: Sources in journalismТренировочный тест: What are sources?Вопрос для обсуждения: Documents and newsVideo: Why should journalists use sources?Тренировочный тест: Why use sources?Вопрос для обсуждения: Finding expert sourcesVideo: Obstacles to reportingТренировочный тест: Reporting obstaclesVideo: Why sources should trust us?Вопрос для обсуждения: Why should anyone ever trust a journalist?Graded: Identifying and reviewing reporting obstaclesGraded: Working with sourcesWEEK 2Types of sourcesSuccessful journalists understand the need to bring in different types of information and voices to create a strong and accurate news report. You will learn how journalists carefully consider sourcing, and how to effectively and ethically interact with sources.4 videos, 4 practice quizzesexpandVideo: Why diversity mattersТренировочный тест: Sources and diversityVideo: Rules for dealing with sourcesВопрос для обсуждения: Using anonymous sourcesТренировочный тест: Rules for dealing with sourcesVideo: Protecting sourcesТренировочный тест: Protecting sourcesВопрос для обсуждения: Protecting sources...and youVideo: News LiteracyТренировочный тест: News literacy and the publicВопрос для обсуждения: Discussion about news literacyGraded: Seeking diversityGraded: Sourcing areas for journalistsWEEK 3InterviewingThe interview is one of the most powerful tools of journalistic newsgathering. You will learn how journalists use interviews, the different forms it can take, how you can best prepare for it, and how to be sensitive to those who have been through trauma. A good interview can make a news report. And a bad interview can sink it.\n4 videos, 1 reading, 4 practice quizzesexpandVideo: Preparing for interviewsТренировочный тест: Interview prepVideo: How to conduct effective interviewsТренировочный тест: Conducting the interviewМатериал для самостоятельного изучения: Interviewing scientists and othersVideo: How to conduct person-on-the-street interviewsТренировочный тест: Person-on-the-street interviewsVideo: Working with trauma survivorsТренировочный тест: Survivors of traumaВзаимная оценка: Victims or survivors?Graded: Developing questionsGraded: Interviewing strangers on the street.Graded: The interviewWEEK 4Tools for finding sourcingTechnology and moving beyond typical sources is letting journalists reach more sources than ever before. You will learn how to use crowdsourcing, social media, press conferences and online resources as valuable tools to enhance your reporting.4 videos, 4 practice quizzesexpandVideo: How to use crowd sourcingТренировочный тест: Crowd sourcingVideo: How journalists use social mediaТренировочный тест: Social media and finding sourcesVideo: Using documentsТренировочный тест: Using documentsВзаимная оценка: Assessing documentsVideo: How to navigate press conferencesТренировочный тест: Press ConferencesGraded: Tools for Finding SourcesHow - and where - journalists obtain information can determine if their news reports will be deemed credible and trustworthy by their audience. Finding the best sources for information and quotes is a process conducted by every professional journalist. You will learn the best ways to find information and sources for your reporting.Video: Sources in journalismТренировочный тест: What are sources?Вопрос для обсуждения: Documents and newsVideo: Why should journalists use sources?Тренировочный тест: Why use sources?Вопрос для обсуждения: Finding expert sourcesVideo: Obstacles to reportingТренировочный тест: Reporting obstaclesVideo: Why sources should trust us?Вопрос для обсуждения: Why should anyone ever trust a journalist?Successful journalists understand the need to bring in different types of information and voices to create a strong and accurate news report. You will learn how journalists carefully consider sourcing, and how to effectively and ethically interact with sources.Video: Why diversity mattersТренировочный тест: Sources and diversityVideo: Rules for dealing with sourcesВопрос для обсуждения: Using anonymous sourcesТренировочный тест: Rules for dealing with sourcesVideo: Protecting sourcesТренировочный тест: Protecting sourcesВопрос для обсуждения: Protecting sources...and youVideo: News LiteracyТренировочный тест: News literacy and the publicВопрос для обсуждения: Discussion about news literacyThe interview is one of the most powerful tools of journalistic newsgathering. You will learn how journalists use interviews, the different forms it can take, how you can best prepare for it, and how to be sensitive to those who have been through trauma. A good interview can make a news report. And a bad interview can sink it.\nVideo: Preparing for interviewsТренировочный тест: Interview prepVideo: How to conduct effective interviewsТренировочный тест: Conducting the interviewМатериал для самостоятельного изучения: Interviewing scientists and othersVideo: How to conduct person-on-the-street interviewsТренировочный тест: Person-on-the-street interviewsVideo: Working with trauma survivorsТренировочный тест: Survivors of traumaВзаимная оценка: Victims or survivors?Video: How to use crowd sourcingТренировочный тест: Crowd sourcingVideo: How journalists use social mediaТренировочный тест: Social media and finding sourcesVideo: Using documentsТренировочный тест: Using documentsВзаимная оценка: Assessing documentsVideo: How to navigate press conferencesТренировочный тест: Press ConferencesMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolioNational University of SingaporeSocial Media in Public Relations",
    "Creator": "Michigan State University",
    "Level": "",
    "URL": "https://coursera.org/learn/gathering-the-news",
    "Language": "English",
    "Commitment": "4 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Act on Climate: Steps to Individual, Community, and Political Action",
    "Description": "About this course: Are you concerned about climate change? Would you like to learn how to address and respond to this challenge? If so, this course is for you.  \n\nAct on Climate: Steps to Individual, Community, and Political Action is intended to help learners understand, address and respond to climate change as individuals and in partnership with their communities and political leaders. The course focuses on how to translate learning into action on climate change in the areas of food, energy, transportation and the built environment (cities). This course was co-developed and taught by Michaela Zint, Professor of Environmental Education and Communication, and University of Michigan Students. A range of academic climate change experts and professional leaders are featured.\n\nAs a result of completing this course, you will be able to:\n\n1) Identify individual, community, and political actions you can engage in to effectively address and respond to climate change.\n\n2) Describe how insights from the social sciences can be employed to create change at the individual, community, and political levels.\n\n3) Feel empowered to continue to influence how you, your community, and political leaders address and respond to climate change.\n\nUse #UMichActonClimate on social media to share what you're doing and connect with other learners.WEEK 1IntroductionAs part of this introductory lesson, we will help you explore your motivations for taking this course, briefly introduce you to the current state of climate science and policy, and prepare you for taking actions on climate change throughout the course. 3 videos, 15 readingsexpandМатериал для самостоятельного изучения: SyllabusVideo: Welcome to the courseМатериал для самостоятельного изучения: Welcome to Act on ClimateВопрос для обсуждения: Introduce yourselfМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Help us learn more about you!Материал для самостоятельного изучения: Climate science and policyМатериал для самостоятельного изучения: Optional resourcesVideo: Meet DahliaМатериал для самостоятельного изучения: Climate mitigation and adaptationVideo: Meet the expert - Dr. Rosina BierbaumМатериал для самостоятельного изучения: Video references and optional resourcesМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Action typesМатериал для самостоятельного изучения: Co-benefits and climate justiceМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Take action to ensure your future successМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Graded: Check your understandingGraded: Check your understandingGraded: Assessment of actionsWEEK 2FoodFood is part of our everyday lives. From breakfast to dinner, we make choices that affect the planet. This week, you will hear from Chris about his journey toward vegetarianism, and you will learn from Dr. Sara Soderstrom about social movement theory and food businesses in Detroit, as well as actions that you can take to make food choices that can mitigate climate change.2 videos, 15 readingsexpandVideo: Meet ChrisМатериал для самостоятельного изучения: Food and climate changeVideo: Meet the Expert: Dr. Sara SoderstromМатериал для самостоятельного изучения: Case StudyВопрос для обсуждения: Social movementsМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Anna’s storyМатериал для самостоятельного изучения: Option 1: Eat less red meatМатериал для самостоятельного изучения: Option 2: Reduce food wasteМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Brandon’s storyМатериал для самостоятельного изучения: Engage with your community about foodМатериал для самостоятельного изучения: Nolan’s storyМатериал для самостоятельного изучения: Influence decision makingМатериал для самостоятельного изучения: Alison’s storyМатериал для самостоятельного изучения: Participate in farmer-to-consumer programsМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Graded: Check your understandingGraded: Check your understandingGraded: Check your understandingGraded: Assessment of actionsWEEK 3EnergyWe use energy in almost everything we do, but there are also many ways we can reduce emissions from our energy consumption. This week, you will hear from Benjamin about saving energy in cold winters and from Dr. Kaitlin Raimi about the theory of environmental peer persuasion. You will also learn several actions you can take to reduce energy consumption in your home, on your campus, and in your community. 2 videos, 13 readingsexpandVideo: Meet BenjaminVideo: Meet the expert - Dr. Kaitlin RaimiМатериал для самостоятельного изучения: Case studyВопрос для обсуждения: What would a climate action plan look like in your community?Материал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Stephanie’s storyМатериал для самостоятельного изучения: Energy consumptionМатериал для самостоятельного изучения: Optional resourcesВопрос для обсуждения: Other tools for tracking energy useМатериал для самостоятельного изучения: Alison’s storyМатериал для самостоятельного изучения: Attend a community meeting about alternative energyМатериал для самостоятельного изучения: Yousef’s storyМатериал для самостоятельного изучения: Promote divestment from fossil fuelsМатериал для самостоятельного изучения: Stephanie’s storyМатериал для самостоятельного изучения: Prepare for climate-related emergenciesМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Graded: Check your understandingGraded: Check your understandingGraded: Check your understandingGraded: Check your understandingGraded: Assessment of actionsWEEK 4TransportationTransportation is part of everyday life. This week, you will hear from Stephanie about the collective impact of personal transportation decisions and from Brandon Schoettle about how driving decisions impact greenhouse gas emissions. You will also examine popular ride-hailing services, as well as actions that you can take to make transportation choices that can mitigate climate change, and ultimately you will learn to support a more resilient transportation system.2 videos, 14 readingsexpandVideo: Meet StephanieМатериал для самостоятельного изучения: Video references and optional resourcesVideo: Meet the expert - Brandon SchoettleМатериал для самостоятельного изучения: Video referencesВопрос для обсуждения: Reflection on Brandon’s interviewМатериал для самостоятельного изучения: Case studyМатериал для самостоятельного изучения: Optional resourcesВопрос для обсуждения: The tricky issue of ride-hailing and carpoolingМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Anne Marie’s storyМатериал для самостоятельного изучения: Reduce emissions from transportationМатериал для самостоятельного изучения: Haley’s storyМатериал для самостоятельного изучения: Join or organize a community bike eventМатериал для самостоятельного изучения: Derell’s storyМатериал для самостоятельного изучения: Interacting with your transit authorityМатериал для самостоятельного изучения: Encourage resilient transportationМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Graded: Check your understandingGraded: Check your understandingGraded: Check your understandingGraded: Assessment of actionsWEEK 5Built EnvironmentThere is a complex relationship between our lives and the built infrastructure with which we interact on a daily basis. This week, you will learn about one theory of urban design - “New Urbanism” - and use it as a way to explore these relationships and how you can reimagine the built environment as a means to act on climate change. You will also learn about how one city used deliberative democracy to transform their built environment and move toward carbon neutrality. Together, the content will assist you in identifying how the built environment can be transformed to address the effects of climate change. 2 videos, 15 readingsexpandVideo: Meet HaleyМатериал для самостоятельного изучения: Why the built environment is importantVideo: Meet the expert - Doug KelbaughМатериал для самостоятельного изучения: Case studyМатериал для самостоятельного изучения: Lessons from Geraldton - Interview with Janette Hartz-KarpМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: The breakdown on New UrbanismМатериал для самостоятельного изучения: Explore your city with New UrbanismМатериал для самостоятельного изучения: Melanie’s storyМатериал для самостоятельного изучения: Participate in a resource sharing programВопрос для обсуждения: Community resourcesМатериал для самостоятельного изучения: Chris’s storyМатериал для самостоятельного изучения: Contact local government about using democratic reformВопрос для обсуждения: Deliberative democracy and participatory budgeting near youМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Plant a treeМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Graded: Check your understandingGraded: Check your understandingGraded: Check your understandingGraded: Assessment of actionsWEEK 6Climate Action PlanThis week, you will apply ideas you learned in this course, learn about another relevant social change theory, and develop your own Personal Climate Action Plan. As part of this plan you will identify individual and community-related actions that you can take to mitigate the impact of increased greenhouse gas emissions and adapt to climate change after completing this course.2 videos, 6 readingsexpandVideo: Meet PriscilaМатериал для самостоятельного изучения: Introduction to Climate Action PlansМатериал для самостоятельного изучения: Case studyVideo: Meet the expert - Dr. Jennifer HirschМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Bringing it home - Community Climate Action PlanВопрос для обсуждения: Apply the asset-based approach to your communityМатериал для самостоятельного изучения: Introduction to Personal Climate Action Plan AssignmentМатериал для самостоятельного изучения: Build your Personal Climate Action PlanGraded: Check your understandingGraded: Peer reviewWEEK 7ConclusionYou have now learned about a variety of theories of social change and tried a range of mitigation and adaptation actions. We hope that this will not be the end! During this concluding week, we will provide you with resources to continue to engage in climate actions, including: making new practices “stick,” how to work with your community, and why you might even consider making a bigger commitment, like running for political office. 5 videos, 8 readingsexpandVideo: Meet SachiМатериал для самостоятельного изучения: IntroductionVideo: Meet the expert - Dr. Raymond De YoungМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Improving community engagementМатериал для самостоятельного изучения: Optional resources: Climate-related filmsМатериал для самостоятельного изучения: Run for officeМатериал для самостоятельного изучения: Optional resourcesVideo: Meet the expert - State Representative Yousef RabhiВопрос для обсуждения: Activism through artVideo: Meet the expert - Mayor Amanda EdmondsВопрос для обсуждения: Reflection surveyVideo: Dr. Michaela Zint concludes the courseМатериал для самостоятельного изучения: AcknowledgmentsМатериал для самостоятельного изучения: Post-Course SurveyGraded: Check your understandingGraded: Check your understandingGraded: Assessment of overall actionsМатериал для самостоятельного изучения: SyllabusVideo: Welcome to the courseМатериал для самостоятельного изучения: Welcome to Act on ClimateВопрос для обсуждения: Introduce yourselfМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Help us learn more about you!Материал для самостоятельного изучения: Climate science and policyМатериал для самостоятельного изучения: Optional resourcesVideo: Meet DahliaМатериал для самостоятельного изучения: Climate mitigation and adaptationVideo: Meet the expert - Dr. Rosina BierbaumМатериал для самостоятельного изучения: Video references and optional resourcesМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Action typesМатериал для самостоятельного изучения: Co-benefits and climate justiceМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Take action to ensure your future successМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Food is part of our everyday lives. From breakfast to dinner, we make choices that affect the planet. This week, you will hear from Chris about his journey toward vegetarianism, and you will learn from Dr. Sara Soderstrom about social movement theory and food businesses in Detroit, as well as actions that you can take to make food choices that can mitigate climate change.Video: Meet ChrisМатериал для самостоятельного изучения: Food and climate changeVideo: Meet the Expert: Dr. Sara SoderstromМатериал для самостоятельного изучения: Case StudyВопрос для обсуждения: Social movementsМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Anna’s storyМатериал для самостоятельного изучения: Option 1: Eat less red meatМатериал для самостоятельного изучения: Option 2: Reduce food wasteМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Brandon’s storyМатериал для самостоятельного изучения: Engage with your community about foodМатериал для самостоятельного изучения: Nolan’s storyМатериал для самостоятельного изучения: Influence decision makingМатериал для самостоятельного изучения: Alison’s storyМатериал для самостоятельного изучения: Participate in farmer-to-consumer programsМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?We use energy in almost everything we do, but there are also many ways we can reduce emissions from our energy consumption. This week, you will hear from Benjamin about saving energy in cold winters and from Dr. Kaitlin Raimi about the theory of environmental peer persuasion. You will also learn several actions you can take to reduce energy consumption in your home, on your campus, and in your community. Video: Meet BenjaminVideo: Meet the expert - Dr. Kaitlin RaimiМатериал для самостоятельного изучения: Case studyВопрос для обсуждения: What would a climate action plan look like in your community?Материал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Stephanie’s storyМатериал для самостоятельного изучения: Energy consumptionМатериал для самостоятельного изучения: Optional resourcesВопрос для обсуждения: Other tools for tracking energy useМатериал для самостоятельного изучения: Alison’s storyМатериал для самостоятельного изучения: Attend a community meeting about alternative energyМатериал для самостоятельного изучения: Yousef’s storyМатериал для самостоятельного изучения: Promote divestment from fossil fuelsМатериал для самостоятельного изучения: Stephanie’s storyМатериал для самостоятельного изучения: Prepare for climate-related emergenciesМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?Transportation is part of everyday life. This week, you will hear from Stephanie about the collective impact of personal transportation decisions and from Brandon Schoettle about how driving decisions impact greenhouse gas emissions. You will also examine popular ride-hailing services, as well as actions that you can take to make transportation choices that can mitigate climate change, and ultimately you will learn to support a more resilient transportation system.Video: Meet StephanieМатериал для самостоятельного изучения: Video references and optional resourcesVideo: Meet the expert - Brandon SchoettleМатериал для самостоятельного изучения: Video referencesВопрос для обсуждения: Reflection on Brandon’s interviewМатериал для самостоятельного изучения: Case studyМатериал для самостоятельного изучения: Optional resourcesВопрос для обсуждения: The tricky issue of ride-hailing and carpoolingМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: Anne Marie’s storyМатериал для самостоятельного изучения: Reduce emissions from transportationМатериал для самостоятельного изучения: Haley’s storyМатериал для самостоятельного изучения: Join or organize a community bike eventМатериал для самостоятельного изучения: Derell’s storyМатериал для самостоятельного изучения: Interacting with your transit authorityМатериал для самостоятельного изучения: Encourage resilient transportationМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?There is a complex relationship between our lives and the built infrastructure with which we interact on a daily basis. This week, you will learn about one theory of urban design - “New Urbanism” - and use it as a way to explore these relationships and how you can reimagine the built environment as a means to act on climate change. You will also learn about how one city used deliberative democracy to transform their built environment and move toward carbon neutrality. Together, the content will assist you in identifying how the built environment can be transformed to address the effects of climate change. Video: Meet HaleyМатериал для самостоятельного изучения: Why the built environment is importantVideo: Meet the expert - Doug KelbaughМатериал для самостоятельного изучения: Case studyМатериал для самостоятельного изучения: Lessons from Geraldton - Interview with Janette Hartz-KarpМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Looking aheadМатериал для самостоятельного изучения: The breakdown on New UrbanismМатериал для самостоятельного изучения: Explore your city with New UrbanismМатериал для самостоятельного изучения: Melanie’s storyМатериал для самостоятельного изучения: Participate in a resource sharing programВопрос для обсуждения: Community resourcesМатериал для самостоятельного изучения: Chris’s storyМатериал для самостоятельного изучения: Contact local government about using democratic reformВопрос для обсуждения: Deliberative democracy and participatory budgeting near youМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Plant a treeМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Quiz: Assessment of actionsВопрос для обсуждения: What actions did you take?This week, you will apply ideas you learned in this course, learn about another relevant social change theory, and develop your own Personal Climate Action Plan. As part of this plan you will identify individual and community-related actions that you can take to mitigate the impact of increased greenhouse gas emissions and adapt to climate change after completing this course.Video: Meet PriscilaМатериал для самостоятельного изучения: Introduction to Climate Action PlansМатериал для самостоятельного изучения: Case studyVideo: Meet the expert - Dr. Jennifer HirschМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Bringing it home - Community Climate Action PlanВопрос для обсуждения: Apply the asset-based approach to your communityМатериал для самостоятельного изучения: Introduction to Personal Climate Action Plan AssignmentМатериал для самостоятельного изучения: Build your Personal Climate Action PlanYou have now learned about a variety of theories of social change and tried a range of mitigation and adaptation actions. We hope that this will not be the end! During this concluding week, we will provide you with resources to continue to engage in climate actions, including: making new practices “stick,” how to work with your community, and why you might even consider making a bigger commitment, like running for political office. Video: Meet SachiМатериал для самостоятельного изучения: IntroductionVideo: Meet the expert - Dr. Raymond De YoungМатериал для самостоятельного изучения: Optional resourcesМатериал для самостоятельного изучения: Improving community engagementМатериал для самостоятельного изучения: Optional resources: Climate-related filmsМатериал для самостоятельного изучения: Run for officeМатериал для самостоятельного изучения: Optional resourcesVideo: Meet the expert - State Representative Yousef RabhiВопрос для обсуждения: Activism through artVideo: Meet the expert - Mayor Amanda EdmondsВопрос для обсуждения: Reflection surveyVideo: Dr. Michaela Zint concludes the courseМатериал для самостоятельного изучения: AcknowledgmentsМатериал для самостоятельного изучения: Post-Course SurveyUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyÉcole Polytechnique Fédérale de LausanneIntroduction to Household Water Treatment and Safe Storage",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/act-on-climate",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-4 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Cities are back in town : sociologie urbaine pour un monde globalisé",
    "Description": "About this course: La mondialisation et l'européanisation favorisent le développement rapide des villes à travers le monde. L'urbanisation atteint de nouveaux sommets aujourd’hui avec l'essor des mégacités (plus de 15 millions d'habitants) comme Calcutta, Los Angeles, Dhaka, Le Caire, Tokyo, New York, Shanghai, Mexico ou Séoul. Au-delà de la métropole moderne, les chercheurs tentent de donner un sens à ces grandes régions urbaines au moyen de concepts divers tels que « post-métropoles », « villes globales », et « régions métropolitaines globales ». Ce cours passera en revue les débats et les modèles de villes et métropoles actuels proposés par les sciences sociales afin d'en analyser et comparer les développements contemporains. Comment étudier ces villes quand elles deviennent des mégarégions urbaines, leur taille importe-t-elle et en quoi ? Assiste-t-on à la naissance d'un immense monde urbain ou, au contraire, au-delà de l'apparente convergence de processus de mondialisation complexes, compris dans leur relation avec le capitalisme mondial, est-il possible d'identifier des différenciations masquées et le renforcement de mondes urbains distincts ? Quel sens donner à ce monde urbain alors que les villes ne sont pas des unités indépendantes mais doivent être comprises non seulement en termes de territoires et d'enracinement mais également de relations, afin de prendre en compte les flux, la mobilité, les circulations ? Quelle pertinence peuvent avoir des concepts de sciences sociales développés en Occident pour l'analyse de la transformation de Lagos ? Jusqu'à quel point le développement systématique de nouvelles formes de comparaison entre les villes du Nord et du Sud peut-il faire évoluer les sciences sociales et contribuer à surmonter la tendance à privilégier les comparaisons entre nations ? \nPour l'instant, dans les conditions actuelles du capitalisme, les questions politiques, économiques, culturelles et sociales deviennent de plus en plus urbaines. Selon la conception moderne de la ville mondiale, caractérisée par la taille, par l'agrégation des logements, les divisions différenciées du travail, et la densité des interactions, plusieurs conceptions de la ville ont fini par s'entremêler et parfois s'opposer. Ces conceptions soulignent différents processus d'intégration : la ville matérielle et ses murs, ses places, ses maisons, ses routes, ses services, ses bâtiments, ses déchets, et son infrastructure physique ; la ville culturelle des imaginaires, des différences, des représentations, des idées, des symboles, des arts, des textes, des sens, des religions, et des esthétiques ; la politique et les politiques de la ville en termes de domination, de pouvoir, de gouvernement, de mobilisation, de politiques publiques, de sécurité sociale, d'éducation ; la ville sociale des révoltes, des inégalités ethniques, économiques et de genre, de la vie quotidienne et des mouvements sociaux ; et l’économie de la ville : la division du travail, l'échelle, la production, la consommation, le commerce.....\nLes questions urbaines classiques portant sur les inégalités, le logement, le gouvernement, l'intégration, se mêlent aux questions sur le tissu urbain, sur la mobilité et l'enracinement, sur le développement durable et les risques, sur l'apparition des villes « cyborg », sur le contrôle social et les émeutes, la culture urbaine, l'innovation, et le développement économique urbain.\nToutes les vidéos produites par Sciences Po pour ce MOOC sont sous licence Creative Commons (BY / NC / SA)\n\nPlan du cours\n\nSemaine #1 : Introduction, définitions, questions urbaines et l'utilisation de modèles\nSemaine #2 : Les villes européennes et le modèle d'intégration wébérien\nSemaine #3 : Les villes coloniales et post coloniales\nSemaine #4 : Les villes industrielles (et les villes socialistes) et les modèles marxistes\nSemaine #5 : Les métropoles américaines et l'école de Chicago, \nSemaine #6 : Les post-métropoles, fragments et différences\nSemaine #7 : Les villes mondiales et les mégacités\nSemaine #8 : Les villes intelligentes et la sociologie des sciences et technologiesWEEK 1Introduction, définitions, questions urbaines et l'utilisation de modèlesIntroduction to urban sociology6 videos, 2 readingsexpandVideo: Bienvenue dans le nouveau monde urbainVideo: Les villes anciennesVideo: Qualifier les villes et le monde urbainVideo: Un monde de villes ou un monde urbain généraliséReading: Processus d'urbanisationVideo: DéfinitionsVideo: Modèles et sociologie urbaineReading: RéférencesWEEK 2Les villes européennes et le modèle d'intégration wébérienEuropean city model6 videos, 6 readingsexpandVideo: Introduction à la ville européenneReading: L’émergence historique des villes européennesReading: La bourgeoisie urbaineReading: Étude de cas : VeniseVideo: La révolution municipale et l'autonomie politique fragileReading: La révolution municipale et l'autonomie politique fragile partie 2Video: Le modèle wébérien de la « ville occidentale »Video: Le modèle néo-wébérienVideo: Le modèle néo-wébérien  partie 2Reading: Quelle utilité a le modèle de la ville européenne ?Video: Étude de cas : Los AngelesReading: RéférencesWEEK 3Les villes coloniales et post colonialesColonial city model5 videos, 5 readingsexpandVideo: imposer un cadre européen universel ou chercher des alternatives ?Reading: Les empires coloniaux et le développement des villes colonialesReading: Les colonisateurs ont-ils besoin de villes ?Video: Inégalités, ségrégation, et ordre politique colonial partie 1Video: Inégalités, ségrégation, et ordre politique colonial partie 2Reading: Un modèle de villes coloniales ?Video: Attributs des villes colonialesVideo: Héritage de la colonisation, les villes postcoloniales ? partie1Reading: Héritage de la colonisation, les villes postcoloniales ? partie 2Reading: RéférencesWEEK 4Les villes industrielles (et les villes socialistes) et les modèles marxistesIndustrial city model4 videos, 7 readingsexpandVideo: Urbanisation industrielle et changement urbainReading: La révolution industrielle et l’émergence des villes industrielles/régions urbainesVideo: Deux vagues d’industrialisationReading: Les conditions de la classe ouvrière : exploitation, pauvreté, inégalitésVideo: La construction de la ville industrielle comme structure socialeReading: L’infrastructure physique de la métropole industrielleReading: Les villes industrielles au-delà de l’Europe, Chicago prend les devantsVideo: Méthodes et variables du modèle marxiste de l’agglomération industrielleReading: Une interprétation marxiste de la ville industrielleReading: Les villes industrielles après l’Ouest et le modèle de la ville industrielleReading: RéférencesWEEK 5Les métropoles américaines et l'école de ChicagoMetropolis model5 videos, 7 readingsexpandVideo: Centres d’expérimentation de la vie sociale moderneVideo: Les capitales européennes des grands états-nations du 19ème siècle deviennent des métropolesReading: New York, la métropole américaineVideo: Les métropoles du SudReading: Buenos AiresReading: Métropole et mode de vie urbainVideo: L’écologie humaine des villes et l’avènement américain de la sociologie urbaineReading: \"The City\" par Louis WirthReading: La métropole divisée, race et classe, mesures et création culturelle de frontières part 1Reading: La métropole divisée, race et classe, mesures et création culturelle de frontières part 2Video: Compétition et développement de la métropoleReading: RéférencesWEEK 6Les post-métropoles, fragments et différencesGlobal city model4 videos, 7 readingsexpandVideo: Une mondialisation urbaine capitalisteReading: L’essor des mégacitésReading: La financiarisation de la ville, biens immobiliers, servicesReading: Un modèle d’urbanisation du capitalReading: Scott et Storper et la nouvelle géographie économiqueReading: Cities of flows and nodes of networks (pas de traduction)Video: MondialisationVideo: Villes mondiales : grandes villes et fonctions économiques avancées ?Reading: La ville inégalitaireVideo: Conclusions sur la ville mondialeReading: RéférencesWEEK 7Les villes mondiales et les mégacitésPost metroplis model4 videos, 6 readingsexpandVideo: La post-métropole et la critique des modèlesReading: Différents mondes urbainsVideo: Villes conflictuelles, villes contestées, rejet du modernisme, capitalisme et étatReading: Révoltes urbainesVideo: Au-delà du modernisme, le tournant culturel des études urbainesVideo: Culture et divertissement sont de retour en ville, la ville des visiteursReading: Habitats informels, réseaux et illégalités part 1Reading: Habitats informels, réseaux et illégalités part 2Reading: Conclusions sur la post-métropoleReading: RéférencesWEEK 8Les villes intelligentes et la sociologie des sciences et technologiesDigital city model6 videos, 5 readingsexpandVideo: Introduction à la ville intelligente Part 1Video: Introduction à la ville intelligente Part 2Video: Cartes et réseaux Part 1Video: Cartes et réseaux Part 2Reading: Cartes et réseaux Part 3Video: Le modèle de la ville intelligente Part 1Reading: Le modèle de la ville intelligente - Part 2Reading: La ville de l’accès et de l’activité en ligneReading: La vie en transformation – l’Inde en transformationVideo: La ville durableReading: RéférencesVideo: Bienvenue dans le nouveau monde urbainVideo: Les villes anciennesVideo: Qualifier les villes et le monde urbainVideo: Un monde de villes ou un monde urbain généraliséReading: Processus d'urbanisationVideo: DéfinitionsVideo: Modèles et sociologie urbaineReading: RéférencesVideo: Introduction à la ville européenneReading: L’émergence historique des villes européennesReading: La bourgeoisie urbaineReading: Étude de cas : VeniseVideo: La révolution municipale et l'autonomie politique fragileReading: La révolution municipale et l'autonomie politique fragile partie 2Video: Le modèle wébérien de la « ville occidentale »Video: Le modèle néo-wébérienVideo: Le modèle néo-wébérien  partie 2Reading: Quelle utilité a le modèle de la ville européenne ?Video: Étude de cas : Los AngelesReading: RéférencesVideo: imposer un cadre européen universel ou chercher des alternatives ?Reading: Les empires coloniaux et le développement des villes colonialesReading: Les colonisateurs ont-ils besoin de villes ?Video: Inégalités, ségrégation, et ordre politique colonial partie 1Video: Inégalités, ségrégation, et ordre politique colonial partie 2Reading: Un modèle de villes coloniales ?Video: Attributs des villes colonialesVideo: Héritage de la colonisation, les villes postcoloniales ? partie1Reading: Héritage de la colonisation, les villes postcoloniales ? partie 2Reading: RéférencesVideo: Urbanisation industrielle et changement urbainReading: La révolution industrielle et l’émergence des villes industrielles/régions urbainesVideo: Deux vagues d’industrialisationReading: Les conditions de la classe ouvrière : exploitation, pauvreté, inégalitésVideo: La construction de la ville industrielle comme structure socialeReading: L’infrastructure physique de la métropole industrielleReading: Les villes industrielles au-delà de l’Europe, Chicago prend les devantsVideo: Méthodes et variables du modèle marxiste de l’agglomération industrielleReading: Une interprétation marxiste de la ville industrielleReading: Les villes industrielles après l’Ouest et le modèle de la ville industrielleReading: RéférencesVideo: Centres d’expérimentation de la vie sociale moderneVideo: Les capitales européennes des grands états-nations du 19ème siècle deviennent des métropolesReading: New York, la métropole américaineVideo: Les métropoles du SudReading: Buenos AiresReading: Métropole et mode de vie urbainVideo: L’écologie humaine des villes et l’avènement américain de la sociologie urbaineReading: \"The City\" par Louis WirthReading: La métropole divisée, race et classe, mesures et création culturelle de frontières part 1Reading: La métropole divisée, race et classe, mesures et création culturelle de frontières part 2Video: Compétition et développement de la métropoleReading: RéférencesVideo: Une mondialisation urbaine capitalisteReading: L’essor des mégacitésReading: La financiarisation de la ville, biens immobiliers, servicesReading: Un modèle d’urbanisation du capitalReading: Scott et Storper et la nouvelle géographie économiqueReading: Cities of flows and nodes of networks (pas de traduction)Video: MondialisationVideo: Villes mondiales : grandes villes et fonctions économiques avancées ?Reading: La ville inégalitaireVideo: Conclusions sur la ville mondialeReading: RéférencesVideo: La post-métropole et la critique des modèlesReading: Différents mondes urbainsVideo: Villes conflictuelles, villes contestées, rejet du modernisme, capitalisme et étatReading: Révoltes urbainesVideo: Au-delà du modernisme, le tournant culturel des études urbainesVideo: Culture et divertissement sont de retour en ville, la ville des visiteursReading: Habitats informels, réseaux et illégalités part 1Reading: Habitats informels, réseaux et illégalités part 2Reading: Conclusions sur la post-métropoleReading: RéférencesVideo: Introduction à la ville intelligente Part 1Video: Introduction à la ville intelligente Part 2Video: Cartes et réseaux Part 1Video: Cartes et réseaux Part 2Reading: Cartes et réseaux Part 3Video: Le modèle de la ville intelligente Part 1Reading: Le modèle de la ville intelligente - Part 2Reading: La ville de l’accès et de l’activité en ligneReading: La vie en transformation – l’Inde en transformationVideo: La ville durableReading: RéférencesÉcole Polytechnique, HEC ParisCreating and Developing a Tech StartupHEC ParisTime to Reorganize! Understand Organizations, Act, and Build a Meaningful World.École Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1École Polytechnique Fédérale de LausannePlanning \u0026 Design of Sanitation Systems and TechnologiesSciences PoEspace mondial, a French vision of Global studies",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/developpement-urbain",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.1 stars"
  },
  {
    "Title": "Chinese Politics Part 2 – China and the World",
    "Description": "About this course: One of the most significant changes in the world in the past 30 years is the opening of China to the outside world and its engagement with that world. In the initial years of the opening, external forces influenced China’s economy, regional balances, bureaucracy, as well as the political authority of local leaders in the coastal areas. More recently, the world is feeling the effects of a rising China which seeks resources and talent from all around the globe and uses its financial wealth to strengthen its position in the world. This course tracks the opening of China up from 1978 until it joins the WTO, focusing on how the world affected China’s internal development. We then look at various aspects of China’s “going out strategy” — its search for energy, talent, as well as its relations with the United States and the states within the Asia-Pacific region. The instructor has been deeply engaged in research on all these topics, having lived in China during various stages of China’s opening to the outside world.\n\nCourse Overview video: https://youtu.be/7FpNL67EbE4WEEK 1Orientation and Module 1: China’s Opening to the Outside World, 1978-2000Before you start with the content for Module 1, please watch the Course Overview, review the Assignment and Grading page, and introduce yourself to other learners who will be studying this course with you. 9 videos, 2 readingsexpandVideo: Course OverviewReading: Assignments and GradingDiscussion Prompt: Meet and GreetVideo: 0.1: Introduction to the Course - China and the WorldDiscussion Prompt: 0.1: DiscussionVideo: 1.1: Explaining China’s Opening to the World, 1978-2000: “Second Image Reversed” and “Relative Prices”Video: 1.2: Explaining China’s Opening to the World, 1978-2000: Linkages, Leaders and ModelsVideo: 1.3: Visualizing China’s Opening: From Autarky to MercantilismVideo: 1.4: Applying the Model to China’s OpeningVideo: 1.5: Case Study: Rural Joint Ventures and the Local Alliance with International CapitalVideo: 1.6: Case Study: China’s Decision to Join the World Trade OrganizationVideo: 1.7: Conclusion to the Two CasesReading: Module 1 Course ReadingGraded: Quiz 1WEEK 2Module 2: China’s Changing Relations with the World, 2000-201611 videos, 1 readingexpandVideo: 2.1: International Structure: Realism and ConstructivismVideo: 2.2 International Political Economy and National PowerVideo: 2.3 Domestic Politics, Leadership and Foreign PolicyVideo: 2.4 Sino-US Relations: The Most Important Bi-lateral Relationship in the WorldVideo: 2.5 Sino-Japanese RelationsVideo: 2.6 Sino-Russian RelationsVideo: 2.7 Relations with Taiwan and Hong KongVideo: 2.8 China’s Regional TiesVideo: 2.9 China and ASEANVideo: 2.10 China and the Korean PeninsulaVideo: 2.11 China and Central Asia: The Shanghai Cooperation Organization (SCO)Reading: Module 2 Course ReadingGraded: Quiz 2WEEK 3Module 3: China’s Global Search for Energy and Resources10 videos, 1 readingexpandVideo: 3.1 Going Out for Energy and ResourcesVideo: 3.2 China’s Energy AnxietyVideo: 3.3 China’s Strategies to Resolve Energy AnxietyVideo: 3.4 Key Chinese Actors in Energy Diplomacy and Their RolesVideo: 3.5 Key Actors Outside the GovernmentDiscussion Prompt: 3.5: DiscussionVideo: 3.6 Case Study: Iran – Balancing Energy Needs and Support for Non-ProliferationVideo: 3.7 Case Study: Angola – Dealing with an Independent, Neutral and Tough PartnerVideo: 3.8 Case Study: Australia – Energy Diplomacy with a U.S. Strategic AllyVideo: 3.9 Case Study: Australia’s Quixotic Policy Towards China – Trade’s Strategic SignificanceDiscussion Prompt: 3.9: DiscussionVideo: 3.10 Module ConclusionReading: Module 3 Course ReadingGraded: Quiz 3WEEK 4Module 4: China’s Global Search for Talent and Technology, 1978-201615 videos, 1 readingexpandVideo: 4.1: What Can States Do?Video: 4.2: Explaining China’s SuccessVideo: 4.3 The History of the PolicyVideo: 4.4: Improving Policy After TiananmenVideo: 4.5: Bringing the Party Back In: The 1000 Talents Program (2002-2008)Video: 4.6: The 1000 Talents ProgramVideo: 4.7: Evaluating 1000 Talents Policy and its LimitsVideo: 4.8: Case Study: Academics and UniversitiesVideo: 4.9: Academics and Universities: Current ReformsVideo: 4.10: Case Study: Scientists and the Chinese Academy of SciencesVideo: 4.11: The Need for Reform at the Chinese Academy of SciencesDiscussion Prompt: 4.11: DiscussionVideo: 4.12: Case Study: Entrepreneurs and the Municipal GovernmentsVideo: 4.13: Entrepreneurs, Technology and the Search for ShortageDiscussion Prompt: 4.13: DiscussionVideo: 4.14: Case Study: The Diaspora Option – Serving China from AbroadVideo: 4.15: Module ConclusionReading: Module 4 Course ReadingGraded: Quiz 4WEEK 5Module 5: China’s Rise and the World: A Panel DiscussionIn this module, we invited three professors from various universities in Hong Kong to share with us their views on China's foreign policy and China's rise. Let's learn from these experts.8 videos, 1 readingexpandVideo: 5.1: Introducing the PanelVideo: 5.2: External Influences on Chinese Foreign Policy BehaviourVideo: 5.3: The Role of China’s Leaders in China’s RiseVideo: 5.4: Domestic Politics and Its Influence on Chinese Foreign PolicyVideo: 5.5: From a Political Economy Perspective, is China’s Rise Changing the World?Video: 5.6: Problems of MisperceptionsVideo: 5.7: Can China Rise Peacefully?Video: 5.8: Summary on the Panel DiscussionReading: Module 5 Course ReadingGraded: Peer-reviewed Written Assignment 1WEEK 6Final Exam and FarewellNow is time to test your understanding on the entire course. Take the final exam and complete the post-course survey. Your valuable feedback will certainly help us improve future iterations of the course.1 practice quizexpandPractice Quiz: Post-course SurveyGraded: Final ExamVideo: Course OverviewReading: Assignments and GradingDiscussion Prompt: Meet and GreetVideo: 0.1: Introduction to the Course - China and the WorldDiscussion Prompt: 0.1: DiscussionVideo: 1.1: Explaining China’s Opening to the World, 1978-2000: “Second Image Reversed” and “Relative Prices”Video: 1.2: Explaining China’s Opening to the World, 1978-2000: Linkages, Leaders and ModelsVideo: 1.3: Visualizing China’s Opening: From Autarky to MercantilismVideo: 1.4: Applying the Model to China’s OpeningVideo: 1.5: Case Study: Rural Joint Ventures and the Local Alliance with International CapitalVideo: 1.6: Case Study: China’s Decision to Join the World Trade OrganizationVideo: 1.7: Conclusion to the Two CasesReading: Module 1 Course ReadingVideo: 2.1: International Structure: Realism and ConstructivismVideo: 2.2 International Political Economy and National PowerVideo: 2.3 Domestic Politics, Leadership and Foreign PolicyVideo: 2.4 Sino-US Relations: The Most Important Bi-lateral Relationship in the WorldVideo: 2.5 Sino-Japanese RelationsVideo: 2.6 Sino-Russian RelationsVideo: 2.7 Relations with Taiwan and Hong KongVideo: 2.8 China’s Regional TiesVideo: 2.9 China and ASEANVideo: 2.10 China and the Korean PeninsulaVideo: 2.11 China and Central Asia: The Shanghai Cooperation Organization (SCO)Reading: Module 2 Course ReadingVideo: 3.1 Going Out for Energy and ResourcesVideo: 3.2 China’s Energy AnxietyVideo: 3.3 China’s Strategies to Resolve Energy AnxietyVideo: 3.4 Key Chinese Actors in Energy Diplomacy and Their RolesVideo: 3.5 Key Actors Outside the GovernmentDiscussion Prompt: 3.5: DiscussionVideo: 3.6 Case Study: Iran – Balancing Energy Needs and Support for Non-ProliferationVideo: 3.7 Case Study: Angola – Dealing with an Independent, Neutral and Tough PartnerVideo: 3.8 Case Study: Australia – Energy Diplomacy with a U.S. Strategic AllyVideo: 3.9 Case Study: Australia’s Quixotic Policy Towards China – Trade’s Strategic SignificanceDiscussion Prompt: 3.9: DiscussionVideo: 3.10 Module ConclusionReading: Module 3 Course ReadingVideo: 4.1: What Can States Do?Video: 4.2: Explaining China’s SuccessVideo: 4.3 The History of the PolicyVideo: 4.4: Improving Policy After TiananmenVideo: 4.5: Bringing the Party Back In: The 1000 Talents Program (2002-2008)Video: 4.6: The 1000 Talents ProgramVideo: 4.7: Evaluating 1000 Talents Policy and its LimitsVideo: 4.8: Case Study: Academics and UniversitiesVideo: 4.9: Academics and Universities: Current ReformsVideo: 4.10: Case Study: Scientists and the Chinese Academy of SciencesVideo: 4.11: The Need for Reform at the Chinese Academy of SciencesDiscussion Prompt: 4.11: DiscussionVideo: 4.12: Case Study: Entrepreneurs and the Municipal GovernmentsVideo: 4.13: Entrepreneurs, Technology and the Search for ShortageDiscussion Prompt: 4.13: DiscussionVideo: 4.14: Case Study: The Diaspora Option – Serving China from AbroadVideo: 4.15: Module ConclusionReading: Module 4 Course ReadingVideo: 5.1: Introducing the PanelVideo: 5.2: External Influences on Chinese Foreign Policy BehaviourVideo: 5.3: The Role of China’s Leaders in China’s RiseVideo: 5.4: Domestic Politics and Its Influence on Chinese Foreign PolicyVideo: 5.5: From a Political Economy Perspective, is China’s Rise Changing the World?Video: 5.6: Problems of MisperceptionsVideo: 5.7: Can China Rise Peacefully?Video: 5.8: Summary on the Panel DiscussionReading: Module 5 Course ReadingPractice Quiz: Post-course SurveyThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in ChinaThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/chinese-politics-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Chemerinsky on Constitutional Law – Individual Rights and Liberties",
    "Description": "About this course: Chemerinsky on Constitutional Law: Individual Rights and Liberties will highlight the construction and interpretation of the U.S. Constitution through the centuries with an emphasis on protections of individual liberties and the evolution of equal protection. You'll learn the history behind the Constitution, cases that formed important precedent, and how changes in interpretation have been dependent on shifts in cultural and political climate as well as the composition of the Supreme Court.\n\nIn this course we will investigate the protection of individual rights and liberties and take a look at what rights are and are not protected and investigate several important shifts in jurisprudence. We'll begin by examining the structure of the Constitution's protection of individual rights. We'll then examine the circumstances under which, various rights and liberties can be regulated by the federal, state, and local government. We'll examine when the government can permissibly treat people unequally and when it can't. In our final two lectures, we'll take a close look at what is probably the most famous amendment to the Constitution, the First Amendment.\n\nJoin me as we look at the questions both raised and answered by the Constitution and those that interpret it!\n\nBy the end of this course, you should be able to:\n\n- Describe the individual liberties protected by the Constitution and account for the history and structure of their protection\n\n- Illustrate compromises found in the Constitution by citing examples and historic background\n\n- Articulate the importance of key cases such as Brown v. Board, Lemon v. Kurtzman, and Lochner v. New York\n\n- Explain how the outcome of cases is often dependent upon the current cultural and political climate as well as the composition of the court by citing particular cases and important shifts in the court's jurisprudence\n\n- Assess the relative suitability of various approaches to constitutional interpretation and analysisWEEK 1Welcome - Let's Get Started1 video, 3 readingsexpandVideo: Course IntroductionLeyendo: Welcome MessageLeyendo: Course OverviewLeyendo: The Constitution of the United States of AmericaLecture 6 (in the series) - The Structure of the Constitution's Protection of Individual LibertiesHow are individual rights protected? In this module we’ll take a look at three of the structures that protect our individual liberties: the state action doctrine, the application of the bill of rights to the states, and the levels of scrutiny principle.3 videos, 1 readingexpandVideo: The State Action DoctrineVideo: The State Action Doctrine \u0026 Bill of RightsVideo: The Levels of ScrutinyLeyendo: Recommended ReadingGraded: Quiz 1: The Structure of the Constitution's Protection of Individual LibertiesWEEK 2Lecture 7 (in the series) - Individual LibertiesWhat rights are enumerated in the Constitution? How has the court's understanding and protection of these rights evolved? In this lecture we'll become familiar with the rights that are both specifically enumerated and implied by the text of the Constitution.8 videos, 1 readingexpandVideo: Economic Liberties - Part 1Video: Economic Liberties \u0026 Privacy - Part 1Video: Privacy - Part 2Video: Privacy - Part 3Video: Privacy - Part 4Video: The Right to VoteVideo: Additional RightsVideo: Substantive and Procedural Due ProcessLeyendo: Recommended ReadingGraded: Quiz 2: Individual LibertiesGraded: Mini-assignment: Individual LibertiesWEEK 3Lecture 8 (in the series) - Equal ProtectionIn this module we’ll examine how equal protection has been applied to different suspect classifications such as race, gender, citizenship, and more. In addition, we will consider how the court has used levels of scrutiny in order to determine when the government can permissibly discriminate based upon suspect classifications.7 videos, 1 readingexpandVideo: EqualityVideo: Racial Discrimination - Part 1Video: Racial Discrimination - Part 2Video: Racial Discrimination - Part 3Video: Racial Discrimination - Part 4Video: Sexual DiscriminationVideo: Other Forms of DiscriminationLeyendo: Recommended ReadingGraded: Quiz 3: Equal ProtectionGraded: Mini-assignment: Equal ProtectionWEEK 4Lecture 9 (in the series) - The First Amendment: ExpressionWhy is freedom of speech protected as a fundamental right? What is its importance? In this module we’ll review four possible answers to this question. We’ll also examine the basic principles that guide the Supreme Court’s methodology when examining questions of free speech.  Finally, we’ll take a look at the types of speech that have not been traditionally protected and the limitations that can be imposed on where protected forms of speech can be exercised.4 videos, 1 readingexpandVideo: Why Protect Speech \u0026 Methodology of its ProtectionVideo: The Methodology of Free Speech Protection (continued)Video: Unprotected SpeechVideo: Where Can Free Speech Be Exercised?Leyendo: Recommended ReadingGraded: Quiz 4: The First Amendment: ExpressionGraded: Mini-assignment: Free speechWEEK 5Lecture 10 (in the series) - The First Amendment: ReligionIn our final lecture module, we’ll briefly examine the Lemon Test, named after the Lemon v. Kurtzman case in which it was first articulated, to see how the court has evaluated cases regarding the Establishment Clause. We’ll also take a look at how the court decides questions regarding the Free Exercise Clause.1 video, 1 readingexpandVideo: The Establishment and Free Exercise ClausesLeyendo: Recommended ReadingGraded: Quiz 5: The First Amendment: ReligionGraded: Why the Constitution? 200 Years LaterConclusionAs the course draws to a final close, we would like to thank you for your participation.2 readingsexpandLeyendo: Thank you!Leyendo: Post-Course SurveyVideo: Course IntroductionLeyendo: Welcome MessageLeyendo: Course OverviewLeyendo: The Constitution of the United States of AmericaVideo: The State Action DoctrineVideo: The State Action Doctrine \u0026 Bill of RightsVideo: The Levels of ScrutinyLeyendo: Recommended ReadingVideo: Economic Liberties - Part 1Video: Economic Liberties \u0026 Privacy - Part 1Video: Privacy - Part 2Video: Privacy - Part 3Video: Privacy - Part 4Video: The Right to VoteVideo: Additional RightsVideo: Substantive and Procedural Due ProcessLeyendo: Recommended ReadingIn this module we’ll examine how equal protection has been applied to different suspect classifications such as race, gender, citizenship, and more. In addition, we will consider how the court has used levels of scrutiny in order to determine when the government can permissibly discriminate based upon suspect classifications.Video: EqualityVideo: Racial Discrimination - Part 1Video: Racial Discrimination - Part 2Video: Racial Discrimination - Part 3Video: Racial Discrimination - Part 4Video: Sexual DiscriminationVideo: Other Forms of DiscriminationLeyendo: Recommended ReadingWhy is freedom of speech protected as a fundamental right? What is its importance? In this module we’ll review four possible answers to this question. We’ll also examine the basic principles that guide the Supreme Court’s methodology when examining questions of free speech.  Finally, we’ll take a look at the types of speech that have not been traditionally protected and the limitations that can be imposed on where protected forms of speech can be exercised.Video: Why Protect Speech \u0026 Methodology of its ProtectionVideo: The Methodology of Free Speech Protection (continued)Video: Unprotected SpeechVideo: Where Can Free Speech Be Exercised?Leyendo: Recommended ReadingIn our final lecture module, we’ll briefly examine the Lemon Test, named after the Lemon v. Kurtzman case in which it was first articulated, to see how the court has evaluated cases regarding the Establishment Clause. We’ll also take a look at how the court decides questions regarding the Free Exercise Clause.Video: The Establishment and Free Exercise ClausesLeyendo: Recommended ReadingLeyendo: Thank you!Leyendo: Post-Course SurveyLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "University of California, Irvine",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/chemerinsky-individual-rights",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "5.0 stars"
  },
  {
    "Title": "From Freedom Rides to Ferguson: Narratives of Nonviolence in the American Civil Rights Movement",
    "Description": "About this course: The Modern Civil Rights Movement is a significant landmark in United States history. This movement was a struggle for human rights directly challenging the nation to extend its democratic principles to African Americans and all peoples. This course sheds light on the often overlooked strategic planning that supported the direction of the events and is told by a voice intimately involved in the organization of movement—Dr. Bernard LaFayette, Jr. Topics include the history of the campaigns, the different coalitions and groups, philosophy and methods of nonviolent direct action, and the contemporary application of nonviolent conflict transformation. The course hosts several guest speakers, including Andrew Young, Reverend C.T. Vivian, Henry \"Hank\" Thomas, and Constance Curry.\n\nUpon completion of this course, learners will be able to:\n\n●  Discuss the contributions and involvement of civil rights activists and leaders in the Civil Rights Movement (CRM) campaigns in the United States. \n●  Examine the chronology and phases of the Movement and CRM campaigns.\n●  Recognize and characterize the diverse activist groups involved in the CRM. \n●  Discuss Martin Luther King Jr.’s philosophy of nonviolence from a historical perspective. \n●  List and define the principles and strategies of nonviolence. \n●  Examine organizational and social change applications related to nonviolence. \n●  Identify the role of nonviolence in modern activism along with additional resources to broaden knowledge of principles of nonviolence. \n●  Recognize the application of nonviolence theories to activism, current issues, and everyday life.WEEK 1Movements \u0026 CampaignsUpon completion of this module, learners will be able to: 1) discuss the contributions and involvement of civil rights activists and leaders in the Civil Rights Movement (CRM) campaigns in the United States, and 2) examine the chronology and phases of the Movement and CRM campaigns.14 videos, 5 readingsexpandLecture: Getting StartedVideo: Welcome to the CourseVideo: Bernard LaFayette, Jr.: Introduction \u0026 BioLecture: Special ThanksVideo: Phases of the Civil Rights MovementVideo: Nashville CampaignVideo: Selma to Montgomery March (1965)Video: Freedom RidesVideo: Recruiting for the Freedom RidesVideo: Freedom Ride StrategyVideo: Leadership in the Civil Rights MovementVideo: Interview with Andrew Young, Part 1Lecture: Reading Activities \u0026 ResourcesLecture: Additional Readings \u0026 ResourcesLecture: Discussion QuestionsVideo: Marching: Interview with Reginald Moore \u0026 Sam WalkerVideo: Interview with Andrew Young, Part 2Video: Interview with Andrew Young, Part 3Video: Interview with Andrew Young, Part 4Graded: Quiz 1WEEK 2Organizations of the Civil Rights MovementUpon completion of this module, learners will be able to: 1) list the major groups of the American Civil Rights Movement,  2) discuss the impact of CRM groups, 3) discuss the importance of having multiple groups involved in the CRM, and 4) analyze the importance of strategy in organizing groups.16 videos, 2 readingsexpandVideo: The Strategies of Nonviolence are Timeless and UniversalVideo: Confronting Hate with LoveVideo: Fearlessness as a Strategy of ResistanceVideo: CORE: Congress of Racial EqualityVideo: SNCC: Student Nonviolent Coordinating CommitteeVideo: SCLC: Southern Christian Leadership ConferenceVideo: The Highlander Folk SchoolVideo: Organizing Efforts in SelmaVideo: Organizing in the Slums of ChicagoVideo: The Poor People's CampaignVideo: Everyone Can Participate in the MovementVideo: Remembering Viola LiuzzoLecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Training and Mobilization Efforts of the Highlander Folk SchoolVideo: Interview with Connie Curry, Part 1Video: Interview with Connie Curry, Part 2Video: Interview with Henry ThomasGraded: Quiz 2WEEK 3Nonviolent Philosophies \u0026 TacticsUpon completion of this module, learners will be able to: 1) list and define the six principles of nonviolence, 2) identify the six strategies of nonviolence, and 3) analyze the social dynamics of nonviolence.11 videos, 2 readings, 1 practice quizexpandVideo: Dr. King: The Civil Rights Movement \u0026 Early InfluencesVideo: Applying Nonviolent Philosophy to International SituationsVideo: Social Dynamics of NonviolenceVideo: How Does Dr. King's Legacy of Nonviolence Resonate Today?Video: The Symbol of the Confederate Flag: Moving ForwardQuiz pour s'exercer: Myths \u0026 Facts ExerciseVideo: The Six Principles of Nonviolence, Part 1Video: The Six Principles of Nonviolence, Part 2Video: The Media's Role in the Civil Rights Movements of Yesterday and TodayVideo: Nonviolent StrategiesLecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Tri-State Conspiracy: Nonviolent Strategy in ActionVideo: Brown Chapel, Selma, AlabamaGraded: Quiz 3WEEK 4Organizational \u0026 Social ChangeUpon completion of this module, learners will be able to: 1) describe the various applications of nonviolence, 2) outline the academic foundations of nonviolence, and 3) define and discuss social action.8 videos, 2 readingsexpandVideo: Nonviolence: Tactic or Theory?Video: Dr. LaFayette: Why I Chose NonviolenceVideo: Preparation \u0026 SupportVideo: Social Action in Practice: Lunch Counter Sit-InsVideo: Academic Foundations of NonviolenceVideo: Nonviolence in the WorkplaceLecture: Reading Activities \u0026 ResoucesLecture: Discussion QuestionsVideo: Ministry in the Movement: Interview with Reverend C.T. Vivian, Part 1Video: Ministry in the Movement: Interview with Reverend C.T. Vivian, Part 2Graded: Quiz 4WEEK 5Education for Change and the Future of Nonviolence Conflict TransformationUpon completion of this module, learners will be able to: 1) recognize current nonviolence initiatives involving Dr. LaFayette, 2) examine the work of Emory University's Center for Advancing Nonviolence (ECAN), 3) differentiate between the various modern applications of nonviolence, and 4) assess the future of nonviolence and education for change. 8 videos, 2 readingsexpandVideo: Dr. LaFayette: Current Nonviolent InitiativesVideo: ECAN: Emory Center for Advancing NonviolenceVideo: Internationalizing Nonviolence TrainingVideo: The Importance of Collaboration \u0026 PartnershipsVideo: The Future of Nonviolence Conflict TransformationVideo: Interview with Carol Anderson, Part 1Video: Interview with Carol Anderson, Part 2Lecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Nonviolent Transformation in NigeriaUpon completion of this module, learners will be able to: 1) discuss the contributions and involvement of civil rights activists and leaders in the Civil Rights Movement (CRM) campaigns in the United States, and 2) examine the chronology and phases of the Movement and CRM campaigns.Lecture: Getting StartedVideo: Welcome to the CourseVideo: Bernard LaFayette, Jr.: Introduction \u0026 BioLecture: Special ThanksVideo: Phases of the Civil Rights MovementVideo: Nashville CampaignVideo: Selma to Montgomery March (1965)Video: Freedom RidesVideo: Recruiting for the Freedom RidesVideo: Freedom Ride StrategyVideo: Leadership in the Civil Rights MovementVideo: Interview with Andrew Young, Part 1Lecture: Reading Activities \u0026 ResourcesLecture: Additional Readings \u0026 ResourcesLecture: Discussion QuestionsVideo: Marching: Interview with Reginald Moore \u0026 Sam WalkerVideo: Interview with Andrew Young, Part 2Video: Interview with Andrew Young, Part 3Video: Interview with Andrew Young, Part 4Upon completion of this module, learners will be able to: 1) list the major groups of the American Civil Rights Movement,  2) discuss the impact of CRM groups, 3) discuss the importance of having multiple groups involved in the CRM, and 4) analyze the importance of strategy in organizing groups.Video: The Strategies of Nonviolence are Timeless and UniversalVideo: Confronting Hate with LoveVideo: Fearlessness as a Strategy of ResistanceVideo: CORE: Congress of Racial EqualityVideo: SNCC: Student Nonviolent Coordinating CommitteeVideo: SCLC: Southern Christian Leadership ConferenceVideo: The Highlander Folk SchoolVideo: Organizing Efforts in SelmaVideo: Organizing in the Slums of ChicagoVideo: The Poor People's CampaignVideo: Everyone Can Participate in the MovementVideo: Remembering Viola LiuzzoLecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Training and Mobilization Efforts of the Highlander Folk SchoolVideo: Interview with Connie Curry, Part 1Video: Interview with Connie Curry, Part 2Video: Interview with Henry ThomasVideo: Dr. King: The Civil Rights Movement \u0026 Early InfluencesVideo: Applying Nonviolent Philosophy to International SituationsVideo: Social Dynamics of NonviolenceVideo: How Does Dr. King's Legacy of Nonviolence Resonate Today?Video: The Symbol of the Confederate Flag: Moving ForwardQuiz pour s'exercer: Myths \u0026 Facts ExerciseVideo: The Six Principles of Nonviolence, Part 1Video: The Six Principles of Nonviolence, Part 2Video: The Media's Role in the Civil Rights Movements of Yesterday and TodayVideo: Nonviolent StrategiesLecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Tri-State Conspiracy: Nonviolent Strategy in ActionVideo: Brown Chapel, Selma, AlabamaVideo: Nonviolence: Tactic or Theory?Video: Dr. LaFayette: Why I Chose NonviolenceVideo: Preparation \u0026 SupportVideo: Social Action in Practice: Lunch Counter Sit-InsVideo: Academic Foundations of NonviolenceVideo: Nonviolence in the WorkplaceLecture: Reading Activities \u0026 ResoucesLecture: Discussion QuestionsVideo: Ministry in the Movement: Interview with Reverend C.T. Vivian, Part 1Video: Ministry in the Movement: Interview with Reverend C.T. Vivian, Part 2Upon completion of this module, learners will be able to: 1) recognize current nonviolence initiatives involving Dr. LaFayette, 2) examine the work of Emory University's Center for Advancing Nonviolence (ECAN), 3) differentiate between the various modern applications of nonviolence, and 4) assess the future of nonviolence and education for change. Video: Dr. LaFayette: Current Nonviolent InitiativesVideo: ECAN: Emory Center for Advancing NonviolenceVideo: Internationalizing Nonviolence TrainingVideo: The Importance of Collaboration \u0026 PartnershipsVideo: The Future of Nonviolence Conflict TransformationVideo: Interview with Carol Anderson, Part 1Video: Interview with Carol Anderson, Part 2Lecture: Reading Activities \u0026 ResourcesLecture: Discussion QuestionsVideo: Nonviolent Transformation in NigeriaTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final SolutionUniversiteit LeidenThe Rooseveltian CenturyTel Aviv University, Yad Vashem The Holocaust - An Introduction (I): Nazi Germany: Ideology, The Jews and the World",
    "Creator": "Emory University",
    "Level": "",
    "URL": "https://coursera.org/learn/nonviolence",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Securing Digital Democracy",
    "Description": "About this course: In this course, you'll learn what every citizen should know about the security risks--and future potential — of electronic voting and Internet voting. We'll take a look at the past, present, and future of election technologies and explore the various spaces intersected by voting, including computer security, human factors, public policy, and more.WEEK 1Voting as a Security ProblemApproaching voting problems with the security mindset8 videos, 5 readingsexpandReading: Syllabus and LogisticsReading: StaffReading: Companion Reading and ResourcesVideo: WelcomeReading: Help us learn more about you!Reading: Reading ListVideo: The Security MindsetVideo: Security Requirements for VotingVideo: The Living VoiceVideo: Early Paper BallotsVideo: The Australian BallotVideo: Mechanical Voting MachinesVideo: Punched Card VotingGraded: Voting as a Security ProblemWEEK 2Computers at the PollsVoting enters the computing age7 videos, 1 readingexpandReading: Reading ListVideo: Computers at the PollsVideo: Optical Scan VotingVideo: DRE Voting MachinesVideo: Inside the Black BoxVideo: Paper as a DefenseVideo: DieboldVideo: More Goes WrongGraded: Computers at the PollsWEEK 3Security Procedures and Voting Around the WorldMethods for ensuring the security of democracy9 videos, 1 readingexpandReading: Reading ListVideo: Voter RegistrationVideo: Voter AuthenticationVideo: Guarding Against TamperingVideo: Field TestingVideo: Case StudiesVideo: India's EVMsVideo: Tamperproof?Video: India's ResponseVideo: Bonus: Deport on ArrivalGraded: Security Procedures and Voting Around the WorldWEEK 4Human Factors and Internet VotingUsers don't always behave as expected, even when voting8 videos, 1 readingexpandReading: Reading ListVideo: UsabilityVideo: Usable Paper BallotsVideo: AccessibilityVideo: Absentee VotingVideo: A Bad IdeaVideo: Client-side ThreatsVideo: Server-side ThreatsVideo: Washington, D.C.Graded: Human Factors and Internet VotingWEEK 5New Technology and PolicyLessons learned7 videos, 2 readingsexpandReading: Reading ListVideo: CriteriaVideo: Post-Election AuditingVideo: End-to-End Verifiable VotingVideo: Verifying an E2E ResultVideo: Election Policy in the U.S.Video: Testing and CertificationVideo: RecommendationsReading: Post-course SurveyGraded: New Technology and PolicyGraded: Final Writing AssignmentReading: Syllabus and LogisticsReading: StaffReading: Companion Reading and ResourcesVideo: WelcomeReading: Help us learn more about you!Reading: Reading ListVideo: The Security MindsetVideo: Security Requirements for VotingVideo: The Living VoiceVideo: Early Paper BallotsVideo: The Australian BallotVideo: Mechanical Voting MachinesVideo: Punched Card VotingReading: Reading ListVideo: Computers at the PollsVideo: Optical Scan VotingVideo: DRE Voting MachinesVideo: Inside the Black BoxVideo: Paper as a DefenseVideo: DieboldVideo: More Goes WrongReading: Reading ListVideo: Voter RegistrationVideo: Voter AuthenticationVideo: Guarding Against TamperingVideo: Field TestingVideo: Case StudiesVideo: India's EVMsVideo: Tamperproof?Video: India's ResponseVideo: Bonus: Deport on ArrivalReading: Reading ListVideo: UsabilityVideo: Usable Paper BallotsVideo: AccessibilityVideo: Absentee VotingVideo: A Bad IdeaVideo: Client-side ThreatsVideo: Server-side ThreatsVideo: Washington, D.C.Reading: Reading ListVideo: CriteriaVideo: Post-Election AuditingVideo: End-to-End Verifiable VotingVideo: Verifying an E2E ResultVideo: Election Policy in the U.S.Video: Testing and CertificationVideo: RecommendationsReading: Post-course SurveyUniversity System of GeorgiaCybersecurity and the X-FactorUniversity of Maryland, College ParkHardware SecurityUniversity System of GeorgiaCybersecurity and MobilityUniversity of Maryland, College ParkUsable SecurityUniversity of Maryland, College ParkSoftware Security",
    "Creator": "University of Michigan",
    "Level": "",
    "URL": "https://coursera.org/learn/digital-democracy",
    "Language": "English",
    "Commitment": "2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The People, Power, and Pride of Public Health",
    "Description": "About this course: The People, Power, and Pride of Public Health provides an engaging overview of the incredible accomplishments and promise of the public health field.  The first module includes interviews with legendary public health figures whose work led to millions of lives saved with vaccines, air bags and car seats, and the federal Women Infants and Children (WIC) nutrition program.  The second module brings key public health tools to life -- including use of data, communications, and policy - through discussions with experienced professionals who have used these tools to save lives.  The third module includes a \"Carpool Karaoke\"-style trip through Baltimore County, Maryland with NACCHO President Dr. Umair Shah to see and hear real public health workers talking about how they serve their communities.  \nLearners will come away from this course with a deeper understanding of the public health field and a greater enthusiasm for their own work in public health. \nPreview the course on YouTube: goo.gl/RXKbUrWEEK 1Pride: The Success of Public HealthIn this module, we’ll hear from three public health heroes about some incredible accomplishments that have saved millions of lives in the United States and around the world.8 videosexpandVideo: Hib Vaccine IntroductionVideo: Santosham InterviewDiscussion Prompt: The Public Health Team Video: Road Safety IntroductionVideo: Baker InterviewDiscussion Prompt: Public Health InventionsVideo: WIC Program IntroductionVideo: Paige InterviewDiscussion Prompt: Research Built on TrustVideo: Fraser IntroductionVideo: Fraser InterviewGraded: Public Health VictoriesWEEK 2Power: The Tools of Public HealthIn this module, we’ll discuss examples of how public health saves lives with data, messaging, and policy changes.6 videosexpandVideo: Public Health Surveillance IntroductionVideo: Lucy Wilson \u0026 Megan Wallace InterviewDiscussion Prompt: Counting CasesVideo: Public Health Communication IntroductionVideo: Rosie Henson InterviewDiscussion Prompt: Memorable messagesDiscussion Prompt: Reaching EveryoneVideo: Public Health Policy IntroductionVideo: Congressman Henry Waxman InterviewDiscussion Prompt: Helping Those at Highest RiskGraded: Public Health ToolsWEEK 3People: Public Health in our CommunitiesIn this module, Harris County Health Officer Dr. Umair Shah drives “carpool karaoke”- style around Baltimore County, Maryland to hear from real health department workers about their work.6 videosexpandVideo: People of Public Health IntroductionVideo: Derek: Disease InvestigationVideo: Terry: Emergency PreparednessDiscussion Prompt: Invisible Partners?Video: Mary: Home NursingVideo: Tyler: Environmental InspectionDiscussion Prompt: Supporting Health WorkersVideo: Doing Good and Doing Well in Public HealthDiscussion Prompt: Reaching Every Part of the CommunityGraded: Module 3 QuizVideo: Hib Vaccine IntroductionVideo: Santosham InterviewDiscussion Prompt: The Public Health Team Video: Road Safety IntroductionVideo: Baker InterviewDiscussion Prompt: Public Health InventionsVideo: WIC Program IntroductionVideo: Paige InterviewDiscussion Prompt: Research Built on TrustVideo: Fraser IntroductionVideo: Fraser InterviewVideo: Public Health Surveillance IntroductionVideo: Lucy Wilson \u0026 Megan Wallace InterviewDiscussion Prompt: Counting CasesVideo: Public Health Communication IntroductionVideo: Rosie Henson InterviewDiscussion Prompt: Memorable messagesDiscussion Prompt: Reaching EveryoneVideo: Public Health Policy IntroductionVideo: Congressman Henry Waxman InterviewDiscussion Prompt: Helping Those at Highest RiskVideo: People of Public Health IntroductionVideo: Derek: Disease InvestigationVideo: Terry: Emergency PreparednessDiscussion Prompt: Invisible Partners?Video: Mary: Home NursingVideo: Tyler: Environmental InspectionDiscussion Prompt: Supporting Health WorkersVideo: Doing Good and Doing Well in Public HealthDiscussion Prompt: Reaching Every Part of the CommunityEmory UniversityHealth in Complex Humanitarian EmergenciesJohns Hopkins UniversityCommunity Change in Public HealthThe University of TokyoGlobal Health PolicyThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversityPublic Health in Humanitarian Crises",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/public-health",
    "Language": "English",
    "Commitment": "3 weeks, 1 hour per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Cities are back in town : sociología urbana para un mundo globalizado",
    "Description": "About this course: Acerca del curso\n\nLos procesos de globalización y europeización respaldan el rápido desarrollo de las ciudades en distintas partes del mundo. En el mundo contemporáneo, el proceso de urbanización está alcanzando un nuevo pico con el incremento de las megalópolis (más de 15 millones de habitantes) como Calcuta, Los Ángeles, Daca, El Cairo, Tokio, Nueva York, Shanghái, Ciudad de México. o Seúl. Más allá de las metrópolis modernas, los investigadores intentan entender estas grandes zonas urbanas con el uso de distintos conceptos, tales como \"posmetrópolis\", \"ciudades globales\" y \"ciudades-regiones globales\". La clase estudiará debates y modelos de ciencias sociales de ciudades y metrópolis, para así analizar y comparar los desarrollos actuales. ¿Cómo podemos estudiar dichas ciudades cuando se convierten en megalópolis? ¿El tamaño importa, y para qué? ¿Acaso vemos la creación de un mundo urbano extenso o, en cambio, vemos más allá de la convergencia aparente de procesos complejos  de globalización comprendidos en relación con el capitalismo globalizado? ¿Es posible identificar las diferencias escondidas y el fortalecimiento de diversos mundos urbanos? ¿Cómo podemos lograr entender este mundo urbano cuando las ciudades no son unidades independientes, sino que tienen que compenetrarse en términos de territorio, instalación, y asimismo en materia de relaciones como el flujo, la movilidad y la circulación? ¿Cuál es la relevancia de los conceptos de las ciencias sociales desarrollados en el mundo occidental para poder analizar la transformación de Lagos? ¿Hasta qué punto puede el desarrollo sistemático de nuevas formas de comparación entre ciudades del norte y del sur cambiar las ciencias sociales y contribuir a superar el sesgo hacia la comparación nacional? \nPor el momento, y considerando las condiciones actuales del capitalismo, los asuntos políticos, económicos, culturales y sociales se convierten cada vez más en asuntos urbanos. En la concepción moderna del mundo, caracterizada por el tamaño, la construcción de viviendas, la división del trabajo diferenciada y la densidad de interacción, existen diferentes concepciones de ciudades que se han entremezclado y, a veces, hasta se han enfrentado.  Dichas concepciones resaltan diferentes procesos de integración: el aspecto material de la ciudad, muros, plazas, viviendas, calles, iluminación, servicios públicos, edificios, desechos e infraestructura física; el aspecto cultural de la ciudad en términos de imaginación, diferencias, representaciones, ideas, símbolos, arte, textos, sentidos, religión y estética; los principios políticos y las políticas en materia de control, poder, gobierno, movilización, políticas públicas, bienes, educación; el aspecto social de la ciudad considerando los disturbios, las desigualdades étnicas, económicas y de género, la vida cotidiana y los movimientos sociales; y el aspecto económico de la ciudad: división del trabajo, escalas, producción, consumo, comercio, entre otros.\nLos asuntos urbanos clásicos sobre las desigualdades, viviendas, gobierno e integración, se relacionan con cuestiones referentes al tejido urbano, asuntos de movilidad e instalación, desarrollo sostenible y riesgos, creación de ciudades ciborg, problemas de control social y disturbios, cultura urbana, innovación y desarrollo económico urbano.  \n\nTodos los vídeos realizados por Sciences Po para este MOOC están a cargo de Creative Commons (BY / NC / SA)\n\n\nPerfil recomendado\n\nEl curso está diseñado para estudiantes de pregrado, pero también puede ser de interés para estudiantes de posgrado y profesionales en el sector de asuntos urbanos.\n\n\nPrograma del curso :\n\nSemana 1: Introducción, definición, asuntos urbanos y el uso de modelos\nSemana 2: Ciudades europeas y el modelo weberiano de integración\nSemana 3: Ciudades coloniales y poscoloniales\nSemana 4: Ciudades industriales (y ciudades socialistas) y modelos marxistas\nSemana 5: Las metrópolis norteamericanas y la Escuela de Chicago \nSemana 6: Posmetrópolis, fragmentos y diferencias\nSemana 7: Ciudades globales y megaciudades\nSemana 8: Ciudades inteligentes y la sociología de la ciencia y la tecnologíaWEEK 1Introducción, definición, asuntos urbanos y el uso de modelosIntroduction to urban sociology6 videos, 2 readingsexpandVideo: Bienvenido al nuevo mundo urbanoVideo: Ciudades antiguasVideo: Términos para calificar a las ciudades y al mundo urbanoVideo: Un mundo de ciudades o un mundo urbano generalizadoReading: Procesos de urbanizaciónVideo: DefinicionesVideo: Modelos y sociología urbanaReading: ReferencesWEEK 2Ciudades europeas y el modelo weberiano de integraciónEuropean city model6 videos, 6 readingsexpandVideo: Introducción a la ciudad europeaReading: Aparición histórica de las ciudades europeasReading: La burguesía urbanaReading: El estudio de caso sobre VeneciaVideo: Revolución municipal y la autonomía política frágilReading: Municipal revolution and the fragile political autonomy v2Video: El modelo weberiano de la \"ciudad occidental\"Video: Modelo neoweberiano: la ciudad europea como un actor económico y político parte 1Video: Modelo neoweberiano: la ciudad europea como un actor económico y político parte 2Reading: La utilidad del modelo de la ciudad europeaVideo: El estudio de caso sobre Los ÁngelesReading: ReferencesWEEK 3Ciudades coloniales y poscolonialesColonial city model5 videos, 5 readingsexpandVideo: Se debe imponer una infraestructura europea universal o es necesario buscar alternativas?Reading: Imperios coloniales y la creación de ciudades coloniales.Reading: Los colonos necesitan ciudades?Video: Desigualdad, segregación y el orden político colonial parte 1Video: Desigualdad, segregación y el orden político colonial parte 2Reading: Un modelo de ciudades coloniales?Video: Características de las ciudades colonialesVideo: Legado de la colonización. ¿Ciudades poscoloniales? parte 1Reading: Legado de la colonización. ¿Ciudades poscoloniales? parte 2Reading: ReferencesWEEK 4Ciudades industriales (y ciudades socialistas) y modelos marxistasIndustrial city model4 videos, 7 readingsexpandVideo: Introducción: Proceso de urbanización industrial y cambios urbanosReading: La revolución industrial y la aparición de ciudades industriales o regiones urbanasVideo: Dos oleadas de industrializaciónReading: Las condiciones de la clase trabajadora: explotación, pobreza, desigualdadesVideo: La creación de la ciudad industrial como una estructura socialReading: La infraestructura física de la metrópolis industrialReading: Ciudades industriales fuera de Europa, Chicago toma la delanteraVideo: Métodos y variables del modelo marxista de aglomeración industrialReading: Interpretación marxista de la ciudad industrialReading: Ciudades marxistas después de Occidente y el modelo de ciudad industrialReading: ReferencesWEEK 5La metrópolis estadounidense y la Escuela de ChicagoMetropolis model5 videos, 7 readingsexpandVideo: Introducción: centros experimentales para la vida social modernaVideo: Las capitales europeas de los grandes Estados-nación del siglo XIX se transforman en metrópolisReading: Nueva York, la metrópolis estadounidenseVideo: Metrópolis en el surReading: Buenos AiresReading: Las metrópolis y el modo urbano de vivirVideo: La ecología humana de las ciudades y la llegada de la era de la sociología urbanaReading: \"La ciudad\", de Louis WirthReading: La metrópolis segregada, razas y clases, medidas y delimitación cultural parte 1Reading: La metrópolis segregada, razas y clases, medidas y delimitación cultural parte 2Video: La competencia y el desarrollo de la metrópolisReading: ReferencesWEEK 6La ciudad globalGlobal city model4 videos, 7 readingsexpandVideo: Introducción: un mundo capitalista urbano globalizadoReading: El ascenso de las megaciudadesReading: El financiamiento de la ciudad, bienes raíces, servicios públicosReading: Modelo del proceso de urbanización del capitalReading: La nueva geografía económica, Scott y StorperReading: Ciudades de flujos y nodos de redesVideo: GlobalizaciónVideo: Ciudades globales: ¿Grandes ciudades con funciones económicas avanzadas?Reading: Ciudad desigualVideo: Conclusión - Ciudad globalReading: ReferencesWEEK 7Ciudades globales y megaciudadesPost metroplis model4 videos, 6 readingsexpandVideo: La posmetrópolis y las críticas a los modelosReading: Mundos urbanos distintosVideo: Ciudades conflictivas, ciudades disputadas, el rechazo al modernismo, al capitalismo y al estadoReading: Disturbios urbanosVideo: Más allá del modernismo, el viraje cultural de los estudios urbanosVideo: La cultura y el entretenimiento están de vuelta, la ciudad de los visitantesReading: Asentamientos informales, redes e ilegalidades parte 1Reading: Asentamientos informales, redes e ilegalidades parte 2Reading: Conclusión de la posmetrópolisReading: ReferencesWEEK 8Ciudad digitalDigital city model6 videos, 5 readingsexpandVideo: Ciudades inteligentes - Introducción – Parte 1Video: Ciudades inteligentes - Introducción – Parte 2Video: Mapas y redes – Parte 1Video: Mapas y redes – Parte 2Reading: Mapas y redes – Parte 3Video: El modelo de ciudad inteligente – Parte 1Reading: El modelo de ciudad inteligente – Parte 2Reading: La ciudad de acceso y actividad en líneaReading: Transformando la vida - Transformando la IndiaVideo: Ciudad sostenibleReading: ReferencesVideo: Bienvenido al nuevo mundo urbanoVideo: Ciudades antiguasVideo: Términos para calificar a las ciudades y al mundo urbanoVideo: Un mundo de ciudades o un mundo urbano generalizadoReading: Procesos de urbanizaciónVideo: DefinicionesVideo: Modelos y sociología urbanaReading: ReferencesVideo: Introducción a la ciudad europeaReading: Aparición histórica de las ciudades europeasReading: La burguesía urbanaReading: El estudio de caso sobre VeneciaVideo: Revolución municipal y la autonomía política frágilReading: Municipal revolution and the fragile political autonomy v2Video: El modelo weberiano de la \"ciudad occidental\"Video: Modelo neoweberiano: la ciudad europea como un actor económico y político parte 1Video: Modelo neoweberiano: la ciudad europea como un actor económico y político parte 2Reading: La utilidad del modelo de la ciudad europeaVideo: El estudio de caso sobre Los ÁngelesReading: ReferencesVideo: Se debe imponer una infraestructura europea universal o es necesario buscar alternativas?Reading: Imperios coloniales y la creación de ciudades coloniales.Reading: Los colonos necesitan ciudades?Video: Desigualdad, segregación y el orden político colonial parte 1Video: Desigualdad, segregación y el orden político colonial parte 2Reading: Un modelo de ciudades coloniales?Video: Características de las ciudades colonialesVideo: Legado de la colonización. ¿Ciudades poscoloniales? parte 1Reading: Legado de la colonización. ¿Ciudades poscoloniales? parte 2Reading: ReferencesVideo: Introducción: Proceso de urbanización industrial y cambios urbanosReading: La revolución industrial y la aparición de ciudades industriales o regiones urbanasVideo: Dos oleadas de industrializaciónReading: Las condiciones de la clase trabajadora: explotación, pobreza, desigualdadesVideo: La creación de la ciudad industrial como una estructura socialReading: La infraestructura física de la metrópolis industrialReading: Ciudades industriales fuera de Europa, Chicago toma la delanteraVideo: Métodos y variables del modelo marxista de aglomeración industrialReading: Interpretación marxista de la ciudad industrialReading: Ciudades marxistas después de Occidente y el modelo de ciudad industrialReading: ReferencesVideo: Introducción: centros experimentales para la vida social modernaVideo: Las capitales europeas de los grandes Estados-nación del siglo XIX se transforman en metrópolisReading: Nueva York, la metrópolis estadounidenseVideo: Metrópolis en el surReading: Buenos AiresReading: Las metrópolis y el modo urbano de vivirVideo: La ecología humana de las ciudades y la llegada de la era de la sociología urbanaReading: \"La ciudad\", de Louis WirthReading: La metrópolis segregada, razas y clases, medidas y delimitación cultural parte 1Reading: La metrópolis segregada, razas y clases, medidas y delimitación cultural parte 2Video: La competencia y el desarrollo de la metrópolisReading: ReferencesVideo: Introducción: un mundo capitalista urbano globalizadoReading: El ascenso de las megaciudadesReading: El financiamiento de la ciudad, bienes raíces, servicios públicosReading: Modelo del proceso de urbanización del capitalReading: La nueva geografía económica, Scott y StorperReading: Ciudades de flujos y nodos de redesVideo: GlobalizaciónVideo: Ciudades globales: ¿Grandes ciudades con funciones económicas avanzadas?Reading: Ciudad desigualVideo: Conclusión - Ciudad globalReading: ReferencesVideo: La posmetrópolis y las críticas a los modelosReading: Mundos urbanos distintosVideo: Ciudades conflictivas, ciudades disputadas, el rechazo al modernismo, al capitalismo y al estadoReading: Disturbios urbanosVideo: Más allá del modernismo, el viraje cultural de los estudios urbanosVideo: La cultura y el entretenimiento están de vuelta, la ciudad de los visitantesReading: Asentamientos informales, redes e ilegalidades parte 1Reading: Asentamientos informales, redes e ilegalidades parte 2Reading: Conclusión de la posmetrópolisReading: ReferencesVideo: Ciudades inteligentes - Introducción – Parte 1Video: Ciudades inteligentes - Introducción – Parte 2Video: Mapas y redes – Parte 1Video: Mapas y redes – Parte 2Reading: Mapas y redes – Parte 3Video: El modelo de ciudad inteligente – Parte 1Reading: El modelo de ciudad inteligente – Parte 2Reading: La ciudad de acceso y actividad en líneaReading: Transformando la vida - Transformando la IndiaVideo: Ciudad sostenibleReading: ReferencesDuke University, Creative Time ART of the MOOC: Public Art and PedagogyVanderbilt University, National Arts StrategiesLeading Innovation in Arts and CultureLund UniversityGreening the Economy: Sustainable CitiesSciences PoCities are back in town : urban sociology for a globalizing urban world Duke University, Creative Time ART of the MOOC: Activism and Social Movements",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/desarrollo-urbano",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Ethical Social Media",
    "Description": "About this course: Social media connects us across space and time, allowing us to find like-minded communities and participate creatively in public life as never before.  We may often use social media without thinking much about the possible consequences.   But there is a shadow side associated with social media use, which takes the form of hate speech, increased surveillance, lack of anonymity and questionable use of our data. What do we need to know to use social media spaces effectively, in a way that is safe and productive for all?\n\nThis course will guide you into a deeper exploration of online identity, social media communities and their users.  You will examine the ways that social media is being used by public institutions such as government to build participation and conversation with audiences.  You will encounter the most common ethical debates in social media.  \n\nYou will also have the opportunity to build your practical skills by developing your professional social media profile, defining your audience, building your social media influence and understanding how to interpret data analytics to \"listen\" and communicate well.WEEK 1Social Media ConceptsIn the introductory module, we will examine the concepts of being social, of self-representation, online identity and publishing.  We will also look at how the social media technologies intersect with public and private spheres as networked communication develops. 10 videos, 2 readingsexpandVideo: Introduction to ethical social mediaVideo: Navigating the MOOCDemande de discussion: What events are you engaging with right now?Video: Introduction to module 1Lecture: Module 1 readingsVideo: What is ethical social media use? Interview with Dr. Fiona Martin, academic, University of SydneyVideo: What are social media?Demande de discussion: Ethical issues and social media Video: What is my online identity?Demande de discussion: Blurred boundariesVideo: The selfie phenomenon and new digital economies. Interview with Associate Professor Kath Albury, University of New South WalesVideo: Who uses social media?Lecture: Tweet your core affiliationDemande de discussion: Lurkers and participants, make your case!Video: Connect me to the bigger pictureVideo: Module 1 summaryGraded: Social media conceptsWEEK 2Collaborative Practices of Social Media UsersWe examine who the users of social media are, how they use it and their motivations.  We will also look at the difference between networks and communities.  Through the lens of 'produsage' we will explore participatory culture and understand the motivations behind users contributing to cultural production.8 videos, 2 readingsexpandVideo: Introduction to module 2Lecture: Module 2 readingsVideo: What is the difference between a network and a community?Video: What is user-created content?Lecture: Optional activity: managing your social mediaDemande de discussion: Extending influenceVideo: What motivates users to contribute to cultural production? Interview with Professor Axel Bruns, Queensland University of TechnologyVideo: How to engage users through participatory projects. Interview with Jennifer Lam, Director/Digital Media Strategist, Bamboo GardenDemande de discussion: Participation in global eventsVideo: Social media's hidden power agentsVideo: Community management. Interview with Venessa PaechVideo: Module 2 summaryGraded: Develop your professional Twitter profileGraded: Who are the users of social media?WEEK 3Participatory Culture and Media OrganisationsOrganisations are often accused of exploiting their users and online community members when they participate in collaborative cultural production activities. Similarly, participants are also accused of ignoring reciprocal efforts in collective online arrangements for personal gain, or what has recently been described as 'hope labour' (Kuehn \u0026 Corrigan, 2013). In this module, we will explore the tensions that surround precarious labour models for the productuon and consumption of social media content. In particular we will look at the concepts of cultural production, institutions, cultural intermediation, creativity and art.9 videos, 2 readingsexpandVideo: Introduction to module 3Lecture: Module 3 readingsVideo: The impact of social media on cultural productionVideo: How are cultural institutions incorporating social media? Interview with Claire Joachim, Social Media Specialist, Sydney Opera HouseLecture: Optional activity: Explore a cultural institution's social mediaVideo: How are global institutions using social media?Video: Participatory culture and media organisations. Interview with Rod McGuinness, Social Media Coordinator, Radio Division, Australian Broadcasting Commission (ABC)Demande de discussion: Participatory projects in your areaVideo: What are precarious labour models?Video: Politics and social media. Interview with Dr Mitchell Hobbs, University of SydneyVideo: Social media, politics and trolling. Interview with David Shoebridge, Australian politician, Member of the New South Wales Legislative CouncilVideo: Module 3 summaryGraded: Participatory Culture and Media OrganisationsWEEK 4Social Media Data AnalyticsCommunication across social media platforms produces an enormous amount of data that can describe content, location, users, purchases, events and emotions, along with larger scale areas such as reactions to news and politics, integration with sporting events or information and knowledge exchange, Each of these instances provides an opportunity to understand both general patterns of large-scale communication alog with nuanced individual and niche communication spaces. This module provides the opportunity to identify this sort of data, how to access and collect it and interpret and display it to strategically target larger users and networks.6 videos, 2 readingsexpandVideo: Introduction to module 4Lecture: Module 4 readingsVideo: What are data analytics?Video: How do we generate meaning from social media data analytics?Lecture: Optional activity: Interpreting social media dataVideo: How do we incorporate data analytics into user engagement strategies? Interview with Joe Cothrel, Chief Community Officer, Lithium Technologies Chicago, IllinoisVideo: Iterative social media designVideo: Module 4 summaryGraded: Social Media Data AnalyticsGraded: Develop a strategy from social media analyticsWEEK 5Ethics in Social MediaJust because we can access social media doesn't mean that we should. In this module, you are asked to critically examine the use of social media and think about how you can manipulate the data in meaningful and beneficial ways compared with typical neo-liberal approaches. You are also encouraged to think about some of the not so obvious areas of social media data analytics, for example reconstructing potentially sensitive material, uncovering a dangerous conversation in social media, or exposjng users that may wish to remain incognito. Using social media data is tremendously rewarding, yet presents ethical challenges that many scholars are still grappling with.6 videos, 1 readingexpandVideo: Introduction to module 5Lecture: Module 5 readingsVideo: University ethics. Interview with Dr. Margaret Faedo, Research Integrity and Ethics, University of Sydney.Video: Social media \u0026 disability. Interview with Professor Gerard Goggin, University of SydneyVideo: The ethics of social media births and deaths. Interview with Dr. Tama Leaver, Curtin UniversityDemande de discussion: Ethical concerns: reviewVideo: Module 5 summaryVideo: MOOC SummaryGraded: Social media ethicsIn the introductory module, we will examine the concepts of being social, of self-representation, online identity and publishing.  We will also look at how the social media technologies intersect with public and private spheres as networked communication develops. Video: Introduction to ethical social mediaVideo: Navigating the MOOCDemande de discussion: What events are you engaging with right now?Video: Introduction to module 1Lecture: Module 1 readingsVideo: What is ethical social media use? Interview with Dr. Fiona Martin, academic, University of SydneyVideo: What are social media?Demande de discussion: Ethical issues and social media Video: What is my online identity?Demande de discussion: Blurred boundariesVideo: The selfie phenomenon and new digital economies. Interview with Associate Professor Kath Albury, University of New South WalesVideo: Who uses social media?Lecture: Tweet your core affiliationDemande de discussion: Lurkers and participants, make your case!Video: Connect me to the bigger pictureVideo: Module 1 summaryWe examine who the users of social media are, how they use it and their motivations.  We will also look at the difference between networks and communities.  Through the lens of 'produsage' we will explore participatory culture and understand the motivations behind users contributing to cultural production.Video: Introduction to module 2Lecture: Module 2 readingsVideo: What is the difference between a network and a community?Video: What is user-created content?Lecture: Optional activity: managing your social mediaDemande de discussion: Extending influenceVideo: What motivates users to contribute to cultural production? Interview with Professor Axel Bruns, Queensland University of TechnologyVideo: How to engage users through participatory projects. Interview with Jennifer Lam, Director/Digital Media Strategist, Bamboo GardenDemande de discussion: Participation in global eventsVideo: Social media's hidden power agentsVideo: Community management. Interview with Venessa PaechVideo: Module 2 summaryOrganisations are often accused of exploiting their users and online community members when they participate in collaborative cultural production activities. Similarly, participants are also accused of ignoring reciprocal efforts in collective online arrangements for personal gain, or what has recently been described as 'hope labour' (Kuehn \u0026 Corrigan, 2013). In this module, we will explore the tensions that surround precarious labour models for the productuon and consumption of social media content. In particular we will look at the concepts of cultural production, institutions, cultural intermediation, creativity and art.Video: Introduction to module 3Lecture: Module 3 readingsVideo: The impact of social media on cultural productionVideo: How are cultural institutions incorporating social media? Interview with Claire Joachim, Social Media Specialist, Sydney Opera HouseLecture: Optional activity: Explore a cultural institution's social mediaVideo: How are global institutions using social media?Video: Participatory culture and media organisations. Interview with Rod McGuinness, Social Media Coordinator, Radio Division, Australian Broadcasting Commission (ABC)Demande de discussion: Participatory projects in your areaVideo: What are precarious labour models?Video: Politics and social media. Interview with Dr Mitchell Hobbs, University of SydneyVideo: Social media, politics and trolling. Interview with David Shoebridge, Australian politician, Member of the New South Wales Legislative CouncilVideo: Module 3 summaryCommunication across social media platforms produces an enormous amount of data that can describe content, location, users, purchases, events and emotions, along with larger scale areas such as reactions to news and politics, integration with sporting events or information and knowledge exchange, Each of these instances provides an opportunity to understand both general patterns of large-scale communication alog with nuanced individual and niche communication spaces. This module provides the opportunity to identify this sort of data, how to access and collect it and interpret and display it to strategically target larger users and networks.Video: Introduction to module 4Lecture: Module 4 readingsVideo: What are data analytics?Video: How do we generate meaning from social media data analytics?Lecture: Optional activity: Interpreting social media dataVideo: How do we incorporate data analytics into user engagement strategies? Interview with Joe Cothrel, Chief Community Officer, Lithium Technologies Chicago, IllinoisVideo: Iterative social media designVideo: Module 4 summaryJust because we can access social media doesn't mean that we should. In this module, you are asked to critically examine the use of social media and think about how you can manipulate the data in meaningful and beneficial ways compared with typical neo-liberal approaches. You are also encouraged to think about some of the not so obvious areas of social media data analytics, for example reconstructing potentially sensitive material, uncovering a dangerous conversation in social media, or exposjng users that may wish to remain incognito. Using social media data is tremendously rewarding, yet presents ethical challenges that many scholars are still grappling with.Video: Introduction to module 5Lecture: Module 5 readingsVideo: University ethics. Interview with Dr. Margaret Faedo, Research Integrity and Ethics, University of Sydney.Video: Social media \u0026 disability. Interview with Professor Gerard Goggin, University of SydneyVideo: The ethics of social media births and deaths. Interview with Dr. Tama Leaver, Curtin UniversityDemande de discussion: Ethical concerns: reviewVideo: Module 5 summaryVideo: MOOC SummaryMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Copenhagen Business SchoolUnleashing the Impact of your Social Enterprise",
    "Creator": "The University of Sydney",
    "Level": "",
    "URL": "https://coursera.org/learn/ethical-social-media",
    "Language": "English",
    "Commitment": "5 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Homeland Security and Cybersecurity Future",
    "Description": "About this course: This course takes a look at the future of cybersecurity with respect to what is being done to lessen the potential for catastrophic destruction resulting from cyber attack on critical infrastructure.  In this respect, we take a short survey of potential technological solutions and response options.  We conclude this module by taking a look at unique aspects of the cyber profession and personal considerations for those who want to make cybersecurity a career.WEEK 1Module 13: Assessing Risk \u0026 Future OptionsThere is no cure for cyber attack and there is no absolute security. Accordingly, all cybersecurity entails risk management. In this module we will take a closer look at risk management and begin looking at alternatives to the cybersecurity problem.4 videos, 4 readings, 3 practice quizzesexpandVideo: Course 4 IntroductionVideo: L31 Risk AnalysisReading: More Risk Methodologies (Optional Video)Practice Quiz: L31 Challenge QuestionsVideo: L32 ReversionReading: More Cyber Threat to Infrastructure (Optional Video)Practice Quiz: L32 Challenge QuestionsVideo: L33 ConundrumReading: Limits of Quantum Computing (Optional)Reading: Solving the Cyber Conundrum (Optional Video)Practice Quiz: L33 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 2Module 14: Responding to Cyber AttackThis module examines the cyber response capabilities of DHS and DoD. Also included in this module is course exam #7. Good luck!2 videos, 3 readings, 2 practice quizzesexpandVideo: L34 ResponseReading: Cyber Incident Response (Optional Video)Reading: DHS NPPD (Optional)Practice Quiz: L34 Challenge QuestionsVideo: L37 MilitaryReading: Cyber Weapon (Optional Video)Practice Quiz: L37 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 7WEEK 3Module 15: Escaping the Cyber TrapThis module examines legal issues related to cyber crime and cyber surveillance. It also examines how critical infrastructure might eventually evolve and become immune to cyber attack.3 videos, 5 readings, 3 practice quizzesexpandVideo: L35 RetaliationReading: Estimating the Cost of Cybercrime (Optional)Reading: More on Cybercrime (Optional Video)Practice Quiz: L35 Challenge QuestionsVideo: L36 SurveillanceReading: NSA Surveillance Leaks (Optional)Reading: Cybercrime Law Symposium (Optional Video)Practice Quiz: L36 Challenge QuestionsVideo: L38 MitigationReading: Cyber Risk \u0026 Crisis Management (Optional Video)Practice Quiz: L38 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 4Module 16: Cyber Profession \u0026 CareerIn this module we will take a look at the cyber profession and your future in the cyber career field. Also included in this module are the remaining course exam and project, and a comprehensive final exam. Please take your time and carefully consider your answers. Again, I wish you the best of luck. Cheers!2 videos, 2 readings, 2 practice quizzesexpandVideo: L39 RevolutionaryReading: Cyber Resilience (Optional Video)Practice Quiz: L39 Challenge QuestionsVideo: L40 ProfessionReading: Building Cyber Capability (Optional Video)Practice Quiz: L40 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 8Graded: Building Cybersecurity CapabilityGraded: Final ExamVideo: Course 4 IntroductionVideo: L31 Risk AnalysisReading: More Risk Methodologies (Optional Video)Practice Quiz: L31 Challenge QuestionsVideo: L32 ReversionReading: More Cyber Threat to Infrastructure (Optional Video)Practice Quiz: L32 Challenge QuestionsVideo: L33 ConundrumReading: Limits of Quantum Computing (Optional)Reading: Solving the Cyber Conundrum (Optional Video)Practice Quiz: L33 Challenge QuestionsDiscussion Prompt: What do you think?Video: L34 ResponseReading: Cyber Incident Response (Optional Video)Reading: DHS NPPD (Optional)Practice Quiz: L34 Challenge QuestionsVideo: L37 MilitaryReading: Cyber Weapon (Optional Video)Practice Quiz: L37 Challenge QuestionsDiscussion Prompt: What do you think?Video: L35 RetaliationReading: Estimating the Cost of Cybercrime (Optional)Reading: More on Cybercrime (Optional Video)Practice Quiz: L35 Challenge QuestionsVideo: L36 SurveillanceReading: NSA Surveillance Leaks (Optional)Reading: Cybercrime Law Symposium (Optional Video)Practice Quiz: L36 Challenge QuestionsVideo: L38 MitigationReading: Cyber Risk \u0026 Crisis Management (Optional Video)Practice Quiz: L38 Challenge QuestionsDiscussion Prompt: What do you think?In this module we will take a look at the cyber profession and your future in the cyber career field. Also included in this module are the remaining course exam and project, and a comprehensive final exam. Please take your time and carefully consider your answers. Again, I wish you the best of luck. Cheers!Video: L39 RevolutionaryReading: Cyber Resilience (Optional Video)Practice Quiz: L39 Challenge QuestionsVideo: L40 ProfessionReading: Building Cyber Capability (Optional Video)Practice Quiz: L40 Challenge QuestionsDiscussion Prompt: What do you think?University of Colorado SystemCybersecurity Policy for Aviation and Internet InfrastructuresUniversity of Colorado SystemCybersecurity Policy for Water and Electricity InfrastructuresUniversity of Colorado SystemHomeland Security \u0026 Cybersecurity Connection - It's Not About the TerroristsUniversity of Colorado SystemDetecting and Mitigating Cyber Threats and AttacksUniversity of Colorado SystemProactive Computer Security",
    "Creator": "University of Colorado System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/homeland-security-cybersecurity-future",
    "Language": "English",
    "Commitment": "This is Course 4 in a 4-course specialization. Estimated workload: 15-hours over 1-week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "AIDS: Fear and Hope",
    "Description": "About this course: The basic biology of the virus, HIV, and the disease it causes, AIDS.  The economic, social and political factors that determine who gets sick and who remains healthy, who lives and who dies.  The progress of scientific research and medical treatments.  The reasons for hope; the reasons for fear.  (To get a glimpse of some of the materials that students have been posting on the course forums, go to @AIDSFAH or #AIDSFAH.)WEEK 1Unit 1 - Beginnings: A New Disease Surprises The WorldHIV Basics, Stigma, Three Books, Chimps to Humans, Some Memories9 videos, 5 readingsexpandReading: SyllabusReading: Discussion Forum GuidelinesReading: Welcome to Unit 1!Reading: Video ScheduleVideo: 01.01 - Mini-Intro (1): Terminology, StigmaVideo: 01.02 - A Snapshot of the EpidemicVideo: 01.03 - Mini-Intro (2): Suggested BooksVideo: 01.04 - Memories of the Beginning: San Juan and Cambridge, Mass.Reading: Help us learn more about you!Video: 01.05 - Some HistoryVideo: 01.06 - Memories of the Beginning: Chicago and PhiladelphiaVideo: 01.07 - Mini-Intro (3): Learning about Science; The Bodily Fluids that Carry HIVVideo: 01.08 - HIV, Other Viruses, Other Species, Virus HuntersVideo: 01.09 - Mini-Intro (4): Talking About SexGraded: Unit 1 QuizWEEK 2Unit 2 - Transmission, Gender, PoliticsTransmission, Gender, More Memories7 videos, 1 readingexpandReading: Unit 2: What to expectVideo: 02.01 - Women, Gender Inequality, and HIVVideo: 02.02 - Sexual Transmission of HIVVideo: 02.03 - Taking a Sexual HistoryVideo: 02.04 - Non-Sexual Transmission of HIVVideo: 02.05 - Four Presidents (1): ReaganVideo: 02.06 - Memories of the Beginning: Princeton and Washington, DC, and Ann Arbor, MIVideo: 02.07 - Memories of the Beginning: NIHGraded: Unit 2 QuizWEEK 3Unit 3 - Testing (and Some Politics and Memories)The Critical Issue--Testing9 videos, 1 readingexpandReading: Welcome to Unit 3Video: 03.01 - Working with African Ministers Video: 03.02 - Memories of the Beginning: DetroitVideo: 03.03 - Future Ministers Get TestedVideo: 03.04 - Test CounselorsVideo: 03.05 - Professor Tests Himself, Oral Swab Video: 03.06 - Professor Tests Himself, Blood Video: 03.07 - Four Presidents (2): MuseveniVideo: 03.08 - Update on Testing Video: 03.09 - 03.09 - Course RecapGraded: Unit 3 QuizWEEK 4Unit 4 - Living With HIVNot a death sentence, but not easy; More Politics, Sexual Orientation5 videos, 1 readingexpandReading: Unit 4 PreviewVideo: 04.01 - Richard's Story - HIV Diagnosis, Coping, Early Life, Spiritual QuestVideo: 04.02 - Richard's Story - Living with HIVVideo: 04.03 - Bug Chasers and Gift GiversVideo: 04.04 - Four Presidents (3): BushVideo: 04.05 - AIDS, Gender, Sexual Orientation IssuesGraded: Unit 4 QuizWEEK 5Unit 5 - Caring for PatientsDoctors, Medication, More Politics, More Memories7 videos, 1 readingexpandReading: Unit 5 IntroductionVideo: 05.01 - Caring for Patients: Dr. Brown and Ms. Corkery at the Detroit Receiving Hospital (Part 1)Video: 05.02 - Caring for Patients: Dr. Brown and Ms. Corkery at the Detroit Receiving Hospital (Part 2)Video: 05.03 - Memories of the Beginning: St. Louis and DetroitVideo: 05.04 - Four Presidents (4): MbekiVideo: 05.05 - AIDS and the Practice of General MedicineVideo: 05.06 - Caring for Patients: Dr. Riddell at the University of MichiganVideo: 05.07 - The Drugs: Dr. Riddell Describes Antiretroviral TherapyGraded: Unit 5 QuizWEEK 6Unit 6 - Prevention, Art, Poetry8 videos, 1 readingexpandReading: Unit 6 IntroductionVideo: 06.01 - Needle and Syringe Exchange, Addiction, Harm ReductionVideo: 06.02 - Blood Nobility Video: 06.03 - Gardenias Video: 06.04 - HIV, Cultural Complexity, Art Video: 06.05 - VaccineVideo: 06.06 - Circumcision and Prevention Video: 06.07 - Trusted Messengers in Zambia Video: 06.08 - Outreach to African-American Ministers Graded: Unit 6 QuizWEEK 7Unit 7 - Wrapping UpCure? Legal Issues, Cost, The Future, Acting Up10 videos, 2 readingsexpandReading: For the last time . . .Video: 07.01 - HIV and the Law Video: 07.02 - The Criminalization of HIV Video: 07.03 - The Search for a CureVideo: 07.04 - The Cost of DrugsVideo: 07.05 - Infected but not TreatedVideo: 07.06 - Anti-Retroviral Treatment: The Problems Video: 07.07 - PrEP and PEP Video: 07.08 - Case Management and Community Health WorkersVideo: 07.09 - ActivismVideo: 07.10 - FarewellReading: Post-Course SurveyGraded: Unit 7 QuizReading: SyllabusReading: Discussion Forum GuidelinesReading: Welcome to Unit 1!Reading: Video ScheduleVideo: 01.01 - Mini-Intro (1): Terminology, StigmaVideo: 01.02 - A Snapshot of the EpidemicVideo: 01.03 - Mini-Intro (2): Suggested BooksVideo: 01.04 - Memories of the Beginning: San Juan and Cambridge, Mass.Reading: Help us learn more about you!Video: 01.05 - Some HistoryVideo: 01.06 - Memories of the Beginning: Chicago and PhiladelphiaVideo: 01.07 - Mini-Intro (3): Learning about Science; The Bodily Fluids that Carry HIVVideo: 01.08 - HIV, Other Viruses, Other Species, Virus HuntersVideo: 01.09 - Mini-Intro (4): Talking About SexReading: Unit 2: What to expectVideo: 02.01 - Women, Gender Inequality, and HIVVideo: 02.02 - Sexual Transmission of HIVVideo: 02.03 - Taking a Sexual HistoryVideo: 02.04 - Non-Sexual Transmission of HIVVideo: 02.05 - Four Presidents (1): ReaganVideo: 02.06 - Memories of the Beginning: Princeton and Washington, DC, and Ann Arbor, MIVideo: 02.07 - Memories of the Beginning: NIHReading: Welcome to Unit 3Video: 03.01 - Working with African Ministers Video: 03.02 - Memories of the Beginning: DetroitVideo: 03.03 - Future Ministers Get TestedVideo: 03.04 - Test CounselorsVideo: 03.05 - Professor Tests Himself, Oral Swab Video: 03.06 - Professor Tests Himself, Blood Video: 03.07 - Four Presidents (2): MuseveniVideo: 03.08 - Update on Testing Video: 03.09 - 03.09 - Course RecapReading: Unit 4 PreviewVideo: 04.01 - Richard's Story - HIV Diagnosis, Coping, Early Life, Spiritual QuestVideo: 04.02 - Richard's Story - Living with HIVVideo: 04.03 - Bug Chasers and Gift GiversVideo: 04.04 - Four Presidents (3): BushVideo: 04.05 - AIDS, Gender, Sexual Orientation IssuesReading: Unit 5 IntroductionVideo: 05.01 - Caring for Patients: Dr. Brown and Ms. Corkery at the Detroit Receiving Hospital (Part 1)Video: 05.02 - Caring for Patients: Dr. Brown and Ms. Corkery at the Detroit Receiving Hospital (Part 2)Video: 05.03 - Memories of the Beginning: St. Louis and DetroitVideo: 05.04 - Four Presidents (4): MbekiVideo: 05.05 - AIDS and the Practice of General MedicineVideo: 05.06 - Caring for Patients: Dr. Riddell at the University of MichiganVideo: 05.07 - The Drugs: Dr. Riddell Describes Antiretroviral TherapyReading: Unit 6 IntroductionVideo: 06.01 - Needle and Syringe Exchange, Addiction, Harm ReductionVideo: 06.02 - Blood Nobility Video: 06.03 - Gardenias Video: 06.04 - HIV, Cultural Complexity, Art Video: 06.05 - VaccineVideo: 06.06 - Circumcision and Prevention Video: 06.07 - Trusted Messengers in Zambia Video: 06.08 - Outreach to African-American Ministers Reading: For the last time . . .Video: 07.01 - HIV and the Law Video: 07.02 - The Criminalization of HIV Video: 07.03 - The Search for a CureVideo: 07.04 - The Cost of DrugsVideo: 07.05 - Infected but not TreatedVideo: 07.06 - Anti-Retroviral Treatment: The Problems Video: 07.07 - PrEP and PEP Video: 07.08 - Case Management and Community Health WorkersVideo: 07.09 - ActivismVideo: 07.10 - FarewellReading: Post-Course SurveyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewUniversity of CopenhagenAn Introduction to Global HealthUniversity of PittsburghEpidemics, Pandemics and OutbreaksJohns Hopkins UniversityCommunity Change in Public HealthUniversity of Colorado SystemFoundations for Global Health Responders",
    "Creator": "University of Michigan",
    "Level": "",
    "URL": "https://coursera.org/learn/aids-fear-hope",
    "Language": "English",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "In the footsteps of Zika… approaching the unknown",
    "Description": "About this course: Welcome !\n\nWelcome to this on-demand MOOC “In the footsteps of Zika… approaching the unknown”. \n\nThis MOOC has been produced by Université de Genève (www.unige.ch), Institut Pasteur (www.pasteur.fr), Université Paris Descartes (www.parisdescartes.fr) and Centre Virchow-Villermé (virchowvillerme.eu).\n\nWith the help of the intervention of faculty members and international experts, we will explore together the recent Zika phenomenon, a previously rare benign virus that recently turned unexpectedly into the limelight when on the 1st of February 2016 it was declared by the WHO as a Public Health Emergency of International Concern. \nAs this outbreak is still ongoing and under close investigation, this MOOC has the opportunity to be an open learning experience that will follow the marked developments and new discoveries over time. This MOOC will bring you to the heart of the Zika outbreak and invite you to this adventure in uncharted territories. \nMoreover, we invite you to join the interactive dialogue among participants and facilitators through a community of practice, which promotes questions, critical thinking, participatory learning, as well as interrelated and ongoing collaborative information. \nLet us learn hand in hand all together to go further in finding clues and eventually solutions!\n\nCourse description \n\nThis interdisciplinary course is divided into 8 modules available in 4 languages (subtitles in English, French, Portuguese, Spanish). \nEach module is organized around a central topic that will help those who take the course to develop their skills and knowledge. Each module provides\n- interviews with specialists\n- quizes\n- recommended readings\n- online videos and web links. \n\nThis MOOC will cover a range of topics, such as epidemiology, historical and geographical dispersion of the virus and its vectors through globalization and climate change, its modes of transmission, but also the symptoms, diagnosis and treatment. The different types of preventive measures will be also covered. \nA special module will focus on possible neurological adverse effects such as the risk for birth defects (microcephaly) in pregnant women, while another one will examine the peripheral nerve paralysis called the Guillain-Barré syndrome. \nThe fact that Zika presents a significant threat to political and economic stabilities and thus reinforces social inequity through South America will be addressed. \nThe revolution in cultural, religious, and legal norms in front of the expansion of Zika will be also debated. \nFinally, the last two modules will state the role, recommendations and response measures of policy makers and public health organizations under the light of medias.WEEK 1Introducing Zika virus, its vectors and its hostsModule 1 introduces Zika virus as a whole. In this module you will increase your knowledge about the virus, its life cycle, its possible mutation, and its transmission patterns through different vectors and hosts (mosquitoes and human beings). You will learn also about its discovery and the possible origin of the current outbreak that started in Brazil and spread out through South America. Finally, we will discover together the strategy developed by this virus to develop and evolve to survive.\n\nProf. Duane Gubler will start by talking about the Emergence of Zika virus and its different hosts and vectors, followed by Dr. Anna-Bella Failloux who will make you discover the cycle of Zika virus and its vectors, all travelling together.\n\nFinally, Dr. Maria Van Kerkhove will close this module by covering the sexual transmission of Zika virus and its persistency in body fluids.\n5 videos, 3 readingsexpandVideo: Welcome to this MOOC!Reading: Helpful websites regarding the Zika phenomenonVideo: 1.1 Emergence of Zika virus and its different hosts and vectors - Interview with Prof. Duane GublerVideo: 1.2 Cycle of Zika virus and its vector-travelling togetherInterview with Dr. Anna-Bella FaillouxVideo: 1.3 What about sexual transmission of Zika virus and persistency? - Interview with Dr. Maria Van KerkhoveVideo: Extra - Multi Aedes: mosquito in many places and host of many viruses  - Interview with Prof. Patrice BouréeDiscussion Prompt: Join and contribute to the debate around the spread out of Zika epidemics across the globeReading: Recommended readingsReading: Recommended video linksGraded: Introducing Zika virus, its vectors and its hostsWEEK 2Following the tracks of Zika virusModule 2 relates how Zika virus left the remote African forests towards new destinations across the world partly by globalization and climate change. In this module you will increase your knowledge about the developing of a “love story” with human beings through globalisation. You will also learn how shifts in precipitation levels and temperature caused by climate change, and notably el Niño and la Niña phenomenons, may result into increased survival and/or migration of the virus through vectors into previously non-endemic geographic areas outside the tropical areas. You will also get better knowledge in the characteristics of the recent Zika outbreak in Brazil by local specialists. Dr. Frédéric Simard will start with the relationship between globalization and increased mosquito preference for humans. Then Joint Prof. Aline Philibert and Prof. Antoine Flahault will show you how climate changes can be indirectly and/or directly related to the transmission of Aedes and then Zika virus. Finally, Prof. Aluisio Cotrim Segurado and Prof. Paolo Zanotto of the University of São Paulo will describe the emergence of the outbreak as well as risks and challenges associated with.6 videos, 2 readingsexpandVideo: 2.1 Globalization and increased mosquito preference for humans: a never-ending love story? - Interview with Dr. Frédéric SimardVideo: 2.2 Climate, vectors, and virus: a long-term love story - Interview with Ass. Prof. Aline PhilibertVideo: 2.3 El Niño or La Niña may influence Aedes distribution time - Interview with Prof. Antoine FlahaultVideo: 2.4 Introduction of Zika outbreak in Brazil - Interview with Prof. Aluisio Cotrim SeguradoVideo: 2.5 Particularities of Zika introduction in Brazil - Interview with Prof. Paolo ZanottoVideo: Extra - Networking between laboratories to better counteract Zika virus - Interview with Prof. Paolo ZanottoDiscussion Prompt: Join and contribute to the debate around the relationship between Zika and climateReading: Recommended readingsReading: Recommended video linksGraded: Following the tracks of Zika virusWEEK 3Prevention and controlModule 3 presents the different types of vector prevention and control. You will get knowledge on the history of vector control and the lessons we have learnt over time. You will also be taught about large-scale control programmes that are now taking place to eradicate mosquitoes in many parts of the world. Beside the common use of insecticides you will explore one new “ecological” technology based on a bacteria that live within the mosquito Aedes. Prof. James Webb will start by talking about the history of vector control and eradication over time. Then, Dr. Frédéric Simard will explain who should be targeted first to prevent vector and virus transmission. You will explore with Prof. John Vontas the molecular analysis of insecticide resistance in major mosquito vectors from mechanisms to resistance management. Finally, Prof. Scott O’Neill will explain you the new and ecofriendly technology of vector control with the Wolbachia bacteria.7 videos, 2 readingsexpandVideo: 3.1 Historical Perspectives on the Suppression and Eradication of Aedes aegypti in the Americas - Interview with Prof. James WebbVideo: 3.2 Who and how to protect the persons at the frontline of virus emergence? - Interview with Dr. Frédéric SimardVideo: 3.3 How can we protect ourselves from Zika? - Interview with Prof. Patrice BouréeVideo: 3.4 Molecular analysis of insecticide resistance in major mosquito vectors: from mechanisms to resistance management - Interview with Prof. John VontasVideo: 3.5 Wolbachia infections in mosquitoes to control Zika - Interview with Prof. Scott O'NeillVideo: Extra - Extra activities to better prevent and care epidemics in French Guyana - Interview with Prof. Patrice BouréeVideo: Extra - New research on vector control - Interview with Ass. Prof. John VontasDiscussion Prompt: Join and contribute to the debate about the use of insecticide as the best control toolReading: Recommended readingsReading: Recommended video linksGraded: Prevention and controlWEEK 4Symptoms, diagnosis and treatmentThis module addresses symptoms, diagnosis and treatment regarding Zika infection. You will discover the challenges related to the two main types of diagnoses, clinical and biochemical (molecular or serological) diagnoses. You will learn that most cases are asymptomatic cases and this causes an issue to forecast virus origin and its transmission to new areas. You will also learn that currently licenced vaccines or medicines to treat Zika are missing. For now, treatment consists of relieving pain, fever, and any other symptoms. Prof. Patrice Bourée will start by listing the known symptoms and diagnosis. You will learn with Prof. Laurent Kaiser about the paradox between the limitation in clinical investigation and the strong technology currently available. Dr. Maria Van Kerkhove will explain you the different types of diagnoses and their limitations. Prof. Ester Sabino will tell you the diagnostic challenges they experienced at the beginning of the Zika outbreak in Brazil. Finally, Dr. Paulo Lee Ho and Dr. In-Kyu Yoon will close the module by telling you how the race is on to develop a Zika vaccine.6 videos, 2 readingsexpandVideo: 4.1 Types of known diagnosis and their challenges Interview with Prof. Patrice BouréeVideo: 4.2 Paradox between strong technology and limitation in clinical investigation - Interview with Prof. Laurent KaiserVideo: 4.3 Challenges for clinical and biochemical diagnosis - Interview with Dr. Maria Van KerkhoveVideo: 4.4 Diagnostic challenges during Zika epidemic in Brazil - Interview with Prof. Ester SabinoVideo: 4.5 Vaccine, where are we? - Interview with Dr. Paulo Lee HoVideo: 4.6 Experience from Dengue vaccine, a blessing for Zika research - Interview with Dr. In-Kyu YoonDiscussion Prompt: Join and contribute to the debate about vaccine development to address a current epidemicsReading: Recommended readingsReading: Recommended video linksGraded: Symptoms, diagnosis and treatmentWEEK 5Zika and neurological adverses effectsThis module addresses what is known and what is unknown about the neurological adverse effects of Zika virus, especially based on observations and research studies carried out in French Polynesia and in Brazil. In this module you will gain knowledge about the association between Zika infection in mothers and microcephaly in foetus in Brazil as well as the increased Guillain-Barré Syndrome in adults during the Zika outbreak in French Polynesia in 2013-2014. Prof. Olivier Picone, gynecologist-obstetrician, will explain the mechanisms of Zika infection and its health consequences. Dr. Patricia Jungmann will present us the race against time to understand the increased of microcephaly cases in Northeastern Brazil at the beginning of the outbreak and how doctors and scientists worked hand in hand to find clues to better understand the phenomenon. You will learn how the fear of microcephaly is becoming a nightmare for pregnant Brazilian women or those who would like to fall pregnant with Prof. Aluisio Cotrim Segurado and Prof. Laura Rodrigues. Prof. Tom Solomon and Prof. Arnaud Fontanet will close the module with the neurological effects of Zika in adults, notably regarding the Guillain-Barré syndrome that recently occurred in many infected cases in French Polynesia.7 videos, 2 readingsexpandVideo: 5.1 Zika and microcephaly: a brain-busting puzzle game for gynecologists and pediatricians - Interview with Prof. Olivier PiconeVideo: 5.2 How we discovered Zika was related to microcephaly in North-eastern Brazil  - Interview with Dr. Patricia JungmannVideo: 5.3 Burden of Zika laid on the shoulders of Brazilian women - Interview with Prof. Aluisio Cotrim SeguradoVideo: 5.4 A new nightmare for pregnant women in Brazil - Interview with Prof. Laura RodriguesVideo: 5.5 Neurologic Complications of Flaviviruses - Interview with Prof. Tom SolomonVideo: 5.6 Zika and Guillain-Barré Syndrome: case of French Polynesia - Interview with Prof. Arnaud FontanetVideo: Extra - Opportunity of online university training on virology and gynecology - Interview with Prof. Olivier PiconeDiscussion Prompt: Join and contribute to the debate about the health effect of Zika on young childrenReading: Recommended readingsReading: Recommended video linksGraded: Zika and neurological adverses effectsWEEK 6Inequity in front of Zika exposure and outcomesThe module 6 presents the inequity existing between poor and wealthy communities in the fight against Zika virus in Brazil and South America. You will learn that decades of rapid and chaotic urbanization have left many impoverished areas without basic sanitation, putting the poor at far greater risk of contracting Zika and other mosquito-borne viruses. Aside from the dangers that come with the spread of this disease, you will learn how inequity is aggravated by difference of access to health care, socio-economical support, and limited reproductive rights in this region. Finally, the module will make you better understand the fact that women’s rights and reproductive issues in the South America landscape are highly controversial topics. You will also better understand how Zika virus is starting a legal revolution regarding abortion right, while it has always been largely illegal and seen as a taboo in many countries in South America. Dr. Serge Rabier will start by describing the anthropological perspective related to the health crisis of Zika in South America. You will learn with Prof. Helena Ribeiro the inequity regarding exposure to virus in favelas and elsewhere. Dr. Ester Sabino will talk about contraception and abortion challenges for women in Brazil. Finally, Dr. Flávia Bulegon Pilecco will close the module by telling us how Zika is fuelling a new debate over legal and safe abortion in South America. 4 videos, 2 readingsexpandVideo: 6.1 Anthropological perspective of the health crisis of Zika - Interview with Dr. Serge RabierVideo: 6.2 The rapid increase of Aedes in poor urban settings in Northern Brazil - Interview with Prof. Helena RibeiroVideo: 6.3 Abortion and contraception challenges for women in Brazil - Interview with Dr. Ester SabinoVideo: 6.4 Relation between microcephaly and sexual reproduction in Brazil - Interview with Dr. Flávia Bulegon PileccoDiscussion Prompt: Join and contribute to the debate about the dilemma between women's rights and recommendations Reading: Recommended readingsReading: Recommended video linksGraded: Inequity in front of Zika exposure and outcomesWEEK 7How do deal with Zika:  WHO and international health organizations' perspectivesThe module 7 explains how the recent Zika outbreak, the cluster of microcephaly cases and neurological events occurring at the same time and place (mainly Brazil) resulted in a public health emergency of international concern. You will learn about the role and duties of international organizations and the fact that this is the first time the global scientific community commits to sharing data on Zika. You will be exposed by discussions related to the fact that WHO and other partners seek to learn from their failure regarding the Ebola crisis, after they were heavily criticised for their slow response. \n\nProf. David Heymann will start by explaining how Zika became a public health emergency of international concern. \n\nDr. Marie-Paule Kieny, Dr. Sylvie Briand and Dr. In-Kyu Yoon will debate for us on the roles and duties of international organizations to ensure that proportionate actions are taken and what lessons we learnt from the past outbreaks.5 videos, 2 readingsexpandVideo: 7.1 How Zika became as a public health emergency of international concern? - Interview with Prof. David HeymannVideo: 7.2 Drawing lessons from Ebola to prepare roadmap for future epidemicsInterview with Dr. Marie-Paule KienyVideo: 7.3 Zika and international health regulations - Interview with Dr. Sylvie BriandVideo: 7.4 Working all together to reach the unknownInterview with Dr. Maria Van KerkhoveVideo: 7.5 How lessons learnt from the past can bring us near to the unknown of Zika - Interview with Dr. In-Kyu YoonDiscussion Prompt: Join and contribute to the debate about the strategies to follow in the current context of Zika virusReading: Recommended readingsReading: Recommended video linksGraded: How do deal with Zika:  WHO and international health organizations' perspectivesWEEK 8The Zika phenomenon through medias and economical \u0026 political challengesIn this module you will better understand how Zika virus has been controlled or uncontrolled by the medias in the era of social networks, and what could be the role of the medias regarding prevention and control of the Zika disease in South and Latin America.The module 8 reports how the Zika phenomenon has been hitting the headlines over the past months. You will learn that aside from the health risks it poses, Zika also affects economy and politics in South America. You will be exposed to the economic adverse effects of Zika on touristic hotspots in Latin America and on the coming Olympic games in Brazil. Dr. Paul Benkimoun will start by making a summary of what has been reported in headlines in the past few months. Dr. Jean-Yves Nau will make an analysis of the different ingredients the Zika phenomenon is constructed of in the news, such as health, politics and economy. Margaret Harris will tell us the importance of the transparency and the adequacy of the messages that should be disseminated to the public. Dr. Anneliese Depoux will let us know what are the raise of awareness via social networks. Finally, Dr. Josselin Thuilliez will close the module by debating on economical issues related to the Zika phenomenon.8 videos, 5 readingsexpandVideo: 8.1 Epidemics and medias - Interview with Dr. Paul BenkimounVideo: 8.2 Message and origin of information - Interview with Dr. Paul BenkimounVideo: 8.3 A complete picture of the Zika phenomenon through medias - Interview with Dr. Jean-Yves NauVideo: 8.4 Zika, medias and transparency - Interview with Margaret HarrisVideo: 8.5 Popular involvement and raise of public awareness - Interview with Dr. Anneliese DepouxReading: References for video \"Popular involvement and raise of public awareness\"Video: 8.6 Prevention and popular education parts of the public sphere: various types of commitments - Interview with Dr. Anneliese DepouxReading: References for video \"Prevention and popular education parts of the public sphere: various types of commitments\"Video: 8.7 Economic dimensions of the Zika phenomenon - Interview with Dr. Josselin ThuilliezVideo: Extra - New app of WHO for Zika - Interview with Margaret HarrisReading: References for video \"Extra - New app of WHO for Zika\"Discussion Prompt: Join and contribute to the debate about demography and economyReading: Recommended readingsReading: Recommended video linksGraded: The Zika phenomenon through medias and economical \u0026 political challengesModule 1 introduces Zika virus as a whole. In this module you will increase your knowledge about the virus, its life cycle, its possible mutation, and its transmission patterns through different vectors and hosts (mosquitoes and human beings). You will learn also about its discovery and the possible origin of the current outbreak that started in Brazil and spread out through South America. Finally, we will discover together the strategy developed by this virus to develop and evolve to survive.\n\nProf. Duane Gubler will start by talking about the Emergence of Zika virus and its different hosts and vectors, followed by Dr. Anna-Bella Failloux who will make you discover the cycle of Zika virus and its vectors, all travelling together.\n\nFinally, Dr. Maria Van Kerkhove will close this module by covering the sexual transmission of Zika virus and its persistency in body fluids.\nVideo: Welcome to this MOOC!Reading: Helpful websites regarding the Zika phenomenonVideo: 1.1 Emergence of Zika virus and its different hosts and vectors - Interview with Prof. Duane GublerVideo: 1.2 Cycle of Zika virus and its vector-travelling togetherInterview with Dr. Anna-Bella FaillouxVideo: 1.3 What about sexual transmission of Zika virus and persistency? - Interview with Dr. Maria Van KerkhoveVideo: Extra - Multi Aedes: mosquito in many places and host of many viruses  - Interview with Prof. Patrice BouréeDiscussion Prompt: Join and contribute to the debate around the spread out of Zika epidemics across the globeReading: Recommended readingsReading: Recommended video linksModule 2 relates how Zika virus left the remote African forests towards new destinations across the world partly by globalization and climate change. In this module you will increase your knowledge about the developing of a “love story” with human beings through globalisation. You will also learn how shifts in precipitation levels and temperature caused by climate change, and notably el Niño and la Niña phenomenons, may result into increased survival and/or migration of the virus through vectors into previously non-endemic geographic areas outside the tropical areas. You will also get better knowledge in the characteristics of the recent Zika outbreak in Brazil by local specialists. Dr. Frédéric Simard will start with the relationship between globalization and increased mosquito preference for humans. Then Joint Prof. Aline Philibert and Prof. Antoine Flahault will show you how climate changes can be indirectly and/or directly related to the transmission of Aedes and then Zika virus. Finally, Prof. Aluisio Cotrim Segurado and Prof. Paolo Zanotto of the University of São Paulo will describe the emergence of the outbreak as well as risks and challenges associated with.Video: 2.1 Globalization and increased mosquito preference for humans: a never-ending love story? - Interview with Dr. Frédéric SimardVideo: 2.2 Climate, vectors, and virus: a long-term love story - Interview with Ass. Prof. Aline PhilibertVideo: 2.3 El Niño or La Niña may influence Aedes distribution time - Interview with Prof. Antoine FlahaultVideo: 2.4 Introduction of Zika outbreak in Brazil - Interview with Prof. Aluisio Cotrim SeguradoVideo: 2.5 Particularities of Zika introduction in Brazil - Interview with Prof. Paolo ZanottoVideo: Extra - Networking between laboratories to better counteract Zika virus - Interview with Prof. Paolo ZanottoDiscussion Prompt: Join and contribute to the debate around the relationship between Zika and climateReading: Recommended readingsReading: Recommended video linksModule 3 presents the different types of vector prevention and control. You will get knowledge on the history of vector control and the lessons we have learnt over time. You will also be taught about large-scale control programmes that are now taking place to eradicate mosquitoes in many parts of the world. Beside the common use of insecticides you will explore one new “ecological” technology based on a bacteria that live within the mosquito Aedes. Prof. James Webb will start by talking about the history of vector control and eradication over time. Then, Dr. Frédéric Simard will explain who should be targeted first to prevent vector and virus transmission. You will explore with Prof. John Vontas the molecular analysis of insecticide resistance in major mosquito vectors from mechanisms to resistance management. Finally, Prof. Scott O’Neill will explain you the new and ecofriendly technology of vector control with the Wolbachia bacteria.Video: 3.1 Historical Perspectives on the Suppression and Eradication of Aedes aegypti in the Americas - Interview with Prof. James WebbVideo: 3.2 Who and how to protect the persons at the frontline of virus emergence? - Interview with Dr. Frédéric SimardVideo: 3.3 How can we protect ourselves from Zika? - Interview with Prof. Patrice BouréeVideo: 3.4 Molecular analysis of insecticide resistance in major mosquito vectors: from mechanisms to resistance management - Interview with Prof. John VontasVideo: 3.5 Wolbachia infections in mosquitoes to control Zika - Interview with Prof. Scott O'NeillVideo: Extra - Extra activities to better prevent and care epidemics in French Guyana - Interview with Prof. Patrice BouréeVideo: Extra - New research on vector control - Interview with Ass. Prof. John VontasDiscussion Prompt: Join and contribute to the debate about the use of insecticide as the best control toolReading: Recommended readingsReading: Recommended video linksThis module addresses symptoms, diagnosis and treatment regarding Zika infection. You will discover the challenges related to the two main types of diagnoses, clinical and biochemical (molecular or serological) diagnoses. You will learn that most cases are asymptomatic cases and this causes an issue to forecast virus origin and its transmission to new areas. You will also learn that currently licenced vaccines or medicines to treat Zika are missing. For now, treatment consists of relieving pain, fever, and any other symptoms. Prof. Patrice Bourée will start by listing the known symptoms and diagnosis. You will learn with Prof. Laurent Kaiser about the paradox between the limitation in clinical investigation and the strong technology currently available. Dr. Maria Van Kerkhove will explain you the different types of diagnoses and their limitations. Prof. Ester Sabino will tell you the diagnostic challenges they experienced at the beginning of the Zika outbreak in Brazil. Finally, Dr. Paulo Lee Ho and Dr. In-Kyu Yoon will close the module by telling you how the race is on to develop a Zika vaccine.Video: 4.1 Types of known diagnosis and their challenges Interview with Prof. Patrice BouréeVideo: 4.2 Paradox between strong technology and limitation in clinical investigation - Interview with Prof. Laurent KaiserVideo: 4.3 Challenges for clinical and biochemical diagnosis - Interview with Dr. Maria Van KerkhoveVideo: 4.4 Diagnostic challenges during Zika epidemic in Brazil - Interview with Prof. Ester SabinoVideo: 4.5 Vaccine, where are we? - Interview with Dr. Paulo Lee HoVideo: 4.6 Experience from Dengue vaccine, a blessing for Zika research - Interview with Dr. In-Kyu YoonDiscussion Prompt: Join and contribute to the debate about vaccine development to address a current epidemicsReading: Recommended readingsReading: Recommended video linksThis module addresses what is known and what is unknown about the neurological adverse effects of Zika virus, especially based on observations and research studies carried out in French Polynesia and in Brazil. In this module you will gain knowledge about the association between Zika infection in mothers and microcephaly in foetus in Brazil as well as the increased Guillain-Barré Syndrome in adults during the Zika outbreak in French Polynesia in 2013-2014. Prof. Olivier Picone, gynecologist-obstetrician, will explain the mechanisms of Zika infection and its health consequences. Dr. Patricia Jungmann will present us the race against time to understand the increased of microcephaly cases in Northeastern Brazil at the beginning of the outbreak and how doctors and scientists worked hand in hand to find clues to better understand the phenomenon. You will learn how the fear of microcephaly is becoming a nightmare for pregnant Brazilian women or those who would like to fall pregnant with Prof. Aluisio Cotrim Segurado and Prof. Laura Rodrigues. Prof. Tom Solomon and Prof. Arnaud Fontanet will close the module with the neurological effects of Zika in adults, notably regarding the Guillain-Barré syndrome that recently occurred in many infected cases in French Polynesia.Video: 5.1 Zika and microcephaly: a brain-busting puzzle game for gynecologists and pediatricians - Interview with Prof. Olivier PiconeVideo: 5.2 How we discovered Zika was related to microcephaly in North-eastern Brazil  - Interview with Dr. Patricia JungmannVideo: 5.3 Burden of Zika laid on the shoulders of Brazilian women - Interview with Prof. Aluisio Cotrim SeguradoVideo: 5.4 A new nightmare for pregnant women in Brazil - Interview with Prof. Laura RodriguesVideo: 5.5 Neurologic Complications of Flaviviruses - Interview with Prof. Tom SolomonVideo: 5.6 Zika and Guillain-Barré Syndrome: case of French Polynesia - Interview with Prof. Arnaud FontanetVideo: Extra - Opportunity of online university training on virology and gynecology - Interview with Prof. Olivier PiconeDiscussion Prompt: Join and contribute to the debate about the health effect of Zika on young childrenReading: Recommended readingsReading: Recommended video linksThe module 6 presents the inequity existing between poor and wealthy communities in the fight against Zika virus in Brazil and South America. You will learn that decades of rapid and chaotic urbanization have left many impoverished areas without basic sanitation, putting the poor at far greater risk of contracting Zika and other mosquito-borne viruses. Aside from the dangers that come with the spread of this disease, you will learn how inequity is aggravated by difference of access to health care, socio-economical support, and limited reproductive rights in this region. Finally, the module will make you better understand the fact that women’s rights and reproductive issues in the South America landscape are highly controversial topics. You will also better understand how Zika virus is starting a legal revolution regarding abortion right, while it has always been largely illegal and seen as a taboo in many countries in South America. Dr. Serge Rabier will start by describing the anthropological perspective related to the health crisis of Zika in South America. You will learn with Prof. Helena Ribeiro the inequity regarding exposure to virus in favelas and elsewhere. Dr. Ester Sabino will talk about contraception and abortion challenges for women in Brazil. Finally, Dr. Flávia Bulegon Pilecco will close the module by telling us how Zika is fuelling a new debate over legal and safe abortion in South America. Video: 6.1 Anthropological perspective of the health crisis of Zika - Interview with Dr. Serge RabierVideo: 6.2 The rapid increase of Aedes in poor urban settings in Northern Brazil - Interview with Prof. Helena RibeiroVideo: 6.3 Abortion and contraception challenges for women in Brazil - Interview with Dr. Ester SabinoVideo: 6.4 Relation between microcephaly and sexual reproduction in Brazil - Interview with Dr. Flávia Bulegon PileccoDiscussion Prompt: Join and contribute to the debate about the dilemma between women's rights and recommendations Reading: Recommended readingsReading: Recommended video linksThe module 7 explains how the recent Zika outbreak, the cluster of microcephaly cases and neurological events occurring at the same time and place (mainly Brazil) resulted in a public health emergency of international concern. You will learn about the role and duties of international organizations and the fact that this is the first time the global scientific community commits to sharing data on Zika. You will be exposed by discussions related to the fact that WHO and other partners seek to learn from their failure regarding the Ebola crisis, after they were heavily criticised for their slow response. \n\nProf. David Heymann will start by explaining how Zika became a public health emergency of international concern. \n\nDr. Marie-Paule Kieny, Dr. Sylvie Briand and Dr. In-Kyu Yoon will debate for us on the roles and duties of international organizations to ensure that proportionate actions are taken and what lessons we learnt from the past outbreaks.Video: 7.1 How Zika became as a public health emergency of international concern? - Interview with Prof. David HeymannVideo: 7.2 Drawing lessons from Ebola to prepare roadmap for future epidemicsInterview with Dr. Marie-Paule KienyVideo: 7.3 Zika and international health regulations - Interview with Dr. Sylvie BriandVideo: 7.4 Working all together to reach the unknownInterview with Dr. Maria Van KerkhoveVideo: 7.5 How lessons learnt from the past can bring us near to the unknown of Zika - Interview with Dr. In-Kyu YoonDiscussion Prompt: Join and contribute to the debate about the strategies to follow in the current context of Zika virusReading: Recommended readingsReading: Recommended video linksIn this module you will better understand how Zika virus has been controlled or uncontrolled by the medias in the era of social networks, and what could be the role of the medias regarding prevention and control of the Zika disease in South and Latin America.The module 8 reports how the Zika phenomenon has been hitting the headlines over the past months. You will learn that aside from the health risks it poses, Zika also affects economy and politics in South America. You will be exposed to the economic adverse effects of Zika on touristic hotspots in Latin America and on the coming Olympic games in Brazil. Dr. Paul Benkimoun will start by making a summary of what has been reported in headlines in the past few months. Dr. Jean-Yves Nau will make an analysis of the different ingredients the Zika phenomenon is constructed of in the news, such as health, politics and economy. Margaret Harris will tell us the importance of the transparency and the adequacy of the messages that should be disseminated to the public. Dr. Anneliese Depoux will let us know what are the raise of awareness via social networks. Finally, Dr. Josselin Thuilliez will close the module by debating on economical issues related to the Zika phenomenon.Video: 8.1 Epidemics and medias - Interview with Dr. Paul BenkimounVideo: 8.2 Message and origin of information - Interview with Dr. Paul BenkimounVideo: 8.3 A complete picture of the Zika phenomenon through medias - Interview with Dr. Jean-Yves NauVideo: 8.4 Zika, medias and transparency - Interview with Margaret HarrisVideo: 8.5 Popular involvement and raise of public awareness - Interview with Dr. Anneliese DepouxReading: References for video \"Popular involvement and raise of public awareness\"Video: 8.6 Prevention and popular education parts of the public sphere: various types of commitments - Interview with Dr. Anneliese DepouxReading: References for video \"Prevention and popular education parts of the public sphere: various types of commitments\"Video: 8.7 Economic dimensions of the Zika phenomenon - Interview with Dr. Josselin ThuilliezVideo: Extra - New app of WHO for Zika - Interview with Margaret HarrisReading: References for video \"Extra - New app of WHO for Zika\"Discussion Prompt: Join and contribute to the debate about demography and economyReading: Recommended readingsReading: Recommended video linksEmory UniversityHealth in Complex Humanitarian EmergenciesThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewUniversity of Colorado SystemFoundations for Global Health Responders",
    "Creator": "University of Geneva",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/zika",
    "Language": "English, Subtitles: French, Portuguese (Brazilian), Spanish",
    "Commitment": "5 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Effectively delivering the news to your audience",
    "Description": "About this course: Being a successful journalist is more than hunting down information. How journalists process the information, then put it together, are key steps for news reports. You will learn the process, planning, requirements of how journalists develop their news reports. There are many ways to report news reports, and you will learn different forms of how to perform reporting and writing to serve different audiences. This course also explains the different formats within journalism, beyond the written word and how they are best utilized.WEEK 1Welcome to Course 3!We are thrilled to have you as part of Course 3 in our Introduction to Journalism Specialization. We will be discussing how to \"Effectively Delivering the News to Your Audience\". You will learn about the School of Journalism, our award-winning faculty and the world-class atmosphere of Michigan State University. We are a special place, where amazing things happen every day.4 videos, 1 readingexpandVideo: This is JournalismVideo: Meet your School of Journalism facultyVideo: The MSU School of JournalismVideo: #SpartansWillReading: Where to find usWEEK 2Earning and keeping trustYou've developed your story concept. You've done your research, reporting and interviewing. Now you will learn how to take the next steps: sorting your information, and picking the right format for your news report. You will develop skills in dealing with statistics, numbers and how to figure out if you have enough information to compile an effective news report.4 videos, 1 reading, 2 practice quizzesexpandVideo: How do journalists sort their information?Reading: Things to help sort informationPractice Quiz: Sorting newsgatheringVideo: Using numbers wisely in news reportsPractice Quiz: Understanding how to use numbersDiscussion Prompt: How USA TODAY uses numbers effectivelyVideo: Newsgathering...what's accurate and what's not?Discussion Prompt: Think like a journalist!Video: What happens if you don't know something?Graded: Sifting, sorting and choosing informationWEEK 3Preparing your news reportSometimes one of the biggest challenges in being a journalist is figuring out how to best handle quotes, format, and audience recognition. Knowing what you're reporting, and your audience, makes all the difference. You will learn how to best use and structure quotes in your news reports, choose the right format for reporting, and understand the needs of your audience.3 videos, 1 reading, 1 practice quizexpandVideo: Using quotes in your news reportsDiscussion Prompt: Examining quotes and transitions Practice Quiz: Using quotes correctlyVideo: Choosing a news report formatReading: Some formats for news storiesVideo: Knowing your audienceGraded: Have you seen format affect a news report?Graded: Audience, tone, leads, sourcesWEEK 4More than wordsHaving an effective news report is often dictated by the many thoughtful choices made by editors and journalists. How things look, sound, feel and read impacts how the audiences choose to take in information - and if they want to interact with your media. What are the things you need to consider? You will learn how your news report can be strengthened through multimedia: audio, video, graphics, photos and maps. You will develop skills in shooting video and photos, as well as gathering audio.4 videos, 2 readings, 3 practice quizzesexpandVideo: Multimedia in NewsDiscussion Prompt: How can you use multimedia?Practice Quiz: Ways to think about multimediaVideo: Adding audio to your news reportReading: Listen to this!Practice Quiz: Audio best practicesVideo: Adding Videos to your News ReportReading: Make Your Video More Visually InterestingPractice Quiz: Adding Video to Your News ReportVideo: Why should you use multimedia?Graded: Adding layers with multimediaWEEK 5Keeping the news conversation goingBeing a journalist does not mean you complete a news report...and move on to another story. Many times, one report leads to another, then another, then another on a particular topic. You will learn how to harness and understand the power of your audience, and use their feedback to develop more news reports. You will also deepen your understanding of audience reaction and how to handle the feedback.4 videos, 1 reading, 1 practice quizexpandVideo: Keep the reporting going!Video: Crowdsourcing and audience reactionDiscussion Prompt: Using the audience to crowdsourceVideo: The good, the bad, and the please go awayPractice Quiz: Forms of audience reactionVideo: Journalists and pushbackReading: Stress and journalistsGraded: How do YOU keep the reporting going?Graded: Journalists and audiencesGraded: Putting it all togetherWe are thrilled to have you as part of Course 3 in our Introduction to Journalism Specialization. We will be discussing how to \"Effectively Delivering the News to Your Audience\". You will learn about the School of Journalism, our award-winning faculty and the world-class atmosphere of Michigan State University. We are a special place, where amazing things happen every day.Video: This is JournalismVideo: Meet your School of Journalism facultyVideo: The MSU School of JournalismVideo: #SpartansWillReading: Where to find usYou've developed your story concept. You've done your research, reporting and interviewing. Now you will learn how to take the next steps: sorting your information, and picking the right format for your news report. You will develop skills in dealing with statistics, numbers and how to figure out if you have enough information to compile an effective news report.Video: How do journalists sort their information?Reading: Things to help sort informationPractice Quiz: Sorting newsgatheringVideo: Using numbers wisely in news reportsPractice Quiz: Understanding how to use numbersDiscussion Prompt: How USA TODAY uses numbers effectivelyVideo: Newsgathering...what's accurate and what's not?Discussion Prompt: Think like a journalist!Video: What happens if you don't know something?Sometimes one of the biggest challenges in being a journalist is figuring out how to best handle quotes, format, and audience recognition. Knowing what you're reporting, and your audience, makes all the difference. You will learn how to best use and structure quotes in your news reports, choose the right format for reporting, and understand the needs of your audience.Video: Using quotes in your news reportsDiscussion Prompt: Examining quotes and transitions Practice Quiz: Using quotes correctlyVideo: Choosing a news report formatReading: Some formats for news storiesVideo: Knowing your audienceHaving an effective news report is often dictated by the many thoughtful choices made by editors and journalists. How things look, sound, feel and read impacts how the audiences choose to take in information - and if they want to interact with your media. What are the things you need to consider? You will learn how your news report can be strengthened through multimedia: audio, video, graphics, photos and maps. You will develop skills in shooting video and photos, as well as gathering audio.Video: Multimedia in NewsDiscussion Prompt: How can you use multimedia?Practice Quiz: Ways to think about multimediaVideo: Adding audio to your news reportReading: Listen to this!Practice Quiz: Audio best practicesVideo: Adding Videos to your News ReportReading: Make Your Video More Visually InterestingPractice Quiz: Adding Video to Your News ReportVideo: Why should you use multimedia?Being a journalist does not mean you complete a news report...and move on to another story. Many times, one report leads to another, then another, then another on a particular topic. You will learn how to harness and understand the power of your audience, and use their feedback to develop more news reports. You will also deepen your understanding of audience reaction and how to handle the feedback.Video: Keep the reporting going!Video: Crowdsourcing and audience reactionDiscussion Prompt: Using the audience to crowdsourceVideo: The good, the bad, and the please go awayPractice Quiz: Forms of audience reactionVideo: Journalists and pushbackReading: Stress and journalistsMichigan State UniversityGathering and Developing the NewsMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolioNational University of SingaporeSocial Media in Public Relations",
    "Creator": "Michigan State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/deliver-the-news",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Villes africaines I: Introduction à la planification urbaine",
    "Description": "About this course: Le cours permet d'apprendre les bases de la planification urbaine à travers ses dimensions techniques, environnementales, sociales, économiques et symboliques.\n\nLe cours parle uniquement des villes africaines et même si celles-ci ont valeurs d'exemple pour les ville du Sud, voire toutes les villes, nous nous efforçons à remettre les problématiques dans un contexte africain.WEEK 1Urbanisation en AfriqueUn état des lieux de l'urbanisation en Afrique et dans le Monde. Quels sont le grands défis, les grands enjeux? Première approche de la planification urbaine7 videos, 6 readings, 1 practice quizexpandReading: Au programme cette semaineReading: Lecture recommandé pour le coursDiscussion Prompt: Une première question à débattre  Video: Vidéo d'introductionReading: Une première lecture obligatoireVideo: Urbanisation en Afrique (Partie 1)Video: Urbanisation en Afrique (Partie 2)Reading: Une lecture obligatoireVideo: Villes africaines (Partie 1)Video: Villes africaines (Partie 2)Reading: Une troisième lecture obligatoireDiscussion Prompt: Discussion sur la planification urbaine Video: Qu'est-ce que la planification urbaine? (Partie 1)Video: Qu'est-ce que la planification urbaine? (Partie 2)Practice Quiz: Le quiz des lectures de la semaineReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineWEEK 2Introduction à la planification et à la ville africaine, seconde partie Suite de la première semaine, nous continuons à explorer les villes africaines par leurs enjeux, les défis qu'elles représentent et les modèles d'urbanisation dont elles sont issues5 videos, 4 readingsexpandReading: Programme de la semaineVideo: Enjeux et défis  (Partie 1)Video: Enjeux et défis (Partie 2)Reading: Lecture obligatoireVideo: Quel modèle pour quelle ville? (Partie 1)Video: Quel modèle pour quelle ville? (Partie 2)Video: Les formes d'urbanisationReading: Une lecture sur les modèles de villeDiscussion Prompt: Question de la semaine à débattre Reading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz de la semaine sur les vidéos et les lecturesGraded: Le quiz des lectures de la semaineGraded: Capture des enjeux de la ville par l'imageWEEK 3Les thématiques urbainesL'aménagement urbain reposent sur des outils pour ordonner des transports, des équipements, des espaces et des logements. De là découlent des formes urbaines à canaliser.5 videos, 5 readingsexpandReading: Programme de la semaineVideo: Globalisation et villesReading: Lecture obligatoire sur la ville globaleVideo: Le développement urbain durableVideo: Le changement climatiqueVideo: Environnement urbainReading: Lecture obligatoire sur le changement climatiqueDiscussion Prompt: Discussion de la semaine Reading: Trois lectures obligatoiresVideo: Transports et mobilitéReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineWEEK 4Le fonctionnement urbainApprendre à réaliser des lotissements pas à pas.4 videos, 4 readingsexpandReading: Programme de la semaineVideo: Les équipements urbainsReading: Lectures obligatoiresDiscussion Prompt: Discussion sur les espaces publics Video: Les espaces publicsReading: Lecture sur les espaces publicsVideo: L'habitatVideo: La question foncièreReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des lectures de la semaineGraded: Le quiz des vidéos de la semaineWEEK 5La planification et ses outilsLa ville se finance, elle demande des ressources qui s'obtiennent par des biais divers.7 videos, 4 readingsexpandReading: Programme de la semaineVideo: L'étalement urbainVideo: Les métiers de la villeReading: LectureDiscussion Prompt: Discussion de la semaine Video: Histoire de la planification urbaineVideo: Qu'est-ce que la planification urbaine 2?Video: La planification urbaine stratégiqueDiscussion Prompt: Deuxième discussion de la semaineVideo: Les limites des plansVideo: Etude de cas : NouakchottReading: Lectures supplémentaires sur NouakchottReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineWEEK 6Le futur des villes ou comment planifierFaire face au défi climatique qui change nos manières de faire la ville.7 videos, 4 readingsexpandReading: Programme de la semaineVideo: Lecture critiqueVideo: Les 10 principes de baseReading: Lecture obligatoire n° 1Discussion Prompt: Discussion de la semaineVideo: La forme urbaineVideo: Accès et mobilitéVideo: Les InfrastructuresReading: Lecture obligatoire n°2Video: Agriculture urbaineVideo: Changement climatiqueReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des lectures de la semaineGraded: Le quiz des vidéos de la semaineWEEK 7Les outils et les méthodesGouverner la ville africaine d'aujourd'hui.5 videos, 3 readingsexpandReading: Programme de la semaineVideo: Les outils d'aménagementVideo: Le diagnosticReading: Lecture obligatoireVideo: Les données de baseVideo: Les SIGVideo: Cas d'étude : N'djamenaReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineGraded: Note de lectureWEEK 8Les actions de l'urbanisme opérationnel: les lotissementsLes quartiers les plus importants des villes africaines actuelles sont les lotissements, nous y consacrons une semaine entière.6 videos, 3 readingsexpandReading: Programme de la semaineVideo: Introduction : les lotissementsReading: Lectures sur les lotissementsDiscussion Prompt: Discussion de la semaine Video: Les principes de base du lotissementVideo: Rentabiliser les réseaux Video: Le lotissement \"step by step\"Video: Charge foncière et investissements immobiliersVideo: Quelques exemples de lotissement Reading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineWEEK 9Les actions de l'urbanisme opérationnel: la restructuration et les projets urbainsCette semaine nous plongeons au coeur des quartiers précaires en essayant d'en comprendre le rôle dans la ville4 videos, 3 readingsexpandReading: Programme de la semaineVideo: Les bidonvillesDiscussion Prompt: Discussion de la semaine Video: Quartiers précaires: restructurationVideo: Quartiers précaires: recensement Video: Quartiers précaires: programme d'habitatReading: Lectures obligatoiresReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineWEEK 10Les coûts et les financements des villesFinancement de la ville, adressage et cadastre4 videos, 4 readingsexpandReading: Programme de la semaineVideo: FinancementVideo: RessourcesReading: Lectures sur le financement des villesVideo: AdressageVideo: CadastreReading: Lecture: guide de l'adressageReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineWEEK 11Gouvernance: quels partenariats?Une première partie de méthode et une seconde partie sur la gouvernance urbaine4 videos, 4 readingsexpandReading: Programme de la semaineVideo: Lire les imagesReading: Lectures sur le travail des imagesVideo: La décentralisationVideo: Les communautésVideo: Les approches de la gouvernance urbaineReading: Une lecture obligatoire sur la gestion urbaineDiscussion Prompt: La discussion de la semaineReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz des vidéos de la semaineGraded: Le quiz des lectures de la semaineWEEK 12ConclusionsMesurer l'impact réel de la planification sur le fonctionnement urbain ; Synthèse et rappels, conclusions.6 videos, 5 readingsexpandReading: Programme de la semaineVideo: Mesurer l'impact Video: Synthèse et conclusionsVideo: Fin du cours Video: Jean YangoVideo: Xavier RicouVideo: Benjamin MichelonReading: Bibliographie du coursReading: Bibliographie général des participants au coursReading: Liens de sites webReading: Voir les notes de la semaine, télécharger les notes du coursGraded: Le quiz finalReading: Au programme cette semaineReading: Lecture recommandé pour le coursDiscussion Prompt: Une première question à débattre  Video: Vidéo d'introductionReading: Une première lecture obligatoireVideo: Urbanisation en Afrique (Partie 1)Video: Urbanisation en Afrique (Partie 2)Reading: Une lecture obligatoireVideo: Villes africaines (Partie 1)Video: Villes africaines (Partie 2)Reading: Une troisième lecture obligatoireDiscussion Prompt: Discussion sur la planification urbaine Video: Qu'est-ce que la planification urbaine? (Partie 1)Video: Qu'est-ce que la planification urbaine? (Partie 2)Practice Quiz: Le quiz des lectures de la semaineReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Enjeux et défis  (Partie 1)Video: Enjeux et défis (Partie 2)Reading: Lecture obligatoireVideo: Quel modèle pour quelle ville? (Partie 1)Video: Quel modèle pour quelle ville? (Partie 2)Video: Les formes d'urbanisationReading: Une lecture sur les modèles de villeDiscussion Prompt: Question de la semaine à débattre Reading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Globalisation et villesReading: Lecture obligatoire sur la ville globaleVideo: Le développement urbain durableVideo: Le changement climatiqueVideo: Environnement urbainReading: Lecture obligatoire sur le changement climatiqueDiscussion Prompt: Discussion de la semaine Reading: Trois lectures obligatoiresVideo: Transports et mobilitéReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Les équipements urbainsReading: Lectures obligatoiresDiscussion Prompt: Discussion sur les espaces publics Video: Les espaces publicsReading: Lecture sur les espaces publicsVideo: L'habitatVideo: La question foncièreReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: L'étalement urbainVideo: Les métiers de la villeReading: LectureDiscussion Prompt: Discussion de la semaine Video: Histoire de la planification urbaineVideo: Qu'est-ce que la planification urbaine 2?Video: La planification urbaine stratégiqueDiscussion Prompt: Deuxième discussion de la semaineVideo: Les limites des plansVideo: Etude de cas : NouakchottReading: Lectures supplémentaires sur NouakchottReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Lecture critiqueVideo: Les 10 principes de baseReading: Lecture obligatoire n° 1Discussion Prompt: Discussion de la semaineVideo: La forme urbaineVideo: Accès et mobilitéVideo: Les InfrastructuresReading: Lecture obligatoire n°2Video: Agriculture urbaineVideo: Changement climatiqueReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Les outils d'aménagementVideo: Le diagnosticReading: Lecture obligatoireVideo: Les données de baseVideo: Les SIGVideo: Cas d'étude : N'djamenaReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Introduction : les lotissementsReading: Lectures sur les lotissementsDiscussion Prompt: Discussion de la semaine Video: Les principes de base du lotissementVideo: Rentabiliser les réseaux Video: Le lotissement \"step by step\"Video: Charge foncière et investissements immobiliersVideo: Quelques exemples de lotissement Reading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Les bidonvillesDiscussion Prompt: Discussion de la semaine Video: Quartiers précaires: restructurationVideo: Quartiers précaires: recensement Video: Quartiers précaires: programme d'habitatReading: Lectures obligatoiresReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: FinancementVideo: RessourcesReading: Lectures sur le financement des villesVideo: AdressageVideo: CadastreReading: Lecture: guide de l'adressageReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Lire les imagesReading: Lectures sur le travail des imagesVideo: La décentralisationVideo: Les communautésVideo: Les approches de la gouvernance urbaineReading: Une lecture obligatoire sur la gestion urbaineDiscussion Prompt: La discussion de la semaineReading: Voir les notes de la semaine, télécharger les notes du coursReading: Programme de la semaineVideo: Mesurer l'impact Video: Synthèse et conclusionsVideo: Fin du cours Video: Jean YangoVideo: Xavier RicouVideo: Benjamin MichelonReading: Bibliographie du coursReading: Bibliographie général des participants au coursReading: Liens de sites webReading: Voir les notes de la semaine, télécharger les notes du coursSciences PoCities are back in town : sociologie urbaine pour un monde globaliséÉcole Polytechnique Fédérale de LausannePlanning \u0026 Design of Sanitation Systems and TechnologiesÉcole Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1École Polytechnique, HEC ParisCreating and Developing a Tech StartupHEC ParisTime to Reorganize! Understand Organizations, Act, and Build a Meaningful World.",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "",
    "URL": "https://coursera.org/learn/villes-africaines-1",
    "Language": "French, Subtitles: English, Portuguese (European)",
    "Commitment": "5-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Social Media in Public Relations",
    "Description": "About this course: Have you ever wondered why some videos go viral while others flop or how some companies have successfully leveraged Facebook and Twitter to reach out to their customers and clients? How are some companies able to effectively navigate the world of social media and build thriving online communities while others flounder, crash and burn? These questions along with many others concerning the use of, management and effects of social media in today's world will be covered in this course.\n\nEmbark on a journey into the realm of social media in public relations and explore the dynamics and management of social media and how it has changed public relations. We will examine the impact of digital influence, the relationship between traditional and social media as well as some of the pitfalls in the use of social media. You will also learn how to cultivate and manage relationships in social media, engage the online community, and plan and manage online content. We will also take a look at some ways of to measure and evaluate social media campaigns.  \n\nCome, join me in this course and take the first step towards an exciting and rewarding career in social media.WEEK 1Introduction to Social Media in Public RelationsWelcome! In this module, you will get a brief overview of the social media landscape and where and how social media fits into business environment as well as some social media trends. We will then look at the relationship between traditional and social media, in particular, the roles that engagement, interactivity and participation play in public relations. We will end this segment by looking at how social media can be applied in a particular context – that of crisis communication.7 videos, 2 readingsexpandVideo: Welcome VideoReading: Pre-course SurveyVideo: Course IntroductionVideo: OverviewVideo: Social Networks, Web 1.0 and 2.0Video: The Fifth PDiscussion Prompt: Points to Ponder - The Fifth PVideo: Social media and Crisis Communication – Organisation Point of ViewVideo: Social media and Crisis Communication – Audience Point of ViewReading: Optional Reading Module 1Graded: Quiz Module 1WEEK 2Using Social Media for Engagement and Relationship ManagementIn the first module, you were introduced to the concepts of interactivity and participation. Now you will learn more about how social media allows you to harness this interactivity and propensity for participation for engagement and relationship management. Some of the topics that we will explore include how to create and engage your audience, how to build relationships and communities and how to take advantage of real time marketing.10 videos, 1 readingexpandVideo: Social Media and EngagementVideo: Social Media and the Relationship Management PerspectiveVideo: Building CommunitiesVideo: Utilising the Power of Social NetworksVideo: Using Owned MediaVideo: Using Advertising and Earned MediaVideo: Having Personalized ConversationDiscussion Prompt: Points to Ponder - Having Personalized ConversationVideo: Review and RatingsVideo: Digital Urgency and Value Added AppsVideo: Real Time MarketingReading: Optional Reading Module 2Graded: Quiz Module 2WEEK 3Content Creation and ManagementIn this third module, we will talk about content creation and management. Here we look at the different forms of content and what makes content go viral. We will also explore the changing nature of media relations as well as how to harness the power of crowdsourcing and the sharing economy.7 videos, 1 readingexpandVideo: Importance of ContentVideo: Types of Content Part 1 - Snackable Content vs. Full Meal Content, Curated Content vs. Created Content, Organic Content vs. Incentivized ContentDiscussion Prompt: Is This Ethical?Video: Types of Content Part 2 - Editorial Content vs. Commercial ContentVideo: Content ValueVideo: How Ideas SpreadVideo: Creating Viral Content Part 1 - Social Currency, Triggers, EmotionVideo: Creating Viral Content Part 2 - Public, Practical Value, StoriesReading: Optional Reading Module 3Graded: Quiz Module 3WEEK 4Research and EvaluationIt is vital as we conduct our social media activities that we know what worked well and what did not, as well as what needs to be changed and improved. This brings us to the last module in which we will discuss the different ways that we can evaluate and measure our social media efforts and the factors that we need to be aware of when doing social media evaluations.5 videos, 2 readingsexpandVideo: Importance of EvaluationVideo: Measuring Social Media Part 1 - Different Types of MeasurementsVideo: Measuring Social Media Part 2 - Evaluation MetricsVideo: Social ListeningVideo: Difficulties in Social Media EvaluationReading: Optional Reading Module 4Reading: Post-course SurveyGraded: Social Media PlanWelcome! In this module, you will get a brief overview of the social media landscape and where and how social media fits into business environment as well as some social media trends. We will then look at the relationship between traditional and social media, in particular, the roles that engagement, interactivity and participation play in public relations. We will end this segment by looking at how social media can be applied in a particular context – that of crisis communication.Video: Welcome VideoReading: Pre-course SurveyVideo: Course IntroductionVideo: OverviewVideo: Social Networks, Web 1.0 and 2.0Video: The Fifth PDiscussion Prompt: Points to Ponder - The Fifth PVideo: Social media and Crisis Communication – Organisation Point of ViewVideo: Social media and Crisis Communication – Audience Point of ViewReading: Optional Reading Module 1In the first module, you were introduced to the concepts of interactivity and participation. Now you will learn more about how social media allows you to harness this interactivity and propensity for participation for engagement and relationship management. Some of the topics that we will explore include how to create and engage your audience, how to build relationships and communities and how to take advantage of real time marketing.Video: Social Media and EngagementVideo: Social Media and the Relationship Management PerspectiveVideo: Building CommunitiesVideo: Utilising the Power of Social NetworksVideo: Using Owned MediaVideo: Using Advertising and Earned MediaVideo: Having Personalized ConversationDiscussion Prompt: Points to Ponder - Having Personalized ConversationVideo: Review and RatingsVideo: Digital Urgency and Value Added AppsVideo: Real Time MarketingReading: Optional Reading Module 2In this third module, we will talk about content creation and management. Here we look at the different forms of content and what makes content go viral. We will also explore the changing nature of media relations as well as how to harness the power of crowdsourcing and the sharing economy.Video: Importance of ContentVideo: Types of Content Part 1 - Snackable Content vs. Full Meal Content, Curated Content vs. Created Content, Organic Content vs. Incentivized ContentDiscussion Prompt: Is This Ethical?Video: Types of Content Part 2 - Editorial Content vs. Commercial ContentVideo: Content ValueVideo: How Ideas SpreadVideo: Creating Viral Content Part 1 - Social Currency, Triggers, EmotionVideo: Creating Viral Content Part 2 - Public, Practical Value, StoriesReading: Optional Reading Module 3It is vital as we conduct our social media activities that we know what worked well and what did not, as well as what needs to be changed and improved. This brings us to the last module in which we will discuss the different ways that we can evaluate and measure our social media efforts and the factors that we need to be aware of when doing social media evaluations.Video: Importance of EvaluationVideo: Measuring Social Media Part 1 - Different Types of MeasurementsVideo: Measuring Social Media Part 2 - Evaluation MetricsVideo: Social ListeningVideo: Difficulties in Social Media EvaluationReading: Optional Reading Module 4Reading: Post-course SurveyNorthwestern UniversityEngagement \u0026 Nurture Marketing StrategiesNorthwestern UniversityThe Business of SocialNorthwestern UniversityContent, Advertising \u0026 Social IMCNorthwestern UniversityThe Importance of ListeningMichigan State UniversityGathering and Developing the News",
    "Creator": "National University of Singapore",
    "Level": "",
    "URL": "https://coursera.org/learn/social-media-pr",
    "Language": "English",
    "Commitment": "4 weeks, 6-8 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Planning for Climate Change in African Cities",
    "Description": "About this course: Climate change poses a threat to economic growth and long-term prosperity of many countries around the world. Africa is not an exception, considering the actual and potential impacts of climate change and climate variability that will threaten its vulnerable sectors and human populations. African countries are projected to experience changing rainfall patterns, rising sea levels, and higher temperatures that will affect food security, agricultural production, water availability, and public health, among others. These climate change impacts and climate variability can further produce social and political problems, such as rural-urban migration and water resource disputes.   \n\nFurthermore, the low levels of development in many African countries, as well as limited institutional, infrastructural, and technical capacities to respond successfully to climate change impacts and climate variability, can exacerbate the situation. In terms of contribution to greenhouse gas (GHG) emissions, although African countries are the lightest polluters, it has also become apparent that alternative energy sources can offset the increasing energy demand and dependence on biomass. Addressing climate change offers possibilities for low-carbon development. Moreover, there are promising mechanisms that can address both climate change actions and development goals simultaneously. \n\nAt the city level, strengthening resilience, or the ability to respond to and absorb the effects of a hazardous event in a timely and efficient manner and to sustain this ability in the future, and adaptation; the process of adjusting to actual or expected climate change stimuli or their effects, should be at the forefront of planning.  Local governments have an important role to play through the provision of adequate infrastructure, regulation of land use, and other public services that are crucial for urban resilience. Mobilizing local governments, in collaboration with national governments, non-governmental organizations, and international organizations, among others, is also critical for an integrated multi-sectoral approach to climate change. \n\nThe Course on Planning for Climate Change in African Cities provides the foundation for understanding cities’ exposure and sensitivity to climate change, and how cities can manage these impacts in the face of growing uncertainty. It does so by introducing the basic concepts of urban resilience and adaptation, by using illustrative case studies in different African cities. Furthermore, this module provides lectures on the different approaches for climate change planning, whether ad hoc, strategic or mainstreaming; introduces the different steps in the planning cycle – from initial assessment to monitoring and evaluation; and presents the different decision support and assessment tools for prioritizing climate change actions. This course broadens the discussion on planning for climate change by engaging learners to apply their knowledge and practice their decision-making skills in a simulated exercise.\n\nIn line with development that minimizes the harm caused by climate change impacts, while maximizing the many human development opportunities presented by a more resilient future, we ask: what are the connections between urban risk and vulnerability? How is climate change and urban resilience conceptualized and applied in practice? Which policies and measures should be introduced to address climate change? Finally, how to choose among different measures that address climate change adaptation, urban resilience, and other development objectives? \n\nCourse Objectives:\nAt the end of this course, learners should be able to:\n\n•\tRecognize the effects, impacts, and drivers of climate change in cities\n•\tUnderstand the drivers of urban risk and vulnerability in the context of climate change \n•\tDistinguish the typologies, approaches, and tensions of climate change adaptation \n•\tExplain the different approaches and steps in climate change planning \n•\tExamine the decision support and assessment tools for climate change\n•\tDevelop a climate change plan based on participants’ city contextsWEEK 1Welcome to the Course1 video, 4 readingsexpandVideo: Video IntroductionReading: Course Description and ObjectivesReading: Grading SystemDiscussion Prompt: Introduce YourselfReading: Get to know your lecturers!Reading: Glossary of TermsClimate Change and CitiesThis week provides an introduction to climate change and what this means for cities around the world. First, we provide some background on climate change science. Next, we move onto the sources, effects and impacts of climate change globally. After this, we focus on what a changing climate means for all cities around the world, concentrating on the influence cities have had on climate change and how these activities have increased greenhouse gas emissions. We will see how they are already changing cities as we know them, with examples from the African continent. Lastly, this module will discuss climate change policies on an international scale, focusing on climate change negotiations and global policy making.7 videos, 1 readingexpandVideo: Climate Change ScienceVideo: Climate Change SourcesVideo: Climate Change Effects and ImpactsVideo: Urbanization and Climate ChangeVideo: Urban Drivers of Greenhouse GasesVideo: Climate Change Effects and Impacts on CitiesVideo: Climate Change PoliciesDiscussion Prompt: Where are you from?Discussion Prompt: Provide at least one explanation why greenhouse gas emissions affect emitters and non-emitters alike. Discussion Prompt: The rise of environmental refugeesDiscussion Prompt: What is your city’s carbon foot print?Discussion Prompt: The UNFCC ConventionReading: Recommended Readings for Week 1Graded: Test Your Understanding of Week 1!WEEK 2Defining and Assessing Urban Risk and VulnerabilityClimate Change Vulnerability is a concept that evolved in science in order to include the multiple risks that cities, populations or ecosystems are facing from various sources, including climate change but without discounting the role that existing and future socio-economic and political conditions play. In the first video you will understand the evolution of the concept of climate vulnerability and distinguish between different forms of vulnerability.  Social Vulnerability refers to the distinction between the biophysical and human dimensions of vulnerability. This distinction is important because it emphasizes the characteristics of people and social groups that make them more or less vulnerable to climate change hazards and that also influence their ability to respond. In the second video you will understand what are these factors and will be able to assess certain hazards and their risk factors for social vulnerability. Social Vulnerability to climate change can be operationalized, i.e. assessed or calculated for a given region or population. Scholars have developed different methods to do so. In the third video you will learn about two most of the most common approaches to calculating Social Vulnerability, which is often done with a composite index and mapping. An example from a Social Vulnerability Assessment in Southern Africa will be used as case study. The fourth video identifies some of the main hazards facing African urban centres, and then explores the drivers of vulnerability for individuals, groups of urban residents, and cities. It concludes that both external threats and internal factors will shape the experiences of African cities in a context of climate change. 5 videos, 5 readingsexpandVideo: Introduction to Defining Risk and VulnerabilityVideo: Approaches to Climate Change VulnerabilityReading: Reading Materials for \"Approaches to Climate Change Vulnerability\"Video: What is social vulnerability?Reading: Reading Materials for video on \"What is social vulnerability?\"Video: Practical Examples of Calculating Social VulnerabilityReading: Reading Materials for \"Practical examples of Calculating Social Vulnerability\"Video: Risk and Vulnerability in African CitiesReading: Reading Materials for Video 5\"Risk and Vulnerability in African Cities\"Discussion Prompt: Life in a Nairobi slumDiscussion Prompt: Vulnerabilities and Geographies Discussion Prompt: Climatic hazards and different social groupsDiscussion Prompt: 'Climate Departures' in your cityReading: Introduction to Calculating Social Vulnerability QuizGraded: Test Your Understanding of Week 2!Graded: Calculating Social VulnerabilityWEEK 3Climate Change Adaption and ResilienceClimate change policy – including both mitigation and adaptation - has become an essential component of urban policy. Cities around the world are beginning to understand the progress that can be made by managing policies that already exist, such as civil protection, health management, urban design and planning. The first video will briefly explain the differences between adaptation in natural and human systems and then focus, by means of examples, on one of the two typologies of adaptation that is reactive adaptation. In contrast to reactive adaptation, done in reaction to a disaster event, anticipatory adaptation involves deliberate policy decision based on the awareness that conditions have changed or are expected to change. In the second video several examples of anticipatory adaptation are presented in different countries across the world. The concept of autonomous adaptation, or adaptation done without any government support by citizens, is also introduced. The intention is that of showing how proactive, long term decisions about adaptation are overall less expensive than reactive, short term ones.Climate change costs and impacts are not evenly spread across countries. The third video will explain the underlying reasons for this divide rooted in political and socio-economic differences among countries influencing their ability to ultimately recover from disasters and put in place strategies to anticipate climate impacts. Based on the choice of adaptation frameworks the lecture will also explain what are some of the factors that influence what successful adaptation may look like. Climate resilience is a component of climate adaptation. There are at least 25 definitions of urban resilience in the academic literature. Although this signifies that urban resilience is a thriving topic in the field of urban studies, there are concerns that it is becoming an empty term. How can climate adaptation be related to urban resilience and what are the conceptual tensions surrounding the implementation of this desired characteristic on the ground? The fourth video will try to answer these questions by illustrating three of the six conceptual tensions present in urban climate resilience. The fifth video illustrates the last three tensions in applying the concept of urban climate resilience on the ground. It also illustrates some of the existing urban climate resilience frameworks developed by donor and multi-later agencies, explaining in more depth the components of climate resilience as understood by the Urban Resilience Framework developed by the Institute for Social and Environmental Transition-International, a comprehensive framework for resilience building. Many of the issues driving risk, and that need to be addressed to ensure adaptation, cut across geographical boundaries and sectors. Addressing these issues requires what is often referred to as multi-level governance. The sixth video will introduce the concepts of multi-level governance and adaptive governance, which will help you to make practical suggestions about appropriate strategies for urban climate change adaptation. The way in which decisions are made in cities has a significant impact on the way in which risk is addressed and the success of adaptation. Urban governance is not only a matter for local authorities, but involves a wide range of linkages within the city, from civil society to the private sector, and outside the city, from national to global institutions. The seventh video describes some of the key actors involved in governance for adaptation and risk, explores the relationships that they have to each other, and provides examples of different governance strategies that have proven successful in this area.9 videos, 3 readingsexpandVideo: Introduction to Climate Change Adaption and ResilienceVideo: How do cities adapt to climate change? Reactive adaptationVideo: How do cities adapt to climate change? Anticipatory adaptationReading: Reading Materials for \"Differences in adaptation responses\" sub-sectionVideo: Climate Adaptation: different contexts and approachesVideo: Conceptual tensions of urban resilienceVideo: Urban climate resilience: from conceptual tensions to practiceReading: Reading Materials for \"Conceptual tensions in urban resilience\" sub-sectionVideo: Governance to reduce urban riskVideo: Key actors in reducing urban riskReading: Reading Materials for \"Conceptual tensions in urban resilience\" sub-sectionVideo: Climate and resilience programs in African citiesDiscussion Prompt: Reactive anticipatory adaptation actions Discussion Prompt: The distribution of climate impactsDiscussion Prompt: Translating the concept of resilience to the social realmDiscussion Prompt: Carbonn Climate RegistryDiscussion Prompt: Governing risk and vulnerability Discussion Prompt: Agents of ‘governance’Graded: Test Your Understanding of Week 3WEEK 4Planning for Climate ChangeIn previous videos, you have learnt about the impacts of climate change in cities. We have two main activities to undertake in order to reduce these impacts, namely mitigation and adaptation. In week four, we focus on the process of planning for climate change in cities. This series of videos discusses the planning approaches that cities can take to mitigate and adapt to climate change. Planning plays a key role in helping our cities to reduce greenhouse gas emissions and minimize vulnerability to the impacts of climate change. \nFirst, we introduce the approaches to planning, namely ad-hoc, strategic, and mainstreaming. Then we discuss the main steps of planning for climate change, from greenhouse gas emissions inventory and vulnerability assessments to setting of objectives and targets, assessment, selection, and implementation of measures, and lastly, monitoring and evaluation.  Additionally, we provide practical examples of both climate change mitigation and adaptation planning in African cities. In video 7 you will learn that even the best-laid plans do not work sometimes. There can be barriers along the way and this video provides you with knowledge regarding the existing barriers of implementing these actions in practice. Finally, in video 8, we also highlight the guiding principles for city climate action planning. 8 videos, 1 readingexpandVideo: Introduction to Planning Approaches for Climate ChangeVideo: Adhoc, strategic and mainstreaming approachesVideo: Main Steps of Planning for Climate ChangeVideo: Planning for climate change in Kampala, UgandaVideo: Climate Change Mitigation in Kampala CityVideo: Urban Adaption in Action: Experiences from KampalaVideo: Barriers to Implementation of Climate Change ActionsVideo: Guiding Principles for City Climate Action PlanningReading: Recommended Readings for Week 4Discussion Prompt: Your city's CCAPDiscussion Prompt: Different climate change planning approachesDiscussion Prompt: The Uncertainties of Climate ChangeDiscussion Prompt: Implementing Climate Change Actions Graded: Test your understanding of Week 4!WEEK 5Decision Making Analysis for Climate ChangeChoosing the right mixture of measures and policies for the short and long term is challenging both in technical and political terms. Which approaches and techniques will work best in order to investigate and assess measures and actions at the city and neighborhood level? This leads to the evaluation and assessment of urban climate change policies/actions as important elements of an effective urban climate change planning approach. Developing, adjusting and applying the appropriate decision support tools to assess and evaluate climate change policies and measures is deemed necessary in order to help urban planners to design a climate resilient and sustainable urban development path.\nThis week we introduce decision making analysis for climate change issues. First, we introduce the different decision support and assessment tools, namely cost benefit analysis, cost effectiveness analysis, and multiple criteria analysis. We explore the use of cost effectiveness analysis for adaptation and then provide an economic case for low carbon development with an actual case study in Kigali, Rwanda.\nAmong the different tools, we would specifically focus on the multiple criteria analysis approach which has been widely used in environmental and climate change assessment and decision making on prioritizing different policies, actions, measures against multiple criteria. Often climate change actions generate multiple sustainability benefits (co-benefits) other than purely environmental related ones. Cities should explore how to incorporate these multiple sustainability benefits of actions in their decision making. \n7 videos, 1 readingexpandVideo: Introduction to Decision Support and Assessment Tools for Climate ChangeVideo: Cost Effectiveness Analysis for AdaptationVideo: The economic case for low carbon developmentVideo: Climate change planning in Kigali, RwandaVideo: Multiple criteria analysisVideo: Which decision support tool to use?Video: Examples of MCA applicationReading: Recommended Readings for Week 5Discussion Prompt: Limitations of applying CBADiscussion Prompt: Applications for CEADiscussion Prompt: Low carbon development in KigaliDiscussion Prompt: MCA in your countryGraded: Test your understanding of Week 5!Final Assessment: Developing a Climate Change Action Plan 3 videos, 2 readingsexpandReading: Instructions for the Individual AssignmentVideo: Initial list to feasibility assessmentVideo: Choice of criteria and impact assessmentVideo: From Weighting Criteria to Final ResultsDiscussion Prompt: Prioritization with CLIMACT Prio Reading: AcknowledgementsGraded: Climact Prio - Prioritizing Adaptation ActionsVideo: Video IntroductionReading: Course Description and ObjectivesReading: Grading SystemDiscussion Prompt: Introduce YourselfReading: Get to know your lecturers!Reading: Glossary of TermsThis week provides an introduction to climate change and what this means for cities around the world. First, we provide some background on climate change science. Next, we move onto the sources, effects and impacts of climate change globally. After this, we focus on what a changing climate means for all cities around the world, concentrating on the influence cities have had on climate change and how these activities have increased greenhouse gas emissions. We will see how they are already changing cities as we know them, with examples from the African continent. Lastly, this module will discuss climate change policies on an international scale, focusing on climate change negotiations and global policy making.Video: Climate Change ScienceVideo: Climate Change SourcesVideo: Climate Change Effects and ImpactsVideo: Urbanization and Climate ChangeVideo: Urban Drivers of Greenhouse GasesVideo: Climate Change Effects and Impacts on CitiesVideo: Climate Change PoliciesDiscussion Prompt: Where are you from?Discussion Prompt: Provide at least one explanation why greenhouse gas emissions affect emitters and non-emitters alike. Discussion Prompt: The rise of environmental refugeesDiscussion Prompt: What is your city’s carbon foot print?Discussion Prompt: The UNFCC ConventionReading: Recommended Readings for Week 1Climate Change Vulnerability is a concept that evolved in science in order to include the multiple risks that cities, populations or ecosystems are facing from various sources, including climate change but without discounting the role that existing and future socio-economic and political conditions play. In the first video you will understand the evolution of the concept of climate vulnerability and distinguish between different forms of vulnerability.  Social Vulnerability refers to the distinction between the biophysical and human dimensions of vulnerability. This distinction is important because it emphasizes the characteristics of people and social groups that make them more or less vulnerable to climate change hazards and that also influence their ability to respond. In the second video you will understand what are these factors and will be able to assess certain hazards and their risk factors for social vulnerability. Social Vulnerability to climate change can be operationalized, i.e. assessed or calculated for a given region or population. Scholars have developed different methods to do so. In the third video you will learn about two most of the most common approaches to calculating Social Vulnerability, which is often done with a composite index and mapping. An example from a Social Vulnerability Assessment in Southern Africa will be used as case study. The fourth video identifies some of the main hazards facing African urban centres, and then explores the drivers of vulnerability for individuals, groups of urban residents, and cities. It concludes that both external threats and internal factors will shape the experiences of African cities in a context of climate change. Video: Introduction to Defining Risk and VulnerabilityVideo: Approaches to Climate Change VulnerabilityReading: Reading Materials for \"Approaches to Climate Change Vulnerability\"Video: What is social vulnerability?Reading: Reading Materials for video on \"What is social vulnerability?\"Video: Practical Examples of Calculating Social VulnerabilityReading: Reading Materials for \"Practical examples of Calculating Social Vulnerability\"Video: Risk and Vulnerability in African CitiesReading: Reading Materials for Video 5\"Risk and Vulnerability in African Cities\"Discussion Prompt: Life in a Nairobi slumDiscussion Prompt: Vulnerabilities and Geographies Discussion Prompt: Climatic hazards and different social groupsDiscussion Prompt: 'Climate Departures' in your cityReading: Introduction to Calculating Social Vulnerability QuizClimate change policy – including both mitigation and adaptation - has become an essential component of urban policy. Cities around the world are beginning to understand the progress that can be made by managing policies that already exist, such as civil protection, health management, urban design and planning. The first video will briefly explain the differences between adaptation in natural and human systems and then focus, by means of examples, on one of the two typologies of adaptation that is reactive adaptation. In contrast to reactive adaptation, done in reaction to a disaster event, anticipatory adaptation involves deliberate policy decision based on the awareness that conditions have changed or are expected to change. In the second video several examples of anticipatory adaptation are presented in different countries across the world. The concept of autonomous adaptation, or adaptation done without any government support by citizens, is also introduced. The intention is that of showing how proactive, long term decisions about adaptation are overall less expensive than reactive, short term ones.Climate change costs and impacts are not evenly spread across countries. The third video will explain the underlying reasons for this divide rooted in political and socio-economic differences among countries influencing their ability to ultimately recover from disasters and put in place strategies to anticipate climate impacts. Based on the choice of adaptation frameworks the lecture will also explain what are some of the factors that influence what successful adaptation may look like. Climate resilience is a component of climate adaptation. There are at least 25 definitions of urban resilience in the academic literature. Although this signifies that urban resilience is a thriving topic in the field of urban studies, there are concerns that it is becoming an empty term. How can climate adaptation be related to urban resilience and what are the conceptual tensions surrounding the implementation of this desired characteristic on the ground? The fourth video will try to answer these questions by illustrating three of the six conceptual tensions present in urban climate resilience. The fifth video illustrates the last three tensions in applying the concept of urban climate resilience on the ground. It also illustrates some of the existing urban climate resilience frameworks developed by donor and multi-later agencies, explaining in more depth the components of climate resilience as understood by the Urban Resilience Framework developed by the Institute for Social and Environmental Transition-International, a comprehensive framework for resilience building. Many of the issues driving risk, and that need to be addressed to ensure adaptation, cut across geographical boundaries and sectors. Addressing these issues requires what is often referred to as multi-level governance. The sixth video will introduce the concepts of multi-level governance and adaptive governance, which will help you to make practical suggestions about appropriate strategies for urban climate change adaptation. The way in which decisions are made in cities has a significant impact on the way in which risk is addressed and the success of adaptation. Urban governance is not only a matter for local authorities, but involves a wide range of linkages within the city, from civil society to the private sector, and outside the city, from national to global institutions. The seventh video describes some of the key actors involved in governance for adaptation and risk, explores the relationships that they have to each other, and provides examples of different governance strategies that have proven successful in this area.Video: Introduction to Climate Change Adaption and ResilienceVideo: How do cities adapt to climate change? Reactive adaptationVideo: How do cities adapt to climate change? Anticipatory adaptationReading: Reading Materials for \"Differences in adaptation responses\" sub-sectionVideo: Climate Adaptation: different contexts and approachesVideo: Conceptual tensions of urban resilienceVideo: Urban climate resilience: from conceptual tensions to practiceReading: Reading Materials for \"Conceptual tensions in urban resilience\" sub-sectionVideo: Governance to reduce urban riskVideo: Key actors in reducing urban riskReading: Reading Materials for \"Conceptual tensions in urban resilience\" sub-sectionVideo: Climate and resilience programs in African citiesDiscussion Prompt: Reactive anticipatory adaptation actions Discussion Prompt: The distribution of climate impactsDiscussion Prompt: Translating the concept of resilience to the social realmDiscussion Prompt: Carbonn Climate RegistryDiscussion Prompt: Governing risk and vulnerability Discussion Prompt: Agents of ‘governance’In previous videos, you have learnt about the impacts of climate change in cities. We have two main activities to undertake in order to reduce these impacts, namely mitigation and adaptation. In week four, we focus on the process of planning for climate change in cities. This series of videos discusses the planning approaches that cities can take to mitigate and adapt to climate change. Planning plays a key role in helping our cities to reduce greenhouse gas emissions and minimize vulnerability to the impacts of climate change. \nFirst, we introduce the approaches to planning, namely ad-hoc, strategic, and mainstreaming. Then we discuss the main steps of planning for climate change, from greenhouse gas emissions inventory and vulnerability assessments to setting of objectives and targets, assessment, selection, and implementation of measures, and lastly, monitoring and evaluation.  Additionally, we provide practical examples of both climate change mitigation and adaptation planning in African cities. In video 7 you will learn that even the best-laid plans do not work sometimes. There can be barriers along the way and this video provides you with knowledge regarding the existing barriers of implementing these actions in practice. Finally, in video 8, we also highlight the guiding principles for city climate action planning. Video: Introduction to Planning Approaches for Climate ChangeVideo: Adhoc, strategic and mainstreaming approachesVideo: Main Steps of Planning for Climate ChangeVideo: Planning for climate change in Kampala, UgandaVideo: Climate Change Mitigation in Kampala CityVideo: Urban Adaption in Action: Experiences from KampalaVideo: Barriers to Implementation of Climate Change ActionsVideo: Guiding Principles for City Climate Action PlanningReading: Recommended Readings for Week 4Discussion Prompt: Your city's CCAPDiscussion Prompt: Different climate change planning approachesDiscussion Prompt: The Uncertainties of Climate ChangeDiscussion Prompt: Implementing Climate Change Actions Choosing the right mixture of measures and policies for the short and long term is challenging both in technical and political terms. Which approaches and techniques will work best in order to investigate and assess measures and actions at the city and neighborhood level? This leads to the evaluation and assessment of urban climate change policies/actions as important elements of an effective urban climate change planning approach. Developing, adjusting and applying the appropriate decision support tools to assess and evaluate climate change policies and measures is deemed necessary in order to help urban planners to design a climate resilient and sustainable urban development path.\nThis week we introduce decision making analysis for climate change issues. First, we introduce the different decision support and assessment tools, namely cost benefit analysis, cost effectiveness analysis, and multiple criteria analysis. We explore the use of cost effectiveness analysis for adaptation and then provide an economic case for low carbon development with an actual case study in Kigali, Rwanda.\nAmong the different tools, we would specifically focus on the multiple criteria analysis approach which has been widely used in environmental and climate change assessment and decision making on prioritizing different policies, actions, measures against multiple criteria. Often climate change actions generate multiple sustainability benefits (co-benefits) other than purely environmental related ones. Cities should explore how to incorporate these multiple sustainability benefits of actions in their decision making. \nVideo: Introduction to Decision Support and Assessment Tools for Climate ChangeVideo: Cost Effectiveness Analysis for AdaptationVideo: The economic case for low carbon developmentVideo: Climate change planning in Kigali, RwandaVideo: Multiple criteria analysisVideo: Which decision support tool to use?Video: Examples of MCA applicationReading: Recommended Readings for Week 5Discussion Prompt: Limitations of applying CBADiscussion Prompt: Applications for CEADiscussion Prompt: Low carbon development in KigaliDiscussion Prompt: MCA in your countryReading: Instructions for the Individual AssignmentVideo: Initial list to feasibility assessmentVideo: Choice of criteria and impact assessmentVideo: From Weighting Criteria to Final ResultsDiscussion Prompt: Prioritization with CLIMACT Prio Reading: AcknowledgementsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyLund UniversityGreening the Economy: Sustainable Cities",
    "Creator": "Erasmus University Rotterdam",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/climate-change-africa",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Community Change in Public Health",
    "Description": "About this course: In bringing about behavior change in public health, we often focus on the individual mother, student, or farmer. We should not forget the community structure and norms constrain for encouraging individual health behaviors. This course examines the community context of the changes needed to promote the public’s health. We begin by examining the various definitions of ‘community’ and the processes by which we ‘diagnose’ or seek to understand the structure and characteristics of different types of communities.\n\nAn appreciation of community similarities and differences is necessary lest we fall into the trap of designing one-size-fits-all interventions. We need to recognize that no matter that outsiders may view a community as poor or neglected, we can find strengths and capacities for improvement in each community. Identifying community capacities and resources is the first step in facilitating community change. Different practical and philosophical approaches to change and therefore, examined. Specific to the change process is our recognition of the need for communities to participate in the design, implementation and evaluation of any intervention.\n\nWe examine the concept of participation in an effort to see how different levels of involvement may affect sustainability of community change efforts. Finally a case study of a community participatory approach to onchocerciasis control in Africa is presented. Community Directed Intervention has subsequently been successfully applied to providing other essential primary health care services by and in the community, such as insecticide treated bednets, malaria treatment, vitamin A distribution, deworming medicines, and pneumonia and diarrhea case management.WEEK 1Module 1This week, we'll get oriented to the course, learn about the ecological model, and learn how to classify communities on the basis of identity, linkages, group orientation, and integration.3 videos, 5 readingsexpandReading: Welcome to Community Change in Public HealthReading: Learning ObjectivesReading: Grading PolicyReading: Pre-Course SurveyReading: Community Change Facebook PageVideo: Lecture 1: Ecological ModelVideo: Lecture 2A: Definitions of CommunityVideo: Lecture 2B: A Second Perspective and Framework: Offensive, Defensive, and Hidden CommunitiesDiscussion Prompt: Describing \u0026 Analyzing Real CommunitiesGraded: Module 1 QuizWEEK 2Module 2Welcome to Week 2 of Community Change in Public Health. This week's lectures will focus on Community Efficacy and Community Change Models. Learning these concepts will help you gain a deeper understanding of the forces at work within communities and how they can be harnessed to affect positive change.4 videosexpandVideo: Lecture 3: Community Efficacy and CompetenceVideo: Lecture 4A: Community Change ModelsVideo: Lecture 4B: Approaches and Tools for Community Participation and ChangeVideo: Lecture 4C: Community Change Models: Conclusions, Lessons, and ThoughtsDiscussion Prompt: Applying new concepts to community descriptionsGraded: Module 2 QuizWEEK 3Module 3Welcome to Module 3. This week, we'll take a look at the political economy framework as well as the concepts of community participation and involvement levels. You'll also complete your first peer review assignment this week by reading a case study and using what you've learned to describe community change. 3 videosexpandVideo: Lecture 5: The Political Economy FrameworkVideo: Lecture 6A: What Is Participation?Video: Lecture 6B: Levels of InvolvementGraded: Week 3 QuizGraded: Peer Review 1WEEK 4Module 4This week, we'll look at community coalitions, contrasting community-based and community-directed programs, and the results of enhancing community-directed treatment.3 videosexpandVideo: Lecture 7: Community CoalitionsVideo: Lecture 8A: Community Participation Onchocerciasis: A Case StudyVideo: Lecture 8B: Results of Enhancing Community-Directed TreatmentGraded: Week 4 QuizWEEK 5Module 5In this final week, we'll learn about the Community-Directed Intervention (CDI) process, an expansion beyond the Community-Directed Treatment process used with Ivermectin. Finally, you will complete your second peer-review assignment in which you'll describe a community from a case study and also describe two possible interventions to sustain the change that is already underway.1 video, 1 readingexpandVideo: Lecture 9: CDI ProcessReading: Thank you for taking the courseGraded: Peer Review 2Reading: Welcome to Community Change in Public HealthReading: Learning ObjectivesReading: Grading PolicyReading: Pre-Course SurveyReading: Community Change Facebook PageVideo: Lecture 1: Ecological ModelVideo: Lecture 2A: Definitions of CommunityVideo: Lecture 2B: A Second Perspective and Framework: Offensive, Defensive, and Hidden CommunitiesDiscussion Prompt: Describing \u0026 Analyzing Real CommunitiesWelcome to Week 2 of Community Change in Public Health. This week's lectures will focus on Community Efficacy and Community Change Models. Learning these concepts will help you gain a deeper understanding of the forces at work within communities and how they can be harnessed to affect positive change.Video: Lecture 3: Community Efficacy and CompetenceVideo: Lecture 4A: Community Change ModelsVideo: Lecture 4B: Approaches and Tools for Community Participation and ChangeVideo: Lecture 4C: Community Change Models: Conclusions, Lessons, and ThoughtsDiscussion Prompt: Applying new concepts to community descriptionsWelcome to Module 3. This week, we'll take a look at the political economy framework as well as the concepts of community participation and involvement levels. You'll also complete your first peer review assignment this week by reading a case study and using what you've learned to describe community change. Video: Lecture 5: The Political Economy FrameworkVideo: Lecture 6A: What Is Participation?Video: Lecture 6B: Levels of InvolvementVideo: Lecture 7: Community CoalitionsVideo: Lecture 8A: Community Participation Onchocerciasis: A Case StudyVideo: Lecture 8B: Results of Enhancing Community-Directed TreatmentIn this final week, we'll learn about the Community-Directed Intervention (CDI) process, an expansion beyond the Community-Directed Treatment process used with Ivermectin. Finally, you will complete your second peer-review assignment in which you'll describe a community from a case study and also describe two possible interventions to sustain the change that is already underway.Video: Lecture 9: CDI ProcessReading: Thank you for taking the courseUniversity of GenevaGlobal Health: An Interdisciplinary OverviewJohns Hopkins UniversitySystems Thinking In Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of CopenhagenAn Introduction to Global HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "Johns Hopkins University",
    "Level": "",
    "URL": "https://coursera.org/learn/community-public-health",
    "Language": "English",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Network Dynamics of Social Behavior",
    "Description": "About this course: How do revolutions emerge without anyone expecting them?  How did social norms about same sex marriage change more rapidly than anyone anticipated?  Why do some social innovations take off with relative ease, while others struggle for years without spreading?  More generally, what are the forces that control the process of social evolution –from the fashions that we wear, to our beliefs about religious tolerance, to our ideas about the process of scientific discovery and the best ways to manage complex research organizations? \n\nThe social world is complex and full of surprises. Our experiences and intuitions about the social world as individuals are often quite different from the behaviors that we observe emerging in large societies. Even minor changes to the structure of a social network - changes that are unobservable to individuals within those networks - can lead to radical shifts in the spread of new ideas and behaviors through a population. These “invisible” mathematical properties of social networks have powerful implications for the ways that teams solve problems, the social norms that are likely to emerge, and even the very future of our society.  \n\nThis course condenses the last decade of cutting-edge research on these topics into six modules.  Each module provides an in-depth look at a particular research puzzle -with a focus on agent-based models and network theories of social change -and provides an interactive computational model for you try out and to use for making your own explorations!  \n\n\nLearning objectives - after this course, students will be able to...\n- explain how computer models are used to study challenging social problems \n- describe how networks are used to represent the structure of social relationships \n- show how individual actions can lead to unintended collective behaviors\n- provide concrete examples of how social networks can influence social change \n- discuss how diffusion processes can explain the growth social movements, changes in cultural norms, and the success of team problem solvingStanford UniversityWriting in the SciencesNorthwestern UniversityEngagement \u0026 Nurture Marketing StrategiesUniversity of MichiganMaking Successful Decisions through the Strategy, Law \u0026 Ethics ModelRice UniversityIntroduction to Data Analysis Using ExcelRutgers the State University of New JerseySupply Chain Planning",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/networkdynamics",
    "Language": "English",
    "Commitment": "2-3 hours/ week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Introduction to the Nonprofit Sector, Nonprofit Organizations, Nonprofit Leadership and Governance",
    "Description": "About this course: This course introduces you to the nonprofit sector, nonprofit organizations, and the concepts of leadership and governance. While this course has been developed with North American culture in mind, we do appreciate that in other parts of the world the nature of the nonprofit sector, nonprofit organizations, nonprofit leadership and governance may not be the same. Nevertheless, it is our hope that much of the course content will still be of value to those in other parts of the world. \n\nTo learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/YMg1Qd.\n\nKeywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness\n\nCourse 1 Overview: \n\nWeek 1: Some of the questions you will explore this week are: What is the nonprofit sector and why does it exist?  What are the unique characteristics of nonprofit organizations? What are the trends and emerging issues facing organizations in the nonprofit sector?\n\nWeek 2: Questions to be explored this week are: What is leadership at the governance level and how is it different from management?  What is good governance and why does it matter? What is a board of directors?\n\nWeek 3: This week's questions: What roles do board members play in nonprofit organizations? Broadly speaking, what are boards responsible for and how do they go about their work? What are some of the issues that challenge the board's ability to go its work?\n\nWeek 4: At this stage, you are asked to review the course content, submit a written assignment (known lightheartedly as a BEAR (Board Effectiveness Readiness Assessment), and take two multiple choice Readiness Assurance Tests (known similarly as RATs). One RAT will assess knowledge and reading comprehension and the other will test application of knowledge within a practical case.  \n\nWeek 5: We will encourage you to discuss the RATs in the discussion forums and take them again should you wish to change any of your answers based on the information exchanged.WEEK 1The Nonprofit Sector, Nonprofit Organizations, Leadership and GovernanceWelcome to the first course in the series of three courses on developing leadership and improving governance in nonprofit organizations. We encourage you to dive right in--watch the lecture and guest interview videos, participate in the discussion forums, take the practice quiz, post a commentary in the forum, analyze the Board cases, and start working on the course project!  6 videos, 7 readings, 1 practice quizexpandVideo: The Leadership and Governance of Nonprofit Organizations Promotional VideoVideo: Welcome to the video introducing this series of coursesVideo: Course 1  Overview VideoReading: Course 1 Teaching and Learning OverviewReading: Required and Recommended TextsReading: Week 1 Key Questions and CompetenciesVideo: Week 1 OverviewReading: Week 1 Readings and ResourcesVideo: Interview with Ruth McCambridgeVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectivePractice Quiz: Week 1Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceWEEK 2Nonprofit Management and Leadership, Organizational Governance and Boards of DirectorsHello and welcome to Week 2 of the first course on Leadership and Governance of Nonprofit Organizations! The goal of this week is to introduce you to the concept of nonprofit leadership and governance and the function of boards in organizational governance. Details can be found on the week 2 course pages below. As usual, we encourage you to engage in the content and with each other on this online teaching and learning journey!2 videos, 5 readings, 1 practice quizexpandReading: Week 2 Key Concepts and CompetenciesVideo: Week 2 OverviewReading: Week 2 Readings and Resources:Video: Interview with Prof Chris Cornforth on \"Innovative Approaches and Perspectives to Nonprofit Governance\"Practice Quiz: Week 2Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceWEEK 3The Board's Role and ResponsibilitiesHello and welcome to Week 3! The goal of this week is to address a number of important questions related to how boards operate: What roles do board members play in nonprofit organizations, what are boards responsible for, What is the role and responsibilities of boards of directors and What are the elements of board behavior that shape how effective a board will be. These elements form the basis of the content of the second and third courses in this series on Developing Leadership and Improving Governance in Nonprofit Organizations. They also underline the structure of our course text, Improving the Effectiveness of Boards of Directors AND the tool used to facilitate assessments of board performance in the Course 2 project. Two videos relating to these topics can be found on the week 3 course page.4 videos, 5 readings, 1 practice quizexpandReading: Week 3 Key Questions and CompetenciesVideo: Week 3 OverviewReading: Week 3 Readings and ResourcesVideo: Interview with Putnam Barber on Charitable Solicitations in the United StatesVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentPractice Quiz: Week 3Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceWEEK 4Concept Testing and ApplicationHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 1 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your first Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to bring a piece of paper and pen to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.  \nGraded: Readiness Assurance Test (RAT)Graded: RAT Application ExerciseGraded: Board Effectiveness Assessment Reflection (BEAR) Course ProjectWEEK 5Assessment of Learning: BEAR Peer Review and RAT Discussion ForumsHello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 1 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. 2 videos, 1 readingexpandReading: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussions and PollingVideo: RAT Application Exercise Peer Discussions and PollingGraded: RAT Post Peer Learning ForumGraded: RAT Application Exercise Post Peer Learning ForumWelcome to the first course in the series of three courses on developing leadership and improving governance in nonprofit organizations. We encourage you to dive right in--watch the lecture and guest interview videos, participate in the discussion forums, take the practice quiz, post a commentary in the forum, analyze the Board cases, and start working on the course project!  Video: The Leadership and Governance of Nonprofit Organizations Promotional VideoVideo: Welcome to the video introducing this series of coursesVideo: Course 1  Overview VideoReading: Course 1 Teaching and Learning OverviewReading: Required and Recommended TextsReading: Week 1 Key Questions and CompetenciesVideo: Week 1 OverviewReading: Week 1 Readings and ResourcesVideo: Interview with Ruth McCambridgeVideo: Interview with Dr. Laura Schweitzer: Leadership and Governance of Nonprofit Organizations from a Practitioner PerspectivePractice Quiz: Week 1Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceHello and welcome to Week 2 of the first course on Leadership and Governance of Nonprofit Organizations! The goal of this week is to introduce you to the concept of nonprofit leadership and governance and the function of boards in organizational governance. Details can be found on the week 2 course pages below. As usual, we encourage you to engage in the content and with each other on this online teaching and learning journey!Reading: Week 2 Key Concepts and CompetenciesVideo: Week 2 OverviewReading: Week 2 Readings and Resources:Video: Interview with Prof Chris Cornforth on \"Innovative Approaches and Perspectives to Nonprofit Governance\"Practice Quiz: Week 2Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceHello and welcome to Week 3! The goal of this week is to address a number of important questions related to how boards operate: What roles do board members play in nonprofit organizations, what are boards responsible for, What is the role and responsibilities of boards of directors and What are the elements of board behavior that shape how effective a board will be. These elements form the basis of the content of the second and third courses in this series on Developing Leadership and Improving Governance in Nonprofit Organizations. They also underline the structure of our course text, Improving the Effectiveness of Boards of Directors AND the tool used to facilitate assessments of board performance in the Course 2 project. Two videos relating to these topics can be found on the week 3 course page.Reading: Week 3 Key Questions and CompetenciesVideo: Week 3 OverviewReading: Week 3 Readings and ResourcesVideo: Interview with Putnam Barber on Charitable Solicitations in the United StatesVideo: Conceptual Framework of the Elements of Board EffectivenessVideo: Professor Vic Murray summarizes the design of the board assessmentPractice Quiz: Week 3Reading: Discuss Case StudyReading: Course Project OverviewReading: Course Project Part II GuidanceHello and welcome to Week 4! The goal of this week is to assess course learning. The end of Course 1 assessment of learning begins with the requirement that you to take two Readiness Assurance Tests (RATs) and submit your first Board Effectiveness Assessment Reflection (BEAR).  During the testing process, don't forget to bring a piece of paper and pen to make a note of your answers to the RAT and RAT Application Exercise questions. You will need them to vote and discuss your responses in the RAT forums next week.  \nHello, and Welcome to Week 5! The goal of this week is to discuss and complete the end of Course 1 assessment of learning. It begins with peer discussion of the individual Readiness Assurance Test (RAT) and RAT Application Exercise (case) you took last week plus peer review of the three BEAR assignments you have been assigned to evaluate this week.  It concludes with re-taking the RAT and RAT Application Exercise Tests and returning the three BEAR assignments you peer-reviewed last week. Reading: RAT and RAT Application Exercise Discussion and Polling InstructionsVideo: RAT Peer Discussions and PollingVideo: RAT Application Exercise Peer Discussions and PollingMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!The State University of New York, Luther College at the University of ReginaThe Roles and Responsibilities of Nonprofit Boards of Directors within the Governance Process",
    "Creator": "The State University of New York, Luther College at the University of Regina",
    "Level": "",
    "URL": "https://coursera.org/learn/nonprofit-organizations",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Global Health: An Interdisciplinary Overview",
    "Description": "About this course: This course proposes an overview of current global health challenges drawing on the insights of several academic disciplines including medicine, public health, law, economics, social sciences and humanities. This interdisciplinary approach will guide the student into seven critical topics in global health.WEEK 1IntroductionWelcome  to  Global  Health:  An  Interdisciplinary  Overview!    This  course  consists  of  the course guides, including discussion forum activities and assessments, along with presentations by  a  range  of  presenters,  from  the  University  of  Geneva,  The  Graduate  Institute,  WHO, UNDP,  WTO,  IUCN,  Medicines  Patent  Pool,  among  others.  You  will  benefit  from  the insights and perspectives of multiple contributors involved in global health research, teaching, policy  and  practice  across  disciplines  and  sectors.  Your  enjoyment  and  benefits  from  the course will above all depend on your participation within this course, and we very much look forward to your participation through the discussion forums. Enjoy the course!7 videos, 2 readingsexpandVideo: General Introduction by Antoine FlahaultReading: Course DescriptionVideo: Prof. Antoine GeissbuhlerVideo: Prof. Louis LoutanVideo: Dr. Samantha BattamsVideo: Dr. Didier WernliVideo: Dr. Slim SlamaVideo: Dr. Rafael Ruiz De CastanedaReading: General IntroductionWEEK 2Introduction to Global Health conceptsThis module will introduce the concept of global health. Global health is a relatively new field and there is currently some debate over its definition.4 videos, 3 readingsexpandReading: Course guide module 2Video: The Relationship Between Health and Development by Petra LantzVideo: Ecology and Public Health by Roderick John LawrenceReading: Lesson 1Video: Social Determinants of Health by Claudine Burton-JeangrosVideo: Human Rights in a Global Health Perspective: A Major Challenge by Philippe ChastonayReading: Lesson 2Graded: Introduction to Global Health ConceptsWEEK 3Emerging Trends in Global Health: Infectious DiseasesThere are 7 parts to module 3. Lessons 3 \u0026 4 are both introductory sections that describe key concepts necessary to understand infectious diseases and how we deal with them. Lesson 5 constitutes the core lesson of module 3. This lesson focuses on the current global situation and future challenges for the most prominent infectious diseases of the world. In lessons 6-9 we discuss neglected tropical diseases, re-emerging infectious diseases and epidemics/pandemics. Finally, lesson 10 and 10b summarize module 3 in a set of key conclusions.9 videos, 9 readingsexpandReading: Course guide module 3Video: Risk Communication in the Context of Pandemics/Epidemics by Claudine Burton-JeangrosReading: Lesson 3Video: Burden of Infectious Diseases and Healthcare Infections in Developing Countries by Benedetta AllegranziReading: Lesson 4Video: Prevention of Health Care Associated Infection: Pushing Back Barriers and National Frontiers by Didier PittetReading: Lesson 5Video: Pneumonia and Diarrhoeal Diseases in Children: Global Health Challenges by Alain GervaixReading: Lesson 6Video: Achievements and Challenges in the Prevention and Control of HIV/AIDS by Michel KazatchkineReading: Lesson 7Video: Tuberculosis: Burden; Progress in Prevention, Care and Control; Challenges Towards Elimination by Mario RaviglioneReading: Lesson 8Video: Neglected Tropical Diseases (NTDs): Key Issues and Challenges in Global Health by François ChappuisReading: Lesson 9Video: Emerging Viruses in 2013: Influenza A H7N9 and Middle East Respiratory Syndrome-Coronavirus by Laurent KaiserReading: Lesson 10Video: Mathematical modelling for understanding and predicting communicable diseases by Antoine FlahaultGraded: Emerging Trends in Global Health: Infectious DiseasesWEEK 4Emerging Trends in Global Health: Non-Communicable Diseases and DisabilityIn this module we consider the rise of non-communicable (NCDs) diseases across countries, along with  mental  disorders  and  disability.  6 videos, 3 readingsexpandReading: Course guide module 4Video: Ageing as a Global Health Challenge by Michel OrisVideo: Physical Activity by Bengt KayserVideo: Cancer Epidemiology: How Epidemiology Informs Prevention \u0026 Treatment Service by Elisabetta Rapiti AylwardReading: Lesson 11Video: Chronic Diseases in Developing Countries: Diabetes as a Global Health Challenge by David Henri BeranVideo: Mental Health and Mental Health Promotion by Samantha BattamsVideo: Mental Health and Conflict by Ariel EytanReading: Lesson 12Graded: Emerging Trends in Global Health: Non-Communicable Diseases and DisabilityWEEK 5Governance for Global Health, Health Systems and FinancingThis module is concerned  with the global health system (which refers to responses  to health conditions  or the prevention  of these)  and the management  of this system  through  global health governance.4 videos, 3 readingsexpandReading: Course guide module 5Video: Global Health Governance by Ilona KickbuschVideo: EU as an Interesting Case-Study for Global Health Governance by Nicolas LevratReading: Lesson 13Video: The Role of European Union in Global Health by Samantha BattamsVideo: Designing Health Financing Systems for Universal Health Coverage by Inke MathauerReading: Lesson 14Graded: Governance for Global Health, Health Systems and FinancingWEEK 6Foreign Policy, Trade and HealthHealth policy has undergone profound changes during the last few decades. Although health has for a long time been an issue in international relations, it was for most of the 20th century perceived  as a national  and technical  matter. This meant that solutions  to health problems were seen to require primarily scientific and technological collaboration rather than political commitment. Along with the dramatic  changes  associated with globalisation,  health is increasingly  seen as a higher priority on international  political agendas. \nIn Module 6, we discuss what triggered this political ‘revolution’ and  its  implications.3 videos, 3 readingsexpandReading: Course guide module 6Video: Global Health Diplomacy by Ilona KickbuschReading: Lesson 15Video: Health issues in humanitarian emergencies by Michelle GayerVideo: Examining Medical Humanitarian Action Through an Ethical Lense by Doris SchopperReading: Lesson 16Graded: Foreign Policy, Trade and HealthWEEK 7Research, Development, Innovation and Technology for Global HealthThis module addresses the lack of attention to research and development for medicines and technologies for diseases that disproportionately affect developing  countries and all the issues related to drug development and intellectual property rights.8 videos, 6 readingsexpandReading: Course guide module 7Video: Global Health Research, Development and Innovation Policies by Samantha BattamsVideo: Trade, Intellectual Property Rights (IPRs) and Public Health by Jayashree WatalReading: Lesson 17Video: Public Health Related Aspects of Intellectual Property Rights by Peter BeyerReading: Lesson 18Video: Voluntary Licensing for Innovation and Access by Esteban BurroneVideo: Life Sciences Technologies by Denis HochstrasserReading: Lesson 19Video: Drug Development by Leonardo ScapozzaReading: Lesson 20Video: Information and Communication Technologies for Global Health by Antoine GeissbuhlerVideo: Strengthening primary healthcare: no innovation without training, no training without innovative pedagogical approaches by Beat StollReading: Lesson 21Graded: Research, Development, Innovation and Technology for Global HealthWEEK 8The Environment, Sustainable Development and HealthIn this module we consider the relationship between the environment, sustainable development and health.6 videos, 4 readingsexpandReading: Course guide module 8Video: Sustainable Urban Development by Roderick John LawrenceReading: Lesson 22Video: The Capability Approach to Human Development by Jaya KrishnakumarVideo: Health and Climate Change by Martin BenistonVideo: Climate change and Infectious diseases by Antoine FlahaultReading: Lesson 23Video: Water and Health - The Water Resources Management Contribution by Mark SmithReading: Lesson 24Video: Global Health challenges at the human-animal-ecosystem interface by Rafael Ruiz de CastañedaGraded: The Environment, Sustainable Development and HealthWelcome  to  Global  Health:  An  Interdisciplinary  Overview!    This  course  consists  of  the course guides, including discussion forum activities and assessments, along with presentations by  a  range  of  presenters,  from  the  University  of  Geneva,  The  Graduate  Institute,  WHO, UNDP,  WTO,  IUCN,  Medicines  Patent  Pool,  among  others.  You  will  benefit  from  the insights and perspectives of multiple contributors involved in global health research, teaching, policy  and  practice  across  disciplines  and  sectors.  Your  enjoyment  and  benefits  from  the course will above all depend on your participation within this course, and we very much look forward to your participation through the discussion forums. Enjoy the course!Video: General Introduction by Antoine FlahaultReading: Course DescriptionVideo: Prof. Antoine GeissbuhlerVideo: Prof. Louis LoutanVideo: Dr. Samantha BattamsVideo: Dr. Didier WernliVideo: Dr. Slim SlamaVideo: Dr. Rafael Ruiz De CastanedaReading: General IntroductionReading: Course guide module 2Video: The Relationship Between Health and Development by Petra LantzVideo: Ecology and Public Health by Roderick John LawrenceReading: Lesson 1Video: Social Determinants of Health by Claudine Burton-JeangrosVideo: Human Rights in a Global Health Perspective: A Major Challenge by Philippe ChastonayReading: Lesson 2There are 7 parts to module 3. Lessons 3 \u0026 4 are both introductory sections that describe key concepts necessary to understand infectious diseases and how we deal with them. Lesson 5 constitutes the core lesson of module 3. This lesson focuses on the current global situation and future challenges for the most prominent infectious diseases of the world. In lessons 6-9 we discuss neglected tropical diseases, re-emerging infectious diseases and epidemics/pandemics. Finally, lesson 10 and 10b summarize module 3 in a set of key conclusions.Reading: Course guide module 3Video: Risk Communication in the Context of Pandemics/Epidemics by Claudine Burton-JeangrosReading: Lesson 3Video: Burden of Infectious Diseases and Healthcare Infections in Developing Countries by Benedetta AllegranziReading: Lesson 4Video: Prevention of Health Care Associated Infection: Pushing Back Barriers and National Frontiers by Didier PittetReading: Lesson 5Video: Pneumonia and Diarrhoeal Diseases in Children: Global Health Challenges by Alain GervaixReading: Lesson 6Video: Achievements and Challenges in the Prevention and Control of HIV/AIDS by Michel KazatchkineReading: Lesson 7Video: Tuberculosis: Burden; Progress in Prevention, Care and Control; Challenges Towards Elimination by Mario RaviglioneReading: Lesson 8Video: Neglected Tropical Diseases (NTDs): Key Issues and Challenges in Global Health by François ChappuisReading: Lesson 9Video: Emerging Viruses in 2013: Influenza A H7N9 and Middle East Respiratory Syndrome-Coronavirus by Laurent KaiserReading: Lesson 10Video: Mathematical modelling for understanding and predicting communicable diseases by Antoine FlahaultReading: Course guide module 4Video: Ageing as a Global Health Challenge by Michel OrisVideo: Physical Activity by Bengt KayserVideo: Cancer Epidemiology: How Epidemiology Informs Prevention \u0026 Treatment Service by Elisabetta Rapiti AylwardReading: Lesson 11Video: Chronic Diseases in Developing Countries: Diabetes as a Global Health Challenge by David Henri BeranVideo: Mental Health and Mental Health Promotion by Samantha BattamsVideo: Mental Health and Conflict by Ariel EytanReading: Lesson 12Reading: Course guide module 5Video: Global Health Governance by Ilona KickbuschVideo: EU as an Interesting Case-Study for Global Health Governance by Nicolas LevratReading: Lesson 13Video: The Role of European Union in Global Health by Samantha BattamsVideo: Designing Health Financing Systems for Universal Health Coverage by Inke MathauerReading: Lesson 14Health policy has undergone profound changes during the last few decades. Although health has for a long time been an issue in international relations, it was for most of the 20th century perceived  as a national  and technical  matter. This meant that solutions  to health problems were seen to require primarily scientific and technological collaboration rather than political commitment. Along with the dramatic  changes  associated with globalisation,  health is increasingly  seen as a higher priority on international  political agendas. \nIn Module 6, we discuss what triggered this political ‘revolution’ and  its  implications.Reading: Course guide module 6Video: Global Health Diplomacy by Ilona KickbuschReading: Lesson 15Video: Health issues in humanitarian emergencies by Michelle GayerVideo: Examining Medical Humanitarian Action Through an Ethical Lense by Doris SchopperReading: Lesson 16Reading: Course guide module 7Video: Global Health Research, Development and Innovation Policies by Samantha BattamsVideo: Trade, Intellectual Property Rights (IPRs) and Public Health by Jayashree WatalReading: Lesson 17Video: Public Health Related Aspects of Intellectual Property Rights by Peter BeyerReading: Lesson 18Video: Voluntary Licensing for Innovation and Access by Esteban BurroneVideo: Life Sciences Technologies by Denis HochstrasserReading: Lesson 19Video: Drug Development by Leonardo ScapozzaReading: Lesson 20Video: Information and Communication Technologies for Global Health by Antoine GeissbuhlerVideo: Strengthening primary healthcare: no innovation without training, no training without innovative pedagogical approaches by Beat StollReading: Lesson 21Reading: Course guide module 8Video: Sustainable Urban Development by Roderick John LawrenceReading: Lesson 22Video: The Capability Approach to Human Development by Jaya KrishnakumarVideo: Health and Climate Change by Martin BenistonVideo: Climate change and Infectious diseases by Antoine FlahaultReading: Lesson 23Video: Water and Health - The Water Resources Management Contribution by Mark SmithReading: Lesson 24Video: Global Health challenges at the human-animal-ecosystem interface by Rafael Ruiz de CastañedaJohns Hopkins UniversityCommunity Change in Public HealthJohns Hopkins UniversitySystems Thinking In Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of CopenhagenAn Introduction to Global HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "University of Geneva",
    "Level": "",
    "URL": "https://coursera.org/learn/global-health-overview",
    "Language": "English",
    "Commitment": "6-7 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Arts and Culture Strategy",
    "Description": "About this course: Arts and culture leaders have a tough but rewarding task: creating and leading sustainable organizations that deliver real social value. There is a lot of competition out there. Being an effective leader means constantly adapting, cleverly using the best tools to reach as many people as possible. This course is designed to help leaders at any level do just that.WEEK 1Arts and Culture - Value Then, Value Now, Value TomorrowWe welcome you to this five-unit course with a brief history of the world relative to arts and culture and where we are now.  What is the substance of value (objective/subjective) – to whom, for what?  What are the essential and timeless issues facing us?  How do we connect and interlock mission and value to be supportive, contingent and flexible? 9 videos, 1 readingexpandVideo: 1.1 | Welcome to Arts \u0026 Culture StrategyReading: Unit 1 SlidesVideo: 1.2 | Introduction to Unit OneVideo: 1.3 | Value Through the AgesVideo: 1.4 | What Has Changed?Video: 1.5 | Mission \u0026 ValueVideo: 1.6 | Value NowVideo: 1.7 | Value, Capacity \u0026 SupportVideo: 1.8 | Scope \u0026 ScaleVideo: 1.9 | Off the Record: Value Creation in the ArtsGraded: Unit 1 QuizWEEK 2Form Follows Function: Organizational Structures Aligned to PurposeHow do we deliver on value?  This week explores form and function of organizations.  By the end of the unit, you will clearly understand organization structures – historic and behavioral biases that keep us from changing current structures, frameworks and logic that build better structures. And you will better understand risk - how best to identify and manage it.8 videos, 2 readingsexpandVideo: 2.1 | Introduction to Unit TwoReading: Unit 2 SlidesReading: Additional Reading and ResourcesVideo: 2.2 | Dominant LogicVideo: 2.3 | Frugal EngineeringVideo: 2.4 | Logic Models: Designing Your Business ModelVideo: 2.5 | Logic Models: Real World ApplicationVideo: 2.6 | What Makes a Resilient Organization?Video: 2.7 | Identifying \u0026 Managing RiskVideo: 2.8 | Off the Record: Logic ModelsGraded: Unit 2 Peer AssignmentWEEK 3Who Are We For?To answer this question we need to understand and evaluate the critical features of our external environment.  This will give us context to identify the unique values organizations can bring to communities that build support and allow for stronger collaborations.  We will be better able to balance artistic and economic choices, and create differentiation and positioning that attract, serve and keep participants and customers.6 videos, 1 readingexpandVideo: 3.1 | Introduction to Unit ThreeReading: Unit 3 SlidesVideo: 3.2 | What's Going On in Our World?Video: 3.3 | Competitive Analysis: Analyzing the EnvironmentVideo: 3.4 | Competitive Analysis: Real World ApplicationVideo: 3.5 | Working CollaborativelyVideo: 3.6 | Off the Record: Competition \u0026 CollaborationGraded: Unit 3 Peer AssignmentWEEK 4Where Do We Stand? Making ChoicesA tension exists between artistic/mission and economics. As much as we’d like to try, we can’t be everything to everyone. We must find alignment and balance. How do you recognize and systematically respond to changes in your community? In this unit we’ll explore advancing your mission through a sharp focus on customers and markets; how best to understand the needs and interests of stakeholders; how to identify the best target-customer segments for your organization/project; and how to attract and retain those customers.6 videos, 1 readingexpandVideo: 4.1 | Introduction to Unit FourReading: Unit 4 SlidesVideo: 4.2 | Why Is it Imperative that We Define Our PromiseVideo: 4.3 | Marketing?Video: 4.4 | Public, Product, Place, Promotion \u0026 PricingVideo: 4.5 | Brands \u0026 BeyondVideo: 4.6 | Off the Record: MarketingGraded: Unit 4 Peer AssignmentWEEK 5Building Support \u0026 Finding LegitimacyWho determines value and how do you influence that determination?  In this unit, we look at meaningful measures and meaningful communication.  How do you test value? How do you make timely decisions? How do you communicate to the vast variety of stakeholders who support your organization or will support your organization? 7 videos, 1 readingexpandVideo: 5.1 | Introduction to Unit 5Reading: Unit 5 SlidesVideo: 5.2 | Legitimacy \u0026 MeaningVideo: 5.3 | Meaningful Measures: Balanced Scorecards \u0026 DashboardsVideo: 5.4 | Meaningful Measures: Using Balanced Scorecards \u0026 DashboardsVideo: 5.5 | Meaningful CommunicationVideo: 5.6 | Off the Record: Performance MetricsVideo: 5.7 | Moving ForwardGraded: Unit 5 QuizWe welcome you to this five-unit course with a brief history of the world relative to arts and culture and where we are now.  What is the substance of value (objective/subjective) – to whom, for what?  What are the essential and timeless issues facing us?  How do we connect and interlock mission and value to be supportive, contingent and flexible? Video: 1.1 | Welcome to Arts \u0026 Culture StrategyReading: Unit 1 SlidesVideo: 1.2 | Introduction to Unit OneVideo: 1.3 | Value Through the AgesVideo: 1.4 | What Has Changed?Video: 1.5 | Mission \u0026 ValueVideo: 1.6 | Value NowVideo: 1.7 | Value, Capacity \u0026 SupportVideo: 1.8 | Scope \u0026 ScaleVideo: 1.9 | Off the Record: Value Creation in the ArtsHow do we deliver on value?  This week explores form and function of organizations.  By the end of the unit, you will clearly understand organization structures – historic and behavioral biases that keep us from changing current structures, frameworks and logic that build better structures. And you will better understand risk - how best to identify and manage it.Video: 2.1 | Introduction to Unit TwoReading: Unit 2 SlidesReading: Additional Reading and ResourcesVideo: 2.2 | Dominant LogicVideo: 2.3 | Frugal EngineeringVideo: 2.4 | Logic Models: Designing Your Business ModelVideo: 2.5 | Logic Models: Real World ApplicationVideo: 2.6 | What Makes a Resilient Organization?Video: 2.7 | Identifying \u0026 Managing RiskVideo: 2.8 | Off the Record: Logic ModelsTo answer this question we need to understand and evaluate the critical features of our external environment.  This will give us context to identify the unique values organizations can bring to communities that build support and allow for stronger collaborations.  We will be better able to balance artistic and economic choices, and create differentiation and positioning that attract, serve and keep participants and customers.Video: 3.1 | Introduction to Unit ThreeReading: Unit 3 SlidesVideo: 3.2 | What's Going On in Our World?Video: 3.3 | Competitive Analysis: Analyzing the EnvironmentVideo: 3.4 | Competitive Analysis: Real World ApplicationVideo: 3.5 | Working CollaborativelyVideo: 3.6 | Off the Record: Competition \u0026 CollaborationA tension exists between artistic/mission and economics. As much as we’d like to try, we can’t be everything to everyone. We must find alignment and balance. How do you recognize and systematically respond to changes in your community? In this unit we’ll explore advancing your mission through a sharp focus on customers and markets; how best to understand the needs and interests of stakeholders; how to identify the best target-customer segments for your organization/project; and how to attract and retain those customers.Video: 4.1 | Introduction to Unit FourReading: Unit 4 SlidesVideo: 4.2 | Why Is it Imperative that We Define Our PromiseVideo: 4.3 | Marketing?Video: 4.4 | Public, Product, Place, Promotion \u0026 PricingVideo: 4.5 | Brands \u0026 BeyondVideo: 4.6 | Off the Record: MarketingWho determines value and how do you influence that determination?  In this unit, we look at meaningful measures and meaningful communication.  How do you test value? How do you make timely decisions? How do you communicate to the vast variety of stakeholders who support your organization or will support your organization? Video: 5.1 | Introduction to Unit 5Reading: Unit 5 SlidesVideo: 5.2 | Legitimacy \u0026 MeaningVideo: 5.3 | Meaningful Measures: Balanced Scorecards \u0026 DashboardsVideo: 5.4 | Meaningful Measures: Using Balanced Scorecards \u0026 DashboardsVideo: 5.5 | Meaningful CommunicationVideo: 5.6 | Off the Record: Performance MetricsVideo: 5.7 | Moving ForwardThe Museum of Modern ArtModern Art \u0026 IdeasVanderbilt University, National Arts StrategiesLeading Innovation in Arts and CultureCalifornia Institute of the ArtsIntroduction to ImagemakingCalifornia Institute of the ArtsIdeas from the History of Graphic DesignThe Museum of Modern ArtArt \u0026 Activity: Interactive Strategies for Engaging with Art",
    "Creator": "University of Pennsylvania, National Arts Strategies",
    "Level": "",
    "URL": "https://coursera.org/learn/arts-culture-strategy",
    "Language": "English",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Giving 2.0: The MOOC",
    "Description": "About this course: A philanthropist is anyone who gives anything — time, money, experience, skills, and networks — in any amount, to create a better world. This course will empower you to practice philanthropy more effectively and make your giving more meaningful to both you and those you strive to help.\n\nGiving 2.0: The MOOC, is a Stanford University-sponsored online course intended to teach givers of all ages, backgrounds, incomes and experiences to give more effectively. Taught by social entrepreneur, philanthropist and bestselling author Laura Arrillaga-Andreessen, Giving 2.0: The MOOC will teach you how to assess nonprofits, create a high-impact philanthropic strategy, volunteer more effectively, use existing, free technology for good and more. \n\nGiving 2.0: The MOOC is a six-module course. Each module has a particular theme and 5-10 content-packed and activity-rich, videos exploring that theme. Videos will include lectures from Laura Arrillaga-Andreessen as well as interviews, discussions and lectures given by guest speakers. Guest speakers are renowned leaders in multiple industries including philanthropy, technology and business, who will provide unique insights into course topics. Course participants will have the opportunity to join Talkabouts – small virtual meeting groups created to discuss class-related topics. By the course’s conclusion, course participants will have created an Individual Giving Action Plan to guide their future giving in a highly effective and meaningful way. Course participants will also complete a formal nonprofit assessment and be provided with ongoing, post-MOOC philanthropy education content that will support continued development and execution of their philanthropic goals.WEEK 1Introduction to PhilanthropyLearners will examine how to approach their giving in \n\nnew ways, why they have given historically and how \n\nthey – through strategy and planning – can give in a \n\nway that matters more.13 videos, 5 readingsexpandМатериал для самостоятельного изучения: Course OverviewVideo: IntroductionМатериал для самостоятельного изучения: Laura Arrillaga-Andreessen's BioVideo: Giving LeversVideo: Course Objectives and OverviewVideo: R.A.D.A.R. RoadmapVideo: Why We GiveVideo: Why I GiveVideo: What is Philanthropy?Материал для самостоятельного изучения: Definitions of PhilanthropyVideo: Philanthropy: National and Global ContextVideo: Charity vs. PhilanthropyVideo: Case Study: Earthquake in HaitiVideo: What Makes a Gift Effective?Video: Guest Speaker: Peter Singer - What Makes a Gift Effective?Video: Guest Speaker: Bruce Sievers - What Makes a Gift Effective?Материал для самостоятельного изучения: Workbook: Module 1Материал для самостоятельного изучения: Supplemental Readings: Module 1WEEK 2Philanthropic StrategyThe goal of this module is to study the tools used to \n\ncraft a philanthropic strategy. Learners will be guided \n\nthrough issue area selection, the theory of change \n\nframework, how to assess a social or environmental \n\nissue’s landscape and how to pick a high-impact \n\nintervention strategy.11 videos, 6 readingsexpandVideo: Issue Area SelectionМатериал для самостоятельного изучения: Issue Area ExamplesVideo: Guest Speaker: Scott Harrison - My Issue AreaVideo: Philanthropic StrategyVideo: Theory of ChangeМатериал для самостоятельного изучения: Theory of Change ExamplesVideo: Intervention StrategiesVideo: Guest Speaker: Alexa Cortes Culwell - Comparing Intervention StrategiesVideo: Sourcing NonprofitsVideo: Philanthropy ResearchМатериал для самостоятельного изучения: Philanthropy ResourcesVideo: Landscape MapМатериал для самостоятельного изучения: Landscape Map ExampleVideo: Selection CriteriaVideo: Guest Speaker: Paul Brest - Selection CriteriaМатериал для самостоятельного изучения: Workbook: Module 2Материал для самостоятельного изучения: Supplemental Readings: Module 2WEEK 3Nonprofit Selection and AssessmentThis module will empower learners to efficiently assess any nonprofit through a variety of tools, metrics and perspectives. Course participants will learn how to research and engage with nonprofits, as well as conduct a comprehensive nonprofit assessment.11 videos, 3 readingsexpandVideo: Introduction to Nonprofit AssessmentVideo: Your Relationship with NonprofitsVideo: Guest Speaker: Darren WalkerVideo: Guest Speaker: Holden KarnofskyVideo: Guest Speaker: Jacob HaroldVideo: Mission AssessmentVideo: Evaluation and MetricsVideo: Knowledge ManagementVideo: External StrategyVideo: Internal StrategyVideo: FinancesМатериал для самостоятельного изучения: Form 990: How-To GuideМатериал для самостоятельного изучения: Workbook: Module 3Материал для самостоятельного изучения: Supplemental Readings: Module 3Graded: Peer Review: Nonprofit Assessment AssignmentWEEK 4Taking StockLearners will reflect on all of the resources they can access and/or deploy in order to realize their full giving potential.10 videos, 3 readingsexpandVideo: IntroductionVideo: Guest Speaker: Alexander Berger - My ResourcesVideo: What You Have: IntroductionVideo: Guest Speaker: David Kelley - Human-Centered DesignVideo: MoneyМатериал для самостоятельного изучения: Money StrategiesVideo: Time and SkillsVideo: What You Can Access or DevelopVideo: Guest Speaker: Beth Kanter - Using Your NetworksVideo: Taking StockVideo: Guest Speaker: Nancy Lublin - Taking StockМатериал для самостоятельного изучения: Workbook: Module 4Материал для самостоятельного изучения: Supplemental Readings: Module 4WEEK 5Giving with Greater MeaningThis module centers on discovering the many, diverse ways course participants can leverage their unique philanthropic resources to create the impact they want to have. We have numerous guest speakers sharing their expertise in this module – review the lessons that interest you before moving on to module 6.18 videos, 3 readingsexpandVideo: Creating Your IGAPVideo: International and Intermediary GivingVideo: Guest Speaker: Paul Shoemaker - Giving CollaborativelyVideo: Guest Speaker: Premal Shah - International Microfinance IntermediariesVideo: Types of Support, Bequests and DAFsVideo: Social Impact InvestingМатериал для самостоятельного изучения: Giving Vehicles OverviewVideo: Giving Your Time and SkillsVideo: Guest Speaker: Meg Garlinghouse - Board Service (LinkedIn for Good)Video: Activating Your NetworksVideo: Guest Speaker: Caroline Barlerin - Twitter for GoodVideo: Guest Speaker: Libby Leffler - Facebook for GoodVideo: Philanthropy and TechnologyVideo: Guest Speaker: Lucy Bernholz - Philanthropy and Technology Part 1Video: Guest Speaker: Lucy Bernholz - Philanthropy and Technology Part 2Video: Additional Ways to be PhilanthropicVideo: Guest Speaker: Suzanne DiBianca - Giving Through Your CompanyVideo: Guest Speaker: Vineet Singal - Social EntrepreneurshipVideo: Guest Speaker: John Goldman - Family PhilanthropyМатериал для самостоятельного изучения: Workbook: Module 5Материал для самостоятельного изучения: Supplemental Readings: Module 5WEEK 6Philanthropy – the Never-Ending GiftLearners will take stock of their progress over the \n\ncourse and learn how to stay connected with the \n\ncourse content and their fellow course participants \n\nmoving forward.6 videos, 4 readingsexpandVideo: Measuring Our Success as PhilanthropistsVideo: Your Ongoing LearningVideo: Teaching OthersVideo: Guest Speaker: Henry Timms - Your Next Opportunity (#GivingTuesday)Video: You + LAAFVideo: Your Giving LegacyМатериал для самостоятельного изучения: Optional: Individual Giving Action PlanМатериал для самостоятельного изучения: Workbook: Module 6Материал для самостоятельного изучения: Workbook: Post-CourseМатериал для самостоятельного изучения: Full WorkbookGraded: Final ExamМатериал для самостоятельного изучения: Course OverviewVideo: IntroductionМатериал для самостоятельного изучения: Laura Arrillaga-Andreessen's BioVideo: Giving LeversVideo: Course Objectives and OverviewVideo: R.A.D.A.R. RoadmapVideo: Why We GiveVideo: Why I GiveVideo: What is Philanthropy?Материал для самостоятельного изучения: Definitions of PhilanthropyVideo: Philanthropy: National and Global ContextVideo: Charity vs. PhilanthropyVideo: Case Study: Earthquake in HaitiVideo: What Makes a Gift Effective?Video: Guest Speaker: Peter Singer - What Makes a Gift Effective?Video: Guest Speaker: Bruce Sievers - What Makes a Gift Effective?Материал для самостоятельного изучения: Workbook: Module 1Материал для самостоятельного изучения: Supplemental Readings: Module 1The goal of this module is to study the tools used to \n\ncraft a philanthropic strategy. Learners will be guided \n\nthrough issue area selection, the theory of change \n\nframework, how to assess a social or environmental \n\nissue’s landscape and how to pick a high-impact \n\nintervention strategy.Video: Issue Area SelectionМатериал для самостоятельного изучения: Issue Area ExamplesVideo: Guest Speaker: Scott Harrison - My Issue AreaVideo: Philanthropic StrategyVideo: Theory of ChangeМатериал для самостоятельного изучения: Theory of Change ExamplesVideo: Intervention StrategiesVideo: Guest Speaker: Alexa Cortes Culwell - Comparing Intervention StrategiesVideo: Sourcing NonprofitsVideo: Philanthropy ResearchМатериал для самостоятельного изучения: Philanthropy ResourcesVideo: Landscape MapМатериал для самостоятельного изучения: Landscape Map ExampleVideo: Selection CriteriaVideo: Guest Speaker: Paul Brest - Selection CriteriaМатериал для самостоятельного изучения: Workbook: Module 2Материал для самостоятельного изучения: Supplemental Readings: Module 2Video: Introduction to Nonprofit AssessmentVideo: Your Relationship with NonprofitsVideo: Guest Speaker: Darren WalkerVideo: Guest Speaker: Holden KarnofskyVideo: Guest Speaker: Jacob HaroldVideo: Mission AssessmentVideo: Evaluation and MetricsVideo: Knowledge ManagementVideo: External StrategyVideo: Internal StrategyVideo: FinancesМатериал для самостоятельного изучения: Form 990: How-To GuideМатериал для самостоятельного изучения: Workbook: Module 3Материал для самостоятельного изучения: Supplemental Readings: Module 3Video: IntroductionVideo: Guest Speaker: Alexander Berger - My ResourcesVideo: What You Have: IntroductionVideo: Guest Speaker: David Kelley - Human-Centered DesignVideo: MoneyМатериал для самостоятельного изучения: Money StrategiesVideo: Time and SkillsVideo: What You Can Access or DevelopVideo: Guest Speaker: Beth Kanter - Using Your NetworksVideo: Taking StockVideo: Guest Speaker: Nancy Lublin - Taking StockМатериал для самостоятельного изучения: Workbook: Module 4Материал для самостоятельного изучения: Supplemental Readings: Module 4This module centers on discovering the many, diverse ways course participants can leverage their unique philanthropic resources to create the impact they want to have. We have numerous guest speakers sharing their expertise in this module – review the lessons that interest you before moving on to module 6.Video: Creating Your IGAPVideo: International and Intermediary GivingVideo: Guest Speaker: Paul Shoemaker - Giving CollaborativelyVideo: Guest Speaker: Premal Shah - International Microfinance IntermediariesVideo: Types of Support, Bequests and DAFsVideo: Social Impact InvestingМатериал для самостоятельного изучения: Giving Vehicles OverviewVideo: Giving Your Time and SkillsVideo: Guest Speaker: Meg Garlinghouse - Board Service (LinkedIn for Good)Video: Activating Your NetworksVideo: Guest Speaker: Caroline Barlerin - Twitter for GoodVideo: Guest Speaker: Libby Leffler - Facebook for GoodVideo: Philanthropy and TechnologyVideo: Guest Speaker: Lucy Bernholz - Philanthropy and Technology Part 1Video: Guest Speaker: Lucy Bernholz - Philanthropy and Technology Part 2Video: Additional Ways to be PhilanthropicVideo: Guest Speaker: Suzanne DiBianca - Giving Through Your CompanyVideo: Guest Speaker: Vineet Singal - Social EntrepreneurshipVideo: Guest Speaker: John Goldman - Family PhilanthropyМатериал для самостоятельного изучения: Workbook: Module 5Материал для самостоятельного изучения: Supplemental Readings: Module 5Video: Measuring Our Success as PhilanthropistsVideo: Your Ongoing LearningVideo: Teaching OthersVideo: Guest Speaker: Henry Timms - Your Next Opportunity (#GivingTuesday)Video: You + LAAFVideo: Your Giving LegacyМатериал для самостоятельного изучения: Optional: Individual Giving Action PlanМатериал для самостоятельного изучения: Workbook: Module 6Материал для самостоятельного изучения: Workbook: Post-CourseМатериал для самостоятельного изучения: Full WorkbookUniversity of California, IrvineEssentials of Entrepreneurship: Thinking \u0026 ActionUniversity of California, IrvineCommunication in the 21st Century WorkplaceUniversity of California, IrvineEffective Problem-Solving and Decision-MakingUniversity of California, IrvineThe Art of NegotiationUniversity of California, IrvineWork Smarter, Not Harder: Time Management for Personal \u0026 Professional Productivity",
    "Creator": "Stanford University",
    "Level": "",
    "URL": "https://coursera.org/learn/philanthropist",
    "Language": "English",
    "Commitment": "8.5 hours of videos, quizzes, and peer review",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Health in Complex Humanitarian Emergencies",
    "Description": "About this course: The Center for Humanitarian Emergencies is a partnership between CDC's Emergency Response and Recovery Branch and the Rollins School of Public Health that drives global collaboration, research and evidence based training to improve the lives and well-being of populations impacted by humanitarian emergencies.\n- Center for Humanitarian Emergencies: http://www.che.emory.edu/\n- CDC's Emergency Response and Recovery Branch: http://www.cdc.gov/globalhealth/healthprotection/errb/index.html\n\nThis course covers the technical and management principles that are the basis of planning, implementing, and evaluating health programs for acutely displaced populations in developing countries. The emphasis is on refugees in camp situations. The course includes modules on assessment, nutrition, epidemiology of major health problems, surveillance, and program management in the context of an international relief operation.\n\nCourse Objectives\nUpon completion of this course, learners will be able to:\n1. Describe a complex humanitarian crisis in terms of magnitude, person, time and place.\n2. Calculate basic epidemiology measures.\n3. Evaluate the strengths and limitations of epidemiological data within the context of CHE.\n4. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the community being served.\n5. Identify internal and external problems that may affect the delivery of essential public health services in a CHE.\n6. Identify the different technical areas in a public health response in CHEs.WEEK 1Setting the Stage: Refugees, Displaced Persons, Conflict, and Complex EmergenciesDefining complex humanitarian emergencies, the top priorities and response, and main actors involved.5 videos, 2 readingsexpandLecture: Getting StartedVideo: Intro/WelcomeVideo: What are CHEs/Top PrioritiesVideo: Major ActorsVideo: Data Collection in EmergenciesVideo: Overview/SummaryLecture: Readings \u0026 ResourcesGraded: MODULE 1 QuizWEEK 2Healthcare in the Emergency PhaseMental health programming for populations impacted by emergencies, reproductive health, food and nutrition, and water, sanitation, and hygiene.5 videos, 1 readingexpandVideo: Mental Health PopulationsVideo: Reproductive HealthVideo: Food and NutritionVideo: Water, Sanitation, and HygieneVideo: Overview/SummaryLecture: Readings and ResourcesGraded: MODULE 2 QUIZWEEK 3Disease ControlDisease control, and communicable non-communicable diseases.8 videos, 1 readingexpandVideo: Diarrheal DiseasesVideo: Vaccine Preventable Diseases / MeaslesVideo: Malaria ControlVideo: Infectious Disease Emergency ResponseVideo: Communicable Diseases - Acute Respiratory InfectionsVideo: Non-Communicable DiseasesVideo: Overview/SummaryVideo: Supplementary: Diarrheal Diseases: A true life example from Haiti, 20Lecture: Readings and ResourcesGraded: MODULE 3 QUIZWEEK 4Program ManagementOverview of an essential component of emergency management - program management.5 videos, 1 readingexpandVideo: Shelter and Site Planning / Camp ManagementVideo: Logistics Part IVideo: Logistics, Part IIVideo: Mental Health Aid WorkersVideo: Wrap UpLecture: Readings and ResourcesGraded: MODULE 4 QUIZLecture: Getting StartedVideo: Intro/WelcomeVideo: What are CHEs/Top PrioritiesVideo: Major ActorsVideo: Data Collection in EmergenciesVideo: Overview/SummaryLecture: Readings \u0026 ResourcesVideo: Mental Health PopulationsVideo: Reproductive HealthVideo: Food and NutritionVideo: Water, Sanitation, and HygieneVideo: Overview/SummaryLecture: Readings and ResourcesVideo: Diarrheal DiseasesVideo: Vaccine Preventable Diseases / MeaslesVideo: Malaria ControlVideo: Infectious Disease Emergency ResponseVideo: Communicable Diseases - Acute Respiratory InfectionsVideo: Non-Communicable DiseasesVideo: Overview/SummaryVideo: Supplementary: Diarrheal Diseases: A true life example from Haiti, 20Lecture: Readings and ResourcesVideo: Shelter and Site Planning / Camp ManagementVideo: Logistics Part IVideo: Logistics, Part IIVideo: Mental Health Aid WorkersVideo: Wrap UpLecture: Readings and ResourcesJohns Hopkins UniversityCommunity Change in Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewUniversity of CopenhagenAn Introduction to Global HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "Emory University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/health-che",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Chemerinsky on Constitutional Law - The Structure of Government",
    "Description": "About this course: This course will highlight the construction and interpretation of the U.S. Constitution through the centuries. You'll learn the history behind the Constitution, cases that formed important precedent, and how changes in interpretation have been dependent on shifts in cultural and political climate as well as the composition of the Supreme Court.\n\nWe'll start with an overview of the Constitution where we'll consider questions such as \"Why the Constitution?\" and \"What function does the Constitution serve?\" Next we'll examine how the Constitution and its subsequent interpretation established the powers of the federal, legislative, and judicial branches of government and allocated powers to the states.\n\nJoin me as we look at the questions both raised and answered by the Constitution and those that interpret it!\n\nBy the end of this course, you should be able to:\n\n- Describe how the structure of the United States government has been shaped by both the text of the Constitution and by subsequent interpretation and practice of political actors in all branches of government\n\n- Illustrate compromises found in the Constitution by citing examples and historic background\n\n- Articulate the importance of key cases such as Marbury v. Madison, McCullough v. Maryland, and Lochner v. New York\n\n- Explain how the outcome of cases is often dependent upon the current cultural and political climate as well as the composition of the court by citing particular cases and important shifts in the court's jurisprudence\n\n- Assess the relative suitability of various approaches to constitutional interpretation and analysisWEEK 1Welcome - Let's Get Started2 videos, 3 readingsexpandVideo: Series IntroductionVideo: Course IntroductionМатериал для самостоятельного изучения: Welcome MessageМатериал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: The Constitution of the United States of AmericaLecture 1 - Why the Constitution?In this module, we'll examine two facets of the critical question, \"Why the Constitution?\" First we'll answer the question, \"what functions does the Constitution perform?\" We'll then consider the question, \"why achieve these functions in the form of a written Constitution?\"5 videos, 1 readingexpandVideo: From the Articles of Confederation to the ConstitutionVideo: Creating a Federal GovernmentVideo: Allocating PowerVideo: The Bill of RightsVideo: Why a Written Constitution?Материал для самостоятельного изучения: Recommended ReadingsGraded: Quiz 1: Why the Constitution?Graded: Why the Constitution?WEEK 2Lecture 2 - The Federal Judicial PowerWhat is the authority of judicial review? Why is it important? If the federal judiciary can declare a statute or action unconstitutional, what checks are there on this power? These are several of the questions we will endeavor to answer in this module.7 videos, 1 readingexpandVideo: The Authority of Judicial ReviewVideo: Marbury v. Madison - Part 1Video: Marbury v. Madison - Part 2Video: Constitutional Limits on the Judiciary - Part 1Video: Constitutional Limits on the Judiciary - Part 2Video: Interpretive Limits on the JudiciaryVideo: Statutory and Political Limits on the JudiciaryМатериал для самостоятельного изучения: Recommended ReadingsGraded: Quiz 2: The Federal Judicial PowerGraded: Mini-assignment: Federal Judicial PowerWEEK 3Lecture 3 - The Federal Legislative PowerIn this module we will consider three major questions: 1.How did McCullough vs. Maryland shape the power of the legislature? 2. What are the major powers of the Congress under the Constitution? 3. To what extent do states limit the power of the Congress?8 videos, 1 readingexpandVideo: McCullough v. MarylandVideo: The Commerce Clause - Part 1Video: The Commerce Clause - Part 2Video: The Commerce Clause - Part 3Video: The Tax and Spend Power of CongressVideo: The Post Civil War Amendments - Part 1Video: The Post Civil War Amendments - Part 2Video: State Limits on Federal Legislative PowerМатериал для самостоятельного изучения: Recommended ReadingGraded: Quiz 3: The Federal Legislative PowerWEEK 4Lecture 4 - The Federal Executive PowerThe central questions in this module are: 1. When can a president act without express Constitutional or Congressional authority? 2. What are the Constitutional problems posed by the federal administrative agencies? 3. What is the authority of the President with regard to foreign policy?5 videos, 1 readingexpandVideo: When Can a President Act? - Part 1Video: When Can a President Act? - Part 2Video: Administrative AgenciesVideo: Foreign Policy - Part 1Video: Foreign Policy - Part 2Материал для самостоятельного изучения: Recommended ReadingsGraded: Quiz 4: The Federal Executive PowerWEEK 5Lecture 5 - FederalismThe goal of this module is to consider two important ways that the power of states are kept in check by the federal government: preemption and the dormant commerce clause.\n\n2 videos, 1 readingexpandVideo: Federal PreemptionVideo: The Dormant Commerce ClauseМатериал для самостоятельного изучения: Recommended ReadingGraded: Quiz 5: FederalismGraded: Case RetrospectiveConclusionAs the course draws to a final close, we would like to thank you for your participation.2 readingsexpandМатериал для самостоятельного изучения: Thank you!Материал для самостоятельного изучения: Post-Course SurveyVideo: Series IntroductionVideo: Course IntroductionМатериал для самостоятельного изучения: Welcome MessageМатериал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: The Constitution of the United States of AmericaIn this module, we'll examine two facets of the critical question, \"Why the Constitution?\" First we'll answer the question, \"what functions does the Constitution perform?\" We'll then consider the question, \"why achieve these functions in the form of a written Constitution?\"Video: From the Articles of Confederation to the ConstitutionVideo: Creating a Federal GovernmentVideo: Allocating PowerVideo: The Bill of RightsVideo: Why a Written Constitution?Материал для самостоятельного изучения: Recommended ReadingsVideo: The Authority of Judicial ReviewVideo: Marbury v. Madison - Part 1Video: Marbury v. Madison - Part 2Video: Constitutional Limits on the Judiciary - Part 1Video: Constitutional Limits on the Judiciary - Part 2Video: Interpretive Limits on the JudiciaryVideo: Statutory and Political Limits on the JudiciaryМатериал для самостоятельного изучения: Recommended ReadingsVideo: McCullough v. MarylandVideo: The Commerce Clause - Part 1Video: The Commerce Clause - Part 2Video: The Commerce Clause - Part 3Video: The Tax and Spend Power of CongressVideo: The Post Civil War Amendments - Part 1Video: The Post Civil War Amendments - Part 2Video: State Limits on Federal Legislative PowerМатериал для самостоятельного изучения: Recommended ReadingThe central questions in this module are: 1. When can a president act without express Constitutional or Congressional authority? 2. What are the Constitutional problems posed by the federal administrative agencies? 3. What is the authority of the President with regard to foreign policy?Video: When Can a President Act? - Part 1Video: When Can a President Act? - Part 2Video: Administrative AgenciesVideo: Foreign Policy - Part 1Video: Foreign Policy - Part 2Материал для самостоятельного изучения: Recommended ReadingsVideo: Federal PreemptionVideo: The Dormant Commerce ClauseМатериал для самостоятельного изучения: Recommended ReadingМатериал для самостоятельного изучения: Thank you!Материал для самостоятельного изучения: Post-Course SurveyLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "University of California, Irvine",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/chemerinsky-on-constitutional-law-structure-of-government",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Homeland Security \u0026 Cybersecurity Connection - It's Not About the Terrorists",
    "Description": "About this course: Welcome to Course 1 in CS4950, Homeland Security and Cybersecruity. In this course we examine the origins of homeland security and its co0nnection with cybersecurity. Homeland security is about safeguarding the United States from domestic catastrophic destruction. Catastrophic destruction comes in two forms: natural and manmade. For most of history the manmade variety came in the form of warfare and required the combined resources of a nation state. All that changed March 20th, 1995. On that date, members of a quasi-religious cult in Japan attacked the Tokyo subway system using Sarin gas. It was the first deployment of a weapon of mass destruction my a non-state actor. The power of destruction once reserved to nation states was now available to small groups, even individuals. The incident was a wake up call for governments around the world. Defense establishments designed to keep rogue states in check were practically useless against non-state actors. Overnight, the number of potential enemies multiplied a hundred, maybe even a thousand-fold. In response to the Tokyo Subway Attacks, the United States took measures to protect itself from WMD attack by non-state actors. Those measures were still being enacted when the nation was attacked on 9/11. On September 11, 2001, nineteen hijackers inflicted as much damage as the Imperial Japanese Navy on December 7, 1941. The investigating 9/11 Commission noted the attacks for their \"surpassing disproportion\". The hijackers had achieved WMD effects without using WMD. They did this by subverting the nation's transportation infrastructure, turning passenger jets into guided missiles. Again, the security implications were profound. Non-state actors seeking to inflict domestic catastrophic destruction did not need to import, fabricate, or acquire WMD as the nation was surrounded by the means of its own destruction in the form of critical infrastructure. The vulnerability of critical infrastructure had not gone unnoticed. Again, in response to the Tokyo Subway attacks, which themselves had been an attack on Japanese infrastructure, President Clinton in 1996 commissioned a panel to investigate the threat to United States' infrastructure. The panel replied in 1997 that there was no immediate threat to US infrastructure, but they were concerned with the growing risk of cyber attack. The same cyber physical systems that fueled the explosive growth of the Internet were being incorporated into Industrial Control Systems that underpinned much of the nation's critical infrastructure. The panel noted that the knowledge and skills necessary to mount a cyber attack on the nation's infrastructure was growing. As a result of this observation, President Clinton in 1998 ordered the protection of US critical infrastructure, especially from cyber attack. Following 9/11, critical infrastructure protection and cybersecurity were designated core missions in the 2002 Homeland Security Act establishing the new Department of Homeland Security. They remain core missions to this day, but many don't see the connection. The connection is this: cybersecurity is essential to critical infrastructure protection, which is essential to homeland security, which is about safeguarding the United States from domestic catastrophic destruction.  I look forward to working with you in the coming lessons.  Best wishes and good luck!\n\nCourse 1: Homeland Security \u0026 Cybersecurity Connection\nCourse 2: Cybersecurity Policy for Water and Electricity Infrastructures\nCourse 3: Cybersecurity Policy for Aviation and Internet Infrastructures\nCourse 4: Homeland Security \u0026 Cybersecurity FutureWEEK 1Module 1: Domestic Catastrophic DestructionHomeland security is about safeguarding the United States from domestic catastrophic destruction. Domestic catastrophic destruction comes in two forms: natural and manmade. For most of history, the manmade variety came in the form of warfare and required the combined resources of a nation state. In this module we examine two pivotal incidents that changed that calculus, and demonstrated how destruction once reserved to the power of nation states was wrested by non-state actors. 5 videos, 6 readings, 3 practice quizzesexpandVideo: About this SpecializationVideo: About the InstructorVideo: L1 The Origin of Homeland SecurityReading: Turning Point, pp3-10 \u0026 pp13-16 (Optional)Reading: Tokyo Subway Attacks Lessons (Optional Video)Practice Quiz: L1 Challenge QuestionsVideo: L2 Weapons of Mass DestructionReading: Turning Point, pp10-12 (Optional)Reading: More About WMD (Optional Video)Practice Quiz: L2 Challenge QuestionsVideo: L3 9/11Reading: We Have Some Planes (Optional)Reading: 9/11 Lessons Learned (Optional Video)Practice Quiz: L3 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 2Module 2: HS \u0026 DHSThis module tackles the question \"what is homeland security\", and offers a working definition to help guide the student to understanding. It also looks at the mission of the Department of Homeland Security as it relates to \"Safeguarding the United States from Domestic Catastrophic Destruction\". Also included in this module is course exam #1. Good luck!2 videos, 4 readings, 2 practice quizzesexpandVideo: L4 Defining Homeland SecurityReading: Homeland Security (Optional)Reading: Challenging the Definition of Homeland Security (Optional Video)Practice Quiz: L4 Challenge QuestionsVideo: L6 DHS MissionsReading: DHS Evolution (Optional)Reading: SecDHS Remarks on Unity of Effort (Optional Video)Practice Quiz: L6 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 1WEEK 3Module 3: Safeguarding Against Domestic Catastrophic DestructionManmade domestic catastrophic destruction comes in two known forms: 1) weapons of mass destruction, and 2) subverting critical infrastructure. This module looks at the nation's overall strategy for countering WMD, and protecting critical infrastructure. 2 videos, 3 readings, 2 practice quizzesexpandVideo: L7 Counter WMD StrategyReading: Counter WMD Strategy (Optional)Practice Quiz: L7 Challenge QuestionsVideo: L8 Critical Infrastructure ProtectionReading: Critical Infrastructure Protection (Optional)Reading: Why is Critical Infrastructure Critical? (Optional Video)Practice Quiz: L8 Challenge QuestionsDiscussion Prompt: What do you think?WEEK 4Module 4: Homeland Security and CybersecurityAs stated previously, homeland security is connected to cybersecurity through critical infrastructure protection.  How this insight came about and what is meant by \"cybersecurity\" are the focus of attention in this module. Also included in this module is course exam #2 and related project assignment. Good luck!3 videos, 4 readings, 3 practice quizzesexpandVideo: L5 Connecting HS \u0026 CSReading: Surpassing Disproportion (Optional)Reading: Congressional Hearing (Optional Video)Practice Quiz: L5 Challenge QuestionsVideo: L9 DHS CybersecurityReading: DHS Cybersecurity (Optional)Practice Quiz: L9 Challenge QuestionsVideo: L10 Cybersecurity BasicsReading: TED Talk on Cybersecurity (Optional Video)Practice Quiz: L10 Challenge QuestionsDiscussion Prompt: What do you think?Graded: Exam 2Graded: Making the Business CaseHomeland security is about safeguarding the United States from domestic catastrophic destruction. Domestic catastrophic destruction comes in two forms: natural and manmade. For most of history, the manmade variety came in the form of warfare and required the combined resources of a nation state. In this module we examine two pivotal incidents that changed that calculus, and demonstrated how destruction once reserved to the power of nation states was wrested by non-state actors. Video: About this SpecializationVideo: About the InstructorVideo: L1 The Origin of Homeland SecurityReading: Turning Point, pp3-10 \u0026 pp13-16 (Optional)Reading: Tokyo Subway Attacks Lessons (Optional Video)Practice Quiz: L1 Challenge QuestionsVideo: L2 Weapons of Mass DestructionReading: Turning Point, pp10-12 (Optional)Reading: More About WMD (Optional Video)Practice Quiz: L2 Challenge QuestionsVideo: L3 9/11Reading: We Have Some Planes (Optional)Reading: 9/11 Lessons Learned (Optional Video)Practice Quiz: L3 Challenge QuestionsDiscussion Prompt: What do you think?This module tackles the question \"what is homeland security\", and offers a working definition to help guide the student to understanding. It also looks at the mission of the Department of Homeland Security as it relates to \"Safeguarding the United States from Domestic Catastrophic Destruction\". Also included in this module is course exam #1. Good luck!Video: L4 Defining Homeland SecurityReading: Homeland Security (Optional)Reading: Challenging the Definition of Homeland Security (Optional Video)Practice Quiz: L4 Challenge QuestionsVideo: L6 DHS MissionsReading: DHS Evolution (Optional)Reading: SecDHS Remarks on Unity of Effort (Optional Video)Practice Quiz: L6 Challenge QuestionsDiscussion Prompt: What do you think?Video: L7 Counter WMD StrategyReading: Counter WMD Strategy (Optional)Practice Quiz: L7 Challenge QuestionsVideo: L8 Critical Infrastructure ProtectionReading: Critical Infrastructure Protection (Optional)Reading: Why is Critical Infrastructure Critical? (Optional Video)Practice Quiz: L8 Challenge QuestionsDiscussion Prompt: What do you think?As stated previously, homeland security is connected to cybersecurity through critical infrastructure protection.  How this insight came about and what is meant by \"cybersecurity\" are the focus of attention in this module. Also included in this module is course exam #2 and related project assignment. Good luck!Video: L5 Connecting HS \u0026 CSReading: Surpassing Disproportion (Optional)Reading: Congressional Hearing (Optional Video)Practice Quiz: L5 Challenge QuestionsVideo: L9 DHS CybersecurityReading: DHS Cybersecurity (Optional)Practice Quiz: L9 Challenge QuestionsVideo: L10 Cybersecurity BasicsReading: TED Talk on Cybersecurity (Optional Video)Practice Quiz: L10 Challenge QuestionsDiscussion Prompt: What do you think?University of Colorado SystemCybersecurity Policy for Aviation and Internet InfrastructuresUniversity of Colorado SystemCybersecurity Policy for Water and Electricity InfrastructuresUniversity of Colorado SystemHomeland Security and Cybersecurity FutureUniversity of Colorado SystemDetecting and Mitigating Cyber Threats and AttacksUniversity of Colorado SystemProactive Computer Security",
    "Creator": "University of Colorado System",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/homeland-security-cybersecurity-connection",
    "Language": "English",
    "Commitment": "This is Course 1 in a 4-course specialization. Estimated workload: 15-hours over 1-week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Understanding 9/11: Why 9/11 Happened \u0026 How Terrorism Affects Our World Today",
    "Description": "About this course: This course will explore the forces that led to the 9/11 attacks and the policies the United States adopted in response. We will examine the phenomenon of modern terrorism, the development of the al Qai'da ideology, and the process by which individuals radicalize towards violence.WEEK 1Week 1: Course Overview and the 9/11 AttacksIn this course, we will examine why al Qai-da attacked America. We will also examine the phenomenon of terrorism, in general, and the radical ideology developed and propagated by Osama bin Laden through al Qaida, more specifically. We will consider why individuals are attracted to this ideology and how they radicalize to violence. We will also explore how the United States addressed terrorism prior to 9/11 and the policy changes the US (and its allies around the globe) faced in the immediate aftermath of the attacks.3 videos, 4 readingsexpandReading: Course OverviewReading: Assessments and GradingReading: Discussion ForumsVideo: David Schanzer BiographyVideo: Understanding 9/11Video: What Happened HereReading: Week 1: Required ReadingWEEK 2Week 2: What is Terrorism?Our topic for this week is, what is terrorism. We will try to define terrorism and understand the actions that we're going to be studying in this course, 9/11 and its aftermath. We will examine one of the key debates in this area; can terrorism be executed by a state, or is it only the use of political violence by a non-state actor. You will also learn how to write a policy memo.8 videos, 1 readingexpandVideo: State vs. Non-State ActorsVideo: War vs. CrimeReading: Week 2: Required ReadingVideo: Online Resource Search - Catherine ShreveVideo: How to Write a Policy Memo - OverviewVideo: How to Write a Policy Memo - Heading and BackgroundVideo: How to Write a Policy Memo - Analysis and SummaryVideo: How to Write a Policy Memo - RevisionVideo: How to Write a Policy Memo - ProofreadWEEK 3Week 3: A Primer on IslamThis week we have a special treat: we will have an extensive conversation with Imam Abdullah Antepli, the Islamic Chaplin here at Duke. We’ll cover a wide range of topics, including Islamic history, law, the role of women and the Muslim experience in the post – 9/11 world.13 videos, 1 readingexpandVideo: Beginnings of IslamVideo: Early Muslim CivilizationVideo: What Muslims BelieveVideo: The Core Practices of IslamVideo: What is Shariah LawVideo: Shariah and the Rule of LawVideo: What is Jihad'?Video: The Sword VersesVideo: Osama bin Laden’s Use of ReligionVideo: Women in IslamVideo: Women, Islam, \u0026 CultureVideo: The Muslim-American Experience Post 9/11- Part 1Video: The Muslim-American Experience Post 9/11 - Part 2Reading: Week 3: Required ReadingWEEK 4Week 4: The al Qai'da IdeologyOur topic for this week is the al Qaeda ideology. An ideology is essentially the set of beliefs that an individual, a group, or an organization has to either motivate them or to give that organization purpose. For al Qaeda, of course this is incredibly important because they're trying to motivate individuals to sacrifice their lives for what they view as a great cause.9 videos, 1 readingexpandVideo: An Ideology of GrievanceVideo: Biography of Sayyid QutbVideo: Qutb’s Milestones and a Muslim RevivalVideo: Qutb and JihadVideo: Roots of al QaedaVideo: Osama Bin Laden’s IdeologyVideo: Terminology: What Is Islamism?Video: Elements of the al Qai’da IdeologyVideo: Flaws in the al Qai’da IdeologyReading: Week 4: Required ReadingWEEK 5Week 5: The Radicalization ProcessThis week we’ll examine how individuals become radicalized. We’ll see that there are multiple paths to radicalization where opportunity and chance play a significant role. Thus, radicalization is a complex process that defies simple explanation. We’ll conclude with a conversation with Peter Neumann, Professor of Security Studies at the Department of War Studies, King’s College London, and director of the International Centre for the Study of Radicalization. 6 videos, 1 readingexpandVideo: Flawed Theories of RadicalizationVideo: Radicalization as a Complex ProcessVideo: Multiple Pathways to RadicalizationVideo: The Role of Opportunities \u0026 ChanceVideo: The Power of Online Radicalization with Peter Neumann part 1Video: The Power of Online Radicalization with Peter Neumann, part 2Reading: Week 5: Required ReadingGraded: Peer Assessment #1WEEK 6Week 6: Counterterrorism Before 9/11This week we’ll examine the three main US political philosophies that underlie the country’s approach to counterterrorism. We’ll look at the beginnings of the US response to this growing threat and how US agencies involved in counterterrorism efforts have adapted over time. Finally, we’ll examine how the US attempted to combat Osama bin Laden’s growing threat to US security.\n \n8 videos, 1 readingexpandVideo: The NeoCon Critique: American WeaknessVideo: The Liberal Critique: American EmpireVideo: The Realist PerspectiveVideo: Early Efforts to Address a Growing ThreatVideo: Slow Change in the Agencies - Airport SecurityVideo: Slow Change in the Agencies - FBI, CIA, DODVideo: Stopping Bin Laden Prior to 9/11 - Part 1Video: Stopping Bin Laden Prior to 9/11 - Part 2Reading: Week 6: Required ReadingWEEK 7Week 7: September 12, 2001In this final week of the course we’ll speak with Juan Zarate , one of the key White House counter terrorism advisers in the second Bush administration, about US counterterrorism efforts since 9/11. We’ll look at the current state of threats to US interests from emerging actors, such as ISIS. Finally, we’ll look at the recent developments in the Middle East that affect US security.8 videos, 1 readingexpandVideo: Challenges on September 12, 2001Video: Intelligence and Policy FailuresVideo: Interview with Juan Zarate - Part 1Video: Interview with Juan Zarate - Part 2Video: Where Did ISIS Come FromVideo: What Does ISIS BelieveVideo: Violent Extremism in the United StatesVideo: 9/11 \u0026 The Modern Middle EastReading: Week 7: Required ReadingGraded: Peer Assessment #2In this course, we will examine why al Qai-da attacked America. We will also examine the phenomenon of terrorism, in general, and the radical ideology developed and propagated by Osama bin Laden through al Qaida, more specifically. We will consider why individuals are attracted to this ideology and how they radicalize to violence. We will also explore how the United States addressed terrorism prior to 9/11 and the policy changes the US (and its allies around the globe) faced in the immediate aftermath of the attacks.Reading: Course OverviewReading: Assessments and GradingReading: Discussion ForumsVideo: David Schanzer BiographyVideo: Understanding 9/11Video: What Happened HereReading: Week 1: Required ReadingOur topic for this week is, what is terrorism. We will try to define terrorism and understand the actions that we're going to be studying in this course, 9/11 and its aftermath. We will examine one of the key debates in this area; can terrorism be executed by a state, or is it only the use of political violence by a non-state actor. You will also learn how to write a policy memo.Video: State vs. Non-State ActorsVideo: War vs. CrimeReading: Week 2: Required ReadingVideo: Online Resource Search - Catherine ShreveVideo: How to Write a Policy Memo - OverviewVideo: How to Write a Policy Memo - Heading and BackgroundVideo: How to Write a Policy Memo - Analysis and SummaryVideo: How to Write a Policy Memo - RevisionVideo: How to Write a Policy Memo - ProofreadThis week we have a special treat: we will have an extensive conversation with Imam Abdullah Antepli, the Islamic Chaplin here at Duke. We’ll cover a wide range of topics, including Islamic history, law, the role of women and the Muslim experience in the post – 9/11 world.Video: Beginnings of IslamVideo: Early Muslim CivilizationVideo: What Muslims BelieveVideo: The Core Practices of IslamVideo: What is Shariah LawVideo: Shariah and the Rule of LawVideo: What is Jihad'?Video: The Sword VersesVideo: Osama bin Laden’s Use of ReligionVideo: Women in IslamVideo: Women, Islam, \u0026 CultureVideo: The Muslim-American Experience Post 9/11- Part 1Video: The Muslim-American Experience Post 9/11 - Part 2Reading: Week 3: Required ReadingOur topic for this week is the al Qaeda ideology. An ideology is essentially the set of beliefs that an individual, a group, or an organization has to either motivate them or to give that organization purpose. For al Qaeda, of course this is incredibly important because they're trying to motivate individuals to sacrifice their lives for what they view as a great cause.Video: An Ideology of GrievanceVideo: Biography of Sayyid QutbVideo: Qutb’s Milestones and a Muslim RevivalVideo: Qutb and JihadVideo: Roots of al QaedaVideo: Osama Bin Laden’s IdeologyVideo: Terminology: What Is Islamism?Video: Elements of the al Qai’da IdeologyVideo: Flaws in the al Qai’da IdeologyReading: Week 4: Required ReadingThis week we’ll examine how individuals become radicalized. We’ll see that there are multiple paths to radicalization where opportunity and chance play a significant role. Thus, radicalization is a complex process that defies simple explanation. We’ll conclude with a conversation with Peter Neumann, Professor of Security Studies at the Department of War Studies, King’s College London, and director of the International Centre for the Study of Radicalization. Video: Flawed Theories of RadicalizationVideo: Radicalization as a Complex ProcessVideo: Multiple Pathways to RadicalizationVideo: The Role of Opportunities \u0026 ChanceVideo: The Power of Online Radicalization with Peter Neumann part 1Video: The Power of Online Radicalization with Peter Neumann, part 2Reading: Week 5: Required ReadingThis week we’ll examine the three main US political philosophies that underlie the country’s approach to counterterrorism. We’ll look at the beginnings of the US response to this growing threat and how US agencies involved in counterterrorism efforts have adapted over time. Finally, we’ll examine how the US attempted to combat Osama bin Laden’s growing threat to US security.\n \nVideo: The NeoCon Critique: American WeaknessVideo: The Liberal Critique: American EmpireVideo: The Realist PerspectiveVideo: Early Efforts to Address a Growing ThreatVideo: Slow Change in the Agencies - Airport SecurityVideo: Slow Change in the Agencies - FBI, CIA, DODVideo: Stopping Bin Laden Prior to 9/11 - Part 1Video: Stopping Bin Laden Prior to 9/11 - Part 2Reading: Week 6: Required ReadingIn this final week of the course we’ll speak with Juan Zarate , one of the key White House counter terrorism advisers in the second Bush administration, about US counterterrorism efforts since 9/11. We’ll look at the current state of threats to US interests from emerging actors, such as ISIS. Finally, we’ll look at the recent developments in the Middle East that affect US security.Video: Challenges on September 12, 2001Video: Intelligence and Policy FailuresVideo: Interview with Juan Zarate - Part 1Video: Interview with Juan Zarate - Part 2Video: Where Did ISIS Come FromVideo: What Does ISIS BelieveVideo: Violent Extremism in the United StatesVideo: 9/11 \u0026 The Modern Middle EastReading: Week 7: Required ReadingThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2Tel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1Hebrew University of JerusalemIsrael State and Society Higher School of EconomicsReligions and Society in China",
    "Creator": "Duke University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/911-attack",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Confronting Gender Based Violence: Global Lessons for Healthcare Workers",
    "Description": "About this course: This course introduces participants from the healthcare sector to gender based violence (GBV), including global epidemiology of GBV; health outcomes; seminal research; and clinical best practices for GBV prevention, support, and management. A core curriculum is supplemented by lectures that contextualize the content with specific examples and programs from around the world. The core curriculum introduces learners to a global perspective on gender based violence (GBV), and includes a review with Dr. Claudia Garcia-Moreno of the new WHO guidelines on responding to violence. Students who wish to receive Honors Recognition will complete the honors module, which expands on the core material and highlights special circumstances and programs. \n\nThis is an in-depth course with 2 components: \n1) Core curriculum introduces GBV from a global perspective, with an emphasis on ensuring a strong health sector response to GBV and teaching key competencies for social workers, physicians, nurses, midwives, community health workers, counselors, and other healthcare workers. Completion of the core content is required for students to pass the course. \n2) Honors curriculum offered by experts from around the world helps students dive deeper into certain issues, and touches on unique populations and specialized topics. Completion of Honors curriculum is required for those students who wish to receive a Certificate of Accomplishment with Honors.\n\nAfter taking the course, students will be able to:\n●\tDescribe the global epidemiology of leading forms of GBV and the evidence linking GBV to poor health.\n●\tArticulate the challenges, strategies, and WHO guidelines for integrating GBV response within the health sector. \n●\tDescribe the components of a comprehensive clinical assessment, treatment, and management of a GBV survivor.\n●\tDescribe the appropriate psychosocial support and management of a GBV survivor.\n\nModule 1 – Introduction to GBV- Epidemiology and Health Impact\nGBV comes in a variety of forms, each with health consequences for the survivor. An understanding of these issues helps inform a comprehensive and multi-sectorial response for preventing and responding to GBV. \n\nModule 2 – Health Care Response, Screening, and Psychosocial Support\nRecognition of health impacts of GBV has led to calls to address GBV within the health sector. Support for GBV survivors extends beyond clinical exam and assessment. Safety planning, harm reduction, and access to psychosocial support must be ensured. \n\nModule 3 – Clinical Care for GBV Survivors\nCaring for GBV survivors requires compassionate, confidential, and nondiscriminatory clinical assessment. Competent medical and forensic examination, along with appropriate documentation, is essential.\n\nHonors Module – In-Depth Information and Special Topics\nThis module provides additional materials for those who wish to explore specialized topics and gain a more advanced grasp of the complexities of addressing gender-based violence. Core course topics are expanded upon, and special populations and programs are highlighted. Special topics include violence in humanitarian settings, against adolescents and sex workers, and human trafficking. Further information is provided on epidemiology, policy, and ethical guidelines, as well as the use of mHealth in GBV screening and care. We’ll cover the unique challenges of GBV research, and explore programs that encourage men and boys to be engaged in the prevention of violence against women. \n\nAcknowledgments\nThis course is a project of the Johns Hopkins Center for Clinical Global Health Education.  We would like to gratefully acknowledge the following collaborators:\n\n●\tCentre for Enquiry into Health and Allied Themes (CEHAT)\n●\tInternational Center for Research on Women's (ICRW) Asia Regional Office\n●\tCenter on Gender Equity and Health at University of California, San Diego\n●\tDivision of Global Public Health at University of California, San Diego\n●\tWorld Health Organization\n●\tRTI International\n●\tSwayam\n●\tJohns Hopkins Bloomberg School of Public Health, Center for Public Health and Human Rights\n●\tJohns Hopkins Bloomberg School of Public Health, Department of Population, Family \u0026 Reproductive Health\n●\tJohns Hopkins School of Nursing\n\nThis course is made possible through the generosity of the Ujala Foundation, the Vijay \u0026 Marie Goradia Charitable Foundation, and the Wyncote Foundation.WEEK 1Introduction to GBV - Epidemiology and Health ImpactGBV comes in a variety of forms, each with health consequences for the survivor. An understanding of these issues helps inform a comprehensive and multi-sectorial response in preventing and responding to GBV. 9 videos, 4 readings, 1 practice quizexpandReading: Welcome to the course and meet our moderatorsReading: SyllabusVideo: Welcome to Week 1Reading: Week 1 Reading ListPractice Quiz: Pre-Test - Epidemiology and Health ImpactVideo: Epidemiology - Health Impact FrameworksVideo: Confronting Gender Based ViolenceVideo: Gender Based Violence and Sexual and Reproductive HealthVideo: Gender Based Violence and HIVVideo: Bonus Lesson: Case Study from Rural Uganda- Integrating Violence Prevention into HIV ProgrammingVideo: Bonus Lesson: Country Case Study: India (Part 1)Discussion Prompt: Violence in your communitiesReading: Week 1 Honors Reading ListVideo: Policy and PracticeVideo: Engaging Men and Boys in Gender Based Violence Programs in IndiaGraded: Post-Test - Epidemiology and Health ImpactGraded: Week 1 Assignment: What are the Health Implications of GBV?Graded: Post-Test: Policy and PracticeGraded: Post-test: Engaging Men and Boys in Gender Based ViolenceWEEK 2Health Care Response, Screening, and Psychosocial SupportRecognition of the health impact of GBV has led to calls to address GBV within the health sector. And support for GBV survivors extends beyond clinical exam and assessment. Safety planning, harm reduction and access to psychosocial support must be established as well. This module will also cover the unique challenges of GBV research. 8 videos, 1 reading, 1 practice quizexpandVideo: Welcome to Week 2Reading: Week 2 Reading ListPractice Quiz: Pre-Test -  Health Care Response and ScreeningVideo: Psychosocial Support for Survivors of SV/GBV, Stages of Change ApproachVideo: Safety Planning and Harm Reduction for Survivors of GBVVideo: Part 1- Health Care for Women Subjected to Intimate Partner Violence or Sexual Violence: WHO Clinical and Policy Guidelines and Clinical HandbookVideo: Part 2- Health Care for Women Subjected to Intimate Partner Violence or Sexual Violence: WHO Clinical and Policy Guidelines and Clinical HandbookVideo: Bonus Lesson: Pigs for Peace: Livestock Microfinance Intervention to Improve Health and Economic Security in the Democratic Republic of CongoVideo: Bonus Lesson: Swayam's Work and Pespectives on Violence Against WomenDiscussion Prompt: Gender-based violence assessmentsVideo: Tracking the Problem: GBV Research, Ethics and SafetyGraded: Post-Test -  Health Care Response and ScreeningGraded: Week 2 Assignment: What Does the Screening for GBV Look Like?Graded: Tracking the Problem: GBV Research, Ethics and SafetyWEEK 3Clinical Care for GBV SurvivorsCaring for GBV survivors requires compassionate, confidential and non-discriminatory clinical assessment. Competent medical and forensic examination along with appropriate documentation is essential.7 videos, 1 reading, 1 practice quizexpandVideo: Welcome to Week 3Reading: Week 3 Reading ListPractice Quiz: Pre-Test - Clinical Care for GBV SurvivorsVideo: Providing Competent, Compassionate, and Confidential Care to Survivors of Gender Based ViolenceVideo: Direct Medical Care for Survivors of Gender Based ViolenceVideo: Treatment and Disease Prevention for Survivors of Gender Based ViolenceVideo: Medical Forensic Examination in Low Resource SettingsVideo: Bonus Lesson: Country Case Study: India (Part 2)Discussion Prompt: Minimizing consequences of gender-based violenceVideo: Using Health as an Entry Point to Address Intimate Partner Violence: Insights from IndiaGraded: Post-Test - Clinical Care for GBV SurvivorsGraded: Week 3 Assignment: What Measures are Needed for a Comprehensive Response, Inclusive of a Referral Network, Psychosocial Support, Harm Reduction, Medical Care and Management for GBV Survivors?Graded: Using Health as an Entry Point to Address Intimate Partner violenceWEEK 4Additional Materials and Wrap-UpFinal readings, discussions, and honors lessons6 videos, 3 readingsexpandVideo: Welcome to Week 4Video: Bonus Lesson: mHealth for GBV-related Screening and CareVideo: Bonus Lesson: Extended Lecture on Gender Based Violence: Epidemiology - Health Impact - FrameworksDiscussion Prompt: Hope in the field of gender-based violenceReading: Honors Week 4 Option 1 Reading ListVideo: Gender-Based Violence and AdolescentsReading: Honors Week 4 Option 2 Reading ListVideo: Responding to Sexual Violence/GBV in Humanitarian SettingsReading: Honors Week 4 Option 3 Reading ListVideo: Violence, Sex Work and Sex TraffickingGraded: Gender-Based Violence and AdolescentsGraded: Responding to Sexual Violence/GBV in Humanitarian SettingsGraded: Violence, Sex Work and Sex TraffickingReading: Welcome to the course and meet our moderatorsReading: SyllabusVideo: Welcome to Week 1Reading: Week 1 Reading ListPractice Quiz: Pre-Test - Epidemiology and Health ImpactVideo: Epidemiology - Health Impact FrameworksVideo: Confronting Gender Based ViolenceVideo: Gender Based Violence and Sexual and Reproductive HealthVideo: Gender Based Violence and HIVVideo: Bonus Lesson: Case Study from Rural Uganda- Integrating Violence Prevention into HIV ProgrammingVideo: Bonus Lesson: Country Case Study: India (Part 1)Discussion Prompt: Violence in your communitiesReading: Week 1 Honors Reading ListVideo: Policy and PracticeVideo: Engaging Men and Boys in Gender Based Violence Programs in IndiaRecognition of the health impact of GBV has led to calls to address GBV within the health sector. And support for GBV survivors extends beyond clinical exam and assessment. Safety planning, harm reduction and access to psychosocial support must be established as well. This module will also cover the unique challenges of GBV research. Video: Welcome to Week 2Reading: Week 2 Reading ListPractice Quiz: Pre-Test -  Health Care Response and ScreeningVideo: Psychosocial Support for Survivors of SV/GBV, Stages of Change ApproachVideo: Safety Planning and Harm Reduction for Survivors of GBVVideo: Part 1- Health Care for Women Subjected to Intimate Partner Violence or Sexual Violence: WHO Clinical and Policy Guidelines and Clinical HandbookVideo: Part 2- Health Care for Women Subjected to Intimate Partner Violence or Sexual Violence: WHO Clinical and Policy Guidelines and Clinical HandbookVideo: Bonus Lesson: Pigs for Peace: Livestock Microfinance Intervention to Improve Health and Economic Security in the Democratic Republic of CongoVideo: Bonus Lesson: Swayam's Work and Pespectives on Violence Against WomenDiscussion Prompt: Gender-based violence assessmentsVideo: Tracking the Problem: GBV Research, Ethics and SafetyVideo: Welcome to Week 3Reading: Week 3 Reading ListPractice Quiz: Pre-Test - Clinical Care for GBV SurvivorsVideo: Providing Competent, Compassionate, and Confidential Care to Survivors of Gender Based ViolenceVideo: Direct Medical Care for Survivors of Gender Based ViolenceVideo: Treatment and Disease Prevention for Survivors of Gender Based ViolenceVideo: Medical Forensic Examination in Low Resource SettingsVideo: Bonus Lesson: Country Case Study: India (Part 2)Discussion Prompt: Minimizing consequences of gender-based violenceVideo: Using Health as an Entry Point to Address Intimate Partner Violence: Insights from IndiaVideo: Welcome to Week 4Video: Bonus Lesson: mHealth for GBV-related Screening and CareVideo: Bonus Lesson: Extended Lecture on Gender Based Violence: Epidemiology - Health Impact - FrameworksDiscussion Prompt: Hope in the field of gender-based violenceReading: Honors Week 4 Option 1 Reading ListVideo: Gender-Based Violence and AdolescentsReading: Honors Week 4 Option 2 Reading ListVideo: Responding to Sexual Violence/GBV in Humanitarian SettingsReading: Honors Week 4 Option 3 Reading ListVideo: Violence, Sex Work and Sex TraffickingJohns Hopkins UniversityCommunity Change in Public HealthThe State University of New YorkGlobal Health DiplomacyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewEmory UniversityHealth in Complex Humanitarian EmergenciesUniversity of CopenhagenAn Introduction to Global Health",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/gender-based-violence",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Social Business Model and Planning for Social Innovation",
    "Description": "About this course: In this course we will take the social business opportunity that you have identified in the first course to a higher level. Specifically, you will develop a business model using the Business Model Canvas. Gradually you will also start writing your business plan. Moreover, you will be able to assess different organizational forms and select the one that is appropriate for your developed business model. By the end of the course you will be able to compare different social impact investment methods and choose the right funding strategy for your social venture.\n\nNote: It is highly recommended to have completed Course 1: 'Identifying Social Entrepreneurship Opportunities' before you start with this Course!WEEK 1Introduction of the Business Model CanvasWelcome to Course 2 of this Specialization! In this first Module we will introduce you to the Business Model Canvas - a useful tool that will guide you through the business plan process. You will be able to categorize the elements in the Canvas and start to use it in order to create your business model. 5 videos, 4 readingsexpandVideo: Welcome to Course 2Discussion Prompt: Present yourself \u0026 Babele projectReading: Prerequisites for this courseVideo: Business ModelReading: Business Models as ModelsVideo: An Introduction for the Business Model Canvas | Karim JabbarReading: Preview: Business Model Generation | Osterwalder \u0026 Pigneur 2009Video: Applying the Business Model Canvas to Hueforbi | Karim Jabbar \u0026 Renee MadsenVideo: Peer Evaluation Assignment \u0026 Optional Case AssignmentDiscussion Prompt: Business Model Canvas for Hueforbi (Optional Assignment)Reading: BabeleGraded: Business Model Canvas - The Value PropositionWEEK 2Applying the Business Model CanvasIn Module 2 you will gain more experience using the Business Model Canvas as a tool to conceptualize your business ideas and will be also introduced to the Social Business Model Canvas. Moreover you will receive advice about cooperating with your team members and coordinating in the iteration process. The Module will conclude with initial insight to writing a business plan - What are important elements of a business plan?8 videos, 1 readingexpandVideo: Introduction to Module 2 | Business Model Canvas of HueforbiVideo: The Social Business Model Canvas | Ted LaddVideo: Start Developing Your Business Model CanvasVideo: How to co-create a Business Model | Sudhanshu RaiVideo: An Introduction to Business Plan WritingVideo: How the RubyCup Team used its Business PlanVideo: Use Babele to interact with othersReading: The Ruby Cup Business PlanVideo: Instructions for Peer Review \u0026 Optional Case AssignmentDiscussion Prompt: The Ruby Cup Business Plan Graded: Competitor AnalysisWEEK 3The Purpose of a Business PlanWelcome to Module 3! At this point you will start to dive deeper into creating your business plan. After analyzing a real-world business plan of a social enterprise you will listen to guest speaker giving advice about important issues to consider when writing your business plan. You will be encouraged to think through different organizational forms a specific social enterprise may implement and start to outline your own business plan. 5 videos, 2 readingsexpandVideo: Discussing the Ruby Cup Business PlanVideo: Key Elements of a Good Business Plan | Ted LaddVideo: What to Think Through before Starting a Business Plan | Sudhanshu RaiVideo: Instructions for Optional Case Assignment \u0026 Peer ReviewVideo: Interview CEO of Bybi | Oliver MaxwellDiscussion Prompt: Select an Organizational Form for BybiReading: A Business Planning Guide to Developing a Social EnterpriseReading: The Grunt Fund CalculatorGraded: Start your Business PlanWEEK 4Selecting an Organizational FormIn Module 4 you will intensify your knowledge about various organizational forms. In particular new organizational forms, tailor-made for social enterprises, in the US and the UK will be presented and you will be encouraged to scan the legal framework in your own country. Once you have identified a form that matches your expectations you will continue your business plan process by starting to think about funding options in the next Module of this Course.6 videos, 1 readingexpandVideo: Introduction to Module 4 | What Organizational Form for Bybi?Video: New Organizational Forms in the US: L3C \u0026 B Corp | Jeffrey RobinsonVideo: New Organizational Form in the UK: Community Interest Company (CIC) | Helen Haugh \u0026 Roger SpearReading: Why Consider A Benefit Corporation?Video: Start selecting an organizational form for your own startupVideo: Interview with CEO of \"Den Sociale Kapital Fond\" | Lars Jannick JohansenVideo: Assignment InstructionsDiscussion Prompt: How to attract impact investors?Graded: Select an Organizational Form for your StartupWEEK 5Attracting Startup Funding Welcome to the final Module of Course 2. By concluding this Module your social venture will have reached an important milestone in the development process. This session will introduce you to the broad landscape of options you will face when designing the funding strategy for your social business. You will be encouraged to think about the financial needs of your venture and asked to create a plan of how to address those. Guided by insights from a social impact investor and researcher you will develop an elevator video pitch. This will be an important tool to attract startup funding. 6 videos, 4 readingsexpandVideo: Introduction to Module 5 | What Types of Investors can you look at?Video: The Growing Role of Impact Investing | Harry HummelsVideo: Impact Investing in India | Anirudh AgrawalReading: How to attract investment to your social enterpriseVideo: Identify your Start-up Capital Needs as well as Possible InvestorsVideo: Assignment: Where can you look for Startup Capital?Discussion Prompt: Where can you look for startup capital?Video: Assignment - It is Time for your Video PitchReading: Impact Investing: Two Top Advisors Point the WayReading: Is Social Impact Investing The Next Venture Capital?Reading: A Short Guide To Impact Investment - The Case FoundationGraded: Video Pitch - Final Course ProjectWelcome to Course 2 of this Specialization! In this first Module we will introduce you to the Business Model Canvas - a useful tool that will guide you through the business plan process. You will be able to categorize the elements in the Canvas and start to use it in order to create your business model. Video: Welcome to Course 2Discussion Prompt: Present yourself \u0026 Babele projectReading: Prerequisites for this courseVideo: Business ModelReading: Business Models as ModelsVideo: An Introduction for the Business Model Canvas | Karim JabbarReading: Preview: Business Model Generation | Osterwalder \u0026 Pigneur 2009Video: Applying the Business Model Canvas to Hueforbi | Karim Jabbar \u0026 Renee MadsenVideo: Peer Evaluation Assignment \u0026 Optional Case AssignmentDiscussion Prompt: Business Model Canvas for Hueforbi (Optional Assignment)Reading: BabeleIn Module 2 you will gain more experience using the Business Model Canvas as a tool to conceptualize your business ideas and will be also introduced to the Social Business Model Canvas. Moreover you will receive advice about cooperating with your team members and coordinating in the iteration process. The Module will conclude with initial insight to writing a business plan - What are important elements of a business plan?Video: Introduction to Module 2 | Business Model Canvas of HueforbiVideo: The Social Business Model Canvas | Ted LaddVideo: Start Developing Your Business Model CanvasVideo: How to co-create a Business Model | Sudhanshu RaiVideo: An Introduction to Business Plan WritingVideo: How the RubyCup Team used its Business PlanVideo: Use Babele to interact with othersReading: The Ruby Cup Business PlanVideo: Instructions for Peer Review \u0026 Optional Case AssignmentDiscussion Prompt: The Ruby Cup Business Plan Welcome to Module 3! At this point you will start to dive deeper into creating your business plan. After analyzing a real-world business plan of a social enterprise you will listen to guest speaker giving advice about important issues to consider when writing your business plan. You will be encouraged to think through different organizational forms a specific social enterprise may implement and start to outline your own business plan. Video: Discussing the Ruby Cup Business PlanVideo: Key Elements of a Good Business Plan | Ted LaddVideo: What to Think Through before Starting a Business Plan | Sudhanshu RaiVideo: Instructions for Optional Case Assignment \u0026 Peer ReviewVideo: Interview CEO of Bybi | Oliver MaxwellDiscussion Prompt: Select an Organizational Form for BybiReading: A Business Planning Guide to Developing a Social EnterpriseReading: The Grunt Fund CalculatorIn Module 4 you will intensify your knowledge about various organizational forms. In particular new organizational forms, tailor-made for social enterprises, in the US and the UK will be presented and you will be encouraged to scan the legal framework in your own country. Once you have identified a form that matches your expectations you will continue your business plan process by starting to think about funding options in the next Module of this Course.Video: Introduction to Module 4 | What Organizational Form for Bybi?Video: New Organizational Forms in the US: L3C \u0026 B Corp | Jeffrey RobinsonVideo: New Organizational Form in the UK: Community Interest Company (CIC) | Helen Haugh \u0026 Roger SpearReading: Why Consider A Benefit Corporation?Video: Start selecting an organizational form for your own startupVideo: Interview with CEO of \"Den Sociale Kapital Fond\" | Lars Jannick JohansenVideo: Assignment InstructionsDiscussion Prompt: How to attract impact investors?Welcome to the final Module of Course 2. By concluding this Module your social venture will have reached an important milestone in the development process. This session will introduce you to the broad landscape of options you will face when designing the funding strategy for your social business. You will be encouraged to think about the financial needs of your venture and asked to create a plan of how to address those. Guided by insights from a social impact investor and researcher you will develop an elevator video pitch. This will be an important tool to attract startup funding. Video: Introduction to Module 5 | What Types of Investors can you look at?Video: The Growing Role of Impact Investing | Harry HummelsVideo: Impact Investing in India | Anirudh AgrawalReading: How to attract investment to your social enterpriseVideo: Identify your Start-up Capital Needs as well as Possible InvestorsVideo: Assignment: Where can you look for Startup Capital?Discussion Prompt: Where can you look for startup capital?Video: Assignment - It is Time for your Video PitchReading: Impact Investing: Two Top Advisors Point the WayReading: Is Social Impact Investing The Next Venture Capital?Reading: A Short Guide To Impact Investment - The Case FoundationUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursUniversity of Maryland, College ParkFinancing and Profiting from Innovation for Corporate EntrepreneursUniversity of Maryland, College ParkMaster Class for Corporate EntrepreneursCopenhagen Business SchoolUnleashing the Impact of your Social EnterpriseUniversity of Maryland, College ParkBuilding the Business Model for Corporate Entrepreneurs",
    "Creator": "Copenhagen Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-business-model",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Dealing With Missing Data",
    "Description": "About this course: This course will cover the steps used in weighting sample surveys, including methods for adjusting for nonresponse and using data external to the survey for calibration.  Among the techniques discussed are adjustments using estimated response propensities, poststratification, raking, and general regression estimation.  Alternative techniques for imputing values for missing items will be discussed.  For both weighting and imputation, the capabilities of different statistical software packages will be covered, including R®, Stata®, and SAS®.WEEK 1General Steps in WeightingWeights are used to expand a sample to a population.  To accomplish this, the weights may correct for coverage errors in the sampling frame, adjust for nonresponse, and reduce variances of estimators by incorporating covariates. The series of steps needed to do this are covered in Module 1.7 videos, 7 readingsexpandVideo: IntroductionReading: Class notes + additional readingVideo: Quantities to EstimateReading: Class notesVideo: Goals of EstimationReading: Class NotesVideo: Statistical Interpretation of EstimatesReading: Class NotesVideo: Coverage ProblemsReading: Class NotesVideo: Improving PrecisionReading: Class NotesVideo: Effects of Weighting on SEsReading: Class NotesGraded: Introductory quiz on weightsGraded: QuantitiesGraded: GoalsGraded: InterpretationGraded: CoverageGraded: Improving precisionGraded: Effects on SEsWEEK 2Specific StepsSpecific steps in weighting include computing base weights, adjusting if there are cases whose eligibility we are unsure of, adjusting for nonresponse, and using covariates to calibrate the sample to external population controls.  We flesh out the general steps with specific details here.6 videos, 6 readingsexpandVideo: OverviewReading: Class NotesVideo: Base WeightsReading: Class NotesVideo: Nonresponse AdjustmentsReading: Class NotesVideo: Response PropensitiesReading: Class NotesVideo: Tree algorithmsReading: Class NotesVideo: CalibrationReading: Class NotesGraded: OverviewGraded: Base weightsGraded: NonresponseGraded: TreesGraded: CalibrationWEEK 3Implementing the StepsSoftware is critical to implementing the steps, but the R system is an excellent source of free routines. This module covers several R packages, including sampling, survey, and PracTools that will select samples and compute weights.6 videos, 5 readings, 3 practice quizzesexpandVideo: SoftwareReading: Class NotesVideo: Base WeightsReading: Class Notes + SoftwareVideo: More on Base WeightsReading: Class NotesPractice Quiz: Quiz on base weightsVideo: Nonresponse AdjustmentsReading: Class Notes + Software for propensity classesPractice Quiz: Quiz on nonresponse adjustmentsVideo: Examples of CalibrationVideo: Software for PoststratificationReading: Class Notes + Software for calibrationPractice Quiz: Quiz on calibration and poststratificationGraded: SoftwareWEEK 4Imputing for Missing ItemsIn most surveys there will be items for which respondents do not provide information, even though the respondent completed enough of the data collection instrument to be considered \"complete\".  If only the cases with all items present are retained when fitting a model, quite a few cases may be excluded from the analysis. Imputing for the missing items avoids dropping the missing cases.  We cover methods of doing the imputing and of reflecting the effects of imputations on standard errors in this module.6 videos, 5 readingsexpandVideo: Reasons for ImputationReading: Class NotesVideo: Means and hotdeckReading: Class NotesVideo: Regression ImputationReading: Class NotesVideo: Effect on VariancesReading: Class NotesVideo: mice R packageVideo: mice exampleReading: Class Notes + mice R packageGraded: Reasons for imputingGraded: Means and hot deckGraded: Regression imputationGraded: Effects on variancesGraded: Imputation softwareSummary of Course 5We briefly summarize the methods of weighting and imputation that were covered in Course 5.1 video, 1 readingexpandVideo: SummaryReading: Class NotesWeights are used to expand a sample to a population.  To accomplish this, the weights may correct for coverage errors in the sampling frame, adjust for nonresponse, and reduce variances of estimators by incorporating covariates. The series of steps needed to do this are covered in Module 1.Video: IntroductionReading: Class notes + additional readingVideo: Quantities to EstimateReading: Class notesVideo: Goals of EstimationReading: Class NotesVideo: Statistical Interpretation of EstimatesReading: Class NotesVideo: Coverage ProblemsReading: Class NotesVideo: Improving PrecisionReading: Class NotesVideo: Effects of Weighting on SEsReading: Class NotesSpecific steps in weighting include computing base weights, adjusting if there are cases whose eligibility we are unsure of, adjusting for nonresponse, and using covariates to calibrate the sample to external population controls.  We flesh out the general steps with specific details here.Video: OverviewReading: Class NotesVideo: Base WeightsReading: Class NotesVideo: Nonresponse AdjustmentsReading: Class NotesVideo: Response PropensitiesReading: Class NotesVideo: Tree algorithmsReading: Class NotesVideo: CalibrationReading: Class NotesVideo: SoftwareReading: Class NotesVideo: Base WeightsReading: Class Notes + SoftwareVideo: More on Base WeightsReading: Class NotesPractice Quiz: Quiz on base weightsVideo: Nonresponse AdjustmentsReading: Class Notes + Software for propensity classesPractice Quiz: Quiz on nonresponse adjustmentsVideo: Examples of CalibrationVideo: Software for PoststratificationReading: Class Notes + Software for calibrationPractice Quiz: Quiz on calibration and poststratificationIn most surveys there will be items for which respondents do not provide information, even though the respondent completed enough of the data collection instrument to be considered \"complete\".  If only the cases with all items present are retained when fitting a model, quite a few cases may be excluded from the analysis. Imputing for the missing items avoids dropping the missing cases.  We cover methods of doing the imputing and of reflecting the effects of imputations on standard errors in this module.Video: Reasons for ImputationReading: Class NotesVideo: Means and hotdeckReading: Class NotesVideo: Regression ImputationReading: Class NotesVideo: Effect on VariancesReading: Class NotesVideo: mice R packageVideo: mice exampleReading: Class Notes + mice R packageVideo: SummaryReading: Class NotesUniversity of MichiganSampling People, Networks and RecordsUniversity of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of Maryland, College ParkCombining and Analyzing Complex DataUniversity of MichiganQuestionnaire Design for Social Surveys",
    "Creator": "University of Maryland, College Park",
    "Level": "",
    "URL": "https://coursera.org/learn/missing-data",
    "Language": "English",
    "Commitment": "4 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.8 stars"
  },
  {
    "Title": "Time to Reorganize! Understand Organizations, Act, and Build a Meaningful World.",
    "Description": "About this course: We are in constant relationship with many organizations. Our world is submitted to regular changes as organizations evolve, come and go. Understanding your memberships and attachments to organizations will help you act on your world. You'll learn how to evaluate the influence of organizations around you and how to transform your relationships to reach a stronger coherence.\n\nDo you feel sometime that the world around you is disorganized? Can you make sense of all the information at your reach and have an impact on this situation? Have you ever thought that this conundrum may be due to all the organizations that emerge, strive or wane, and disappear every day? \n\nOrganizations are ubiquitous, from clubs and associations to firms and public agencies. Organizations confer meaning to all of us, and our attachment and membership to organizations have a profound effect on all areas of our lives. But in our increasingly turbulent world, these organizations run the risk of disappearing or losing their legitimacy, steering a sense of pointlessness and absurdity.\n\nThis course develops an integrative approach to understanding organizations and their behaviors, termed ‘orgology’. It explains that organizations can act strategically to protect and renew the sense of membership and attachment of individuals. So doing, organizations that survive and thrive impose their logics of action onto society, thereby influencing what is legitimate or not.  \n\nIn turn, individuals, you, all of us, must reinterpret our multiple associations with organizations and contribute to reinforce or inhibit social evolutions. This new way of understanding organizations’ relationships with society results in reconsidering management and the role of individuals in building their future.\n\nThere is no prerequisite to this course, you are all welcome ! Students and people interested in the fields of management, sociology, strategy, economics leadership etc… will benefit a lot from this course.\n\nFor the session of this course starting on January 11th, Professor Rodolphe Durand will actively be participating and interacting with learners. He will be offering \"office hours\" sessions through google hangouts and answering learner questions from the forums. We hope this direct interaction will add to your learner experience! Please enroll today!WEEK 1Our World is “Organizational”We present and study how organizations influence our own identities and analyze the means by which we, as individuals, are taking part into this process.9 videos, 7 readings, 1 practice quizexpandReading: Welcome to Module 1Reading: SyllabusReading: Organizations are everywhere!Video: 1.1.1 Why Organizations MatterVideo: 1.1.2 Organizations and YouPractice Quiz: Personal Test - Video 1.1.2Reading: Living in a world centered around organizationsVideo: 1.2.1 From the Organization of Production to the Production of OrganizationsVideo: 1.2.2 The Creusot Steam Hammer ExampleVideo: 1.3.1 What Organizations AreVideo: 1.3.2 Sociology of the SocialVideo: 1.3.3 Sociology of AssociationReading: Powerful organizationsVideo: 1.4 Defining Organizations as Solution ProvidersVideo: 1.5 From Res-sources to the Construction of MeaningReading: To complete the course...Reading: Suggested ReadingsGraded: Graded Quiz 1WEEK 2When an Organizations-based World Gets DisorganizedLet's explore the public space that is where we meet organizations and where they interact. Organizations follow sets of rules and practices that are of prime concern to them, to us, and to society: the logics of actions. 8 videos, 6 readingsexpandReading: Welcome to Module 2Reading: Individuals without organizations?Video: 2.1 Organizations versus IndividualsVideo: 2.2 Where Organizations and Individuals Meet: the Public SpaceReading: Introducing the interface between individuals and organizationsVideo: 2.3.1 The Public Space and the Logics of ActionVideo: 2.3.2 A Typology of Logic of ActionsReading: The implications of the logics of actionVideo: 2.4 Logics of Actions and the Legitimacy of OrganizationsVideo: 2.5 A Source of Disorganization: Legitimacy LossReading: Bernard Ramanantsoa, Former Dean of HEC Paris - biographyVideo: Bernard Ramananstoa, Former Dean of HEC Paris, answers Rodolphe's questions about Logics of ActionReading: Martin Hirsh, director of the AP-HP, Assistance Publique des Hôpitaux de Paris - biographyVideo: Martin Hirsch,  Director of the AP-HP Paris, answers Rodolphe's questions Graded: Graded Quiz 2Graded: Describe a situationWEEK 3Competition and Competitive AdvantageCompetition among and between organizations leads to regular occurrences of disorganization. We’ll present and discuss the sources of competitive advantage, and the meaning of performance and competition.7 videos, 7 readings, 2 practice quizzesexpandReading: Welcome to module 3Reading: Competition \u0026 competitive advantage: an integrative frameworkVideo: 3.1 Logic of the Market, Performance TestVideo: 3.2 Competitive Advantage: a DefinitionVideo: 3.3 Competition: External AnalysisVideo: 3.4 Competition: Internal AnalysisReading: Competitive advantage: discussions \u0026 implicationsVideo: 3.5 Competitive Advantage and MeaningVideo: 3.6 Limits of PerformanceVideo: 3.7 Meaning, Performance, and CompetitionReading: About Article QuizzesReading: Article: How marijuana legalization became a majority movementPractice Quiz: Article Quiz: How Marijuana Legalization Became a Majority MovementReading: Article: Sharing economy : the next phase for the sharing economyPractice Quiz: Article Quiz: Sharing Economy: the Next Phase for the Sharing EconomyReading: Article: Myanmar’s mobile phone revolutionGraded: Graded Quiz 3Graded: Graded Article Quiz: Myanmar’s Mobile Phone RevolutionWEEK 4Understanding Change: Time to ReorganizeHow to define your attachments and memberships in this organizational world? What are the various paths of actions that are opened to you following different situations? What is and how to use management? 9 videos, 9 readings, 2 practice quizzesexpandReading: Enriching your experienceReading: Interacting with organizationsVideo: 4.1 Disorganization and YouVideo: 4.2 Time to Reorganize: Engage!Video: 4.3 Time to Reorganize: Resist!Video: 4.4 Time to Reorganize: Rearrange!Reading: Food for thoughtsVideo: 4.5 Understanding Sources of DisorganizationVideo: 4.6 Management and OrganizationsVideo: 4.7 Time to ReorganizeReading: Emmanuel Faber, CEO of Danone - biographyVideo: Emmanuel Faber, CEO of DanoneReading: Gérard Mestrallet, Chairman and CEO of GDF SUEZ - biographyVideo: Gérard Mestrallet, Chairman and CEO of GDF-SUEZReading: About Article QuizzesReading: Article: 3D PrintingPractice Quiz: Article Quiz: 3D PrintingReading: Article: Billionaires With Big Ideas Are Privatizing American SciencePractice Quiz: Article Quiz: Billionaires With Big Ideas Are Privatizing American ScienceReading: Article: Edward Snowden, Whistle-BlowerGraded: Quiz 4Graded: Graded Article Quiz: Edward Snowden, Whistle-BlowerGraded: Find a way to reorganize when facing a situationWEEK 5Final Article Quizzes and Final ExamDescription goes here4 readings, 4 practice quizzesexpandReading: Article: Will MOOCs be Flukes?Practice Quiz: Article Quiz: Will MOOCs Be Flukes?Reading: Article: Amazon counts cost as Christmas veto campaign gathersPractice Quiz: Article Quiz: Amazon Counts Cost as Christmas Veto Campaign GathersReading: Article: Is Uber the worst company in Silicon Valley?Practice Quiz: Article Quiz: Is Uber the Worst Company in Silicon Valley?Reading: Article: Can Whole Foods Can Change the Way Poor People Eat?Practice Quiz: Article Quiz: Can Whole Foods Can Change the Way Poor People Eat?Graded: Final Exam (graded)Reading: Welcome to Module 1Reading: SyllabusReading: Organizations are everywhere!Video: 1.1.1 Why Organizations MatterVideo: 1.1.2 Organizations and YouPractice Quiz: Personal Test - Video 1.1.2Reading: Living in a world centered around organizationsVideo: 1.2.1 From the Organization of Production to the Production of OrganizationsVideo: 1.2.2 The Creusot Steam Hammer ExampleVideo: 1.3.1 What Organizations AreVideo: 1.3.2 Sociology of the SocialVideo: 1.3.3 Sociology of AssociationReading: Powerful organizationsVideo: 1.4 Defining Organizations as Solution ProvidersVideo: 1.5 From Res-sources to the Construction of MeaningReading: To complete the course...Reading: Suggested ReadingsReading: Welcome to Module 2Reading: Individuals without organizations?Video: 2.1 Organizations versus IndividualsVideo: 2.2 Where Organizations and Individuals Meet: the Public SpaceReading: Introducing the interface between individuals and organizationsVideo: 2.3.1 The Public Space and the Logics of ActionVideo: 2.3.2 A Typology of Logic of ActionsReading: The implications of the logics of actionVideo: 2.4 Logics of Actions and the Legitimacy of OrganizationsVideo: 2.5 A Source of Disorganization: Legitimacy LossReading: Bernard Ramanantsoa, Former Dean of HEC Paris - biographyVideo: Bernard Ramananstoa, Former Dean of HEC Paris, answers Rodolphe's questions about Logics of ActionReading: Martin Hirsh, director of the AP-HP, Assistance Publique des Hôpitaux de Paris - biographyVideo: Martin Hirsch,  Director of the AP-HP Paris, answers Rodolphe's questions Reading: Welcome to module 3Reading: Competition \u0026 competitive advantage: an integrative frameworkVideo: 3.1 Logic of the Market, Performance TestVideo: 3.2 Competitive Advantage: a DefinitionVideo: 3.3 Competition: External AnalysisVideo: 3.4 Competition: Internal AnalysisReading: Competitive advantage: discussions \u0026 implicationsVideo: 3.5 Competitive Advantage and MeaningVideo: 3.6 Limits of PerformanceVideo: 3.7 Meaning, Performance, and CompetitionReading: About Article QuizzesReading: Article: How marijuana legalization became a majority movementPractice Quiz: Article Quiz: How Marijuana Legalization Became a Majority MovementReading: Article: Sharing economy : the next phase for the sharing economyPractice Quiz: Article Quiz: Sharing Economy: the Next Phase for the Sharing EconomyReading: Article: Myanmar’s mobile phone revolutionReading: Enriching your experienceReading: Interacting with organizationsVideo: 4.1 Disorganization and YouVideo: 4.2 Time to Reorganize: Engage!Video: 4.3 Time to Reorganize: Resist!Video: 4.4 Time to Reorganize: Rearrange!Reading: Food for thoughtsVideo: 4.5 Understanding Sources of DisorganizationVideo: 4.6 Management and OrganizationsVideo: 4.7 Time to ReorganizeReading: Emmanuel Faber, CEO of Danone - biographyVideo: Emmanuel Faber, CEO of DanoneReading: Gérard Mestrallet, Chairman and CEO of GDF SUEZ - biographyVideo: Gérard Mestrallet, Chairman and CEO of GDF-SUEZReading: About Article QuizzesReading: Article: 3D PrintingPractice Quiz: Article Quiz: 3D PrintingReading: Article: Billionaires With Big Ideas Are Privatizing American SciencePractice Quiz: Article Quiz: Billionaires With Big Ideas Are Privatizing American ScienceReading: Article: Edward Snowden, Whistle-BlowerReading: Article: Will MOOCs be Flukes?Practice Quiz: Article Quiz: Will MOOCs Be Flukes?Reading: Article: Amazon counts cost as Christmas veto campaign gathersPractice Quiz: Article Quiz: Amazon Counts Cost as Christmas Veto Campaign GathersReading: Article: Is Uber the worst company in Silicon Valley?Practice Quiz: Article Quiz: Is Uber the Worst Company in Silicon Valley?Reading: Article: Can Whole Foods Can Change the Way Poor People Eat?Practice Quiz: Article Quiz: Can Whole Foods Can Change the Way Poor People Eat?HEC ParisLeading OrganizationsHEC ParisGiving Sense to Your Leadership ExperienceHEC ParisAnticipating Your Next Battle, in Business and BeyondHEC ParisBuilding Your Leadership SkillsSciences PoCities are back in town : sociologie urbaine pour un monde globalisé",
    "Creator": "HEC Paris",
    "Level": "",
    "URL": "https://coursera.org/learn/orgology",
    "Language": "English, Subtitles: French",
    "Commitment": "1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Combining and Analyzing Complex Data",
    "Description": "About this course: In this course you will learn how to use survey weights to estimate descriptive statistics, like means and totals, and more complicated quantities like model parameters for linear and logistic regressions.  Software capabilities will be covered with R® receiving particular emphasis.  The course will also cover the basics of record linkage and statistical matching—both of which are becoming more important as ways of combining data from different sources.  Combining of datasets raises ethical issues which the course reviews.  Informed consent may have to be obtained from persons to allow their data to be linked. You will learn about differences in the legal requirements in different countries.WEEK 1Basic EstimationAfter completing Modules 1 and 2 of this course you will understand how to estimate descriptive statistics, overall and for subgroups, when you deal with survey data.  We will review software for estimation (R, Stata, SAS) with examples for how to estimate things like means, proportions, and totals.  You will also learn how to estimate parameters in linear, logistic, and other models and learn software options with emphasis on R. Module 3 and 4 discuss how you can add additional data to your analysis. This requires knowing about record linkage techniques, and what it takes to get permission to link data.7 videos, 6 readingsexpandVideo: OverviewLeyendo: SlidesVideo: Basic R examplesVideo: Basic R examples (continued)Leyendo: SlidesVideo: Degrees of FreedomLeyendo: SlidesVideo: Estimating MeansVideo: Multistage samplesLeyendo: SlidesLeyendo: Slides (continued)Video: Quantile estimation in RLeyendo: SlidesGraded: Course 6 Module 1WEEK 2ModelsModule 2 covers how to estimate linear and logistic model parameters using survey data. After completing this module, you will understand how the methods used differ from the ones for non-survey data. We also cover the features of survey data sets that need to be accounted for when estimating standard errors of estimated model parameters.8 videos, 8 readingsexpandVideo: IntroductionLeyendo: SlidesVideo: Estimation MethodLeyendo: SlidesVideo: Linear ModelsLeyendo: SlidesVideo: Diagnostics in RLeyendo: SlidesVideo: Linear Models in StataLeyendo: SlidesVideo: Logistic Models in RLeyendo: SlidesVideo: Odds RatiosLeyendo: SlidesVideo: Logistic Regression in StataLeyendo: SlidesGraded: Course 6 Module 2WEEK 3Record LinkageModule starts with the current debate on using more (linked) administrative records in the U.S. Federal Statistical System, and a general motivation for linking records. Several examples will be given on why it is useful to link data. Challenges of record linkage will be discussed. A brief overview over key linkage techniques is included as well.4 videos, 12 readingsexpandLeyendo: Improving Federal Statistics Using Multiple Data SourcesLeyendo: Longitudinal Employer-Household Dynamics (LEHD)Leyendo: Impact of Research on Innovation, Competition and ScienceCuadro de aviso de la discusión: Country specific examplesVideo: Why we link recordsLeyendo: SlidesVideo: Gentle IntroductionLeyendo: Slides - IntroductionLeyendo: Technical Overview - SoftwareVideo: ChallengesLeyendo: Slides: ChallengesVideo: Key TechniquesLeyendo: SlidesLeyendo: Record Linkage (Herzog/Scheuren/Winkler 2010)Leyendo: Febrl - A Freely Available Record Linkage System (Christen)Leyendo: Machine Learning and Record Linkage (Winkler 2011)Leyendo: Privacy Preserving Record Linkage (Schnell et al. 2009)Graded: Quiz 3 - Record LinkageWEEK 4EthicsThis module will discuss key issues in obtaining consent to record linkage. Failure to consent can lead to bias estimates. Current research examples will be given as well as practical suggestions on how to obtain linkage consent.\n5 videos, 3 readingsexpandVideo: Privacy and ConfidentialityVideo: Linkage Consent and Consent BiasVideo: Correlates of ConsentVideo: Bias in Administrative EstimatesVideo: Optimizing Linkage ConsentLeyendo: SlidesLeyendo: Assessing the Magnitude of Non-Consent Biases (Sakshaug \u0026 Kreuter 2012)Leyendo: Placement, Wording and Interviewers (Sakshaug et al.)Graded: Quiz - Linkage ConsentAfter completing Modules 1 and 2 of this course you will understand how to estimate descriptive statistics, overall and for subgroups, when you deal with survey data.  We will review software for estimation (R, Stata, SAS) with examples for how to estimate things like means, proportions, and totals.  You will also learn how to estimate parameters in linear, logistic, and other models and learn software options with emphasis on R. Module 3 and 4 discuss how you can add additional data to your analysis. This requires knowing about record linkage techniques, and what it takes to get permission to link data.Video: OverviewLeyendo: SlidesVideo: Basic R examplesVideo: Basic R examples (continued)Leyendo: SlidesVideo: Degrees of FreedomLeyendo: SlidesVideo: Estimating MeansVideo: Multistage samplesLeyendo: SlidesLeyendo: Slides (continued)Video: Quantile estimation in RLeyendo: SlidesModule 2 covers how to estimate linear and logistic model parameters using survey data. After completing this module, you will understand how the methods used differ from the ones for non-survey data. We also cover the features of survey data sets that need to be accounted for when estimating standard errors of estimated model parameters.Video: IntroductionLeyendo: SlidesVideo: Estimation MethodLeyendo: SlidesVideo: Linear ModelsLeyendo: SlidesVideo: Diagnostics in RLeyendo: SlidesVideo: Linear Models in StataLeyendo: SlidesVideo: Logistic Models in RLeyendo: SlidesVideo: Odds RatiosLeyendo: SlidesVideo: Logistic Regression in StataLeyendo: SlidesModule starts with the current debate on using more (linked) administrative records in the U.S. Federal Statistical System, and a general motivation for linking records. Several examples will be given on why it is useful to link data. Challenges of record linkage will be discussed. A brief overview over key linkage techniques is included as well.Leyendo: Improving Federal Statistics Using Multiple Data SourcesLeyendo: Longitudinal Employer-Household Dynamics (LEHD)Leyendo: Impact of Research on Innovation, Competition and ScienceCuadro de aviso de la discusión: Country specific examplesVideo: Why we link recordsLeyendo: SlidesVideo: Gentle IntroductionLeyendo: Slides - IntroductionLeyendo: Technical Overview - SoftwareVideo: ChallengesLeyendo: Slides: ChallengesVideo: Key TechniquesLeyendo: SlidesLeyendo: Record Linkage (Herzog/Scheuren/Winkler 2010)Leyendo: Febrl - A Freely Available Record Linkage System (Christen)Leyendo: Machine Learning and Record Linkage (Winkler 2011)Leyendo: Privacy Preserving Record Linkage (Schnell et al. 2009)Video: Privacy and ConfidentialityVideo: Linkage Consent and Consent BiasVideo: Correlates of ConsentVideo: Bias in Administrative EstimatesVideo: Optimizing Linkage ConsentLeyendo: SlidesLeyendo: Assessing the Magnitude of Non-Consent Biases (Sakshaug \u0026 Kreuter 2012)Leyendo: Placement, Wording and Interviewers (Sakshaug et al.)University of MichiganSampling People, Networks and RecordsUniversity of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of Maryland, College ParkDealing With Missing DataUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of MichiganQuestionnaire Design for Social Surveys",
    "Creator": "University of Maryland, College Park",
    "Level": "",
    "URL": "https://coursera.org/learn/data-collection-analytics-project",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Intercultural Management",
    "Description": "About this course: This MOOC explores different aspects of intercultural management, including teams, leadership, Human Resource Management, marketing and negotiations. When you complete this MOOC, you will have a richer understanding of the concept of culture, and how culture influences the way that individuals behave. \n\nYou will also get a deeper knowledge about how culture shapes management practices in international organizations. We will introduce you to a number of experts in the field of intercultural management who will discuss the challenges and the benefits of dealing with employees on a global level. \n\nMoreover, we will share with you insights from our own research to illustrate recent developments in the field of intercultural management. During the MOOC we will provide you with a variety of concepts and tools that empower you to successfully interact with people from other cultures to achieve your desired personal and business-related goals.\n\nPlease have a look at the teaser available at :  https://www.youtube.com/watch?v=LVze_O6vjKIWEEK 1Introduction5 videos, 14 readingsexpandVideo: Introduction - OpeningVideo: Globalization and CultureVideo: The Concept of CultureVideo: Cultural DimensionsVideo: Intercultural Management SkillsReading: International Dimensions of Organizational BehaviorReading: Contemporary Developments in World CultureReading: The Globalization ReaderReading: International Human Resource ManagementReading: The Triangular Trade and the Atlantic Economy of the Eighteenth CenturyReading: Beyond cultureReading: Cultures and Organizations: Software of the MindReading: Culture, Leadership and Organizations, The GLOBE Study of 62 SocietiesReading: A quarter century of culture’s consequences: a review of empirical research incorporating Hofstede’s cultural values frameworkReading: The globalization of marketsReading: Ted Talk - The hidden force in global economics: sending money homeReading: Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 CountriesReading: Cultural intelligence. A theory-based, short form measureReading: Riding the Waves of Culture: Understanding Cultural Diversity in BusinessGraded: End of Module 1 QuizWEEK 2Intercultural Teams and Leadership5 videos, 14 readingsexpandVideo: IntroductionVideo: Intercultural Encounters and Self-AwarenessVideo: Managing DiversityVideo: Managing Intercultural TeamsVideo: Leadership in an Intercultural OrganizationReading: The Impact of Leadership and Change Management Strategy on Organizational CultureReading: Autobiography of Intercultural EncountersReading: Identification and Assessment of Intercultural Competence as a Student Outcome of InternationalizationReading: Developing Global Managers: Integrating Theory, Behavior, Data and PerformanceReading: Global Leadership Practices: A Cross-Cultural Management PerspectiveReading: Cross-cultural Management Research: Assumptions, Evidence and Suggested DirectionsReading: Leadership That Gets ResultsReading: Beyond CultureReading: Cultures and Organizations: Software of the MindReading: Psychological TypesReading: Type and Culture: Using the MBTI Instrument in International ApplicationsReading: What Leaders Really DoReading: Isabel Briggs Myers and Type DevelopmentReading: Why do People follow Leaders? A Study of a U.S. and a Japanese Change ProgramGraded: End of Module 2 QuizWEEK 3Intercultural HRM5 videos, 10 readingsexpandVideo: IntroductionVideo: Intercultural MobilityVideo: Intercultural Recruitment and SelectionVideo: Cultural Dimensions of Talent ManagementVideo: Intercultural RewardsReading: European Reward Governance SurveyReading: Evolving and enduring Challenges in Global MobilityReading: Changing Patterns of Global Staffing in the Multinational Enterprise: Challenges to the Conventional Expatriate Assignment and Emerging AlternativesReading: Ethnic and Gender Subgroup Differences in Assessment Center Ratings: A Meta-analysisReading: International Human Resource ManagementReading: Strategic Issues and Local Constraints in Transnational Compensation Strategies: An Analysis of Cultural, Institutional and Political InfluencesReading: Expatriate Careers and the Psychological Contract - an empirical Study on the Impact of International Human Resource ManagementReading: Comparative total rewards practices and policiesReading: Global Talent ManagementReading: Global talent management: How leading multinational build and sustain their talent pipelineGraded: End of Module 3 quizWEEK 4International Marketing Decisions5 videos, 5 readingsexpandVideo: IntroductionVideo: International Product DecisionsVideo: International Promotion DecisionsVideo: International Place DecisionsVideo: International Pricing DecisionsReading: Internationales MarketingReading: International Marketing Strategy: Analysis, Development and ImplementationReading: Estrategias de Marketing InternacionalReading: Global Marketing ManagementReading: Marketing international, Marchés, Cultures et OrganisationsGraded: End of Module 4 QuizWEEK 5Intercultural Business Negotiations5 videos, 6 readingsexpandVideo: IntroductionVideo: Goals and Negotiation ApproachesVideo: Foreign Language Use: Proficiency and AnxietyVideo: Style of Language: High-Context vs. Low-ContextVideo: The Role of Teams in Intercultural Business NegotiationsReading: Cultural accommodation and language priming: Competitive versus Cooperative Behavior in a Prisoner’s Dilemma GameReading: he Multifaceted role of Language in International Business: Unpacking the Forms, Functions and Features of a Critical Challenge to MNC Theory and PerformanceReading: International Management: Managing Across Borders and Cultures, Text and CasesReading: NegotiationReading: Language Matters: Status Loss and Achieved Status Distinctions in Global OrganizationsReading: The ambiguous Role of cultural Moderators in Intercultural Business NegotiationsGraded: En of Module 5 quizWrap up1 videoexpandVideo: Wrap upGraded: Final QuizVideo: Introduction - OpeningVideo: Globalization and CultureVideo: The Concept of CultureVideo: Cultural DimensionsVideo: Intercultural Management SkillsReading: International Dimensions of Organizational BehaviorReading: Contemporary Developments in World CultureReading: The Globalization ReaderReading: International Human Resource ManagementReading: The Triangular Trade and the Atlantic Economy of the Eighteenth CenturyReading: Beyond cultureReading: Cultures and Organizations: Software of the MindReading: Culture, Leadership and Organizations, The GLOBE Study of 62 SocietiesReading: A quarter century of culture’s consequences: a review of empirical research incorporating Hofstede’s cultural values frameworkReading: The globalization of marketsReading: Ted Talk - The hidden force in global economics: sending money homeReading: Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 CountriesReading: Cultural intelligence. A theory-based, short form measureReading: Riding the Waves of Culture: Understanding Cultural Diversity in BusinessVideo: IntroductionVideo: Intercultural Encounters and Self-AwarenessVideo: Managing DiversityVideo: Managing Intercultural TeamsVideo: Leadership in an Intercultural OrganizationReading: The Impact of Leadership and Change Management Strategy on Organizational CultureReading: Autobiography of Intercultural EncountersReading: Identification and Assessment of Intercultural Competence as a Student Outcome of InternationalizationReading: Developing Global Managers: Integrating Theory, Behavior, Data and PerformanceReading: Global Leadership Practices: A Cross-Cultural Management PerspectiveReading: Cross-cultural Management Research: Assumptions, Evidence and Suggested DirectionsReading: Leadership That Gets ResultsReading: Beyond CultureReading: Cultures and Organizations: Software of the MindReading: Psychological TypesReading: Type and Culture: Using the MBTI Instrument in International ApplicationsReading: What Leaders Really DoReading: Isabel Briggs Myers and Type DevelopmentReading: Why do People follow Leaders? A Study of a U.S. and a Japanese Change ProgramVideo: IntroductionVideo: Intercultural MobilityVideo: Intercultural Recruitment and SelectionVideo: Cultural Dimensions of Talent ManagementVideo: Intercultural RewardsReading: European Reward Governance SurveyReading: Evolving and enduring Challenges in Global MobilityReading: Changing Patterns of Global Staffing in the Multinational Enterprise: Challenges to the Conventional Expatriate Assignment and Emerging AlternativesReading: Ethnic and Gender Subgroup Differences in Assessment Center Ratings: A Meta-analysisReading: International Human Resource ManagementReading: Strategic Issues and Local Constraints in Transnational Compensation Strategies: An Analysis of Cultural, Institutional and Political InfluencesReading: Expatriate Careers and the Psychological Contract - an empirical Study on the Impact of International Human Resource ManagementReading: Comparative total rewards practices and policiesReading: Global Talent ManagementReading: Global talent management: How leading multinational build and sustain their talent pipelineVideo: IntroductionVideo: International Product DecisionsVideo: International Promotion DecisionsVideo: International Place DecisionsVideo: International Pricing DecisionsReading: Internationales MarketingReading: International Marketing Strategy: Analysis, Development and ImplementationReading: Estrategias de Marketing InternacionalReading: Global Marketing ManagementReading: Marketing international, Marchés, Cultures et OrganisationsVideo: IntroductionVideo: Goals and Negotiation ApproachesVideo: Foreign Language Use: Proficiency and AnxietyVideo: Style of Language: High-Context vs. Low-ContextVideo: The Role of Teams in Intercultural Business NegotiationsReading: Cultural accommodation and language priming: Competitive versus Cooperative Behavior in a Prisoner’s Dilemma GameReading: he Multifaceted role of Language in International Business: Unpacking the Forms, Functions and Features of a Critical Challenge to MNC Theory and PerformanceReading: International Management: Managing Across Borders and Cultures, Text and CasesReading: NegotiationReading: Language Matters: Status Loss and Achieved Status Distinctions in Global OrganizationsReading: The ambiguous Role of cultural Moderators in Intercultural Business NegotiationsVideo: Wrap upUniversity of LondonManagement Skills for International BusinessUniversity of LondonInternational Business EnvironmentThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2University of LondonQuantitative Foundations for International Business",
    "Creator": "ESCP Europe",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/intercultural",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Justice, Mercy and Mass Incarceration",
    "Description": "About this course: There are three orienting facts that render mass incarceration in the United States an ethical problem worthy of our deep consideration. First, the rate of incarceration has grown dramatically over the last 40 years so that today there are 2.2 million people in prison or jail, and another 5 million on probation or parole. This means that 1/32 adults in the USA are under state supervision. Second, the application of incarceration is disproportionately applied to the poor, people of color, and other vulnerable populations. Research shows that 85-90% of those in the criminal justice system fall below the poverty line, and the experience of incarceration only impoverishes people further. The consequences of having a criminal record are harsh and debilitating, ranging from family disruption, social alienation, and disenfranchisement. In these ways and others, the current situation of crime and punishment represents a dramatic moral challenge. Finally, victims of crime are themselves poorly served by the current system, often ignored or sidelined in the machinery of punishment.\n\nThis course seeks to discover alternatives to the current systems of crime and punishment in order to imagine a more inclusive, just and moral society.WEEK 1Course Welcome and IntroductionThis module introduces the course's focus on mass incarceration in the United States as an ethical challenge.  The facts that define the issue reveal a nation in crisis.  We begin with an exploration of religious faith as one starting point for our investigation.  However, this course is intended for anyone who is concerned with the problem of incarceration.  Beyond following the theological call to attend to the least of these, the course is also motivated by the sociological observation that we learn much about ourselves and our society by exploring how we treat those we deem \"criminal.\"  The first module describes the elements of mass incarceration in the United States, and begins to investigate the causes and consequences of this reality.3 videos, 7 readings, 1 practice quizexpandReading: AcknowledgementsReading: About this courseReading: Recommended ReadingsReading: About the \"Pre-Course Survey\"Practice Quiz: Pre-Course SurveyVideo: Dean Emilie Townes: \"Faith, Values, and Mass Incarceration\"Discussion Prompt: Incarceration as punishmentDiscussion Prompt: Crime Rates vs Incarceration RatesDiscussion Prompt: Racial Disparities in Incarceration RatesReading: Western Theories of JusticeVideo: Mass Incarceration: IntroductionVideo: Alex Friedmann: \"Mass Incarceration, Criminalization, and Recidivism\"Reading: Trends in U.S. CorrectionsReading: Facts About PrisonsDiscussion Prompt: Lifetime Liklihood of Imprisonment of U.S. ResidentsDiscussion Prompt: 1 in every 50 Children has a Parent in PrisonDiscussion Prompt: 6.1 Million Cannot VoteDiscussion Prompt: 1 in 10 Black Men in His ThirtiesDiscussion Prompt: Incarceration Up 500%Graded: Negative Effects of IncarcerationWEEK 2Crime and PunishmentThis module takes up the questions of crime and punishment.  What is crime and what are the purposes of punishment?  What are the cultural resources that inform the way we think about punishment today?9 videos, 4 readingsexpandReading: The Bible and PunishmentVideo: Doug Knight: \"The Biblical Origins of Crime and Punishment: The Social World of the Bible\"Video: Doug Knight: \"Justice and Mercy Applied: Stories from the Bible\"Video: Doug Knight: \"Stories of Justice and Mercy: Cain and Abel\"Video: Doug Knight: \"Stories of Justice and Mercy: The Goring of the Ox\"Video: Doug Knight: \"The Ten Commandments: Law, Order and Sacred Authority\"Video: Doug Knight: \"Why the Bible Still Matters: Crime and Punishment Today\"Video: Social Theories of PunishmentReading: Durkheim, The Functions of CrimeVideo: Retributive Theories of PunishmentReading: Retributive JusticeVideo: Utilitarian Theories of PunishmentReading: Legal PunishmentGraded: The Role of PunishmentWEEK 3The Rise of the Prison This module takes up the question of the rise of the prison, and its expressions in contemporary USA.   How did the Prison Industrial Complex arise, and why has it taken the form it has? 11 videos, 7 readingsexpandVideo: The Rise of the Prison, Part 1: From the Ancient to the Early Modern PeriodDiscussion Prompt: Prisons in the Ancient worldVideo: The Rise of the Prison, Part 2: The Colonial Period to NowDiscussion Prompt: The BridewellVideo: Alex Friedmann: \"What is the prison-industrial complex or PIC?\"Reading: History of PrisonsReading: Film Viewing Guide: \"The Farm: Angola Prison\"Reading: The “Legacy of Slavery” Comes to the Smithsonian with Angola Prison Guard Tower DonationReading: Angola Museum: History of Angola PrisonVideo: Lisa Guenther: \"How do prisoners end up in solitary confinement, and what happens there?\"Video: \"Why prisons Started using solitary confinement and why we should end the practice of extreme isolation\"Discussion Prompt: Solitary ConfinementVideo: Alex Friedmann: \"History of the Private, For-Profit Prison: The Convict Lease System\"Video: Joe Ingle: \"The Convict Lease System\"Discussion Prompt: The Convict Lease SystemReading: Viewing Guide and links to PBS \"Slavery by Another Name\"Video: Alex Friedmann: “The Private Prison Business Model”Video: Alex Friedmann: “Why Private Prisons? The Politics of Punishment”Video: Alex Friedmann: “Prisoners as Commodities: Moral and Ethical Objections to Private Prisons”Discussion Prompt: Private PrisonsVideo: Alex Friedmann: “Private Prison Industry: Ancillary Products \u0026 Services”Reading: Mother Jones: \"My Four Months as a Private Prison Guard\"Reading: Banking on Bondage: Private Prisons and Mass IncarcerationGraded: Prison PrivatizationWEEK 4Criminalization: The Experience of PrisonThis module looks more closely at the intimate details and experiences of criminalization and incarceration.  We explore the experience of being charged with a crime, of going through the court system, and of finding oneself in prison.  What is the experience of prison, both on those who find themselves inside and those who are the family and friends of the incarcerated?12 videos, 4 readingsexpandVideo: Alex Friedmann: \"From Mass Incarceration to For-Profit Prisons: Criminalization as Market Driver\"Video: Alex Friedmann: \"Mass Incarceration, Criminalization and Recidivism\"Discussion Prompt: RecidivismVideo: Dawn Deaner:  “History and Purpose of Public Defense”Reading: Gideon v. Wainwright 372 U.S. 335 (1963)Video: Dawn Deaner: “Public Defense: How it Works and Doesn't Work”Video: Dawn Deaner: “The Impact of Poverty on Justice”Discussion Prompt: Hidden Costs of IncarcerationVideo: Dawn Deaner: “Biggest Challenges in Public Defense”Video: Dawn Deaner: “Concluding Thoughts”Discussion Prompt: Challenges Facing our Justice SystemVideo: Chief August Washington: “Challenges to Policing”Reading: The Atlantic: \"Travesties in Criminal Justice That Are Mostly Ignored\"Video: Roundtable Discussion: The Experience of PrisonVideo: Roundtable Discussion: The Day-to-Day Reality of PrisonVideo: Roundtable Discussion: The Hidden Pains of PrisonVideo: Roundtable Discussion: Painful Truths About Prison in AmericaReading: Viewing Guide: PBS \"Me Facing Life: Cyntoia's Story\"Reading: Viewing Guide: \"Rikers: An American Jail\"Graded: Making CriminalsWEEK 5Race, Incarceration and Social ControlThis module focuses directly on the dynamics of race and exclusion within the criminal justice system in the United States.  It describes and seeks to explain the causes of racial disparity in incarceration rates and examines the mutually re-enforcing dynamics of poverty and incarceration.6 videos, 10 readingsexpandVideo: Joe Ingle: “Racism and Punishment in the U.S.”Reading: Alexis DeTocqueville, on the \"Tyranny of the Majority\"Discussion Prompt: The \"Tyranny of the Majority\"Reading: McCleskey v. Kemp, 481 U.S. 279 (1987)Reading: Journal of Criminal Law and Criminology: \"Comparative Review of Death Sentences: An Empirical Study of the Georgia Experience\"Reading: Film Viewing Guide for PBS \"Slavery by Another Name\" (90 minutes)Discussion Prompt: Slavery by Another NameVideo: The School-to-Prison PipelineDiscussion Prompt: The School-to-Prison PipelineVideo: Michael Fisher: \"Poverty, Housing Policy, and Segregation\"Discussion Prompt: Housing policy and criminalizationVideo: Michael Fisher: \"The Criminalization of Poverty\"Video: Michael Fisher: \"Crime: A Matter of Culture or Policy?\"Reading: The Atlantic: \"The Black Family in the Age of Mass Incarceration\"Reading: Film Viewing Guide: \"13th\"Reading: The New Yorker: \"Kalief Browder, 1993–2015\"Reading: Recommended - The Rich Get Richer, The Poor Get PrisonVideo: Chief August Washington: “Policing and Racial Bias”Discussion Prompt: Policing and Racial BiasReading: The Poor Get Prison: The Alarming Spread of the Criminalization of PovertyReading: Implicit Bias BriefGraded: The Social Function of PunishmentWEEK 6Justice and Mercy: Alternatives to Mass IncarerationThe course has examined mass incarceration as a significant social and ethical problem.  In this final module, we turn our attention to alternatives to the present system of punishment.  Following Dean Townes' invitation, we seek to \"respond to the dehumanizing effects of imprisonment.\"  We explore community policing, criminal justice reform, and alternative models, including restorative justice, in a bid to locate possibilities for hope.9 videos, 2 readings, 1 practice quizexpandVideo: Dean Emilie Townes: “How do we reconcile faith and mass incarceration?”Video: Dean Emilie Townes: \"How do we respond to dehumanizing effects of imprisonment\"Video: Dean Emilie Townes: \"How can we help people avoid re-incarceration? Building capacity in people by partnering with communities of faith”Reading: Viewing Guide for Bryan Stevenson's \"We need to talk about an injustice\"Video: Chief August Washington: “Community Policing”Video: Roundtable Discussion: “Restorative Justice: A MovementVideo: Roundtable Discussion: “Restorative Justice: Principles and Practices”Video: Roundtable Discussion: “Restorative Justice as an Alternative to Mass Incarceration”Video: Roundtable Discussion: “Broadening the Impact of Restorative Justice”Video: Dean Emilie Townes: \"Turning knowledge into action: Next Steps\"Reading: Viewing Guide: Restorative Justice ProcessPractice Quiz: End of Course SurveyGraded: Take Action!This module introduces the course's focus on mass incarceration in the United States as an ethical challenge.  The facts that define the issue reveal a nation in crisis.  We begin with an exploration of religious faith as one starting point for our investigation.  However, this course is intended for anyone who is concerned with the problem of incarceration.  Beyond following the theological call to attend to the least of these, the course is also motivated by the sociological observation that we learn much about ourselves and our society by exploring how we treat those we deem \"criminal.\"  The first module describes the elements of mass incarceration in the United States, and begins to investigate the causes and consequences of this reality.Reading: AcknowledgementsReading: About this courseReading: Recommended ReadingsReading: About the \"Pre-Course Survey\"Practice Quiz: Pre-Course SurveyVideo: Dean Emilie Townes: \"Faith, Values, and Mass Incarceration\"Discussion Prompt: Incarceration as punishmentDiscussion Prompt: Crime Rates vs Incarceration RatesDiscussion Prompt: Racial Disparities in Incarceration RatesReading: Western Theories of JusticeVideo: Mass Incarceration: IntroductionVideo: Alex Friedmann: \"Mass Incarceration, Criminalization, and Recidivism\"Reading: Trends in U.S. CorrectionsReading: Facts About PrisonsDiscussion Prompt: Lifetime Liklihood of Imprisonment of U.S. ResidentsDiscussion Prompt: 1 in every 50 Children has a Parent in PrisonDiscussion Prompt: 6.1 Million Cannot VoteDiscussion Prompt: 1 in 10 Black Men in His ThirtiesDiscussion Prompt: Incarceration Up 500%Reading: The Bible and PunishmentVideo: Doug Knight: \"The Biblical Origins of Crime and Punishment: The Social World of the Bible\"Video: Doug Knight: \"Justice and Mercy Applied: Stories from the Bible\"Video: Doug Knight: \"Stories of Justice and Mercy: Cain and Abel\"Video: Doug Knight: \"Stories of Justice and Mercy: The Goring of the Ox\"Video: Doug Knight: \"The Ten Commandments: Law, Order and Sacred Authority\"Video: Doug Knight: \"Why the Bible Still Matters: Crime and Punishment Today\"Video: Social Theories of PunishmentReading: Durkheim, The Functions of CrimeVideo: Retributive Theories of PunishmentReading: Retributive JusticeVideo: Utilitarian Theories of PunishmentReading: Legal PunishmentVideo: The Rise of the Prison, Part 1: From the Ancient to the Early Modern PeriodDiscussion Prompt: Prisons in the Ancient worldVideo: The Rise of the Prison, Part 2: The Colonial Period to NowDiscussion Prompt: The BridewellVideo: Alex Friedmann: \"What is the prison-industrial complex or PIC?\"Reading: History of PrisonsReading: Film Viewing Guide: \"The Farm: Angola Prison\"Reading: The “Legacy of Slavery” Comes to the Smithsonian with Angola Prison Guard Tower DonationReading: Angola Museum: History of Angola PrisonVideo: Lisa Guenther: \"How do prisoners end up in solitary confinement, and what happens there?\"Video: \"Why prisons Started using solitary confinement and why we should end the practice of extreme isolation\"Discussion Prompt: Solitary ConfinementVideo: Alex Friedmann: \"History of the Private, For-Profit Prison: The Convict Lease System\"Video: Joe Ingle: \"The Convict Lease System\"Discussion Prompt: The Convict Lease SystemReading: Viewing Guide and links to PBS \"Slavery by Another Name\"Video: Alex Friedmann: “The Private Prison Business Model”Video: Alex Friedmann: “Why Private Prisons? The Politics of Punishment”Video: Alex Friedmann: “Prisoners as Commodities: Moral and Ethical Objections to Private Prisons”Discussion Prompt: Private PrisonsVideo: Alex Friedmann: “Private Prison Industry: Ancillary Products \u0026 Services”Reading: Mother Jones: \"My Four Months as a Private Prison Guard\"Reading: Banking on Bondage: Private Prisons and Mass IncarcerationThis module looks more closely at the intimate details and experiences of criminalization and incarceration.  We explore the experience of being charged with a crime, of going through the court system, and of finding oneself in prison.  What is the experience of prison, both on those who find themselves inside and those who are the family and friends of the incarcerated?Video: Alex Friedmann: \"From Mass Incarceration to For-Profit Prisons: Criminalization as Market Driver\"Video: Alex Friedmann: \"Mass Incarceration, Criminalization and Recidivism\"Discussion Prompt: RecidivismVideo: Dawn Deaner:  “History and Purpose of Public Defense”Reading: Gideon v. Wainwright 372 U.S. 335 (1963)Video: Dawn Deaner: “Public Defense: How it Works and Doesn't Work”Video: Dawn Deaner: “The Impact of Poverty on Justice”Discussion Prompt: Hidden Costs of IncarcerationVideo: Dawn Deaner: “Biggest Challenges in Public Defense”Video: Dawn Deaner: “Concluding Thoughts”Discussion Prompt: Challenges Facing our Justice SystemVideo: Chief August Washington: “Challenges to Policing”Reading: The Atlantic: \"Travesties in Criminal Justice That Are Mostly Ignored\"Video: Roundtable Discussion: The Experience of PrisonVideo: Roundtable Discussion: The Day-to-Day Reality of PrisonVideo: Roundtable Discussion: The Hidden Pains of PrisonVideo: Roundtable Discussion: Painful Truths About Prison in AmericaReading: Viewing Guide: PBS \"Me Facing Life: Cyntoia's Story\"Reading: Viewing Guide: \"Rikers: An American Jail\"This module focuses directly on the dynamics of race and exclusion within the criminal justice system in the United States.  It describes and seeks to explain the causes of racial disparity in incarceration rates and examines the mutually re-enforcing dynamics of poverty and incarceration.Video: Joe Ingle: “Racism and Punishment in the U.S.”Reading: Alexis DeTocqueville, on the \"Tyranny of the Majority\"Discussion Prompt: The \"Tyranny of the Majority\"Reading: McCleskey v. Kemp, 481 U.S. 279 (1987)Reading: Journal of Criminal Law and Criminology: \"Comparative Review of Death Sentences: An Empirical Study of the Georgia Experience\"Reading: Film Viewing Guide for PBS \"Slavery by Another Name\" (90 minutes)Discussion Prompt: Slavery by Another NameVideo: The School-to-Prison PipelineDiscussion Prompt: The School-to-Prison PipelineVideo: Michael Fisher: \"Poverty, Housing Policy, and Segregation\"Discussion Prompt: Housing policy and criminalizationVideo: Michael Fisher: \"The Criminalization of Poverty\"Video: Michael Fisher: \"Crime: A Matter of Culture or Policy?\"Reading: The Atlantic: \"The Black Family in the Age of Mass Incarceration\"Reading: Film Viewing Guide: \"13th\"Reading: The New Yorker: \"Kalief Browder, 1993–2015\"Reading: Recommended - The Rich Get Richer, The Poor Get PrisonVideo: Chief August Washington: “Policing and Racial Bias”Discussion Prompt: Policing and Racial BiasReading: The Poor Get Prison: The Alarming Spread of the Criminalization of PovertyReading: Implicit Bias BriefThe course has examined mass incarceration as a significant social and ethical problem.  In this final module, we turn our attention to alternatives to the present system of punishment.  Following Dean Townes' invitation, we seek to \"respond to the dehumanizing effects of imprisonment.\"  We explore community policing, criminal justice reform, and alternative models, including restorative justice, in a bid to locate possibilities for hope.Video: Dean Emilie Townes: “How do we reconcile faith and mass incarceration?”Video: Dean Emilie Townes: \"How do we respond to dehumanizing effects of imprisonment\"Video: Dean Emilie Townes: \"How can we help people avoid re-incarceration? Building capacity in people by partnering with communities of faith”Reading: Viewing Guide for Bryan Stevenson's \"We need to talk about an injustice\"Video: Chief August Washington: “Community Policing”Video: Roundtable Discussion: “Restorative Justice: A MovementVideo: Roundtable Discussion: “Restorative Justice: Principles and Practices”Video: Roundtable Discussion: “Restorative Justice as an Alternative to Mass Incarceration”Video: Roundtable Discussion: “Broadening the Impact of Restorative Justice”Video: Dean Emilie Townes: \"Turning knowledge into action: Next Steps\"Reading: Viewing Guide: Restorative Justice ProcessPractice Quiz: End of Course SurveyHEC ParisOrganizing for InnovationUniversity of Colorado SystemMore on Change and SustainabilityUniversity of Colorado SystemHomeland Security and Cybersecurity FutureUniversity of Colorado SystemCybersecurity Policy for Aviation and Internet InfrastructuresUniversity of Colorado SystemSustainable Business: Big Issues, Big Changes",
    "Creator": "Vanderbilt University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/massincarceration",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Mobilité et urbanisme",
    "Description": "About this course: Le cours présente un tour d’horizon introductif des interactions entre la mobilité et les dynamiques urbaines. Il propose des outils méthodologiques et opérationnels permettant d’appréhender et de réguler la mobilité.   \n\nCes vingt dernières années, la mobilité urbaine a beaucoup changé. Le nombre de déplacements de loisirs a augmenté tandis que la part des déplacements pour motif travail a diminué. Dans le même temps, de nouvelles formes de mobilités se sont développées, comme la multirésidentialité, la pendularité de longue distance, le tourisme urbain et l’excursionnisme. Ces changements ont été concommittants de transformations urbaines comme l’étalement urbain ou la fragmentation.\n\nDans ce contexte, la mobilité est un enjeu pour l’ingénierie des transports urbains et le développement territorial, en particulier urbain: sa régulation nécessite une appréhension nouvelle de la demande de transport.\n\nLe cours montre ainsi aux étudiants les interrelations entre la ville et la mobilité, l’espace urbain et les flux de déplacements, tout en leur offrant une vision renouvelée du transport et de son impact sur le territoire et les modes de vie.WEEK 1IntroductionLe cours présente un tour d’horizon introductif des interactions entre la mobilité et les dynamiques urbaines. Il propose des outils méthodologiques et opérationnels permettant d’appréhender et de réguler la mobilité.  Ces vingt dernières années, la mobilité urbaine a beaucoup changé. Le nombre de déplacements de loisirs a augmenté tandis que la part des déplacements pour motif travail a diminué. Dans le même temps, de nouvelles formes de mobilités se sont développées, comme la multirésidentialité, la pendularité de longue distance, le tourisme urbain et l’excursionnisme. Ces changements ont été concomittants de transformations urbaines comme l’étalement urbain ou la fragmentation. Dans ce contexte, la mobilité est un enjeu pour l’ingénierie des transports urbains et le développement territorial, en particulier urbain: sa régulation nécessite une appréhension nouvelle de la demande de transport. Le cours montre ainsi aux étudiants les interrelations entre la ville et la mobilité, l’espace urbain et les flux de déplacements, tout en leur offrant une vision renouvelée du transport et de son impact sur le territoire et les modes de vie.2 videos, 3 readingsexpandVideo: Mobilité et urbanismeReading: Contenu du coursReading: Références bibliographiquesVideo: Introduction aux exercicesReading: Conseils techniques pour bien réussir les exercicesLa transformation des territoires par la mobilitéL’objectif du premier cours est d’identifier les qualités conceptuelles que doivent avoir les outils de description des flux et des déplacements pour répondre aux enjeux de l’aménagement du territoire et de l’urbanisme contemporain. Il consiste en une série de discussions théoriques autour du concept de mobilité.  6 videos, 3 readings, 3 practice quizzesexpandVideo: Transformation des territoires par la mobilitéReading: Lectures conseilléesSlideshow: La mutation d’une villeSlideshow: La mutation d’un paysage ou d’un territoirePractice Quiz: Pour vérifier que vous avez bien compris la transformation de l'espace par la mobilitéVideo: Part 1: La jonction Nord-MidiVideo: Part 2 : L'Expo58 et le tout à la voitureVideo: Part 3: Le piétonnier de BruxellesPractice Quiz: Pour vérifier que vous avez bien compris la transformation d'une villeVideo: Transport aérien et métropolisationVideo: Le rail qui transforme la villePractice Quiz: Pour vérifier que vous avez bien compris la transformation des territoiresReading: Résumé du premier moduleReading: Consignes de l'exerciceDiscussion Prompt: IN THE AIR / Haut dans les airsDiscussion Prompt: Lost In TranslationDiscussion Prompt: Night on Earth / Une nuit sur la terreDiscussion Prompt: Sur le Chemin de l'écoleGraded: Evaluation du premier moduleWEEK 2La transformation des modes de vie urbainsL’objectif de ce second module est de montrer comment les territoires se sont progressivement transformés en lien avec l’évolution des potentiels de vitesses procurés par les systèmes de transports rapides, puis les technologies de l’information et de la communication. 5 videos, 3 readings, 2 practice quizzesexpandVideo: La transformation des modes de vieReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les modes de vie urbains (1)Video: Le choix résidentiel des ménagesReading: L’hypothèse des mobilités de loisirs compensatoiresVideo: L'effet barbecueVideo: Le développement de la mobilité doucePractice Quiz: Pour vérifier que vous avez bien compris les modes de vie urbains (2)Reading: Résumé du second moduleVideo: Mesure de la mobilitéGraded: Evaluation du deuxième moduleGraded: Profil de mobilité : Etape 1WEEK 3De la nécessité de redéfinir la mobilitéL’objectif de cette troisième semaine de cours est d’identifier les qualités conceptuelles que doivent avoir les outils de description des flux et des déplacements pour répondre aux enjeux de l’aménagement du territoire et de l’urbanisme contemporain. Elle consiste en une série de discussions théoriques autour du concept de mobilité.5 videos, 4 readings, 3 practice quizzesexpandVideo: Comment définir la mobilité ?Reading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la redéfinition de la mobilité (1)Reading: Tim Cresswell et John Urry : deux théoriciens de la mobilitéVideo: La mobilité entre mouvement, signification et pratiquesVideo: Qu'est ce que le \"tournant de la mobilité\"Practice Quiz: Pour vérifier que vous avez bien compris la redéfinition de la mobilité (2)Video: Les grands mobiles ou les grands sédentairesReading: L’utilisation des temps de déplacementsVideo: L'appropriation du temps de déplacementPractice Quiz: Pour vérifier que vous avez bien compris le tournant de la mobilitéReading: Résumé du troisième moduleGraded: Evaluation du troisième moduleGraded: Profil de mobilité : Etape 2WEEK 4Le potentiel de mobilité et son appréhensionL’objet de ce quatrième module est de proposer une conception de la mobilité qui réponde aux discussions et critiques formulées lors du cours précédent, puis de mettre en pratique cette approche à travers une série d'exemples.4 videos, 4 readings, 2 practice quizzesexpandVideo: La motilitéReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la motilité (1)Reading: Le TransSantiago et la motilitéVideo: Santiago du Chili son système de bus rapidesReading: Le réseau de tramways genevois et la motilitéVideo: L'ingénierie par la séductionVideo: Quelle motilité pour la grande mobilité liée au travail ?Practice Quiz: Pour vérifier que vous avez bien compris la motilité (2)Reading: Résumé du quatrième moduleGraded: Evaluation du quatrième moduleGraded: Profil de mobilité : Etape 3WEEK 5Le choix modal et son appréhensionInfluencer l’utilisation des différents moyens de transport dans la vie quotidienne est un objectif central des politiques de transports urbains en Europe depuis plusieurs décennies. Cette cinquième semaine de cours propose de se saisir de cette question – le choix modal – à partir de la conception de la mobilité proposée au cours 4.5 videos, 3 readings, 3 practice quizzesexpandVideo: Comprendre les pratiques modalesReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les pratiques modalesVideo: Le choix modal à Genève, Lausanne et BerneReading: L’altermobilité : un système de transport alternatif à l’utilisation exclusive de l’automobileVideo: Devenir AltermobilePractice Quiz: Pour vérifier que vous avez bien compris le choix modal (1)Video: Agrandir les autoroutes permet-il de réduire le traficVideo: Les transports individuels collectifsPractice Quiz: Pour vérifier que vous avez bien compris le choix modal (2)Reading: Résumé du cinquième moduleGraded: Evaluation du cinquième moduleGraded: Profil de mobilité : Etape 4WEEK 6Mobilité et urbanismeCe sixième module a pour objet de décrire comment  le processus d’interaction systémique entre les trois catégories d’opérateurs de la mobilité produit matériellement des tissus et des espaces publics urbains. 4 videos, 2 readings, 2 practice quizzesexpandVideo: Mobilité et fabrique urbaineVideo: L'adhérenceReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la mobilité comme fabrique urbaineVideo: L'in-adhérence du tramway d'AlgerVideo: La mobilité entre fragmentation urbaine et l'espace publicPractice Quiz: Pour vérifier que vous avez bien compris les cas d'Alger et de BogotaReading: Résumé du sixième moduleGraded: Evaluation du sixième moduleGraded: Profil de mobilité : Etape 5WEEK 7Territoires, réseaux et formes de l'urbanisationDans ce dernier module, la problématique de la fabrication des tissus est transposée à l’échelle des grands territoires. 5 videos, 3 readings, 4 practice quizzesexpandVideo: Territoires, réseaux et formes de l'urbanisationReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les liens entre territoires, réseaux et formes de l'urbanisationVideo: Pôle multimodal Schuman à BruxellesVideo: La renaissance du tramway en FranceVideo: Un tramway nommé délirePractice Quiz: Pour vérifier que vous avez bien compris la structuration des territoires par l'urbanisme des réseauxVideo: La mobilité dans les nouveaux projets métropolitainsPractice Quiz: Pour vérifier que vous avez bien compris la prise en compte de la mobilité dans les projets urbains contemporainsPractice Quiz: Quiz Evaluation FinaleReading: Résumé du septième moduleReading: Conclusion du coursGraded: Evaluation du septième moduleGraded: Profil de mobilité : Etape 6Le cours présente un tour d’horizon introductif des interactions entre la mobilité et les dynamiques urbaines. Il propose des outils méthodologiques et opérationnels permettant d’appréhender et de réguler la mobilité.  Ces vingt dernières années, la mobilité urbaine a beaucoup changé. Le nombre de déplacements de loisirs a augmenté tandis que la part des déplacements pour motif travail a diminué. Dans le même temps, de nouvelles formes de mobilités se sont développées, comme la multirésidentialité, la pendularité de longue distance, le tourisme urbain et l’excursionnisme. Ces changements ont été concomittants de transformations urbaines comme l’étalement urbain ou la fragmentation. Dans ce contexte, la mobilité est un enjeu pour l’ingénierie des transports urbains et le développement territorial, en particulier urbain: sa régulation nécessite une appréhension nouvelle de la demande de transport. Le cours montre ainsi aux étudiants les interrelations entre la ville et la mobilité, l’espace urbain et les flux de déplacements, tout en leur offrant une vision renouvelée du transport et de son impact sur le territoire et les modes de vie.Video: Mobilité et urbanismeReading: Contenu du coursReading: Références bibliographiquesVideo: Introduction aux exercicesReading: Conseils techniques pour bien réussir les exercicesL’objectif du premier cours est d’identifier les qualités conceptuelles que doivent avoir les outils de description des flux et des déplacements pour répondre aux enjeux de l’aménagement du territoire et de l’urbanisme contemporain. Il consiste en une série de discussions théoriques autour du concept de mobilité.  Video: Transformation des territoires par la mobilitéReading: Lectures conseilléesSlideshow: La mutation d’une villeSlideshow: La mutation d’un paysage ou d’un territoirePractice Quiz: Pour vérifier que vous avez bien compris la transformation de l'espace par la mobilitéVideo: Part 1: La jonction Nord-MidiVideo: Part 2 : L'Expo58 et le tout à la voitureVideo: Part 3: Le piétonnier de BruxellesPractice Quiz: Pour vérifier que vous avez bien compris la transformation d'une villeVideo: Transport aérien et métropolisationVideo: Le rail qui transforme la villePractice Quiz: Pour vérifier que vous avez bien compris la transformation des territoiresReading: Résumé du premier moduleReading: Consignes de l'exerciceDiscussion Prompt: IN THE AIR / Haut dans les airsDiscussion Prompt: Lost In TranslationDiscussion Prompt: Night on Earth / Une nuit sur la terreDiscussion Prompt: Sur le Chemin de l'écoleL’objectif de ce second module est de montrer comment les territoires se sont progressivement transformés en lien avec l’évolution des potentiels de vitesses procurés par les systèmes de transports rapides, puis les technologies de l’information et de la communication. Video: La transformation des modes de vieReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les modes de vie urbains (1)Video: Le choix résidentiel des ménagesReading: L’hypothèse des mobilités de loisirs compensatoiresVideo: L'effet barbecueVideo: Le développement de la mobilité doucePractice Quiz: Pour vérifier que vous avez bien compris les modes de vie urbains (2)Reading: Résumé du second moduleVideo: Mesure de la mobilitéL’objectif de cette troisième semaine de cours est d’identifier les qualités conceptuelles que doivent avoir les outils de description des flux et des déplacements pour répondre aux enjeux de l’aménagement du territoire et de l’urbanisme contemporain. Elle consiste en une série de discussions théoriques autour du concept de mobilité.Video: Comment définir la mobilité ?Reading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la redéfinition de la mobilité (1)Reading: Tim Cresswell et John Urry : deux théoriciens de la mobilitéVideo: La mobilité entre mouvement, signification et pratiquesVideo: Qu'est ce que le \"tournant de la mobilité\"Practice Quiz: Pour vérifier que vous avez bien compris la redéfinition de la mobilité (2)Video: Les grands mobiles ou les grands sédentairesReading: L’utilisation des temps de déplacementsVideo: L'appropriation du temps de déplacementPractice Quiz: Pour vérifier que vous avez bien compris le tournant de la mobilitéReading: Résumé du troisième moduleVideo: La motilitéReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la motilité (1)Reading: Le TransSantiago et la motilitéVideo: Santiago du Chili son système de bus rapidesReading: Le réseau de tramways genevois et la motilitéVideo: L'ingénierie par la séductionVideo: Quelle motilité pour la grande mobilité liée au travail ?Practice Quiz: Pour vérifier que vous avez bien compris la motilité (2)Reading: Résumé du quatrième moduleInfluencer l’utilisation des différents moyens de transport dans la vie quotidienne est un objectif central des politiques de transports urbains en Europe depuis plusieurs décennies. Cette cinquième semaine de cours propose de se saisir de cette question – le choix modal – à partir de la conception de la mobilité proposée au cours 4.Video: Comprendre les pratiques modalesReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les pratiques modalesVideo: Le choix modal à Genève, Lausanne et BerneReading: L’altermobilité : un système de transport alternatif à l’utilisation exclusive de l’automobileVideo: Devenir AltermobilePractice Quiz: Pour vérifier que vous avez bien compris le choix modal (1)Video: Agrandir les autoroutes permet-il de réduire le traficVideo: Les transports individuels collectifsPractice Quiz: Pour vérifier que vous avez bien compris le choix modal (2)Reading: Résumé du cinquième moduleVideo: Mobilité et fabrique urbaineVideo: L'adhérenceReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris la mobilité comme fabrique urbaineVideo: L'in-adhérence du tramway d'AlgerVideo: La mobilité entre fragmentation urbaine et l'espace publicPractice Quiz: Pour vérifier que vous avez bien compris les cas d'Alger et de BogotaReading: Résumé du sixième moduleVideo: Territoires, réseaux et formes de l'urbanisationReading: Lectures conseilléesPractice Quiz: Pour vérifier que vous avez bien compris les liens entre territoires, réseaux et formes de l'urbanisationVideo: Pôle multimodal Schuman à BruxellesVideo: La renaissance du tramway en FranceVideo: Un tramway nommé délirePractice Quiz: Pour vérifier que vous avez bien compris la structuration des territoires par l'urbanisme des réseauxVideo: La mobilité dans les nouveaux projets métropolitainsPractice Quiz: Pour vérifier que vous avez bien compris la prise en compte de la mobilité dans les projets urbains contemporainsPractice Quiz: Quiz Evaluation FinaleReading: Résumé du septième moduleReading: Conclusion du coursSciences PoCities are back in town : sociologie urbaine pour un monde globaliséÉcole Polytechnique Fédérale de LausannePlanning \u0026 Design of Sanitation Systems and TechnologiesÉcole Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1École Polytechnique, HEC ParisCreating and Developing a Tech StartupHEC ParisTime to Reorganize! Understand Organizations, Act, and Build a Meaningful World.",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "",
    "URL": "https://coursera.org/learn/mobiurba",
    "Language": "French, Subtitles: English",
    "Commitment": "7 semaines d'étude, 4-5 heures / semaine",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Innovation and Design for Global Grand Challenges",
    "Description": "About this course: The purpose of this course is to introduce you to current global challenges in conservation and development, including changes in both sectors.  This course will inspire you to rethink assumptions to address global challenges in conservation and development, and introduce you to new models and approaches that harness technological, behavioral, and financial innovation. This course will equip you with the insights, skills and approaches necessary to successfully overcome these obstacles.  In addition, this course will provide participants with the tools, models, and approaches to address global grand challenges in conservation and development, to question fundamental assumptions, and to create and execute new solutions. Course participants will be trained in the processes around innovation and design to address global grand challenges.  This includes content focused on constructing innovation pipelines, principals of design and engineering unique to the developing world and to conservation (Design for the Other 90%), on harnessing and developing disruptive technologies, principles of behavior and marketing, and on overcoming the challenges with setting up social ventures.\n\nThe course format will facilitate the development of a global community of innovators who will help solve the current and future grand challenges our planet faces in conservation and development, and will encourage thinking about how to do so that rethinks traditional assumptions and approaches within both conservation and development.  This course will leverage the incredible idealism and interest in social entrepreneurship, design, and innovation among the millennials, in the US and abroad, and is intended to appeal to those interested in the maker movement.   It also seeks to engage individuals in the developing world who are closest to the problems of conservation and development,  who would benefit from the approaches taught in the course, and who can leverage their own knowledge of local culture.WEEK 1Welcome and Course OverviewThis course will focus on new approaches to development problems that harness technological and financial innovations, coupled with entrepreneurship, to improve the scale, sustainability, and efficacy of development and conservation approaches. Specifically, the course will seek to ask: How can the next generation of technologies, coupled with new financial innovations and approaches, help address conservation and development challenges and rethink assumptions? How can science and technology help us deliver more services with less costly infrastructure?  To achieve these goals, the course will be split into four segments: 1) Review of the major challenges, current approaches, and criticisms of those approaches for development, including what development has been effective; 2) Review of the major challenges for conservation and the current debate in the field of how we may transform conservation; 3) Rethinking assumptions to solving the grand challenges in conservation and development, including review of new technologies and innovations; and 4) Design, marketing, and entrepreneurship for addressing global grand challenges. \u003cp\u003e To get started,  begin by watching the Welcome Video, view the Course Overview document, and review the Course Resources information I provided. I hope you enjoy the course!1 video, 3 readingsexpandVideo: Welcome VideoLecture: Course OverviewLecture: Guest PresentersLecture: Feedback Survey InformationGrand Challenges of DevelopmentMost stereotypes of the developing world paint a simple picture of a subsistence farmer with impoverished children. However, when we dig deeper into the data, we find the developing world exhibits substantial complexity that belies traditional stereotypes. In fact, many of our assumptions about the developing world and how to address its problems may be wrong. In this module we will review, with lectures and interviews with some of the world’s best experts on the subject, many of the Grand Challenges of Development—food security, global heath, governance \u0026 the rule of law, and response to humanitarian disasters. We will also review the global development-industrial complex, and how it both benefits and undermines the development aspirations of nation-states. Finally, this module engages deeply with two important development case studies: the 2010 earthquake in Haiti and the 2014–2015 Ebola outbreak in West Africa, from those who have been at the front lines of the humanitarian response to these tragedies. To get started, begin by watching the video \"Paradoxes in Development.\" 21 videos, 6 readingsexpandLecture: Major Themes in Development Essential ReadingVideo: Paradoxes in DevelopmentVideo: Development's Grand ChallengesVideo: What Development Is Effective?Video: Risk and Failure in DevelopmentVideo: The Role of Science and Entrepreneurship in DevelopmentLecture: Development as a Complex System Essential ReadingVideo: Development as a Complex SystemVideo: The Governance of DevelopmentVideo: Governance, Human Rights, and The Rule of Law for DevelopmentLecture: Food Security Essential ReadingVideo: An Introduction to Ending HungerVideo: What is Food Security?Video: Grand Challenges of Food SecurityVideo: Subsistence FarmingVideo: Solutions for Food SecurityLecture: Global Health Essential ReadingVideo: What is Global Health?Video: The Causes of Mortality and MorbidityVideo: Emerging and Re-emerging DiseasesVideo: Global Burden of Non-Communicable DiseasesVideo: Emerging Frontiers of Global HealthLecture: Humanitarian Response Essential ReadingVideo: Humanitarian ResponseVideo: Haiti Disaster and Its AftermathVideo: Ebola Case StudyLecture: Feedback SurveyGraded: Major Themes in DevelopmentGraded: Development as a Complex SystemGraded: Food Security QuizGraded: Global Health QuizGraded: Humanitarian Response QuizGraded: Justify Your Position on International DevelopmentWEEK 2Grand Challenges in ConservationWe are in the middle of a period of extraordinary change on the planet, a sixth great mass extinction. Unlike the previous mass extinction events, this is the first extinction in Earth’s history that is driven by the actions of a single species. During this period, the earth has been fundamentally changing physically, chemically, biologically, and ecologically. The problems of extinction and habitat destruction are increasing exponentially, while our solutions are incremental. Conservation remains at times technophobic, risk-averse, reactionary, intransigent, and uninspiring, but it is changing. Much as humans have caused these problems, we have the ability to solve them. This module will present the Grand Challenges in Conservation, from wildlife trade, to energy, to climate change, to addressing the underlying drivers of global extinction. You will hear from leaders of some of the world’s most important conservation organizations working on these topics. We will examine the current debate underway in the future of conservation. \u003cp\u003e This week's module will demonstrate ways to: (1) apply our unparalleled innovation capacity and harness our technological advances to engineer resilience to global environmental changes; and (2) change demand and incentive structures to alter our behavior, and improve our ability to monitor and protect species around the world. Finally, this module looks in-depth at one of the world’s most important biodiversity hotspots, Madagascar, an 8th continent that has served as a laboratory for evolution. To get started, begin by watching the video \"Conservation Grand Challenges.\"16 videos, 5 readingsexpandLecture: Conservation's Grand Challenges Essential ReadingVideo: Conservation Grand ChallengesVideo: Drivers of DistinctionVideo: The Sixth ExtinctionVideo: Grand Challenges of the OceansVideo: Improving Energy Access For AllVideo: National Security and the EnvironmentLecture: The Future of Conservation Essential ReadingVideo: The Future of ConservationVideo: Novel Operating Space for ConservationVideo: Rethinking Approaches to ConservationVideo: Conservation TechnologyLecture: Wildlife Trafficking  Essential ReadingVideo: Introduction to Wildlife TraffickingVideo: The Wildlife Trafficking CrisisVideo: The Solution SetVideo: Social Change, Behavior Change, and Pressure PointsLecture: Madagascar Case Example Essential ReadingVideo: Madagascar's BiodiversityVideo: Madagascar's Deep HistoryLecture: Feedback SurveyGraded: Conservation Grand Challenges QuizGraded: Future of ConservationGraded: Wildlife TraffickingGraded: MadagascarGraded: Rethink Your Problem and Disrupt the Existing Solution SetGraded: Discussing the Role of Humans in Conservation WEEK 3Exponential Technology and Open Source InnovationThe democratization of science and technology has given us powerful new tools to apply to the grand challenges identified in previous modules. Technology has gained exponentially in processing power, memory capacity, sensor density and number, pixel capacity, and storage. Current advances in molecular biology are rivaling (and in some cases overtaking) the rate of change that we have seen in computing and information technology. The democratization of information technology, coupled with the global spread of mobile platforms, particularly smartphones, allows for revolutionary new approaches in conservation and development that were impossible a decade ago. We have new ways of monitoring the planet from low cost sensors on artisanal fishing boats, to drones and to nanosatellites, that allow us to monitor the planet at multiple scales with unprecedented resolution and cadence. 3D Printing allows for faster prototyping and decentralization of manufacturing. Greater degrees of global connectivity allow us to crowd source the world for new ideas through open innovation. Open source approaches can help develop and/or source new ideas or products, distribute the burden for collecting and analyzing data, co-design new solutions, and share in the burdens of research, publication, and funding, while simultaneously engaging the public. \u003cp\u003eThis module is an introduction to these new tools and technologies for conservation and development through lectures, technology demos, and interviews with leading engineers, innovators, and entrepreneurs who are at the cutting edge of some of these areas. These interviews include leaders at Indiegogo, XPRIZE, Planet Labs, and USAID. You will receive an in-depth look at open source innovation, including how to run a crowdfunding campaign. You will closely examine the internal mechanics of two of the Grand Challenges for Development programs: maternal and child health, and using innovation to design a better protective suit for Ebola. \u003cp\u003e To get started, view the video \"Emerging Technologies for Conservation and Development, Part 1.\"\u003c/p\u003e13 videos, 3 readingsexpandLecture: Exponential Technologies Essential ReadingsVideo: Emerging Technologies for Conservation and Development, Part 1Video: Emerging Technologies for Conservation and Development, Part 2Video: 3D PrintingVideo: SensorsVideo: Synthetic BiologyVideo: NanosatellitesVideo: Conservation Technology Case StudyVideo: Synthetic BiologyLecture: Open Source Innovation Essential ReadingVideo: Introduction to Open Source InnovationVideo: How Prizes and Challenges WorkVideo: Grand Challenges Case Study: Saving Lives at BirthVideo: Grand Challenges Case Study: EbolaVideo: How Crowdfunding WorksLecture: Feedback SurveyGraded: Exponential TechnologiesGraded: 3D Printing for Environment Graded: Open Source InnovationGraded: Designing a Prize or ChallengeWEEK 4Behavioral Innovation, Financial Innovation, and DesignBehavior is the cutting edge of adaptation. It can be the fastest way to meaningful change and also the biggest barrier against it. Behavioral innovations such as incentives and rewards, harnessing competition and gamification, knowledge gaps, social pressure and networks, fear, self-identity and self-worth, and altruism provide powerful new tools to accelerate change and break down barriers. Financial innovations are a subset of behavior change. They include pay-for-performance mechanisms such as direct payments for conservation, advance market commitments, social impact bonds, conservation finance, conservation credit trading platforms, as well as harnessing new tools and platforms such as crowdfunding, microinsurance, microcredits, peer-to-peer lending, pay-as-you-go mechanisms, and franchise schemes. Finally, design is the application of behavioral science and anthropology to products and systems. When done well, design can integrate the needs of people and species; the possibilities of technology; and the demand for impact, sustainability, and scalability. \u003cp\u003e This week's content is an introduction to new models of behavioral and financial innovation, and design theory. This module features lectures and interviews with Asher Jay, a creative conservationist who uses art and marketing to end wildlife trafficking, Krista Donaldson, the CEO of Design Revolution (D-Rev), and Ron Gonen, the cofounder of Recyclebank, a model of how behavior change, technology, and entrepreneurship can solve environmental challenges.\u003cp\u003e To get started, view the video Design for Impact.\"\u003c/p\u003e7 videos, 4 readingsexpandLecture: Design Conservation and Development Essential ReadingVideo: Design for ImpactVideo: Design Case Study: Fighting JaundiceLecture: Behavior Change Innovations Essential ReadingVideo: Behavior Change, Part 1Video: Behavior Change, Part 2Video: Behavior Change Case Study: The Art of the WildLecture: Financial Innovation Essential ReadingVideo: Financial Innovations for Conservation and DevelopmentVideo: Financial Innovation Case Study: RecyclebankLecture: Feedback SurveyGraded: Design for Conservation and DevelopmentGraded: Behavior Changes QuizGraded: Financial Innovations QuizGraded: From Idea to EnterpriseGraded: Critically Endangered SpeciesWEEK 5EntrepreneurshipOnce you have your idea or innovation, how do you translate it into an enterprise (entrepreneurship) or a startup within a company or institution (intrapreneurship)? How do you influence other companies to adopt your novel approach (extrapreneurship)? How do you create a social enterprise, a value-driven organization that borrows heavily from tools of the private sector, or a new for-profit venture that has a double bottom line – the twin aims of both profit and impact? This module is an introduction to the art of the start – from understanding how to think about your business model, to putting together a team, to pitching for funding, and getting to scale. \u003cp\u003e To get started, view the video \"Introduction to Social Entrepreneurship.\"\u003c/p\u003e10 videos, 3 readingsexpandLecture: Entrepreneurship Essential ReadingVideo: Introduction to Social EntrepreneurshipVideo: Social Entrepreneurship, Part 1Video: Social Entrepreneurship, Part 2Video: ExtrapreneurshipVideo: IntrapreneurshipVideo: Getting to ScaleLecture: Art of the Start Essential ReadingVideo: Art of the StartVideo: Closing RemarksLecture: Feedback SurveyVideo: What Makes a Pitch EffectiveVideo: Example Pitches from ClassGraded: Social Entrepreneurshihp, Extrapreneurship, and IntrapreneurshipGraded: Art of the Start QuizGraded: The PlanGraded: The PitchThis course will focus on new approaches to development problems that harness technological and financial innovations, coupled with entrepreneurship, to improve the scale, sustainability, and efficacy of development and conservation approaches. Specifically, the course will seek to ask: How can the next generation of technologies, coupled with new financial innovations and approaches, help address conservation and development challenges and rethink assumptions? How can science and technology help us deliver more services with less costly infrastructure?  To achieve these goals, the course will be split into four segments: 1) Review of the major challenges, current approaches, and criticisms of those approaches for development, including what development has been effective; 2) Review of the major challenges for conservation and the current debate in the field of how we may transform conservation; 3) Rethinking assumptions to solving the grand challenges in conservation and development, including review of new technologies and innovations; and 4) Design, marketing, and entrepreneurship for addressing global grand challenges. \u003cp\u003e To get started,  begin by watching the Welcome Video, view the Course Overview document, and review the Course Resources information I provided. I hope you enjoy the course!Video: Welcome VideoLecture: Course OverviewLecture: Guest PresentersLecture: Feedback Survey InformationMost stereotypes of the developing world paint a simple picture of a subsistence farmer with impoverished children. However, when we dig deeper into the data, we find the developing world exhibits substantial complexity that belies traditional stereotypes. In fact, many of our assumptions about the developing world and how to address its problems may be wrong. In this module we will review, with lectures and interviews with some of the world’s best experts on the subject, many of the Grand Challenges of Development—food security, global heath, governance \u0026 the rule of law, and response to humanitarian disasters. We will also review the global development-industrial complex, and how it both benefits and undermines the development aspirations of nation-states. Finally, this module engages deeply with two important development case studies: the 2010 earthquake in Haiti and the 2014–2015 Ebola outbreak in West Africa, from those who have been at the front lines of the humanitarian response to these tragedies. To get started, begin by watching the video \"Paradoxes in Development.\" Lecture: Major Themes in Development Essential ReadingVideo: Paradoxes in DevelopmentVideo: Development's Grand ChallengesVideo: What Development Is Effective?Video: Risk and Failure in DevelopmentVideo: The Role of Science and Entrepreneurship in DevelopmentLecture: Development as a Complex System Essential ReadingVideo: Development as a Complex SystemVideo: The Governance of DevelopmentVideo: Governance, Human Rights, and The Rule of Law for DevelopmentLecture: Food Security Essential ReadingVideo: An Introduction to Ending HungerVideo: What is Food Security?Video: Grand Challenges of Food SecurityVideo: Subsistence FarmingVideo: Solutions for Food SecurityLecture: Global Health Essential ReadingVideo: What is Global Health?Video: The Causes of Mortality and MorbidityVideo: Emerging and Re-emerging DiseasesVideo: Global Burden of Non-Communicable DiseasesVideo: Emerging Frontiers of Global HealthLecture: Humanitarian Response Essential ReadingVideo: Humanitarian ResponseVideo: Haiti Disaster and Its AftermathVideo: Ebola Case StudyLecture: Feedback SurveyWe are in the middle of a period of extraordinary change on the planet, a sixth great mass extinction. Unlike the previous mass extinction events, this is the first extinction in Earth’s history that is driven by the actions of a single species. During this period, the earth has been fundamentally changing physically, chemically, biologically, and ecologically. The problems of extinction and habitat destruction are increasing exponentially, while our solutions are incremental. Conservation remains at times technophobic, risk-averse, reactionary, intransigent, and uninspiring, but it is changing. Much as humans have caused these problems, we have the ability to solve them. This module will present the Grand Challenges in Conservation, from wildlife trade, to energy, to climate change, to addressing the underlying drivers of global extinction. You will hear from leaders of some of the world’s most important conservation organizations working on these topics. We will examine the current debate underway in the future of conservation. \u003cp\u003e This week's module will demonstrate ways to: (1) apply our unparalleled innovation capacity and harness our technological advances to engineer resilience to global environmental changes; and (2) change demand and incentive structures to alter our behavior, and improve our ability to monitor and protect species around the world. Finally, this module looks in-depth at one of the world’s most important biodiversity hotspots, Madagascar, an 8th continent that has served as a laboratory for evolution. To get started, begin by watching the video \"Conservation Grand Challenges.\"Lecture: Conservation's Grand Challenges Essential ReadingVideo: Conservation Grand ChallengesVideo: Drivers of DistinctionVideo: The Sixth ExtinctionVideo: Grand Challenges of the OceansVideo: Improving Energy Access For AllVideo: National Security and the EnvironmentLecture: The Future of Conservation Essential ReadingVideo: The Future of ConservationVideo: Novel Operating Space for ConservationVideo: Rethinking Approaches to ConservationVideo: Conservation TechnologyLecture: Wildlife Trafficking  Essential ReadingVideo: Introduction to Wildlife TraffickingVideo: The Wildlife Trafficking CrisisVideo: The Solution SetVideo: Social Change, Behavior Change, and Pressure PointsLecture: Madagascar Case Example Essential ReadingVideo: Madagascar's BiodiversityVideo: Madagascar's Deep HistoryLecture: Feedback SurveyThe democratization of science and technology has given us powerful new tools to apply to the grand challenges identified in previous modules. Technology has gained exponentially in processing power, memory capacity, sensor density and number, pixel capacity, and storage. Current advances in molecular biology are rivaling (and in some cases overtaking) the rate of change that we have seen in computing and information technology. The democratization of information technology, coupled with the global spread of mobile platforms, particularly smartphones, allows for revolutionary new approaches in conservation and development that were impossible a decade ago. We have new ways of monitoring the planet from low cost sensors on artisanal fishing boats, to drones and to nanosatellites, that allow us to monitor the planet at multiple scales with unprecedented resolution and cadence. 3D Printing allows for faster prototyping and decentralization of manufacturing. Greater degrees of global connectivity allow us to crowd source the world for new ideas through open innovation. Open source approaches can help develop and/or source new ideas or products, distribute the burden for collecting and analyzing data, co-design new solutions, and share in the burdens of research, publication, and funding, while simultaneously engaging the public. \u003cp\u003eThis module is an introduction to these new tools and technologies for conservation and development through lectures, technology demos, and interviews with leading engineers, innovators, and entrepreneurs who are at the cutting edge of some of these areas. These interviews include leaders at Indiegogo, XPRIZE, Planet Labs, and USAID. You will receive an in-depth look at open source innovation, including how to run a crowdfunding campaign. You will closely examine the internal mechanics of two of the Grand Challenges for Development programs: maternal and child health, and using innovation to design a better protective suit for Ebola. \u003cp\u003e To get started, view the video \"Emerging Technologies for Conservation and Development, Part 1.\"\u003c/p\u003eLecture: Exponential Technologies Essential ReadingsVideo: Emerging Technologies for Conservation and Development, Part 1Video: Emerging Technologies for Conservation and Development, Part 2Video: 3D PrintingVideo: SensorsVideo: Synthetic BiologyVideo: NanosatellitesVideo: Conservation Technology Case StudyVideo: Synthetic BiologyLecture: Open Source Innovation Essential ReadingVideo: Introduction to Open Source InnovationVideo: How Prizes and Challenges WorkVideo: Grand Challenges Case Study: Saving Lives at BirthVideo: Grand Challenges Case Study: EbolaVideo: How Crowdfunding WorksLecture: Feedback SurveyBehavior is the cutting edge of adaptation. It can be the fastest way to meaningful change and also the biggest barrier against it. Behavioral innovations such as incentives and rewards, harnessing competition and gamification, knowledge gaps, social pressure and networks, fear, self-identity and self-worth, and altruism provide powerful new tools to accelerate change and break down barriers. Financial innovations are a subset of behavior change. They include pay-for-performance mechanisms such as direct payments for conservation, advance market commitments, social impact bonds, conservation finance, conservation credit trading platforms, as well as harnessing new tools and platforms such as crowdfunding, microinsurance, microcredits, peer-to-peer lending, pay-as-you-go mechanisms, and franchise schemes. Finally, design is the application of behavioral science and anthropology to products and systems. When done well, design can integrate the needs of people and species; the possibilities of technology; and the demand for impact, sustainability, and scalability. \u003cp\u003e This week's content is an introduction to new models of behavioral and financial innovation, and design theory. This module features lectures and interviews with Asher Jay, a creative conservationist who uses art and marketing to end wildlife trafficking, Krista Donaldson, the CEO of Design Revolution (D-Rev), and Ron Gonen, the cofounder of Recyclebank, a model of how behavior change, technology, and entrepreneurship can solve environmental challenges.\u003cp\u003e To get started, view the video Design for Impact.\"\u003c/p\u003eLecture: Design Conservation and Development Essential ReadingVideo: Design for ImpactVideo: Design Case Study: Fighting JaundiceLecture: Behavior Change Innovations Essential ReadingVideo: Behavior Change, Part 1Video: Behavior Change, Part 2Video: Behavior Change Case Study: The Art of the WildLecture: Financial Innovation Essential ReadingVideo: Financial Innovations for Conservation and DevelopmentVideo: Financial Innovation Case Study: RecyclebankLecture: Feedback SurveyOnce you have your idea or innovation, how do you translate it into an enterprise (entrepreneurship) or a startup within a company or institution (intrapreneurship)? How do you influence other companies to adopt your novel approach (extrapreneurship)? How do you create a social enterprise, a value-driven organization that borrows heavily from tools of the private sector, or a new for-profit venture that has a double bottom line – the twin aims of both profit and impact? This module is an introduction to the art of the start – from understanding how to think about your business model, to putting together a team, to pitching for funding, and getting to scale. \u003cp\u003e To get started, view the video \"Introduction to Social Entrepreneurship.\"\u003c/p\u003eLecture: Entrepreneurship Essential ReadingVideo: Introduction to Social EntrepreneurshipVideo: Social Entrepreneurship, Part 1Video: Social Entrepreneurship, Part 2Video: ExtrapreneurshipVideo: IntrapreneurshipVideo: Getting to ScaleLecture: Art of the Start Essential ReadingVideo: Art of the StartVideo: Closing RemarksLecture: Feedback SurveyVideo: What Makes a Pitch EffectiveVideo: Example Pitches from ClassCopenhagen Business SchoolSocial Business Model and Planning for Social InnovationUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursCopenhagen Business SchoolUnleashing the Impact of your Social EnterpriseCopenhagen Business SchoolIdentifying Social Entrepreneurship OpportunitiesUniversity of Maryland, College ParkMaster Class for Corporate Entrepreneurs",
    "Creator": "Duke University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/grand-challenges",
    "Language": "English",
    "Commitment": "5 weeks of study, 8-10 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Humanitarian communication : Addressing key challenges",
    "Description": "About this course: Learn how to address the main challenges of communication in humanitarian settings and how to implement a communication plan in the midst of humanitarian action.WEEK 1Week 1Dear students, Welcome to this course on communication in humanitarian settings. During this week, we will cover the main concepts and definitions essential to understand the specific framework of communication in humanitarian settings.11 videos, 3 readingsexpandVideo: WelcomeVideo: Structure of the MOOCDiscussion Prompt: General DiscussionVideo: Week 1 introductionVideo: The communication processVideo: Communication concept definitionsVideo: Communication means evolutionReading: Additional materialDiscussion Prompt: Consequences of communication evolutionVideo: Humanitarian action definitionVideo: Humanitarian principlesReading: Additional materialVideo: Specificities of humanitarian communication - Part 1Video: Specificities of humanitarian communication - Part 2Reading: Additional materialVideo: Week 1 wrap upGraded: Quiz- Week 1WEEK 2Week 2During this week, we will explore the different types of communication and communication structures that one could encounter in humanitarian context in order to better reach target audiences when communicating.12 videos, 3 readingsexpandVideo: Week 2 - IntroductionVideo: Introduction to module 1Video: Understanding the different types of communication - Part 1Video: Understanding the different types of communication - Part 2Video: Understanding the different communication structures - Part 1Video: Understanding the different communication structures - Part 2Reading: Additional materialVideo: Introduction to module 2Video: Stakeholders analysisReading: Additional materialVideo: Who is in charge of communicatingDiscussion Prompt: Scenarios - DiscussionVideo: Introduction to module 3Video: Understanding miscommunicationReading: Communication breakdown scenariosDiscussion Prompt: Scenarios - DiscussionVideo: Week 2 - Wrap upGraded: Quiz - Week 2WEEK 3Week 3This week is dedicated to the main challenges of communication in humanitarian settings and the way to address them. \nDuring the course we will also explore key behavioural postures to be more effective when communicating.12 videos, 4 readingsexpandVideo: Week 3 - IntroductionVideo: Introduction to Module 1Video: Ethical challenges - Part 1Video: Ethical challenges - Part 2Discussion Prompt: Ethical challengesReading: Deepen your knowledge on ethical challengesVideo: Preventive/crisis communication challengesReading: Deepen your understanding of relationshipsVideo: Public communication in humanitarian settings: main challenges - Part 1Video: Public communication in humanitarian settings: main challenges - Part 2Reading: Deepen your understanding of public communicationVideo: Introduction to Module 2Video: The importance of listening - Part 1Video: The importance of listening - Part 2Video: The importance of body languageReading: Additional materialVideo: Week 3 - Wrap upGraded: Quiz - Week 3WEEK 4Week 4This week is dedicated to the understanding of the communication project cycle and the way to implement the first steps of the communication project cycle.3 videos, 3 readingsexpandVideo: Week 4 - IntroductionVideo: The communication project cycleReading: Additional materialVideo: Case study 1Reading: Case studyDiscussion Prompt: What do you think about the proposed answers?Reading: Additional materialWEEK 5Week 5During this week we will explore how to design a communication plan in the midst of humanitarian action.2 videos, 1 readingexpandVideo: Week 5 - IntroductionVideo: MOOC ConclusionReading: Additional materialGraded: Ebola Case StudyVideo: WelcomeVideo: Structure of the MOOCDiscussion Prompt: General DiscussionVideo: Week 1 introductionVideo: The communication processVideo: Communication concept definitionsVideo: Communication means evolutionReading: Additional materialDiscussion Prompt: Consequences of communication evolutionVideo: Humanitarian action definitionVideo: Humanitarian principlesReading: Additional materialVideo: Specificities of humanitarian communication - Part 1Video: Specificities of humanitarian communication - Part 2Reading: Additional materialVideo: Week 1 wrap upVideo: Week 2 - IntroductionVideo: Introduction to module 1Video: Understanding the different types of communication - Part 1Video: Understanding the different types of communication - Part 2Video: Understanding the different communication structures - Part 1Video: Understanding the different communication structures - Part 2Reading: Additional materialVideo: Introduction to module 2Video: Stakeholders analysisReading: Additional materialVideo: Who is in charge of communicatingDiscussion Prompt: Scenarios - DiscussionVideo: Introduction to module 3Video: Understanding miscommunicationReading: Communication breakdown scenariosDiscussion Prompt: Scenarios - DiscussionVideo: Week 2 - Wrap upVideo: Week 3 - IntroductionVideo: Introduction to Module 1Video: Ethical challenges - Part 1Video: Ethical challenges - Part 2Discussion Prompt: Ethical challengesReading: Deepen your knowledge on ethical challengesVideo: Preventive/crisis communication challengesReading: Deepen your understanding of relationshipsVideo: Public communication in humanitarian settings: main challenges - Part 1Video: Public communication in humanitarian settings: main challenges - Part 2Reading: Deepen your understanding of public communicationVideo: Introduction to Module 2Video: The importance of listening - Part 1Video: The importance of listening - Part 2Video: The importance of body languageReading: Additional materialVideo: Week 3 - Wrap upVideo: Week 4 - IntroductionVideo: The communication project cycleReading: Additional materialVideo: Case study 1Reading: Case studyDiscussion Prompt: What do you think about the proposed answers?Reading: Additional materialVideo: Week 5 - IntroductionVideo: MOOC ConclusionReading: Additional materialThe State University of New YorkGlobal Health DiplomacyEmory UniversityHealth in Complex Humanitarian EmergenciesJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewUniversiteit LeidenThe Changing Global Order",
    "Creator": "University of Geneva",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/humanitarian-communication",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Israel State and Society",
    "Description": "About this course: Israel is a country that draws a lot of public attention around the globe. Nevertheless, both those who support Israel and those who are critical of its geopolitical standing and policies, usually have a very limited knowledge about the Israeli society and its political system. This course presents Israel from multiple perspectives - political, social, economic and cultural - in an attempt to expose the learners to a cutting edge academic research on the country. \n\nEach of the 13 sessions is focused on one aspect of the Israeli society. Every session starts with a general introduction of the issue at hand, hosting one expert or more, who share their most recent studies and insights on that specific field. Every 15 minutes, or so, the students are asked to answer an informative quiz of comprised of a single question. Upon the completion of each class, an online chat will be opened. Students studying for credit are expected to participate in it, ask relevant questions and answer questions about the required readings for this class. \n\nStudents will graduate from this course with a better understanding of the Israeli society, better knowledge of the Israeli history, politics and economy, and better acquaintance with the varying groups of which the Israeli society is comprised.WEEK 1IntroductionIsrael is a country that draws a lot of public attention around the globe. Nevertheless, both those who support Israel and those who are critical of its geopolitical standing and policies, usually have a very limited knowledge about the Israeli society and its political system. This course presents Israel from multiple perspectives - political, social, economic and cultural - in an attempt to expose the learners to a cutting edge academic research on the country. Each of the 13 sessions is focused on one aspect of the Israeli society. Every session starts with a general introduction of the issue at hand, hosting one expert or more, who share their most recent studies and insights on that specific field. Every 15 minutes, or so, the students are asked to answer an informative quiz of comprised of a single question. Upon the completion of each class, an online chat will be opened. Students studying for credit are expected to participate in it, ask relevant questions and answer questions about the required readings for this class.1 video, 3 readingsexpandVideo: Israeli State and Society: Course OverviewReading: Course RequirementsReading: Studying This Course for Credit from the Hebrew UniversityReading: SyllabusGraded: Confirmation QuizWEEK 2Zionism - The ideological roots of Israel's state and society The state of Israel was established in 1948, as the nation state of the Jewish people. Yet, many of its current features can be traced back to the Jewish religious longing to return to Zion (or Jerusalem), and to the national political movement known as Zionism. In our first lesson we go back to the origins of the Zionist ideology and the political institutions it generated and examine how they have shaped Israeli society over the years with a special interest in the Zionist vision of Theodor Herzl.  1 video, 2 readingsexpandReading: Important CorrectionVideo: lesson1Reading: Recommended ReadingGraded: Final QuizWEEK 3Building a nation, constructing a memory: on sacred time and space in the Israeli society Zionism has brought together Jews from different countries, all over the world; Jews who have lived in this territory for generations, and the Arab inhabitants of the land. These groups have differed in their history, national narratives, and vision for the future of the country. They spoke different languages, and told their children different stories about the things that connect them to the land. This class tells the story of the nation building process and the (partially) successful quest to construct a national identity in this divided society.1 video, 1 readingexpandVideo: 3Reading: Recommended ReadingGraded: Final QuizWEEK 4Who are the Israelis – Demographic dynamics and their social consequencesThis session presents the different groups comprising the Israeli society, and the changes in their composition over time. It also presents what had been considered the \"demographic problem,\" and the reasons for the country's high fertility rates.1 video, 1 readingexpandVideo: 4Reading: Recommended ReadingGraded: Final QuizWEEK 5Israel's political systemThe Israeli political system reflects the country’s complex social mosaic and contested history. This class provides the foundation for a better understanding of Israel's political system and its institutions. 1 video, 1 readingexpandVideo: 5Reading: Recommended ReadingGraded: Final QuizWEEK 6Israel in the Middle East – War and peace This session will offer a brief historical overview of Israel's place in the Middle East. It tries to highlight the main dynamics, which keep feeding the Jewish-Arab conflict.1 video, 1 readingexpandVideo: 6Reading: Recommended ReadingGraded: Final QuizWEEK 7Israel as a Jewish state - Can a state be both Jewish and democratic?The lecture addresses the appellation \"Jewish and Democratic State\" from a variety of perspectives and disciplines: historical, political, philosophical, and theological ones. A special focus is place on the way gender outplays in the country, given its Jewish nature. 1 video, 1 readingexpandVideo: 7Reading: Recommended ReadingGraded: Final QuizWEEK 8Jewish-Arab relations in Israel – Conflicts and integration Arab-Palestinian citizens constitute the largest national minority in Israel. Despite the formal and legal integration into the Israeli society of the Arab residents, security concerns and doubts regarding their loyalty to the new state, have shaped the complex relationships between the Arab minority, the Jewish majority, and the state, throughout the years. This class discusses the history of the Arab minority in Israel and its contemporary state1 video, 1 readingexpandVideo: 8Reading: Recommended ReadingGraded: Final QuizWEEK 9A society of immigrants – multiculturalism and social stratificationIsrael is a society of immigrants. It was shaped by waves of Jewish immigration beginning in the late 19th century. At first, most if the immigrants arrived from Eastern and central Europe. After the founding of the state, however, waves of immigrants from the Middle East and North Africa have transformed Israel's social and cultural fabric. In the following decades, new waves of immigration from Ethiopia and the former Soviet Union have continued to add to the social complexity of Jewish society. This class will address the internal cleavages within the Jewish majority in Israel, their socio-economic consequences and the state’s attempts to bridge cultural differences, and close the occupational and educational gaps between the groups. We will specifically focus on how one of those groups - the immigrants from North Africa, have culturally coped with the marginalization they have experienced in Israel through Saints' Impresarios.  1 video, 1 readingexpandVideo: 9Reading: Recommended ReadingGraded: Final QuizWEEK 10  A nation in uniforms – the social consequences of the unending conflict The military in Israel plays a crucial role in the country's politics, economy and society, due to its engagement in an ongoing armed conflict. Military service is universal for Jewish men and women. It is often the front door to the local labor market, allowing the upward mobility of some, and the exclusion of others. This lesson will examine the role of the IDF in shaping the Israeli society from two complementary perspectives:  the role of the army in shaping gender identities; and its place in the production, reproduction and transformation of the social (ethnic and national) hierarchies. 1 video, 1 readingexpandVideo: 10Reading: Recommended ReadingGraded: Final QuizWEEK 11From state-building to neoliberalism: the role of the state in Israel’s economyThis session will present Israel's economy and its transformation from statist centralized economy to a neo-liberal one organized around its leading high-tech industry. It will explore the social consequences of this process in terms of growing inequality and recent social protest. 1 video, 1 readingexpandVideo: 11Reading: Recommended ReadingGraded: Final QuizWEEK 12Determinants of voting behavior in IsraelThis session will address the question of voting in a society so riddled with external and internal conflicts, and in a political system offering so many options,: \"how does the Israeli voter decide?\" It will provide both sociological and psychological models of electoral behavior, examining  the roles of social cleavages and political communication in determining votes. 1 video, 1 readingexpandVideo: 11Reading: Recommended ReadingGraded: Final quizWEEK 13Is there an Israeli identity? As a young society of immigrants and natives, the development of a relatively coherent and identifiable Israeli identity and culture seemed almost impossible. Yet, many Israelis and foreign commentators argue that such a distinct identity has indeed been created. In this lesson we will explore the swift evolution of an Israeli identity and culture. We will ask what are the origins of this identity and which groups are included (and which groups are marginalized) in its construction. We will consider the possibility that the Israeli culture revolves around cultural traumas associated both with the Holocaust and also, more deeply, with the Jewish predicament of persecution and exile. An analysis that sees Zionism as the solution for the existential fear that is associated with this collective trauma. We will also talk about trauma and its effects in contemporary politics.1 video, 1 readingexpandVideo: 13Reading: Recommended ReadingGraded: Final QuizWEEK 14Jerusalem, the microcosms of Israeli society – History, politics and everyday life Jerusalem is among the most contested cities in the world, characterized by an unremitting struggle for territorial control—neighborhood by neighborhood and even house-by-house. Juxtaposing the city history and its complex Geography, this class will tell the story of Jerusalem as a microcosms of the Israeli society and its place in the middle-east. 1 video, 1 readingexpandVideo: 14Reading: Final Paper For Credit StundentsGraded: Final QuizIsrael is a country that draws a lot of public attention around the globe. Nevertheless, both those who support Israel and those who are critical of its geopolitical standing and policies, usually have a very limited knowledge about the Israeli society and its political system. This course presents Israel from multiple perspectives - political, social, economic and cultural - in an attempt to expose the learners to a cutting edge academic research on the country. Each of the 13 sessions is focused on one aspect of the Israeli society. Every session starts with a general introduction of the issue at hand, hosting one expert or more, who share their most recent studies and insights on that specific field. Every 15 minutes, or so, the students are asked to answer an informative quiz of comprised of a single question. Upon the completion of each class, an online chat will be opened. Students studying for credit are expected to participate in it, ask relevant questions and answer questions about the required readings for this class.Video: Israeli State and Society: Course OverviewReading: Course RequirementsReading: Studying This Course for Credit from the Hebrew UniversityReading: SyllabusThe state of Israel was established in 1948, as the nation state of the Jewish people. Yet, many of its current features can be traced back to the Jewish religious longing to return to Zion (or Jerusalem), and to the national political movement known as Zionism. In our first lesson we go back to the origins of the Zionist ideology and the political institutions it generated and examine how they have shaped Israeli society over the years with a special interest in the Zionist vision of Theodor Herzl.  Reading: Important CorrectionVideo: lesson1Reading: Recommended ReadingZionism has brought together Jews from different countries, all over the world; Jews who have lived in this territory for generations, and the Arab inhabitants of the land. These groups have differed in their history, national narratives, and vision for the future of the country. They spoke different languages, and told their children different stories about the things that connect them to the land. This class tells the story of the nation building process and the (partially) successful quest to construct a national identity in this divided society.Video: 3Reading: Recommended ReadingVideo: 4Reading: Recommended ReadingVideo: 5Reading: Recommended ReadingVideo: 6Reading: Recommended ReadingThe lecture addresses the appellation \"Jewish and Democratic State\" from a variety of perspectives and disciplines: historical, political, philosophical, and theological ones. A special focus is place on the way gender outplays in the country, given its Jewish nature. Video: 7Reading: Recommended ReadingArab-Palestinian citizens constitute the largest national minority in Israel. Despite the formal and legal integration into the Israeli society of the Arab residents, security concerns and doubts regarding their loyalty to the new state, have shaped the complex relationships between the Arab minority, the Jewish majority, and the state, throughout the years. This class discusses the history of the Arab minority in Israel and its contemporary stateVideo: 8Reading: Recommended ReadingIsrael is a society of immigrants. It was shaped by waves of Jewish immigration beginning in the late 19th century. At first, most if the immigrants arrived from Eastern and central Europe. After the founding of the state, however, waves of immigrants from the Middle East and North Africa have transformed Israel's social and cultural fabric. In the following decades, new waves of immigration from Ethiopia and the former Soviet Union have continued to add to the social complexity of Jewish society. This class will address the internal cleavages within the Jewish majority in Israel, their socio-economic consequences and the state’s attempts to bridge cultural differences, and close the occupational and educational gaps between the groups. We will specifically focus on how one of those groups - the immigrants from North Africa, have culturally coped with the marginalization they have experienced in Israel through Saints' Impresarios.  Video: 9Reading: Recommended ReadingThe military in Israel plays a crucial role in the country's politics, economy and society, due to its engagement in an ongoing armed conflict. Military service is universal for Jewish men and women. It is often the front door to the local labor market, allowing the upward mobility of some, and the exclusion of others. This lesson will examine the role of the IDF in shaping the Israeli society from two complementary perspectives:  the role of the army in shaping gender identities; and its place in the production, reproduction and transformation of the social (ethnic and national) hierarchies. Video: 10Reading: Recommended ReadingThis session will present Israel's economy and its transformation from statist centralized economy to a neo-liberal one organized around its leading high-tech industry. It will explore the social consequences of this process in terms of growing inequality and recent social protest. Video: 11Reading: Recommended ReadingThis session will address the question of voting in a society so riddled with external and internal conflicts, and in a political system offering so many options,: \"how does the Israeli voter decide?\" It will provide both sociological and psychological models of electoral behavior, examining  the roles of social cleavages and political communication in determining votes. Video: 11Reading: Recommended ReadingAs a young society of immigrants and natives, the development of a relatively coherent and identifiable Israeli identity and culture seemed almost impossible. Yet, many Israelis and foreign commentators argue that such a distinct identity has indeed been created. In this lesson we will explore the swift evolution of an Israeli identity and culture. We will ask what are the origins of this identity and which groups are included (and which groups are marginalized) in its construction. We will consider the possibility that the Israeli culture revolves around cultural traumas associated both with the Holocaust and also, more deeply, with the Jewish predicament of persecution and exile. An analysis that sees Zionism as the solution for the existential fear that is associated with this collective trauma. We will also talk about trauma and its effects in contemporary politics.Video: 13Reading: Recommended ReadingJerusalem is among the most contested cities in the world, characterized by an unremitting struggle for territorial control—neighborhood by neighborhood and even house-by-house. Juxtaposing the city history and its complex Geography, this class will tell the story of Jerusalem as a microcosms of the Israeli society and its place in the middle-east. Video: 14Reading: Final Paper For Credit StundentsTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final Solution",
    "Creator": "Hebrew University of Jerusalem",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/israel",
    "Language": "English",
    "Commitment": "13 weeks of study, 3-4 hours/week ",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Global Health Diplomacy",
    "Description": "About this course: Having completed this course, learners will be able to:\nDescribe and analyze the opportunities, challenges and limits of Global Health Diplomacy.\nExamine the diplomatic, financial, and geopolitical context that underlies global health decision-making.\nExplain the role of the many players in the space, including governments, philanthropists, and multilateral institutions .\n\nCourse Objective\nThe field of global health is often thought of purely in medical or public health terms, but there are important geopolitical and policy dimensions of global health that underlie programmatic responses to global health challenges. By completing this course, learners will be able to explain the specific institutions and initiatives that are fundamental to current global health diplomacy activities and functions, and how these influence global health outcomes. Learners will further be able to summarize real-world examples where global health diplomacy either helped or limited global health outcomes, and explain the reasons for those outcomes.WEEK 1Overview and who are the players in global health diplomacy?This module will introduce you to the instructor, the concept of Global Health Diplomacy, and the major players in global health.\n5 videos, 10 readingsexpandVideo: Welcome and IntroductionDiscussion Prompt: Lesson 1 - DiscussionVideo: What is Global Health Diplomacy?Discussion Prompt: Lesson 2 DiscussionReading: (Recommended) Global Health Diplomacy: Advancing Foreign Policy and Global Health InterestsReading: (Supplemental) The Changing Landscape of Global Health DiplomacyReading: (Supplemental) Defining Health Diplomacy: Changing Demands in the Era of GlobalizationVideo: Global Health StakeholdersReading: (Supplemental) Mapping the Landscape in Global Health (series)Discussion Prompt: Lesson 3 Discussion 1Discussion Prompt: Lesson 3 Discussion 2Reading: (Recommended) The Global Health System: Actors, Norms, and Expectations in TransitionsReading: (Recommended) The Role of NGOs in the US Global Health ResponseReading: VIDEO: (Supplemental) Prince Harry Attends AIDS 2016Video: The U.S. Government and Global Health DiplomacyReading: (Recommended) The New State Department Office of Global Health DiplomacyVideo: Philanthropic DiplomacyReading: (Recommended) Global Health Philanthropy and Institutional Relationships: How Should Conflicts of Interest be Addressed?Reading: VIDEO: (Supplemental) Turning the Corner on AIDS – By Bill GatesGraded: Module 1 QuizWEEK 2What are the drivers of policy for global health diplomacy? After completion of this module, you will be able to explain the multilateral institutions, and international health conferences and summits that form the policy environment in which global health diplomacy takes place.4 videos, 6 readingsexpandVideo: Policy Setting BodiesDiscussion Prompt: Lesson 6 - DiscussionReading: (Recommended) The G7 and Global Health: A Glass Half Full, but UndrunkVideo: Global goals: Millennium Development Goals and Sustainable Development GoalsVideo: (Supplemental) Video: “We The People” For The Global GoalsDiscussion Prompt: Lesson 7 DiscussionReading: (Recommended) Health in The Sustainable Development Goals: Ready for A Paradigm Shift?Reading: (Supplemental) Country Progress Towards the Millennium Development GoalsVideo: Summits and ReplenishmentsReading: VIDEO: (Supplemental) Behind the Scenes at the Global Vaccine SummitDiscussion Prompt: Lesson 8 DiscussionReading: (Recommended) Refueling the Global FundReading: (Supplemental) Replenishing GAVI in 2014: Options for U.S. EngagementGraded: Module 2 QuizGraded: Summit Slide PresentationWEEK 3How is global health financed?The overall budget for global health has increased significantly in recent decades.  After completion of this module, you will be able to answer the question:  where does that funding come from, and where does it go?5 videos, 9 readingsexpandVideo: How much does the world spend on global health?Discussion Prompt: Lesson 9 Discussion #1Discussion Prompt: Lesson 9 Discussion #2Reading: (Recommended) Donor Funding for Health in Low and Middle Income CountriesReading: (Supplemental) Global Health Funding and Economic DevelopmentVideo: What does the U.S. Government spend on global health?Discussion Prompt: Lesson 10 DiscussionReading: (Recommended) U.S. Government Engagement in Global Health: A PrimerReading: (Supplemental) U.S. Global Health Budget TrackerVideo: What is the role of the Bill \u0026 Melinda Gates Foundation in financing global health?Discussion Prompt: Lesson 11 Discussion #1Discussion Prompt: Lesson 11 Discussion #2Discussion Prompt: Lesson 11 Discussion #3Reading: (Recommended) The Grand Impact of the Gates FoundationReading: (Recommended) Power in Global Health Agenda Setting: The Role of Private FundingVideo: Other major funders of global healthDiscussion Prompt: Lesson 12 DiscussionReading: (Supplemental) Financing Global Health 2015Video: How is the WHO funded?Discussion Prompt: Lesson 13 Discussion #1Discussion Prompt: Lesson 13 Discussion #2Reading: (Recommended) Funding WHOReading: (Supplemental) Investing in the World’s Health OrganizationGraded: Module 3 QuizGraded: EssayWEEK 4Global health financing institutionsIn this module you will learn about several of the global health financing institutions that are at the core of global health diplomacy, as they require political engagement to both raise and disburse their funding. 4 videos, 16 readingsexpandVideo: The Global FundReading: VIDEO: (Supplemental) The Global Fund: Be the Generation to Defeat AIDS, TB \u0026 Malaria ft Charlize Theron \u0026 BonoDiscussion Prompt: Lesson 14 Discussion #1Discussion Prompt: Lesson 14 Discussion #2Reading: (Recommended) Global Fund profileReading: (Supplemental) Lives Saved by Global FundReading: (Supplemental) To Defeat AIDS, TB and Malaria: A New Generation of Financing ModelsVideo: Global Alliance for Vaccines and ImmunizationsReading: (Supplemental) Global immunization: status, progress, challenges and futureDiscussion Prompt: Lesson 15 Discussion #1Discussion Prompt: Lesson 15 Discussion #2Reading: (Recommended) GAVI ProfileReading: (Recommended) The U.S. and GAVI, the Vaccine AllianceReading: (Supplemental) Replenishing GAVI in 2014: Options for US EngagementReading: VIDEO: (Supplemental) Video Highlights of the GAVI Pledging ConferenceVideo: The World BankDiscussion Prompt: Lesson 16 DiscussionReading: (Recommended) World Bank ProfileReading: (Recommended) The Changing Role of the World Bank in Global HealthReading: (Supplemental) New Global Finance Facility To Tackle Maternal and Child Health LaunchedReading: Animated PowerPoint: (Supplemental) Pandemic Emergency Financing Facility Data VisualizationVideo: Other Financing MechanismsDiscussion Prompt: Lesson 17 Discussion #1Discussion Prompt: Lesson 17 Discussion #2Reading: Infographic:  Innovating for Global HealthReading: (Recommended) UNITAID ProfileReading: (Recommended) Should UNITAID Rethink its Raison d’Etre?Graded: Module 4 QuizGraded: Financing Institution SummaryWEEK 5What is global health governance and how does it work?This module begins with defining the term “global health governance” and goes on to provide multiple case studies of the different types of governance mechanisms. 5 videos, 15 readingsexpandVideo: What is global health governance?Discussion Prompt: Lesson 18 DiscussionReading: (Recommended) The Multiple Meanings of Global Health Governance: A Call for Conceptual ClarityReading: (Recommended) A New Governance Space for HealthReading: (Supplemental) The Role of Economic Actors in Influencing Global Health GovernanceReading: (Supplemental) Combating Healthcare Corruption and Fraud with Improved Global Health GovernanceVideo: How is the WHO governed?Discussion Prompt: Lesson 19 Discussion #1Discussion Prompt: Lesson 19 Discussion #2Reading: (Recommended) The Global Role of the World Health OrganizationReading: (Supplemental) Emergence of Multilateral Proto-Institutions in Global Health and New Approaches to GovernanceReading: (Supplemental) The Limits of Global Health Diplomacy: Taiwan’s Observer Status at the World Health AssemblyVideo: How is the Global Fund governed?Discussion Prompt: Lesson 20 DiscussionReading: (Recommended) Lessons from the Global Fund ReformReading: (Supplemental) The Global Fund OverviewVideo: How is the Global Polio Eradication Initiative governed?Discussion Prompt: Lesson 21 DiscussionReading: (Recommended) The Power of Straight Talk: The Polio Independent Monitoring BoardReading: (Supplemental) Weekly polio virus case countReading: (Supplemental) Polio Independent Monitoring Board ReportReading: (Supplemental) Achieving polio eradication: A review of health communication evidence and lessons learned in India and PakistanVideo: How are disease-specific initiatives governed?Discussion Prompt: Lesson 22 DiscussionReading: (Recommended) The World Health Organization’s FCTC: An Analysis of Guidelines Adopted by the Conference of PartiesReading: (Supplemental) Financial resources required for tuberculosis control to achieve global targets set for 2015Graded: Module 5 QuizGraded: Global Health Initiative PresentationWEEK 6Global health security This module begins with defining the term “global health security.”  In each lesson, you will learn about a different aspect of global security.7 videos, 17 readingsexpandVideo: What is global health security?Reading: Lecture (Supplemental) TED Talk video \"My wish: Help me stop pandemics\"Reading: (Recommended) What is Global Health Security and why does it matter?Video: Policy frameworks for global health securityDiscussion Prompt: Lesson 24 DiscussionReading: (Recommended) The Global Health Security Agenda: A Snowy Promising StartReading: (Recommended) Global Health Security AgendaReading: (Supplemental) Global Health Security Takes Vivid New FormsVideo: The West Africa Ebola Response, Part IDiscussion Prompt: Lesson 25 Discussion #1Discussion Prompt: Lesson 25 Discussion #2Reading: (Recommended) US and International Health Responses to the Ebola Outbreak in West AfricaReading: (Supplemental) An Introduction to Global Health and Global Health Ethics: Ebola 2014-2015Reading: (Supplemental) Outbreaks Chronology: Ebola Virus DiseaseReading: VIDEO: (Supplemental) A Global Coalition of InactionVideo: The West Africa Ebola Response, Part IIDiscussion Prompt: Lesson 26 Discussion #1Discussion Prompt: Lesson 26 Discussion #2Reading: (Recommended) The Ebola Outbreak of 2014-2015: From Coordinated Multilateral Action to Effective Disease Containment, Vaccine Development, and BeyondReading: (Supplemental) Together We Can Get to ZeroVideo: Post-Ebola: What has changed?Discussion Prompt: Lesson 27 DiscussionReading: (Recommended) Independent Panel of Global Experts Call for Critical ReformReading: (Recommended) After the Ebola CatastropheReading: (Supplemental) Report of Ebola Interim Assessment PaVideo: Global health and geopoliticsDiscussion Prompt: Lesson 28 Discussion #1Discussion Prompt: Lesson 28 Discussion #2Reading: (Recommended) MSF Demands Explanation in Hospital BombingReading: (Recommended) Polio and the CIAReading: (Supplemental) Health Care in Danger: Making the CaseVideo: Global health diplomacy course wrap-upGraded: Module 6 QuizGraded: EssayWEEK 7Final Course AssessmentGraded: Problem Solving ScenarioVideo: Welcome and IntroductionDiscussion Prompt: Lesson 1 - DiscussionVideo: What is Global Health Diplomacy?Discussion Prompt: Lesson 2 DiscussionReading: (Recommended) Global Health Diplomacy: Advancing Foreign Policy and Global Health InterestsReading: (Supplemental) The Changing Landscape of Global Health DiplomacyReading: (Supplemental) Defining Health Diplomacy: Changing Demands in the Era of GlobalizationVideo: Global Health StakeholdersReading: (Supplemental) Mapping the Landscape in Global Health (series)Discussion Prompt: Lesson 3 Discussion 1Discussion Prompt: Lesson 3 Discussion 2Reading: (Recommended) The Global Health System: Actors, Norms, and Expectations in TransitionsReading: (Recommended) The Role of NGOs in the US Global Health ResponseReading: VIDEO: (Supplemental) Prince Harry Attends AIDS 2016Video: The U.S. Government and Global Health DiplomacyReading: (Recommended) The New State Department Office of Global Health DiplomacyVideo: Philanthropic DiplomacyReading: (Recommended) Global Health Philanthropy and Institutional Relationships: How Should Conflicts of Interest be Addressed?Reading: VIDEO: (Supplemental) Turning the Corner on AIDS – By Bill GatesVideo: Policy Setting BodiesDiscussion Prompt: Lesson 6 - DiscussionReading: (Recommended) The G7 and Global Health: A Glass Half Full, but UndrunkVideo: Global goals: Millennium Development Goals and Sustainable Development GoalsVideo: (Supplemental) Video: “We The People” For The Global GoalsDiscussion Prompt: Lesson 7 DiscussionReading: (Recommended) Health in The Sustainable Development Goals: Ready for A Paradigm Shift?Reading: (Supplemental) Country Progress Towards the Millennium Development GoalsVideo: Summits and ReplenishmentsReading: VIDEO: (Supplemental) Behind the Scenes at the Global Vaccine SummitDiscussion Prompt: Lesson 8 DiscussionReading: (Recommended) Refueling the Global FundReading: (Supplemental) Replenishing GAVI in 2014: Options for U.S. EngagementVideo: How much does the world spend on global health?Discussion Prompt: Lesson 9 Discussion #1Discussion Prompt: Lesson 9 Discussion #2Reading: (Recommended) Donor Funding for Health in Low and Middle Income CountriesReading: (Supplemental) Global Health Funding and Economic DevelopmentVideo: What does the U.S. Government spend on global health?Discussion Prompt: Lesson 10 DiscussionReading: (Recommended) U.S. Government Engagement in Global Health: A PrimerReading: (Supplemental) U.S. Global Health Budget TrackerVideo: What is the role of the Bill \u0026 Melinda Gates Foundation in financing global health?Discussion Prompt: Lesson 11 Discussion #1Discussion Prompt: Lesson 11 Discussion #2Discussion Prompt: Lesson 11 Discussion #3Reading: (Recommended) The Grand Impact of the Gates FoundationReading: (Recommended) Power in Global Health Agenda Setting: The Role of Private FundingVideo: Other major funders of global healthDiscussion Prompt: Lesson 12 DiscussionReading: (Supplemental) Financing Global Health 2015Video: How is the WHO funded?Discussion Prompt: Lesson 13 Discussion #1Discussion Prompt: Lesson 13 Discussion #2Reading: (Recommended) Funding WHOReading: (Supplemental) Investing in the World’s Health OrganizationVideo: The Global FundReading: VIDEO: (Supplemental) The Global Fund: Be the Generation to Defeat AIDS, TB \u0026 Malaria ft Charlize Theron \u0026 BonoDiscussion Prompt: Lesson 14 Discussion #1Discussion Prompt: Lesson 14 Discussion #2Reading: (Recommended) Global Fund profileReading: (Supplemental) Lives Saved by Global FundReading: (Supplemental) To Defeat AIDS, TB and Malaria: A New Generation of Financing ModelsVideo: Global Alliance for Vaccines and ImmunizationsReading: (Supplemental) Global immunization: status, progress, challenges and futureDiscussion Prompt: Lesson 15 Discussion #1Discussion Prompt: Lesson 15 Discussion #2Reading: (Recommended) GAVI ProfileReading: (Recommended) The U.S. and GAVI, the Vaccine AllianceReading: (Supplemental) Replenishing GAVI in 2014: Options for US EngagementReading: VIDEO: (Supplemental) Video Highlights of the GAVI Pledging ConferenceVideo: The World BankDiscussion Prompt: Lesson 16 DiscussionReading: (Recommended) World Bank ProfileReading: (Recommended) The Changing Role of the World Bank in Global HealthReading: (Supplemental) New Global Finance Facility To Tackle Maternal and Child Health LaunchedReading: Animated PowerPoint: (Supplemental) Pandemic Emergency Financing Facility Data VisualizationVideo: Other Financing MechanismsDiscussion Prompt: Lesson 17 Discussion #1Discussion Prompt: Lesson 17 Discussion #2Reading: Infographic:  Innovating for Global HealthReading: (Recommended) UNITAID ProfileReading: (Recommended) Should UNITAID Rethink its Raison d’Etre?Video: What is global health governance?Discussion Prompt: Lesson 18 DiscussionReading: (Recommended) The Multiple Meanings of Global Health Governance: A Call for Conceptual ClarityReading: (Recommended) A New Governance Space for HealthReading: (Supplemental) The Role of Economic Actors in Influencing Global Health GovernanceReading: (Supplemental) Combating Healthcare Corruption and Fraud with Improved Global Health GovernanceVideo: How is the WHO governed?Discussion Prompt: Lesson 19 Discussion #1Discussion Prompt: Lesson 19 Discussion #2Reading: (Recommended) The Global Role of the World Health OrganizationReading: (Supplemental) Emergence of Multilateral Proto-Institutions in Global Health and New Approaches to GovernanceReading: (Supplemental) The Limits of Global Health Diplomacy: Taiwan’s Observer Status at the World Health AssemblyVideo: How is the Global Fund governed?Discussion Prompt: Lesson 20 DiscussionReading: (Recommended) Lessons from the Global Fund ReformReading: (Supplemental) The Global Fund OverviewVideo: How is the Global Polio Eradication Initiative governed?Discussion Prompt: Lesson 21 DiscussionReading: (Recommended) The Power of Straight Talk: The Polio Independent Monitoring BoardReading: (Supplemental) Weekly polio virus case countReading: (Supplemental) Polio Independent Monitoring Board ReportReading: (Supplemental) Achieving polio eradication: A review of health communication evidence and lessons learned in India and PakistanVideo: How are disease-specific initiatives governed?Discussion Prompt: Lesson 22 DiscussionReading: (Recommended) The World Health Organization’s FCTC: An Analysis of Guidelines Adopted by the Conference of PartiesReading: (Supplemental) Financial resources required for tuberculosis control to achieve global targets set for 2015Video: What is global health security?Reading: Lecture (Supplemental) TED Talk video \"My wish: Help me stop pandemics\"Reading: (Recommended) What is Global Health Security and why does it matter?Video: Policy frameworks for global health securityDiscussion Prompt: Lesson 24 DiscussionReading: (Recommended) The Global Health Security Agenda: A Snowy Promising StartReading: (Recommended) Global Health Security AgendaReading: (Supplemental) Global Health Security Takes Vivid New FormsVideo: The West Africa Ebola Response, Part IDiscussion Prompt: Lesson 25 Discussion #1Discussion Prompt: Lesson 25 Discussion #2Reading: (Recommended) US and International Health Responses to the Ebola Outbreak in West AfricaReading: (Supplemental) An Introduction to Global Health and Global Health Ethics: Ebola 2014-2015Reading: (Supplemental) Outbreaks Chronology: Ebola Virus DiseaseReading: VIDEO: (Supplemental) A Global Coalition of InactionVideo: The West Africa Ebola Response, Part IIDiscussion Prompt: Lesson 26 Discussion #1Discussion Prompt: Lesson 26 Discussion #2Reading: (Recommended) The Ebola Outbreak of 2014-2015: From Coordinated Multilateral Action to Effective Disease Containment, Vaccine Development, and BeyondReading: (Supplemental) Together We Can Get to ZeroVideo: Post-Ebola: What has changed?Discussion Prompt: Lesson 27 DiscussionReading: (Recommended) Independent Panel of Global Experts Call for Critical ReformReading: (Recommended) After the Ebola CatastropheReading: (Supplemental) Report of Ebola Interim Assessment PaVideo: Global health and geopoliticsDiscussion Prompt: Lesson 28 Discussion #1Discussion Prompt: Lesson 28 Discussion #2Reading: (Recommended) MSF Demands Explanation in Hospital BombingReading: (Recommended) Polio and the CIAReading: (Supplemental) Health Care in Danger: Making the CaseVideo: Global health diplomacy course wrap-upJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewJohns Hopkins UniversitySystems Thinking In Public HealthUniversity of CopenhagenAn Introduction to Global HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "The State University of New York",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/global-health-diplomacy",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-4 hours per week, not counting optional assignments and readings",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Public Policy Challenges of the 21st Century",
    "Description": "About this course: This course introduces class participants to the political significance and societal consequences of challenges facing U.S. and international policymakers. It is designed to help participants develop skills to analyze policy proposals and advocate for their preferred options for issues on the public policy agenda ahead. The class assumes basic knowledge about governing institutions and democratic processes, while recommending supplemental materials for further study to complement reading links provided. The course focuses on future policy challenges, while examining the broad historical context in which policies are adopted and implemented.\n\nAs the course evaluates how issues are advanced by private sector interests, non-governmental organizations, and government policymakers, it examines how groups become effective policy advocates. Particular attention is paid to how winning coalitions are formed and how issue framing shapes the outcome of policy campaigns. The goal is neither to produce partisan talking points, nor to favor one governance philosophy over others. Rather it is to clarify the public policy challenges ahead and to enhance participants’ understanding of how policy options are adopted in the real world arena of contemporary politics.\n\nComing soon, you will be able to join Signature Track, a system that verifies your identity when you take an exam. This option will allow you to earn a Verified Certificate, which provides formal recognition of your achievements in the course and includes the University of Virginia logo. Before then, you can complete a “test run” of the exam. You can then re-take the exam after the Verified Certificate becomes available. For information regarding Verified Certificates, see https://courserahelp.zendesk.com/hc/en-us/articles/201212399-Verified-Certificates\"WEEK 1Course RoadmapProfessor Warburg and his UVa graduate teaching assistants outline the approach of the course and highlight upcoming topics and speakers.5 videos, 2 readingsexpandVideo: Public Policy Challenges in the 21st Century IntroductionVideo: Student Introduction for the Course Roadmap Video: Module by Module Overview of Topics in the CourseVideo: The Approach of the CourseVideo: There are few \"right\" Answers Reading: SyllabusReading: Suggested ReadingsWEEK 2Public Policy Challenges in the 21st CenturyProfessor Warburg outlines global public policy challenges the next generation will face, as classroom participants collaborate in defining the future agenda.5 videosexpandVideo: Student Introduction to the First Class Lecture Which Describes the CourseVideo: Class Objective and ThemesVideo: GT 2030 Planning ExerciseVideo: Policy Change from Citizen InvolvementVideo: Gerry Warburg Post-lecture DiscussionGraded: Forecasting the Public Policy Challenges of 2030WEEK 3The Media and Changing Nature of PoliticsClinton White House Press Secretary Dee Dee Myers explains issue framing, coalition building and how modern media in shapes public policy options.9 videosexpandVideo: Student Introduction to Lecture with Dee Dee MyersVideo: Gerry Warburg Lecture Introduction to Dee Dee MyersVideo: Dee Dee Myers Career Path from Mondale to Clinton and BeyondVideo: Dee Dee Myers and the Evolution of Media in PoliticsVideo: Dee Dee Myers and the Political Environment TodayVideo: Dee Dee Myers and Leadership Lessons Learned - Finding Common Ground, Listening and Creating Real ChangeVideo: Dee Dee Myers Answers UVa Student QuestionsVideo: Dee Dee Myers Continues to Answer UVa Student QuestionsVideo: Gerry Warburg and Dee Dee Myers Post Lecture DiscussionGraded: Media and the Changing Nature of PoliticsWEEK 4Healthcare Systems and Insurance MarketsProfessor Eric Patashnik examines healthcare reforms, weighing costs, benefits and the efficacy of alternative approaches, including 'Obamacare.'9 videosexpandVideo: Student Introduction to Healthcare Lecture with Eric PatashnikVideo: Gerry Warburg introduction to Eric Patashnik and the Importance of Healthcare PolicyVideo: Eric Patashnik Discussing Imperfect Information and the Three Dilemmas of Medical FinanceVideo: Eric Patashnik Discusses Different Types of Healthcare MarketsVideo: Eric Patashnik Compares International Healthcare Responses to the United StatesVideo: Eric Patashnik Provides an Overview of the Affordable Care ActVideo: Eric Patashnik Answers UVa Student QuestionsVideo: Eric Patashnik Continues to Answer UVa Student QuestionsVideo: Gerry Warburg and Eric Patashnik Post Lecture DiscussionGraded: Healthcare Policy ChallengesWEEK 5Federalism and the Power of State GovernorsProfessor Ray Scheppach examines the powerful role state governors play, examining how states serve as ‘laboratories’ for federal policy options in Washington.6 videosexpandVideo: Student Introduction to Ray Scheppach Lecture on the Role of Govenors and States on FederalismVideo: Gerry Warburg Introduction to Ray Scheppach: Policy Making Institutions and the Power of GovernorsVideo: Ray Scheppach Discusses Govenors as LeadersVideo: Ray Scheppach Discusses Federal and State RelationsVideo: Ray Scheppach Answers UVa Student QuestionsVideo: Gerry Warburg and Ray Scheppach Post Lecture DiscussionGraded: Federalism and the Power of State Governors WEEK 6US-China RelationsProfessor Harry Harding details the complex, all-important relationship between the U.S. and China, outlining different scenarios for future competition and cooperation.9 videosexpandVideo: Student introduction to Harry Harding lecture on US-China RelationsVideo: Gerry Warburg introduction to Harry Harding: Managing the US-China RelationshipVideo: Harry Harding and the Importance of US-China RelationsVideo: Harry Harding discusses the Cooperative Aspects of US-China RelationsVideo: Harry Harding discusses the Competitive Aspects of US-China RelationsVideo: Harry Harding discusses the Conflict Aspects of the US-China RelationsVideo: Harry Harding summarizing the Competitive and Antagonistic Aspects of US-China RelationsVideo: Harry Harding answers UVa Student QuestionsVideo: Gerry Warburg and Harry Harding Post Lecture DiscussionsGraded: US-China RelationsWEEK 7Congress and PoliticsCongressman Gerry Connolly and former House Republican leader Tom Davis offer insights into how Congress meets public policy challenges.8 videosexpandVideo: Student introduction to Tom Davis and Gerry ConnollyVideo: Gerry Warburg introduction to Tom Davis and Gerry Connolly: US FactionsVideo: Tom Davis and Gerry Connolly discuss Foreseeable Policy Issues in 21st CenturyVideo: Tom Davis and Gerry Connolly discuss Changing Face of War and Executive PowerVideo: Tom Davis and Gerry Connolly on Agreement and Compromise Video: Tom Davis and Gerry Connolly discuss Incentives in CongressVideo: Tom Davis and Gerry Connolly answer UVa student questionsVideo: Tom Davis and Gerry Connolly contine to answer UVa student questionsGraded: Congress and PoliticsWEEK 8War PowersU.S. Senator Tim Kaine discusses how American citizens, in an age of drone strikes and asymmetrical warfare, decide to commit the nation to war.9 videosexpandVideo: Student introduction to Tim Kaine and War PowersVideo: Gerry Warburg introduction to Senator Tim Kaine and lecture on War PowersVideo: Tim Kaine on History and Problems of War Powers in the United States Video: Tim Kaine discusses Repairing the War Powers ResolutionVideo: Senator Tim Kaine answers UVa student questionsVideo: Senator Tim Kaine continues to answer UVa student questions, part 2Video: Senator Tim Kaine continues to answer UVa student questions, part 3Video: Tim Kaine discusses Public Policy Challenges AheadVideo: Gerry Warburg and Tim Kaine post lecture discussionGraded: War PowersWEEK 9Wrapping Up - Positive Change and ClosingProfessor Warburg reviews key course themes, analytical skills and the importance of civic engagement with the public policy agenda ahead.8 videosexpandVideo: Student introduction to Gerry Warburg and Public Policy Challenges of the 21st CenturyVideo: Gerry Warburg : Reflection on Future Policy IssuesVideo: Gerry Warburg on the Benefits of DysfunctionVideo: Gerry Warburg on Looking To Tomorrow Video: Gerry Warburg on Vision and Duty Video: Gerry Warburg summarizes the Seven Tools for Crafting PolicyVideo: Gerry Warburg final wrap up on how the course went and what resonated with his students at UVa Video: Afterword with Dean Allan StamGraded: Positive Change and ClosingVideo: Public Policy Challenges in the 21st Century IntroductionVideo: Student Introduction for the Course Roadmap Video: Module by Module Overview of Topics in the CourseVideo: The Approach of the CourseVideo: There are few \"right\" Answers Reading: SyllabusReading: Suggested ReadingsVideo: Student Introduction to the First Class Lecture Which Describes the CourseVideo: Class Objective and ThemesVideo: GT 2030 Planning ExerciseVideo: Policy Change from Citizen InvolvementVideo: Gerry Warburg Post-lecture DiscussionVideo: Student Introduction to Lecture with Dee Dee MyersVideo: Gerry Warburg Lecture Introduction to Dee Dee MyersVideo: Dee Dee Myers Career Path from Mondale to Clinton and BeyondVideo: Dee Dee Myers and the Evolution of Media in PoliticsVideo: Dee Dee Myers and the Political Environment TodayVideo: Dee Dee Myers and Leadership Lessons Learned - Finding Common Ground, Listening and Creating Real ChangeVideo: Dee Dee Myers Answers UVa Student QuestionsVideo: Dee Dee Myers Continues to Answer UVa Student QuestionsVideo: Gerry Warburg and Dee Dee Myers Post Lecture DiscussionVideo: Student Introduction to Healthcare Lecture with Eric PatashnikVideo: Gerry Warburg introduction to Eric Patashnik and the Importance of Healthcare PolicyVideo: Eric Patashnik Discussing Imperfect Information and the Three Dilemmas of Medical FinanceVideo: Eric Patashnik Discusses Different Types of Healthcare MarketsVideo: Eric Patashnik Compares International Healthcare Responses to the United StatesVideo: Eric Patashnik Provides an Overview of the Affordable Care ActVideo: Eric Patashnik Answers UVa Student QuestionsVideo: Eric Patashnik Continues to Answer UVa Student QuestionsVideo: Gerry Warburg and Eric Patashnik Post Lecture DiscussionVideo: Student Introduction to Ray Scheppach Lecture on the Role of Govenors and States on FederalismVideo: Gerry Warburg Introduction to Ray Scheppach: Policy Making Institutions and the Power of GovernorsVideo: Ray Scheppach Discusses Govenors as LeadersVideo: Ray Scheppach Discusses Federal and State RelationsVideo: Ray Scheppach Answers UVa Student QuestionsVideo: Gerry Warburg and Ray Scheppach Post Lecture DiscussionVideo: Student introduction to Harry Harding lecture on US-China RelationsVideo: Gerry Warburg introduction to Harry Harding: Managing the US-China RelationshipVideo: Harry Harding and the Importance of US-China RelationsVideo: Harry Harding discusses the Cooperative Aspects of US-China RelationsVideo: Harry Harding discusses the Competitive Aspects of US-China RelationsVideo: Harry Harding discusses the Conflict Aspects of the US-China RelationsVideo: Harry Harding summarizing the Competitive and Antagonistic Aspects of US-China RelationsVideo: Harry Harding answers UVa Student QuestionsVideo: Gerry Warburg and Harry Harding Post Lecture DiscussionsVideo: Student introduction to Tom Davis and Gerry ConnollyVideo: Gerry Warburg introduction to Tom Davis and Gerry Connolly: US FactionsVideo: Tom Davis and Gerry Connolly discuss Foreseeable Policy Issues in 21st CenturyVideo: Tom Davis and Gerry Connolly discuss Changing Face of War and Executive PowerVideo: Tom Davis and Gerry Connolly on Agreement and Compromise Video: Tom Davis and Gerry Connolly discuss Incentives in CongressVideo: Tom Davis and Gerry Connolly answer UVa student questionsVideo: Tom Davis and Gerry Connolly contine to answer UVa student questionsVideo: Student introduction to Tim Kaine and War PowersVideo: Gerry Warburg introduction to Senator Tim Kaine and lecture on War PowersVideo: Tim Kaine on History and Problems of War Powers in the United States Video: Tim Kaine discusses Repairing the War Powers ResolutionVideo: Senator Tim Kaine answers UVa student questionsVideo: Senator Tim Kaine continues to answer UVa student questions, part 2Video: Senator Tim Kaine continues to answer UVa student questions, part 3Video: Tim Kaine discusses Public Policy Challenges AheadVideo: Gerry Warburg and Tim Kaine post lecture discussionVideo: Student introduction to Gerry Warburg and Public Policy Challenges of the 21st CenturyVideo: Gerry Warburg : Reflection on Future Policy IssuesVideo: Gerry Warburg on the Benefits of DysfunctionVideo: Gerry Warburg on Looking To Tomorrow Video: Gerry Warburg on Vision and Duty Video: Gerry Warburg summarizes the Seven Tools for Crafting PolicyVideo: Gerry Warburg final wrap up on how the course went and what resonated with his students at UVa Video: Afterword with Dean Allan StamUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldYale UniversityMoral Foundations of Politics University of PennsylvaniaRevolutionary Ideas: Utility, Justice, Equality, FreedomUniversity of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, PrisonsUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "University of Virginia",
    "Level": "",
    "URL": "https://coursera.org/learn/public-policy",
    "Language": "English",
    "Commitment": "9 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "The Social Context of Mental Health and Illness",
    "Description": "About this course: Learn how social factors promote mental health, influence the onset and course of mental illness, and affect how mental illnesses are diagnosed and treated.\n\nThis course explores how our understanding of mental health and illness has been influenced by social attitudes and social developments in North America and around the world. The course begins by situating our contemporary mental health practices in historical context, then looks at different aspects of mental health, mental illness and mental health services and their connections to what’s going on in our social environment.WEEK 1Welcome and A Brief History of MadnessWe begin with a quick orientation to the course and continue with our first lecture topic: A brief history of madness.11 videos, 2 readingsexpandReading: Course InformationVideo: Welcome to the course!Reading: Readings and ResourcesVideo: 1.0 Introduction Discussion Prompt: IntroductionsVideo: 1.1 Visiting the asylum Video: 1.2 Why the asylum? Video: 1.3 20th century mental health care Video: 1.4 Antipsychiatry Video: 1.5 Deinstitutionalization Video: 1.6 Community-based mental health care Video: 1.7 Recovery and mental health Video: 1.8 Conclusion Video: Bonus material: An introduction to author Caroline Fei-Yeng Kwok Graded: CommentaryWEEK 2What is mental health and what causes mental illness?8 videos, 1 readingexpandReading: Readings and ResourcesVideo: 2.0 introduction to lecture 2 Video: 2.1 defining mental health Video: 2.2 what is mental illness? Video: 2.3 social determinants of mental health Video: 2.4 SDoH in action Video: 2.5 the biopsychosocial perspective on mental health Video: 2.6 applying the biopsychosocial perspective Video: 2.7 Conclusion Discussion Prompt: Key social determinants of mental health in your local communityWEEK 3The social context of diagnosis and treatment of mental illnesses9 videos, 1 reading, 1 practice quizexpandReading: Readings and ResourcesVideo: 3.0 Introduction to lecture 3 Video: 3.1 Demystifying the DSM Video: 3.2 Diagnosis as a series of social events Video: 3.3 Diagnosis: An example of the role of social context Video: 3.4a The social context of treatment options Video: 3.4b The social context of treatment options part 2 Video: 3.5 The social context of treatment access Video: 3.6 Conclusion Discussion Prompt: Psychiatric Diagnoses and Genera Medical DiagnosesDiscussion Prompt: Involuntary treatment Practice Quiz: Extra-credit quizVideo: From summer 2014: what's with the DSM?Graded: Personal ReflectionWEEK 4Culture, mental health and mental illness8 videos, 1 readingexpandReading: Readings and ResourcesVideo: 4.0 introduction to lecture 4 Video: 4.1 culture mental health mental illness Video: 4.2 culture \u0026 mental health in historical context Video: 4.3 culture and mental health Video: 4.4 culture and mental illness Video: 4.5 an example of intersections between culture and mental health Video: 4.6 cultural competence and multicultural mental health care Video: 4.7 Conclusions Discussion Prompt: Mental Illness Experience and PerspectivesWEEK 5Families, caregiving and mental illness6 videos, 1 readingexpandReading: Readings and ResourcesVideo: 5.0 introduction to lecture 5 Video: 5.1 families and mental health Video: 5.2 do families cause mental illness - no Video: 5.3 families and caregiving Video: 5.4 families and recovery Video: 5.5 conclusions Discussion Prompt: Family Guide to Mental Health Recovery interviewsWEEK 6society, communities and mental health7 videos, 1 readingexpandReading: Readings and ResourcesVideo: 6.0 introduction to lecture 6 Video: 6.1 stigma and mental illness Video: 6.2a a life course approach to preventing mental disorders part 1 Video: 6.2b a life course approach to preventing mental disorders part 2 Video: 6.3 interventions to promote community mental health Video: 6.4 towards community that support mental health Video: 6.5 conclusions Discussion Prompt: Investing in Mental HealthGraded: Final AssignmentReading: Course InformationVideo: Welcome to the course!Reading: Readings and ResourcesVideo: 1.0 Introduction Discussion Prompt: IntroductionsVideo: 1.1 Visiting the asylum Video: 1.2 Why the asylum? Video: 1.3 20th century mental health care Video: 1.4 Antipsychiatry Video: 1.5 Deinstitutionalization Video: 1.6 Community-based mental health care Video: 1.7 Recovery and mental health Video: 1.8 Conclusion Video: Bonus material: An introduction to author Caroline Fei-Yeng Kwok Reading: Readings and ResourcesVideo: 2.0 introduction to lecture 2 Video: 2.1 defining mental health Video: 2.2 what is mental illness? Video: 2.3 social determinants of mental health Video: 2.4 SDoH in action Video: 2.5 the biopsychosocial perspective on mental health Video: 2.6 applying the biopsychosocial perspective Video: 2.7 Conclusion Discussion Prompt: Key social determinants of mental health in your local communityReading: Readings and ResourcesVideo: 3.0 Introduction to lecture 3 Video: 3.1 Demystifying the DSM Video: 3.2 Diagnosis as a series of social events Video: 3.3 Diagnosis: An example of the role of social context Video: 3.4a The social context of treatment options Video: 3.4b The social context of treatment options part 2 Video: 3.5 The social context of treatment access Video: 3.6 Conclusion Discussion Prompt: Psychiatric Diagnoses and Genera Medical DiagnosesDiscussion Prompt: Involuntary treatment Practice Quiz: Extra-credit quizVideo: From summer 2014: what's with the DSM?Reading: Readings and ResourcesVideo: 4.0 introduction to lecture 4 Video: 4.1 culture mental health mental illness Video: 4.2 culture \u0026 mental health in historical context Video: 4.3 culture and mental health Video: 4.4 culture and mental illness Video: 4.5 an example of intersections between culture and mental health Video: 4.6 cultural competence and multicultural mental health care Video: 4.7 Conclusions Discussion Prompt: Mental Illness Experience and PerspectivesReading: Readings and ResourcesVideo: 5.0 introduction to lecture 5 Video: 5.1 families and mental health Video: 5.2 do families cause mental illness - no Video: 5.3 families and caregiving Video: 5.4 families and recovery Video: 5.5 conclusions Discussion Prompt: Family Guide to Mental Health Recovery interviewsReading: Readings and ResourcesVideo: 6.0 introduction to lecture 6 Video: 6.1 stigma and mental illness Video: 6.2a a life course approach to preventing mental disorders part 1 Video: 6.2b a life course approach to preventing mental disorders part 2 Video: 6.3 interventions to promote community mental health Video: 6.4 towards community that support mental health Video: 6.5 conclusions Discussion Prompt: Investing in Mental HealthJohns Hopkins UniversityPsychological First AidJohns Hopkins UniversityMajor Depression in the Population: A Public Health ApproachEmory UniversityUnderstanding ViolenceUniversitat Autònoma de BarcelonaEmotions: a Philosophical IntroductionThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive Sciences",
    "Creator": "University of Toronto",
    "Level": "",
    "URL": "https://coursera.org/learn/mental-health",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "An Introduction to the U.S. Food System: Perspectives from Public Health",
    "Description": "About this course: A food system encompasses the activities, people and resources involved in getting food from field to plate. Along the way, it intersects with aspects of public health, equity and the environment. In this course, we will provide a brief introduction to the U.S. food system and how food production practices and what we choose to eat impacts the world in which we live. We will discuss some key historical and political factors that have helped shape the current food system and consider alternative approaches from farm to fork. The course will be led by a team of faculty and staff from the Johns Hopkins Center for a Livable Future. Guest lecturers will include experts from a variety of disciplines, including public health, policy and agriculture.WEEK 1Is Climate Change Vindicating Malthus? Food Security and the Right to Food (Bob Lawrence)Welcome to our short course on the U.S. food system. In this first series of lectures, we dig into the very important concepts of food systems, food security and intergenerational equity and begin to explore what we eat, how that food is produced, and how our dietary choices impact our health and the health of the planet.  This broad overview lecture lays the foundation for the rest of the course. 10 videos, 4 readingsexpandVideo: Welcome from Course FacultyReading: Course SyllabusReading: Optional Textbook, \"Intro to US Food System: Health, Environment and Equity\"Reading: Pre-Course SurveyReading: Week 1 Readings and ResourcesVideo: The Vicious Spiral and the CLF Concept Model I (Lawrence)Video: The Vicious Spiral and the CLF Concept Model II (Lawrence)Video: The Vicious Spiral and the CLF Concept Model III (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health I (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health II (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health III (Lawrence)Video: Intergenerational Equity and the Right to Food I (Lawrence)Video: Intergenerational Equity and the Right to Food II (Lawrence)Video: Intergenerational Equity and the Right to Food III (Lawrence)Discussion Prompt: How many planet Earths would we need if everyone lived like you? Calculate your Ecological Footprint. (optional)Graded: Week 1 Quiz (required)WEEK 2Food System Sustainability and ResilienceThis lesson expands on the concepts of food system sustainability and resilience, and describes strategies that could dramatically improve the food system and the ability of future generations to feed themselves.5 videos, 1 readingexpandReading: Module 2 Readings and ResourcesVideo: Sustainable Food Systems (Says Who?) (Neff)Video: Converging Crises (Neff)Video: Wasted Food: Putting 40% of Our Food Supply in the Landfill (Neff)Video: What We Can Do: Policy, Sustainable Diets, and More (Neff)Video: Food Resilience: No Regrets; Conclusions: Don’t Press Snooze! (Neff)Discussion Prompt: What would you say...?  (optional)Graded: Module 2 Quiz (required)WEEK 3Ecological Perspectives on Food ProductionThe 1938 USDA Yearbook of Agriculture stated, “Essentially, all life depends upon the soil ... There can be no life without soil and no soil without life; they have evolved together”.  In this module, we will take a very brief look at the importance of methods of food production for sustainability, resilience, food security and health.7 videos, 1 readingexpandReading: Week 3: Readings and ResourcesVideo: Industrial Crop Production/Agroecology (Kim)Video: Soil Composition  (Kim)Video: Soil Ecosystem Services (Kim)Video: Soil Degradation (Kim)Video: Soil Conservation Measures (Kim)Video: Modern Agriculture (Kirschenmann)Video: Limits to Therapeutic Intervention (Kirschenmann)Discussion Prompt: Industrial Farms are Good for the Environment (optional)Graded: Week 3 Quiz (required)WEEK 4Food Animal Production and Public HealthWe will now examine the livestock and seafood industries, which we have touched on in previous modules as a key driver of the global food system. As incomes rise around the world, so too does the global collective appetite for meat. Some of our greatest challenges and debates of the 21st century are rooted in the rising demand for animal protein in an era of dwindling resources and climate change. NOTE:  This lecture refers to other lectures offered in this or related full for-credit courses at the Bloomberg School of Public Health.  7 videos, 1 readingexpandReading: Module 4 Readings and ResourcesVideo: An Introduction to Industrial Food Animal ProductionVideo: What Are We Feeding Food Animals?Video: Antibiotic Use in Industrial Food Animal ProductionVideo: International Food Animal ProductionVideo: How Much Seafood Do People Eat, and Which Do We Eat Most?Video: How and Where Is Seafood Caught and Produced?Video: How Does Seafood Production Impact the Environment and Public Health?Discussion Prompt: If You were a Philanthropist...? (optional)Graded: Week 4 Quiz (required)WEEK 5Food and Farm Policy PerspectivesIn the next set of lectures, we begin to explore food and farm policy, a huge and complex topic.  Roni Neff returns with an overview of the history and content of the current  farm bill and why it really should be called a ‘food bill’, considering the magnitude of its impact on public health.  Then Mark Winne will share his experiences as an advocate for community food security and regional food systems here in the U.S. For those of you interested in the international perspective of food policy, we have provided in the readings list a link to a terrific talk by Olivier deSchutter, the former UN special rapporteur on the Right to Food.  8 videos, 1 readingexpandReading: Week 5 Readings and ResourcesVideo: Overview and History of the Farm Bill IVideo: Overview and History of the Farm Bill IIVideo: What Is in the Farm Bill? IVideo: What Is in the Farm Bill? IIVideo: Farm Bill PoliticsVideo: HistoryVideo: Future PerspectiveVideo: Update with Keeve NachmanDiscussion Prompt: I eat, therefore I ....  (optional)Graded: Week 5 Quiz (required)WEEK 6Improving Food Systems: Stories from the FieldIn this final module of the course you will hear from real people working to build a healthier, more sustainable food system. First, Michael Heller of Clagett Farm in Maryland will share his farming philosophy and how he links his farm to the local community near Washington DC.  Then you’ll hear about Meatless Monday as an example of using health communication campaigns to change the food system from the demand-side. The optional Honors lesson includes two short films produced by CLF showcasing projects and people around the U.S. that are improving the food system from field to plate.  8 videos, 5 readingsexpandReading: Week 6 Readings and Resources (**includes a Required Reading)Video: IntroductionVideo: CriteriaVideo: Local Food SystemsVideo: Advocacy for Better Health and a Smaller Footprint: The Meatless Monday CampaignReading: Optional Video: Meatless Monday -- a simple idea sparks a global healthy food movement: Peggy Neu at TEDxManhattan (YouTube)Reading: Post Course SurveyDiscussion Prompt: Please tell us... (optional)Video: Community Food Systems, Business, and the Green EconomyVideo: Functions of a Food Policy CouncilVideo: Why the Food Movement is SpreadingVideo: Food as Part of a New, Broader Concept of HealthReading: VIDEO: Out To Pasture: The Future of FarmingReading: VIDEO: Food FrontiersGraded: Week 6 Quiz (required)Graded: Peer Review Written Assignment:  Op-EdWelcome to our short course on the U.S. food system. In this first series of lectures, we dig into the very important concepts of food systems, food security and intergenerational equity and begin to explore what we eat, how that food is produced, and how our dietary choices impact our health and the health of the planet.  This broad overview lecture lays the foundation for the rest of the course. Video: Welcome from Course FacultyReading: Course SyllabusReading: Optional Textbook, \"Intro to US Food System: Health, Environment and Equity\"Reading: Pre-Course SurveyReading: Week 1 Readings and ResourcesVideo: The Vicious Spiral and the CLF Concept Model I (Lawrence)Video: The Vicious Spiral and the CLF Concept Model II (Lawrence)Video: The Vicious Spiral and the CLF Concept Model III (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health I (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health II (Lawrence)Video: Food Production, the Ecosystem, Diet, and Public Health III (Lawrence)Video: Intergenerational Equity and the Right to Food I (Lawrence)Video: Intergenerational Equity and the Right to Food II (Lawrence)Video: Intergenerational Equity and the Right to Food III (Lawrence)Discussion Prompt: How many planet Earths would we need if everyone lived like you? Calculate your Ecological Footprint. (optional)Reading: Module 2 Readings and ResourcesVideo: Sustainable Food Systems (Says Who?) (Neff)Video: Converging Crises (Neff)Video: Wasted Food: Putting 40% of Our Food Supply in the Landfill (Neff)Video: What We Can Do: Policy, Sustainable Diets, and More (Neff)Video: Food Resilience: No Regrets; Conclusions: Don’t Press Snooze! (Neff)Discussion Prompt: What would you say...?  (optional)The 1938 USDA Yearbook of Agriculture stated, “Essentially, all life depends upon the soil ... There can be no life without soil and no soil without life; they have evolved together”.  In this module, we will take a very brief look at the importance of methods of food production for sustainability, resilience, food security and health.Reading: Week 3: Readings and ResourcesVideo: Industrial Crop Production/Agroecology (Kim)Video: Soil Composition  (Kim)Video: Soil Ecosystem Services (Kim)Video: Soil Degradation (Kim)Video: Soil Conservation Measures (Kim)Video: Modern Agriculture (Kirschenmann)Video: Limits to Therapeutic Intervention (Kirschenmann)Discussion Prompt: Industrial Farms are Good for the Environment (optional)We will now examine the livestock and seafood industries, which we have touched on in previous modules as a key driver of the global food system. As incomes rise around the world, so too does the global collective appetite for meat. Some of our greatest challenges and debates of the 21st century are rooted in the rising demand for animal protein in an era of dwindling resources and climate change. NOTE:  This lecture refers to other lectures offered in this or related full for-credit courses at the Bloomberg School of Public Health.  Reading: Module 4 Readings and ResourcesVideo: An Introduction to Industrial Food Animal ProductionVideo: What Are We Feeding Food Animals?Video: Antibiotic Use in Industrial Food Animal ProductionVideo: International Food Animal ProductionVideo: How Much Seafood Do People Eat, and Which Do We Eat Most?Video: How and Where Is Seafood Caught and Produced?Video: How Does Seafood Production Impact the Environment and Public Health?Discussion Prompt: If You were a Philanthropist...? (optional)In the next set of lectures, we begin to explore food and farm policy, a huge and complex topic.  Roni Neff returns with an overview of the history and content of the current  farm bill and why it really should be called a ‘food bill’, considering the magnitude of its impact on public health.  Then Mark Winne will share his experiences as an advocate for community food security and regional food systems here in the U.S. For those of you interested in the international perspective of food policy, we have provided in the readings list a link to a terrific talk by Olivier deSchutter, the former UN special rapporteur on the Right to Food.  Reading: Week 5 Readings and ResourcesVideo: Overview and History of the Farm Bill IVideo: Overview and History of the Farm Bill IIVideo: What Is in the Farm Bill? IVideo: What Is in the Farm Bill? IIVideo: Farm Bill PoliticsVideo: HistoryVideo: Future PerspectiveVideo: Update with Keeve NachmanDiscussion Prompt: I eat, therefore I ....  (optional)In this final module of the course you will hear from real people working to build a healthier, more sustainable food system. First, Michael Heller of Clagett Farm in Maryland will share his farming philosophy and how he links his farm to the local community near Washington DC.  Then you’ll hear about Meatless Monday as an example of using health communication campaigns to change the food system from the demand-side. The optional Honors lesson includes two short films produced by CLF showcasing projects and people around the U.S. that are improving the food system from field to plate.  Reading: Week 6 Readings and Resources (**includes a Required Reading)Video: IntroductionVideo: CriteriaVideo: Local Food SystemsVideo: Advocacy for Better Health and a Smaller Footprint: The Meatless Monday CampaignReading: Optional Video: Meatless Monday -- a simple idea sparks a global healthy food movement: Peggy Neu at TEDxManhattan (YouTube)Reading: Post Course SurveyDiscussion Prompt: Please tell us... (optional)Video: Community Food Systems, Business, and the Green EconomyVideo: Functions of a Food Policy CouncilVideo: Why the Food Movement is SpreadingVideo: Food as Part of a New, Broader Concept of HealthReading: VIDEO: Out To Pasture: The Future of FarmingReading: VIDEO: Food FrontiersThe University of EdinburghUnderstanding ObesityUniversity of PennsylvaniaFeeding the WorldUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsUniversity of FloridaThe Meat We EatUniversity of Cape TownOrgan Donation: From Death to Life",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/food-system",
    "Language": "English",
    "Commitment": "6 modules. Each contains approximately 2 hours of lecture, 30 minutes of reading, and a short quiz.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The Importance of India",
    "Description": "About this course: Join us as we explore India - the fastest growing economy in the world and one of the most diverse places on earth. \n\nIndia is an important player in the human story and is making a rapid return to centre stage. Learning about India has never been more relevant to our lives and possibly our careers.\n\nThis course, developed through a grant from the U.S. Department of State’s Passport to India initiative, is designed to introduce people of all backgrounds and ages to India and its potential as a destination for study, research, work and entrepreneurship. \n\nWhatever your interests, this course will help you develop a more informed perspective on the importance of India. The sheer diversity and scale of India are reasons enough for making India not just important but fascinating too.\n\nMany agree that two of the rising trends of the coming decades are the re-emergence of Asia and technological change. India is at the heart of both trends and shares much in common with the United States.\n\nAt the current pace of change, we may see:\n\n•\tWithin 10 years, India is likely to overtake China and have the world’s largest population\n•\tIn 20 years, New Delhi overtaking Tokyo as the world’s largest city\n•\tIn 30 years, India could overtake China and the US as the world’s largest economy\n\nBy the time a current college student is the same age as their parents are today – the world will have changed dramatically. India’s importance is growing by the day and could very well have far-reaching implications for your life and career.\n\nEach week of this interactive course explores one major theme related to India’s importance in an interdisciplinary way.\n\nThis course is brought to you by the U.S. Department of State’s Passport to India initiative and is developed through a partnership between The Ohio State University and IndoGenius.WEEK 1Why India? Why Now?India is now the fastest growing major economy in the world. It is also home to one-sixth of the world's population. After introducing the course - we explore reasons why it is important to learn more about, from, with, and in India. \n\nWe then demonstrate the scale of India's population and economy - including considering projections which show India might well become the largest economy in the world at some point in the 21st Century. \n\nIn our final part we share some reasons why India might be the most \"interesting\" country in the world because of the simultaneity of the changes it is undergoing and the digital age context in which these are occurring.15 videosexpandVideo: Course IntroductionVideo: Course OverviewVideo: Course PoliciesVideo: Why India? Why Now?Demande de discussion: Introduce Yourself!Video: Defining IndiaVideo: Foreign Interest in IndiaVideo: Learning About, From, With and In IndiaDemande de discussion: Contemporary Approaches to IndiaVideo: The Youngest Population on EarthVideo: How Big is the Indian economy?Video: Will India Become the World's Largest Economy Again?Demande de discussion: Scale: Challenge or Opportunity?Video: The Transformative ContextVideo: The \"Most Interesting\" Country in the WorldVideo: The Digital Impact on India’s Urban and Industrial RevolutionsVideo: The Digital Impact on India’s National, Democratic and Social RevolutionsDemande de discussion: India's Digital TransformationVideo: ConclusionDemande de discussion: Why India? Why Now?Graded: Week 1 Why India? Why Now? QuizWEEK 2InfluenceThis module has us embarking on a tour of history showing how India has been a much more influential player in the human story than is widely recognized.13 videosexpandVideo: IntroductionVideo: India’s Influence on the Birth of the Modern World (Part A)Video: India's Influence on the Birth of the Modern World (Part B)Video: Early migrations to and from IndiaVideo: The Indian DiasporaVideo: The Golden BirdVideo: Did All Roman Roads Lead to India?Video: When India was the Richest Country on EarthVideo: From Richer to Poorer and Back AgainDemande de discussion: The Evolution of India’s Trade RelationshipsVideo: Indian WorldviewsVideo: The Italian RenaissanceVideo: An Inspiration: From Romantics to PhysicistsDemande de discussion: Indian Ideas in Your FieldVideo: ConclusionDemande de discussion: Top Indian InfluencesGraded: Week 2 Influence QuizWEEK 3DiversityAcross the Indian subcontinent from the Himalayas in the North to the Rainforests in the South, in this module we will explore and see how geology and the Monsoon weather system have shaped the most diverse country in the world. 16 videosexpandVideo: IntroductionVideo: The Most Diverse Place on Earth?Video: Did India kill the dinosaurs?Video: The Monsoon MiracleVideo: Celebrating DiversityVideo: AnekantavadVideo: Pluralism and Context SensitivityVideo: Out of Many, One vs. Out of One, ManyVideo: LanguagesVideo: ReligionVideo: PoliticsVideo: Internal MigrationVideo: The Social in Socio-economic PyramidVideo: Gender and SexualityVideo: Film, Fashion, and FoodDemande de discussion: Diversity Pros and ConsVideo: ConclusionDemande de discussion: Post-Week 3 PollGraded: Week 3 Diversity QuizWEEK 4ComplexityIn this module, we demonstrate the complexity of India by considering the interplay of politics, socio-economics and belief using the vast range of secular and religious events, festivals and nationally observed holidays as our starting point.9 videos, 1 readingexpandVideo: Is India Chaotic?Lecture: Devdutt Pattanaik on India's ChaosVideo: Independence Day: Drawing India's BordersVideo: Gandhi Jayanti: Contested Ideas of IndiaVideo: Republic Day: Understanding India's ConstitutionDemande de discussion: Civic ComplexityVideo: National, State and Local ElectionsDemande de discussion: Electoral ComplexityVideo: Important BirthdaysVideo: The Complexity of Defining India’s Middle ClassVideo: Urban vs. Rural IndiaDemande de discussion: India’s Growth vs. Distribution ParadoxVideo: ConclusionDemande de discussion: Define your own complex issue.Graded: Week 4 Complexity QuizWEEK 5CreativityThe birthplace of modern mathematics, meditation and yoga is now a hotbed of 21st Century innovation and home to the world’s fastest growing startup ecosystem. Let's explore some of India's monumental creativity before considering if India is innovative today. How is the Government of India using technology to solve the country's challenges6 videos, 1 readingexpandVideo: IntroductionVideo: Monumental IndiaVideo: 5 Types of Indian InnovationLecture: 5 TED Talks on Innovation in IndiaDemande de discussion: Your Examples of Innovation in IndiaVideo: JAM Trinity \u0026 India Stack: The Context for LeapfrogVideo: Applications to Overcome India's Grand ChallengesDemande de discussion: Finding Creative Solutions in IndiaVideo: ConclusionDemande de discussion: Does India “need” to innovate?Graded: Week 5 Creativity QuizGraded: Week 5 Peer ReviewWEEK 6OpportunityWe introduce the fastest growing startup ecosystem in the world and look at a number of opportunities for India. We then consider the U.S.-India relationship and how India is increasingly engaging with the rest of the world. Finally we look at opportunities for young Americans in India - over 4,000 come to study and intern in India each year. We share their experiences and explain ways that you can get involved too.9 videosexpandVideo: Introducing our theme of the week: OpportunityVideo: The Startup EcosystemVideo: New Government InitiativesVideo: Brain Drain to Brain CirculationVideo: The US-India RelationshipVideo: India EngagesDemande de discussion: Documenting US-India collaborationsVideo: Institutional and Faculty Collaboration in Higher EducationVideo: US Student and Graduate Opportunities in IndiaVideo: American Student Experience in IndiaDemande de discussion: American Experiences in IndiaGraded: Week 6 Opportunity QuizIndia is now the fastest growing major economy in the world. It is also home to one-sixth of the world's population. After introducing the course - we explore reasons why it is important to learn more about, from, with, and in India. \n\nWe then demonstrate the scale of India's population and economy - including considering projections which show India might well become the largest economy in the world at some point in the 21st Century. \n\nIn our final part we share some reasons why India might be the most \"interesting\" country in the world because of the simultaneity of the changes it is undergoing and the digital age context in which these are occurring.Video: Course IntroductionVideo: Course OverviewVideo: Course PoliciesVideo: Why India? Why Now?Demande de discussion: Introduce Yourself!Video: Defining IndiaVideo: Foreign Interest in IndiaVideo: Learning About, From, With and In IndiaDemande de discussion: Contemporary Approaches to IndiaVideo: The Youngest Population on EarthVideo: How Big is the Indian economy?Video: Will India Become the World's Largest Economy Again?Demande de discussion: Scale: Challenge or Opportunity?Video: The Transformative ContextVideo: The \"Most Interesting\" Country in the WorldVideo: The Digital Impact on India’s Urban and Industrial RevolutionsVideo: The Digital Impact on India’s National, Democratic and Social RevolutionsDemande de discussion: India's Digital TransformationVideo: ConclusionDemande de discussion: Why India? Why Now?Video: IntroductionVideo: India’s Influence on the Birth of the Modern World (Part A)Video: India's Influence on the Birth of the Modern World (Part B)Video: Early migrations to and from IndiaVideo: The Indian DiasporaVideo: The Golden BirdVideo: Did All Roman Roads Lead to India?Video: When India was the Richest Country on EarthVideo: From Richer to Poorer and Back AgainDemande de discussion: The Evolution of India’s Trade RelationshipsVideo: Indian WorldviewsVideo: The Italian RenaissanceVideo: An Inspiration: From Romantics to PhysicistsDemande de discussion: Indian Ideas in Your FieldVideo: ConclusionDemande de discussion: Top Indian InfluencesVideo: IntroductionVideo: The Most Diverse Place on Earth?Video: Did India kill the dinosaurs?Video: The Monsoon MiracleVideo: Celebrating DiversityVideo: AnekantavadVideo: Pluralism and Context SensitivityVideo: Out of Many, One vs. Out of One, ManyVideo: LanguagesVideo: ReligionVideo: PoliticsVideo: Internal MigrationVideo: The Social in Socio-economic PyramidVideo: Gender and SexualityVideo: Film, Fashion, and FoodDemande de discussion: Diversity Pros and ConsVideo: ConclusionDemande de discussion: Post-Week 3 PollVideo: Is India Chaotic?Lecture: Devdutt Pattanaik on India's ChaosVideo: Independence Day: Drawing India's BordersVideo: Gandhi Jayanti: Contested Ideas of IndiaVideo: Republic Day: Understanding India's ConstitutionDemande de discussion: Civic ComplexityVideo: National, State and Local ElectionsDemande de discussion: Electoral ComplexityVideo: Important BirthdaysVideo: The Complexity of Defining India’s Middle ClassVideo: Urban vs. Rural IndiaDemande de discussion: India’s Growth vs. Distribution ParadoxVideo: ConclusionDemande de discussion: Define your own complex issue.The birthplace of modern mathematics, meditation and yoga is now a hotbed of 21st Century innovation and home to the world’s fastest growing startup ecosystem. Let's explore some of India's monumental creativity before considering if India is innovative today. How is the Government of India using technology to solve the country's challengesVideo: IntroductionVideo: Monumental IndiaVideo: 5 Types of Indian InnovationLecture: 5 TED Talks on Innovation in IndiaDemande de discussion: Your Examples of Innovation in IndiaVideo: JAM Trinity \u0026 India Stack: The Context for LeapfrogVideo: Applications to Overcome India's Grand ChallengesDemande de discussion: Finding Creative Solutions in IndiaVideo: ConclusionDemande de discussion: Does India “need” to innovate?We introduce the fastest growing startup ecosystem in the world and look at a number of opportunities for India. We then consider the U.S.-India relationship and how India is increasingly engaging with the rest of the world. Finally we look at opportunities for young Americans in India - over 4,000 come to study and intern in India each year. We share their experiences and explain ways that you can get involved too.Video: Introducing our theme of the week: OpportunityVideo: The Startup EcosystemVideo: New Government InitiativesVideo: Brain Drain to Brain CirculationVideo: The US-India RelationshipVideo: India EngagesDemande de discussion: Documenting US-India collaborationsVideo: Institutional and Faculty Collaboration in Higher EducationVideo: US Student and Graduate Opportunities in IndiaVideo: American Student Experience in IndiaDemande de discussion: American Experiences in IndiaTel Aviv UniversityThe Emergence of the Modern Middle East - Part IITel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateTel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv UniversityThe History of Modern Israel -  Part II: Challenges of Israel as a sovereign stateThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the World",
    "Creator": "The Ohio State University",
    "Level": "",
    "URL": "https://coursera.org/learn/passport-to-india",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex Problems",
    "Description": "About this course: Our course explores what can be done to solve the complex problem that half a billion people worldwide do not have improved water supplies and two billion do not have improved sanitation. We look forward to you joining us. We want to help you develop the skills you need to address this major global challenge of the 21st century. \n\nOur course has informative video lectures and guest interviews with leading water policy scholars and practitioners. We will provide you with discussion forum topic prompts, which will invite you to engage with other learners from around the globe. Our MOOC will also ask you to attempt weekly quizzes and a challenging assignment that tackles a real water and sanitation problem in a difficult setting. \n\nPlease watch this trailer: https://youtu.be/Q-HmaCZNd0kWEEK 1Introducing Key Facts about Water and Sanitation Services 7 videos, 3 readingsexpandVideo: Welcome to the course - IntroductionVideo: Video 0.1: Welcome to AMBS - Fiona DevineVideo: Video 1.0: Facts About WaterReading: More DetailVideo: Video 1.1: Global Water and Sanitation CoverageVideo: Video 1.2: Infrastructure Coverage (Electricity, Sewerage, Water, Telephone)Video: Video 1.3: Forecasts of CoverageReading: 'Conversation' of the weekVideo: Video 1.4: Conversation with Clarissa BrocklehurstDiscussion Prompt: This WeekReading: Readings List and Wrap-upGraded: Module 1WEEK 2Understanding the Political Economy of Water5 videos, 3 readingsexpandReading: IntroductionVideo: Video 2.1: Outrage Versus Strategy?Reading: Moving on...Video: Video 2.2: Types of Vendors, Vendor PricesVideo: Video 2.3: Money and Water Flows, Onitsha, NigeriaVideo: Video 2.4: An Introduction to CorruptionVideo: Video 2.5: Corruption in South AsiaDiscussion Prompt: This WeekReading: Readings List and Wrap-upGraded: Module 2WEEK 3Supply-Side Costs of Water and Sanitation Services7 videos, 4 readingsexpandReading: IntroductionVideo: Video 3.0: The Cost of Serving Households With Piped NetworksVideo: Video 3.1: Solution to Cost CalculationReading: More on costsVideo: Video 3.2: Cost Components and More on CostsVideo: Video 3.3: Costs of Non-Piped TechnologiesVideo: Video 3.4: Condominial sewers, desalinationReading: Interview with Donald T. LauriaVideo: Video 3.5: Conversation with Don Lauria - Part OneVideo: Video 3.6: Conversation with Don Lauria - Part TwoDiscussion Prompt: This WeekReading: Readings List and Wrap-upGraded: Week 3: QuizWEEK 4Understanding Demand-Side Issues of Water Supply6 videos, 3 readingsexpandReading: IntroductionVideo: Video 4.1: Introduction to Modeling Household Water DemandVideo: Video 4.2: Households With Piped Connections, Price and Income ElasticitiesVideo: Video 4.3: Households With Water Sources Outside the HomeVideo: Video 4.4: Household Demand for Drinking Water Quality ImprovementsVideo: Video 4.5: Effect of Social Norms on Household Water UseReading: Marc Jeuland InterviewVideo: Video 4.6: Conversation with Marc JeulandDiscussion Prompt: This WeekReading: Readings List and Wrap-upGraded: Module 4WEEK 5Exploring Health Benefits and Climate Change Issues6 videos, 4 readingsexpandReading: IntroductionVideo: Video 5.1: Facts About Water and HealthVideo: Video 5.2: Estimating the Economic Value of Health BenefitsReading: More DetailVideo: Video 5.3: Exercise on Health vs. Non-Health Benefits for Households With Water Sources Outside the HomeVideo: Video 5.4: Climate Change, Water and HealthVideo: Video 5.5: Effects of Climate Change on Water UtilitiesReading: More DetailVideo: Video 5.6: Conversation with Clive AgnewDiscussion Prompt: This WeekReading: Readings List and Wrap-upGraded: Module 5WEEK 6Development Paths for Water and Sanitation Services8 videos, 4 readingsexpandReading: Water Development Path (I)Video: Video 6.0: Possible Solutions to the Water Development Paths ExerciseReading: Water Development Path (II)Video: Video 6.1: A Historical Development Path – UK, London and ManchesterVideo: Video 6.2: Changing Knowledge, Practices and PerceptionsVideo: Video 6.3: Path DependencyVideo: Video 6.4: Changing CourseVideo: Video 6.5: Capital intensity (England and Wales)Reading: More DetailVideo: Video 6.6: Conversation with Marie HartDiscussion Prompt: This WeekVideo: Video 6.7: Wrap-up and ReflectionsReading: Readings ListGraded:  A policy memo to propose four performance indicators to evaluate UNICEF water supply and sanitation programmes in AfricaVideo: Welcome to the course - IntroductionVideo: Video 0.1: Welcome to AMBS - Fiona DevineVideo: Video 1.0: Facts About WaterReading: More DetailVideo: Video 1.1: Global Water and Sanitation CoverageVideo: Video 1.2: Infrastructure Coverage (Electricity, Sewerage, Water, Telephone)Video: Video 1.3: Forecasts of CoverageReading: 'Conversation' of the weekVideo: Video 1.4: Conversation with Clarissa BrocklehurstDiscussion Prompt: This WeekReading: Readings List and Wrap-upReading: IntroductionVideo: Video 2.1: Outrage Versus Strategy?Reading: Moving on...Video: Video 2.2: Types of Vendors, Vendor PricesVideo: Video 2.3: Money and Water Flows, Onitsha, NigeriaVideo: Video 2.4: An Introduction to CorruptionVideo: Video 2.5: Corruption in South AsiaDiscussion Prompt: This WeekReading: Readings List and Wrap-upReading: IntroductionVideo: Video 3.0: The Cost of Serving Households With Piped NetworksVideo: Video 3.1: Solution to Cost CalculationReading: More on costsVideo: Video 3.2: Cost Components and More on CostsVideo: Video 3.3: Costs of Non-Piped TechnologiesVideo: Video 3.4: Condominial sewers, desalinationReading: Interview with Donald T. LauriaVideo: Video 3.5: Conversation with Don Lauria - Part OneVideo: Video 3.6: Conversation with Don Lauria - Part TwoDiscussion Prompt: This WeekReading: Readings List and Wrap-upReading: IntroductionVideo: Video 4.1: Introduction to Modeling Household Water DemandVideo: Video 4.2: Households With Piped Connections, Price and Income ElasticitiesVideo: Video 4.3: Households With Water Sources Outside the HomeVideo: Video 4.4: Household Demand for Drinking Water Quality ImprovementsVideo: Video 4.5: Effect of Social Norms on Household Water UseReading: Marc Jeuland InterviewVideo: Video 4.6: Conversation with Marc JeulandDiscussion Prompt: This WeekReading: Readings List and Wrap-upReading: IntroductionVideo: Video 5.1: Facts About Water and HealthVideo: Video 5.2: Estimating the Economic Value of Health BenefitsReading: More DetailVideo: Video 5.3: Exercise on Health vs. Non-Health Benefits for Households With Water Sources Outside the HomeVideo: Video 5.4: Climate Change, Water and HealthVideo: Video 5.5: Effects of Climate Change on Water UtilitiesReading: More DetailVideo: Video 5.6: Conversation with Clive AgnewDiscussion Prompt: This WeekReading: Readings List and Wrap-upReading: Water Development Path (I)Video: Video 6.0: Possible Solutions to the Water Development Paths ExerciseReading: Water Development Path (II)Video: Video 6.1: A Historical Development Path – UK, London and ManchesterVideo: Video 6.2: Changing Knowledge, Practices and PerceptionsVideo: Video 6.3: Path DependencyVideo: Video 6.4: Changing CourseVideo: Video 6.5: Capital intensity (England and Wales)Reading: More DetailVideo: Video 6.6: Conversation with Marie HartDiscussion Prompt: This WeekVideo: Video 6.7: Wrap-up and ReflectionsReading: Readings ListUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing Countries",
    "Creator": "University of Manchester",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/water",
    "Language": "English",
    "Commitment": "1-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Gender, Family, and Social Change in Contemporary South Korea",
    "Description": "About this course: This course examines the transformation of Korean society beginning around the turn of the 20th century to contemporary times. In particular, it explores how shifting categories of masculinity, and by contrast, femininity have impacted upon, and in turn been influenced by social, cultural, and political change. Using multiple disciplinary lenses, we will critically examine how gender intersects with political, social, and economic developments starting with the Confucianization of Korean society during the Joseon Dynasty (1392-1910) up to the contemporary moment of globalization and neoliberal reform. The class will draw on a variety of topics such as traditional views of women, religion, race, class, education, patriarchy, sexuality, imperialism, modernity, war, globalization, the diaspora, among others. Special attention will be placed on the historical, transnational and transdisciplinary connections.WEEK 1The Gendering of Modernity and Military AuthoritarianismBroad overview of Korean history and literature beginning in the Joseon period with a particular focus on a series of social and cultural transformations that would have profound impact on the gender relations starting with Confucianism.4 videos, 1 readingexpandVideo: IntroductionDiscussion Prompt: WHO'S WHO? Reading: KOREAN WOMENVideo: 1.1 Joseon Dynasty and ConfucianismDiscussion Prompt: WOMEN IN CHOSON (JOSEON) KOREAPeer Review: KOREAN WOMEN UNDER CONFUCIANISMVideo: 1.2 Novels in Colonial Period and the Emergence of the New WomanDiscussion Prompt: POTATOES, LUCKY DAY, WINGSVideo: 1.3 The Korean Civil War and Female Employment in Post War South KoreaDiscussion Prompt: OBALTAN (AIMLESS BULLET) Graded: Who was Kim Sooim?Graded: What is a \"V-line?\"Graded: Who was Shin SaimdangGraded: Over A T-Shirt??WEEK 2The (Un)making of the Modern FamilyIntroduction to the strategically gendered division of role in making modern Korean families and contemporary changes in the perception of marriage and family in Korea. 3 videos, 1 readingexpandVideo: 2.1 The Advent of Manager MothersDiscussion Prompt: What is the Role of Children in Korean Families?Video: 2.2 Changed Family Structure and SingletonsDiscussion Prompt: Why are young Koreans especially young Korean women unwilling to marry?Video: 2.3 Globalization of Korean FamilyDiscussion Prompt: Globalization of Korean families?Reading: The (Un)making of the Modern Family ReadingsGraded: The (Un)making of the Modern Family QuizGraded: The (un)making of the Korean familiesWEEK 3Female Beauty / Male Beauty \u0026 Body AestheticsExamine a range of topics including cosmetic surgery to male circumcision and body lines to understand how female and male beauty standards and aesthetics have changed over the past two centuries.3 videos, 4 readingsexpandVideo: 3.1 Shifting Beauty Standards and Aesthetics from Joseon to Colonial PeriodReading: Chinese textbook helps boys find masculine side amid ‘gender crisis’ caused by effeminate men in Japanese, Korean cultureDiscussion Prompt: 101 East - Plastic Surgery: The Cost of BeautyVideo: 3.2 Plastic Surgery Body Lines and Trends in Contemporary Korean SocietyReading: Korea's First Plus-Size Model: Korea's Unrealistic Beauty StandardDiscussion Prompt: Korea's First Plus Size Model ResponseReading: From Metrosexual to Spornosexual – Two Decades of Male DeliciousnessVideo: 3.3 Neoliberalism and Stratified Korean SocietyReading: Socioeconomic disparities intensifying: reportDiscussion Prompt: People \u0026 Power - South Korea: Suicide nationGraded: How male K-Pop idols are redefining masculinityWEEK 4Sexuality in KoreaDiscuss the issues of sexualities in contemporary Korea, ranging from the relationship between family and sexuality, commodified sexuality, to the issues of sexual minorities.3 videos, 1 readingexpandVideo: 4.1 Family and Sexuality in KoreaDiscussion Prompt: Is being called \"sexy\" a sign of women's liberation or sexual freedom?Video: 4.2 Commercialization of SexualityDiscussion Prompt: Are sex workers agents of their own rights, or are they victims of trafficking?Video: 4.3 Sexual Minorities in KoreaDiscussion Prompt: Sexual minorities' struggles and achievementsReading: Sexuality in Korea ReadingsGraded: Sexuality in Korea QuizGraded: What is sexuality?WEEK 5Looking Ahead into the Future...Provide an overview of current positive changes in Korea related to gender and discuss impending issues of contemporary feminist movement and comfort women before concluding the lecture series.4 videos, 3 readingsexpandVideo: 5.1 Positive Changes in KoreaReading: THE GLOBAL GENDER GAP REPORT (2016)Discussion Prompt: Korea′s Policies for Gender Equality (Arirang TV) Reading: South Korea's golfing women: 'You're either a champion, or nothing'Video: 5.2 Feminism Movement in South KoreaVideo: 5.3 Comfort WomenVideo: 5.4 ConclusionReading: Feminist Movements in Korea \u0026 Comfort WomenGraded: BibliographyGraded: Conclusion Lectures QuizGraded: Feminism in the contemporary KoreaVideo: IntroductionDiscussion Prompt: WHO'S WHO? Reading: KOREAN WOMENVideo: 1.1 Joseon Dynasty and ConfucianismDiscussion Prompt: WOMEN IN CHOSON (JOSEON) KOREAPeer Review: KOREAN WOMEN UNDER CONFUCIANISMVideo: 1.2 Novels in Colonial Period and the Emergence of the New WomanDiscussion Prompt: POTATOES, LUCKY DAY, WINGSVideo: 1.3 The Korean Civil War and Female Employment in Post War South KoreaDiscussion Prompt: OBALTAN (AIMLESS BULLET) Video: 2.1 The Advent of Manager MothersDiscussion Prompt: What is the Role of Children in Korean Families?Video: 2.2 Changed Family Structure and SingletonsDiscussion Prompt: Why are young Koreans especially young Korean women unwilling to marry?Video: 2.3 Globalization of Korean FamilyDiscussion Prompt: Globalization of Korean families?Reading: The (Un)making of the Modern Family ReadingsVideo: 3.1 Shifting Beauty Standards and Aesthetics from Joseon to Colonial PeriodReading: Chinese textbook helps boys find masculine side amid ‘gender crisis’ caused by effeminate men in Japanese, Korean cultureDiscussion Prompt: 101 East - Plastic Surgery: The Cost of BeautyVideo: 3.2 Plastic Surgery Body Lines and Trends in Contemporary Korean SocietyReading: Korea's First Plus-Size Model: Korea's Unrealistic Beauty StandardDiscussion Prompt: Korea's First Plus Size Model ResponseReading: From Metrosexual to Spornosexual – Two Decades of Male DeliciousnessVideo: 3.3 Neoliberalism and Stratified Korean SocietyReading: Socioeconomic disparities intensifying: reportDiscussion Prompt: People \u0026 Power - South Korea: Suicide nationVideo: 4.1 Family and Sexuality in KoreaDiscussion Prompt: Is being called \"sexy\" a sign of women's liberation or sexual freedom?Video: 4.2 Commercialization of SexualityDiscussion Prompt: Are sex workers agents of their own rights, or are they victims of trafficking?Video: 4.3 Sexual Minorities in KoreaDiscussion Prompt: Sexual minorities' struggles and achievementsReading: Sexuality in Korea ReadingsVideo: 5.1 Positive Changes in KoreaReading: THE GLOBAL GENDER GAP REPORT (2016)Discussion Prompt: Korea′s Policies for Gender Equality (Arirang TV) Reading: South Korea's golfing women: 'You're either a champion, or nothing'Video: 5.2 Feminism Movement in South KoreaVideo: 5.3 Comfort WomenVideo: 5.4 ConclusionReading: Feminist Movements in Korea \u0026 Comfort WomenThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in ChinaHigher School of EconomicsReligions and Society in China",
    "Creator": "Yonsei University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-change-korea",
    "Language": "English, Subtitles: Spanish, Korean, Chinese (Simplified)",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Global Energy and Climate Policy",
    "Description": "About this course: The Global Energy and Climate Policy course offers an introduction to the theoretical and practical understanding of how energy and climate change policies are designed, shaped, advocated and implemented. As energy markets go truly global, domestic energy policies are becoming more and more entangled with wider issues of international governance. Concurrently, the urgent need to mitigate and adapt to climate change and transition to a low-carbon future is adding a further layer of complexity. \n\nThe course is aimed broadly at people interested in learning more about interconnected issues in energy and climate policy globally. It assumes a level of interest but no necessary previous knowledge. However, the course also offers sufficient up to date research and new critical perspectives to be of interest to people with expertise in or academic familiarity with the topic as well. \n\nThe main aim of the course is to provide this wide-ranging introduction in a self-contained, but in-depth form, alongside the important practical skills necessary to understand and discuss energy and climate policy, and lay the groundwork for greater engagement in the future – either through academic study, in the public, private or not-for-profit sectors.WEEK 1The future of fossil fuels in a carbon-constrained worldThis week introduces the concept of a carbon-constrained world, considering how it links to energy policies and the future of fossil fuels. It will also discuss the role of technologies such as carbon capture and storage (CCS) and how different stakeholders, in developed and developing countries, perceive the need to decarbonize energy systems. 6 videos, 3 readingsexpandReading: Read Me FirstReading: Course OutlineVideo: Welcome to the Global Energy and Climate Policy MOOCVideo: Introduction - Addressing the climate crisisVideo: Week 1 IntroductionVideo: The future use of fossil fuelsVideo: Solutions for excess carbon productionVideo: The developing worldReading: Week 1 - ReadingsDiscussion Prompt: The use of fossil fuels in a carbon constrained world.Graded: Week 1 AssessmentWEEK 2The nuclear option: the solution to the energy/climate conundrum?This week introduces the competing cases on economic, environmental and political aspects of nuclear power as part of the global energy mix and its role in meeting both energy security and climate change mitigation needs. 3 videos, 1 readingexpandVideo: Week 2 IntroductionVideo: Nuclear power as an alternative to fossil fuelVideo: The cost of nuclear powerReading: Week 2 ReadingDiscussion Prompt: The nuclear optionGraded: Week 2 AssessmentWEEK 3Up-scaling renewable energy: policy incentivesThis week discusses the growing role of renewable energy sources such as wind and solar. It introduces the range of fiscal and other policy tools that governments’ use to promote an increase in the production and consumption of renewable energy.3 videos, 1 readingexpandVideo: Week 3 introductionVideo: Policy interventions to upscale renewablesVideo: Focus on Feed in TariffsReading: Week 3 ReadingGraded: Week 3 AssessmentWEEK 4Energy and climate governance: two become one?This week addresses how energy and climate governance are becoming more inter-related. Climate change is a global collective action problem whereas energy is more often associated with state based priorities. However, emissions from fossil fuel energy have global impacts and pose a challenge to the international community at-large. 2 videos, 1 readingexpandVideo: Week 4 IntroductionVideo: Issues of governance and integrated policyReading: Week 4 ReadingGraded: Week 4 assessmentWEEK 5Climate change and energy security: resolving a tri-lemmaThis week provides an introduction to the various conceptualisations of energy security and considers the implications these can have on energy and climate change strategies.3 videos, 1 readingexpandVideo: Week 5 IntroductionVideo: Energy Security 1Video: Energy Security 2 - Diversification and CostReading: Week 5 ReadingsGraded: Week 5 assessmentWEEK 6What next for energy policy with the Paris Agreement on climate change? [OPTIONAL]For the week 6 optional exercise, you may draw upon your learning from previous weeks to understand how climate change is changing the focus of energy policy. Specifically, you are asked to consider this in light of the 2015 Paris Agreement on climate change. 4 videos, 1 readingexpandVideo: Week 6 IntroductionVideo: Paris Agreement - A Global AgreementVideo: The Paris Agreement: Government, Policy and EconomicsReading: Week 6 ReadingsPeer Review: Week 6 Assessment [Optional]Video: Thank you and farewellThis week introduces the concept of a carbon-constrained world, considering how it links to energy policies and the future of fossil fuels. It will also discuss the role of technologies such as carbon capture and storage (CCS) and how different stakeholders, in developed and developing countries, perceive the need to decarbonize energy systems. Reading: Read Me FirstReading: Course OutlineVideo: Welcome to the Global Energy and Climate Policy MOOCVideo: Introduction - Addressing the climate crisisVideo: Week 1 IntroductionVideo: The future use of fossil fuelsVideo: Solutions for excess carbon productionVideo: The developing worldReading: Week 1 - ReadingsDiscussion Prompt: The use of fossil fuels in a carbon constrained world.Video: Week 2 IntroductionVideo: Nuclear power as an alternative to fossil fuelVideo: The cost of nuclear powerReading: Week 2 ReadingDiscussion Prompt: The nuclear optionVideo: Week 3 introductionVideo: Policy interventions to upscale renewablesVideo: Focus on Feed in TariffsReading: Week 3 ReadingThis week addresses how energy and climate governance are becoming more inter-related. Climate change is a global collective action problem whereas energy is more often associated with state based priorities. However, emissions from fossil fuel energy have global impacts and pose a challenge to the international community at-large. Video: Week 4 IntroductionVideo: Issues of governance and integrated policyReading: Week 4 ReadingVideo: Week 5 IntroductionVideo: Energy Security 1Video: Energy Security 2 - Diversification and CostReading: Week 5 ReadingsVideo: Week 6 IntroductionVideo: Paris Agreement - A Global AgreementVideo: The Paris Agreement: Government, Policy and EconomicsReading: Week 6 ReadingsPeer Review: Week 6 Assessment [Optional]Video: Thank you and farewellUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsLund UniversityGreening the Economy: Sustainable CitiesUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of Cape TownClimate Change Mitigation in Developing Countries",
    "Creator": "University of London, SOAS University of London",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/globalenergyandclimatepolicy",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "What is news?",
    "Description": "About this course: This course will guide you through the basic elements of professional journalism and the news values and ethics of covering real-world issues and events. The overview and examples of the types of news coverage helps introduce the different types of journalism, such as social media, multimedia, print, visual and broadcast, and how professional journalists effectively use each format.WEEK 1Welcome to the Michigan State School of Journalism! You will learn about the School of Journalism, our award-winning faculty and the world-class atmosphere of Michigan State University. We are a special place, where amazing things happen every day. 4 videosexpandVideo: This is the world of journalismVideo: The Michigan State School of JournalismVideo: Meet your School of Journalism facultyVideo: This is Michigan State UniversityPrompt de discussão: Why credibility mattersWEEK 2Earning and keeping trust In every module of this course, we will go deeper into journalistic values and ethics. In many ways, these values are what distinguish journalism from the many other kinds of content. You will learn how to move beyond creating content to creating journalism through understanding and using these values.7 videos, 3 readings, 6 practice quizzesexpandVideo: The Power of CredibilityPrompt de discussão: Why does credibility matter to you?Video: The importance of accuracyVideo: Finding balance in a world that tiltsLeitura: Global journalistic ethicsTeste para praticar: Credibility, fairness...and youVideo: Transparency and dealing with mistakesTeste para praticar: Earning and keeping trustPrompt de discussão: Reflection on TransparencyVideo: Is seeing believing?Leitura: National Press Photographers Association guidelinesTeste para praticar: Is seeing believing?Video: Sensationalism in journalismTeste para praticar: Reflection on sensationalismVideo: What is propaganda?Teste para praticar: Is it propaganda or journalism when ...Leitura: Readings in plagiarismTeste para praticar: Is it plagiarism?Graded: Trust and credibility quizWEEK 3Connecting with audiences and communities  You will learn how to reach your audience and community as a journalist, by exploring news reports, interest and importance, and values and ethics.3 videos, 1 reading, 1 practice quizexpandVideo: News Elements \u0026 ValuesPrompt de discussão: What news report ideas can you find?Video: First things first: your leadTeste para praticar: Elements of a good leadVideo: Point-of-view journalismLeitura: Frameworks for POV journalismGraded: Connecting community and contentWEEK 4Forms of journalism and their purposes Understanding the ways journalism happens is just as important as knowing how to do it. There are many different types of journalism, as our world is filled with so many things to communicate about: sports, cars, celebrities, movies, war, business, real estate, pets, art...if you can name it, you can do journalism about it.6 videos, 1 reading, 3 practice quizzesexpandVideo: Local newsAvaliação entre colegas: Brainstorming local news ideas with peersVideo: FeaturesVideo: SportsTeste para praticar: What is Sports Journalism?Video: National and international newsPrompt de discussão: Discussion: Does government control your media?Video: Science and environmental newsTeste para praticar: Pre-lecture question: Can opinions be news?Video: Opinion writingTeste para praticar: Reflection on your path in journalismLeitura: Advice from a journalism recruiterGraded: Crafting an idea for a news reportGraded: opinion writingGraded: News report ideas and developmentGraded: Graded ethics challengeWEEK 5Journalism happens in interesting ways Journalists are working in new and exciting places such as social media. Technology has allowed the profession and journalists to do their jobs in innovative ways. You will learn about how technology impacts journalism, and best practices for blogs, Twitter, Instagram, Periscope, WeChat, Facebook and other realities of engaging in social media.5 videos, 1 reading, 3 practice quizzesexpandVideo: A 2-minute history of journalismVideo: Engaging online audiencesTeste para praticar: Why we should engage our audience?Leitura: How social media makes issues go viralTeste para praticar: How to use engagement strategiesVideo: Crowdsourcing in journalismTeste para praticar: Crowdsourcing your contentVideo: Social Media Tools for JournalistsVideo: Doing social media journalismGraded: Social media assigmentVideo: This is the world of journalismVideo: The Michigan State School of JournalismVideo: Meet your School of Journalism facultyVideo: This is Michigan State UniversityPrompt de discussão: Why credibility mattersIn every module of this course, we will go deeper into journalistic values and ethics. In many ways, these values are what distinguish journalism from the many other kinds of content. You will learn how to move beyond creating content to creating journalism through understanding and using these values.Video: The Power of CredibilityPrompt de discussão: Why does credibility matter to you?Video: The importance of accuracyVideo: Finding balance in a world that tiltsLeitura: Global journalistic ethicsTeste para praticar: Credibility, fairness...and youVideo: Transparency and dealing with mistakesTeste para praticar: Earning and keeping trustPrompt de discussão: Reflection on TransparencyVideo: Is seeing believing?Leitura: National Press Photographers Association guidelinesTeste para praticar: Is seeing believing?Video: Sensationalism in journalismTeste para praticar: Reflection on sensationalismVideo: What is propaganda?Teste para praticar: Is it propaganda or journalism when ...Leitura: Readings in plagiarismTeste para praticar: Is it plagiarism?Video: News Elements \u0026 ValuesPrompt de discussão: What news report ideas can you find?Video: First things first: your leadTeste para praticar: Elements of a good leadVideo: Point-of-view journalismLeitura: Frameworks for POV journalismUnderstanding the ways journalism happens is just as important as knowing how to do it. There are many different types of journalism, as our world is filled with so many things to communicate about: sports, cars, celebrities, movies, war, business, real estate, pets, art...if you can name it, you can do journalism about it.Video: Local newsAvaliação entre colegas: Brainstorming local news ideas with peersVideo: FeaturesVideo: SportsTeste para praticar: What is Sports Journalism?Video: National and international newsPrompt de discussão: Discussion: Does government control your media?Video: Science and environmental newsTeste para praticar: Pre-lecture question: Can opinions be news?Video: Opinion writingTeste para praticar: Reflection on your path in journalismLeitura: Advice from a journalism recruiterJournalists are working in new and exciting places such as social media. Technology has allowed the profession and journalists to do their jobs in innovative ways. You will learn about how technology impacts journalism, and best practices for blogs, Twitter, Instagram, Periscope, WeChat, Facebook and other realities of engaging in social media.Video: A 2-minute history of journalismVideo: Engaging online audiencesTeste para praticar: Why we should engage our audience?Leitura: How social media makes issues go viralTeste para praticar: How to use engagement strategiesVideo: Crowdsourcing in journalismTeste para praticar: Crowdsourcing your contentVideo: Social Media Tools for JournalistsVideo: Doing social media journalismMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityJournalism, the future, and you!Michigan State UniversityCapstone: Create your own professional journalistic portfolioNational University of SingaporeSocial Media in Public Relations",
    "Creator": "Michigan State University",
    "Level": "",
    "URL": "https://coursera.org/learn/what-is-news",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "America's Written Constitution",
    "Description": "About this course: An introduction to the main themes of the American Constitution—popular sovereignty, separation of powers, federalism, and rights.WEEK 1Welcome!This first module will help you get your bearings before diving into America's Written Constitution. You can watch a brief introduction to the course, learn about quizzes and writing assignments, and find out what you can look forward to learning. This section also provides you with a copy of The Document itself. There is no need to read through it right away, Our hope is that you will follow along as Prof. Amar works his ways through it over the course of the next 14 modules. Good luck, and we hope you enjoy the experience! 2 videos, 6 readingsexpandVideo: Welcome!Video: Course IntroductionReading: Begin HereReading: Meet the InstructorReading: Grading and LogisticsReading: Bonus MaterialReading: Suggested ReadingsReading: The Constitution of the United StatesIn the Beginning Ready to get started? Good. In this module, you'll take a guided tour of the Preamble and learn how one sentence changed the world. 2 videosexpandVideo: In the Beginning, Part 1Video: In the Beginning, Part 2New Rules for a New WorldIn this module you will learn how geography, democracy, wealth, and race affected the structure of our legislative branch. Prof. Amar will explain the underlying factors behind decisions on Senatorial term limits, age qualifications, salaries and much more.  2 videosexpandVideo: New Rules for a New World, Part 1Video: New Rules for a New World, Part 2WEEK 2Congressional PowersThis entire module is devoted to just one section of one article of the U.S. constitution.  It is the longest, and arguably, most important section of The Document. Article 1, Section 8, enumerates the powers held by Congress. Join Professor Amar, as he discusses the implications of these powers, including regulation of trade, creation of an army and navy, and the levying of taxes. 2 videosexpandVideo: Congressional Powers, Part 1Video: Congressional Powers, Part 2America's First OfficerIn this module you'll find out what about George Washington made him so uniquely qualified for the task of being our nation's first president. Learn how his actions before, during, and after his time in office set precedents which are still followed today. 2 videosexpandVideo: America's First Officer, Part 1Video: America's First Officer, Part 2Graded: Mastery Quiz 1WEEK 3Presidential PowersAs the title of this module suggests, you will be hearing about the specific powers held by the President of the United States. Learn how the presidential pardon is directly related to national security and why the veto power is nearly insurmountable. Prof. Amar will also point out how in a small number of situations, the President of the United States is even more powerful than the King of England.2 videosexpandVideo: Presidential Powers, Part 1Video: Presidential Powers, Part 2Judges and Juries The judicial branch of the U.S. today only vaguely resembles what framers had in mind. In this section you'll learn you about the decisions the men behind the judicial branch's expansion in power and in scale. 2 videosexpandVideo: Judges and Juries, Part 1Video: Judges and Juries, Part 2Graded: Writing Assignment #1WEEK 4States and TerritoriesArticle 4 of the Constitution outlines the interrelationship between States and territories. In order for this emerging country to succeed, the framers knew states would need to start thinking of themselves as parts of the same whole.  To achieve this, rules needed to be set in place for interstate trade and travel. Prof. Amar will introduce the concept of Horizontal Federalism, looking specifically at how the Constitution accounts for the differences between state laws on slavery and voting rights. Finally you'll learn about the Taney-led Supreme Court, whose rulings on racial laws would help set America down the path to civil war.2 videosexpandVideo: States and Territories, Part 1Video: States and Territories, Part 2The Law of the LandWhat's the difference between a treaty and a statute? Which takes precedent? In this module Prof. Amar takes you through article 7 of the Constitution. Along the way you'll learn the difference between laws, treaties, resolutions, and statutes. Learn how each one comes into being and how the inherent democracy of each determines their place in the hierarchy.2 videosexpandVideo: The Law of the Land, Part 1Video: The Law of the Land, Part 2Graded: Mastery Quiz 2WEEK 5Making AmendsAnti-Federalists, rejoice! This module's lectures go over the first ten amendments to America's constitution, also known as the Bill of Rights. These amendments contain some of the most iconic language contained in The Document. Freedom of Speech, the right to keep and bare arms, the right to a fair trial, all this can be found in the Bill of Rights. Prof. Amar will go over where the framers borrowed the ideas for these amendments, and also who championed and opposed their adoption. 2 videosexpandVideo: Making Amends, Part 1Video: Making Amends, Part 2New Birth of FreedomThis module, as we move forward both in text and in time. After the first 12 amendments to the constitution, 50 quiescent years pass before three new amendments are ratified in rapid succession. The 13th, 14th, and 15th amendments to the U.S. Constitution brought radical change to America by abolishing slavery, redefining citizenship, and expanding voting rights.  What event could possibly spur such significant legislative action? Get ready as Professor Amar guides us through a wholly singular look at America's Civil War. 2 videosexpandVideo: A New Birth of Freedom, Part 1Video: A New Birth of Freedom, Part 2Graded: Writing Assignment #2WEEK 6Progressive ReformsYou may have noticed by now that amendments to the U.S. Constitution come in waves. In module 13 Professor Amar will go over the third wave to break. Amendments 16-19 made America's version of democracy more direct and more universal than ever before. The addition of women to the voting pool forever altered America's political course. Eventually leading to the passage of socially conscious policies such as the New Deal, the Great Society, and Obamacare. 2 videosexpandVideo: Progressive Reforms, Part 1Video: Progressive Reforms, Part 2Modern MovesThe surging Civil Right's Movement of the 1960's along with wars both cold and hot, made the political environment in the U.S. ripe for change. Prof. Amar explains out how amendments 23-26 continued making the United States' brand of democracy more universal and more egalitarian. After briefly covering the 27th Amendment, a question is posed to you, the learner: What do you think the next amendment to the Constitution should be? 2 videosexpandVideo: Modern Moves, Part 1Video: Modern Moves, Part 2Graded: Mastery Quiz 3Bonus Content Archive This content is not tied to the assessment materials in any way, but it is interesting, entertaining and informative nonetheless. We encourage all learners to take some time to watch these videos and post about them in the discussion forums!6 videosexpandVideo: Conversation with Lucas SwinefordVideo: Three JusticesVideo: Mooc CourtVideo: U.S. Supreme Court Justice Sonia Sotomayor Visits YaleVideo: Rare Books DepartmentVideo: Q\u0026A with Bradley ConclusionProfessor Amar hopes you will continue your journey through the U.S. Constitution by going beneath, beyond, and behind the text in AWC's sister course America's Unwritten Constitution.  You'll learn of the traditions, court decisions, popular values, and precedents that compliment the text and complete The Document. 2 videosexpandVideo: FarewellVideo: ConclusionThis first module will help you get your bearings before diving into America's Written Constitution. You can watch a brief introduction to the course, learn about quizzes and writing assignments, and find out what you can look forward to learning. This section also provides you with a copy of The Document itself. There is no need to read through it right away, Our hope is that you will follow along as Prof. Amar works his ways through it over the course of the next 14 modules. Good luck, and we hope you enjoy the experience! Video: Welcome!Video: Course IntroductionReading: Begin HereReading: Meet the InstructorReading: Grading and LogisticsReading: Bonus MaterialReading: Suggested ReadingsReading: The Constitution of the United StatesVideo: In the Beginning, Part 1Video: In the Beginning, Part 2Video: New Rules for a New World, Part 1Video: New Rules for a New World, Part 2This entire module is devoted to just one section of one article of the U.S. constitution.  It is the longest, and arguably, most important section of The Document. Article 1, Section 8, enumerates the powers held by Congress. Join Professor Amar, as he discusses the implications of these powers, including regulation of trade, creation of an army and navy, and the levying of taxes. Video: Congressional Powers, Part 1Video: Congressional Powers, Part 2Video: America's First Officer, Part 1Video: America's First Officer, Part 2As the title of this module suggests, you will be hearing about the specific powers held by the President of the United States. Learn how the presidential pardon is directly related to national security and why the veto power is nearly insurmountable. Prof. Amar will also point out how in a small number of situations, the President of the United States is even more powerful than the King of England.Video: Presidential Powers, Part 1Video: Presidential Powers, Part 2Video: Judges and Juries, Part 1Video: Judges and Juries, Part 2Article 4 of the Constitution outlines the interrelationship between States and territories. In order for this emerging country to succeed, the framers knew states would need to start thinking of themselves as parts of the same whole.  To achieve this, rules needed to be set in place for interstate trade and travel. Prof. Amar will introduce the concept of Horizontal Federalism, looking specifically at how the Constitution accounts for the differences between state laws on slavery and voting rights. Finally you'll learn about the Taney-led Supreme Court, whose rulings on racial laws would help set America down the path to civil war.Video: States and Territories, Part 1Video: States and Territories, Part 2What's the difference between a treaty and a statute? Which takes precedent? In this module Prof. Amar takes you through article 7 of the Constitution. Along the way you'll learn the difference between laws, treaties, resolutions, and statutes. Learn how each one comes into being and how the inherent democracy of each determines their place in the hierarchy.Video: The Law of the Land, Part 1Video: The Law of the Land, Part 2Anti-Federalists, rejoice! This module's lectures go over the first ten amendments to America's constitution, also known as the Bill of Rights. These amendments contain some of the most iconic language contained in The Document. Freedom of Speech, the right to keep and bare arms, the right to a fair trial, all this can be found in the Bill of Rights. Prof. Amar will go over where the framers borrowed the ideas for these amendments, and also who championed and opposed their adoption. Video: Making Amends, Part 1Video: Making Amends, Part 2This module, as we move forward both in text and in time. After the first 12 amendments to the constitution, 50 quiescent years pass before three new amendments are ratified in rapid succession. The 13th, 14th, and 15th amendments to the U.S. Constitution brought radical change to America by abolishing slavery, redefining citizenship, and expanding voting rights.  What event could possibly spur such significant legislative action? Get ready as Professor Amar guides us through a wholly singular look at America's Civil War. Video: A New Birth of Freedom, Part 1Video: A New Birth of Freedom, Part 2You may have noticed by now that amendments to the U.S. Constitution come in waves. In module 13 Professor Amar will go over the third wave to break. Amendments 16-19 made America's version of democracy more direct and more universal than ever before. The addition of women to the voting pool forever altered America's political course. Eventually leading to the passage of socially conscious policies such as the New Deal, the Great Society, and Obamacare. Video: Progressive Reforms, Part 1Video: Progressive Reforms, Part 2The surging Civil Right's Movement of the 1960's along with wars both cold and hot, made the political environment in the U.S. ripe for change. Prof. Amar explains out how amendments 23-26 continued making the United States' brand of democracy more universal and more egalitarian. After briefly covering the 27th Amendment, a question is posed to you, the learner: What do you think the next amendment to the Constitution should be? Video: Modern Moves, Part 1Video: Modern Moves, Part 2Video: Conversation with Lucas SwinefordVideo: Three JusticesVideo: Mooc CourtVideo: U.S. Supreme Court Justice Sonia Sotomayor Visits YaleVideo: Rare Books DepartmentVideo: Q\u0026A with Bradley Professor Amar hopes you will continue your journey through the U.S. Constitution by going beneath, beyond, and behind the text in AWC's sister course America's Unwritten Constitution.  You'll learn of the traditions, court decisions, popular values, and precedents that compliment the text and complete The Document. Video: FarewellVideo: ConclusionYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Understanding the FundamentalsUniversity of PennsylvaniaAn Introduction to American LawYale UniversityAmerica's Unwritten ConstitutionUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "Yale University",
    "Level": "",
    "URL": "https://coursera.org/learn/written-constitution",
    "Language": "English",
    "Commitment": "12-15 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Introduction to Household Water Treatment and Safe Storage",
    "Description": "About this course: It is well known that water treatment at the household level can lead to dramatic improvements in drinking water quality. But does Household Water Treatment and Safe Storage (HWTS) also have global relevance? What are the potential treatment solutions and how do they function? Is there a standard strategy for successful HWTS implementation, or can we identify key components which make programs more likely to succeed? \n\nIn this course you will learn about the most important water treatment methods at household level, successful implementation strategies and about assessing the impact of HWTS.\n\nMOOC SERIES “SANITATION, WATER AND SOLID WASTE FOR DEVELOPMENT” : This course is one of four in the series “Sanitation, Water and Solid Waste for Development\".\n\nFRANçAIS: Dans ce MOOC, vous allez apprendre les plus importantes méthodes de traitement de l'eau au niveau des ménages, les stratégies pour une mise en œuvre réussie et l’évaluation de l’impact du traitement et stockage sûr de l'eau à domicile. \n\nESPAñOL: Aprende acerca de los métodos más importantes de tratamiento de agua a nivel domiciliario, de estrategias de implementación eficientes y de la evaluación del impacto del tratamiento doméstico y almacenamiento seguro del agua.WEEK 1Introduction to HWTSThe course begins with a review of the public health impacts of unsafe drinking water. We define physical, chemical, and microbial aspects of drinking water quality and present the major classes of pathogens. Information about pathways for faecal contamination of drinking water are followed by an introduction to the concept of HWTS and the principal technologies.8 videos, 5 readingsexpandVideo: TrailerReading: About the courseReading: Further readingReading: How to use the forumVideo: 1.1 Introduction to the courseVideo: 1.2 Global burden of diseaseVideo: 1.3 Water-borne pathogensVideo: 1.4 How does drinking water become unsafe?Video: 1.5 What is HWTS?Reading: 1.6 Sustainable Development GoalsVideo: 1.7 WHO/UNICEF International Network on HWTS - Guest Lecturer: B. MajuruVideo: 1.8 Key messages - Week 1Reading: Slides - Week 1Graded: Week 1WEEK 2HWTS treatment options During week 2 and 3 we focus on potential treatment methods. We refer first to the standards of safe drinking water and improved drinking water. Week 2 focuses on sedimentation and different kinds of filtration.  6 videos, 2 readingsexpandVideo: 2.1 A Framework for Water SafetyVideo: 2.2 SedimentationVideo: 2.3 Filtration : Synthetic membranesVideo: 2.4 Filtration : Ceramic filtersVideo: 2.5 Biological filtrationVideo: 2.6 Key messages - Week 2Reading: Slides - Week 2Reading: Bonus reading - LogarithmsGraded: Week 2WEEK 3HWTS treatment options During week 2 and 3 we focus on potential treatment methods. We refer first to the standards of safe drinking water and improved drinking water. Week 3 focuses on heat, ultraviolet radiation, chemical disinfection. Specific modules are provided to cover safe storage and combined methods of water treatment.6 videos, 1 readingexpandVideo: 3.1 HeatVideo: 3.2 Ultraviolet radiationVideo: 3.3 Chemical disinfectionVideo: 3.4 Safe storageVideo: 3.5 CombinationsVideo: 3.6 Key messages - Week 3 Reading: Slides - Week 3Graded: Week 3WEEK 4Implementation strategies for HWTSDuring week 4 we analyse different approaches that have been successfully applied. We highlight key components which make programs more likely to succeed. We ask the questions, what is required that the most vulnerable populations use HWTS correctly and consistently over the long-term? In separate modules we consider the special case of HWTS in emergency response and provide information about the role of government bodies.5 videos, 1 readingexpandVideo: 4.1 Implementation models - Guest Lecturer: H. GebauerVideo: 4.2 Targeted approachesVideo: 4.3 HWTS in emergencies - Guest Lecturer: D. LantagneVideo: 4.4 Roles of government bodiesVideo: 4.5 Key messages - Week 4 Reading: Slides - Week 4Graded: Week 4WEEK 5Monitoring and Evaluating HWTSDuring the last week, we present different approaches for monitoring and evaluating HWTS. Case studies and guest lecturers, we highlight several key challenges, including the need for consistent use and field-robust measurements. The course ends with a wrap-up module, which serves as preparation for the final exam.  9 videos, 1 readingexpandVideo: 5.1a Evaluation and validation of household water treatment technologies - Guest Lecturer: M. MontgomeryVideo: 5.1b WHO International Scheme to Evaluate Household Water Treatment Technologies - Guest Lecturer: B. MajuruVideo: 5.2 Effective and consistent useVideo: 5.3 Health impact assessment - Guest lecturer: S. BoissonVideo: 5.4 Economic analysis of HWTSVideo: 5.5 HWTS selectionVideo: 5.6 Testing for E. coli in the fieldVideo: 5.7 Case Study: Water Quality Monitoring in NepalVideo: 5.8 ConclusionReading: Slides - Week 5Graded: Final examThe course begins with a review of the public health impacts of unsafe drinking water. We define physical, chemical, and microbial aspects of drinking water quality and present the major classes of pathogens. Information about pathways for faecal contamination of drinking water are followed by an introduction to the concept of HWTS and the principal technologies.Video: TrailerReading: About the courseReading: Further readingReading: How to use the forumVideo: 1.1 Introduction to the courseVideo: 1.2 Global burden of diseaseVideo: 1.3 Water-borne pathogensVideo: 1.4 How does drinking water become unsafe?Video: 1.5 What is HWTS?Reading: 1.6 Sustainable Development GoalsVideo: 1.7 WHO/UNICEF International Network on HWTS - Guest Lecturer: B. MajuruVideo: 1.8 Key messages - Week 1Reading: Slides - Week 1Video: 2.1 A Framework for Water SafetyVideo: 2.2 SedimentationVideo: 2.3 Filtration : Synthetic membranesVideo: 2.4 Filtration : Ceramic filtersVideo: 2.5 Biological filtrationVideo: 2.6 Key messages - Week 2Reading: Slides - Week 2Reading: Bonus reading - LogarithmsDuring week 2 and 3 we focus on potential treatment methods. We refer first to the standards of safe drinking water and improved drinking water. Week 3 focuses on heat, ultraviolet radiation, chemical disinfection. Specific modules are provided to cover safe storage and combined methods of water treatment.Video: 3.1 HeatVideo: 3.2 Ultraviolet radiationVideo: 3.3 Chemical disinfectionVideo: 3.4 Safe storageVideo: 3.5 CombinationsVideo: 3.6 Key messages - Week 3 Reading: Slides - Week 3During week 4 we analyse different approaches that have been successfully applied. We highlight key components which make programs more likely to succeed. We ask the questions, what is required that the most vulnerable populations use HWTS correctly and consistently over the long-term? In separate modules we consider the special case of HWTS in emergency response and provide information about the role of government bodies.Video: 4.1 Implementation models - Guest Lecturer: H. GebauerVideo: 4.2 Targeted approachesVideo: 4.3 HWTS in emergencies - Guest Lecturer: D. LantagneVideo: 4.4 Roles of government bodiesVideo: 4.5 Key messages - Week 4 Reading: Slides - Week 4During the last week, we present different approaches for monitoring and evaluating HWTS. Case studies and guest lecturers, we highlight several key challenges, including the need for consistent use and field-robust measurements. The course ends with a wrap-up module, which serves as preparation for the final exam.  Video: 5.1a Evaluation and validation of household water treatment technologies - Guest Lecturer: M. MontgomeryVideo: 5.1b WHO International Scheme to Evaluate Household Water Treatment Technologies - Guest Lecturer: B. MajuruVideo: 5.2 Effective and consistent useVideo: 5.3 Health impact assessment - Guest lecturer: S. BoissonVideo: 5.4 Economic analysis of HWTSVideo: 5.5 HWTS selectionVideo: 5.6 Testing for E. coli in the fieldVideo: 5.7 Case Study: Water Quality Monitoring in NepalVideo: 5.8 ConclusionReading: Slides - Week 5University of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of GenevaWater Resources Management and PolicyLund UniversityGreening the Economy: Sustainable Cities",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/water-treatment",
    "Language": "English, Subtitles: French, Spanish",
    "Commitment": "5 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Introduction to Key Constitutional Concepts and Supreme Court Cases",
    "Description": "About this course: This course offers an introduction to the U.S. Constitution and landmark Supreme Court cases interpreting it. It explores the Constitution’s origins, its amendment over the years, and methods of constitutional interpretation. Topics include the nature and structure of the federal government, the powers of the federal government, and individual rights.WEEK 1The Constitution and Three Branches of GovernmentClasses 1, 2, and 3 discuss why we need a Constitution and the history that preceded its drafting. You will learn about the two conflicting lessons the founders learned from the Revolution and the failure of the Articles of Confederation: the national government can become a tyrant if it is too strong, but the nation will fall apart if it is too weak. These lectures explore how the drafters sought to balance these concerns in the original Constitution and the many compromises it contains. You will also learn about two approaches to interpreting the Constitution: Originalism and Living Constitutionalism. Classes 4, 5, and 6 explore the powers of the legislative, executive, and judicial branches of government and the separation of powers between those branches. The Framers gave the federal government limited powers, and divided those powers among the three branches in order to protect individual liberty and state authority. 6 videosexpandVideo: Class 1: Why We Needed a ConstitutionVideo: Class 2: Creating the ConstitutionVideo: Class 3: Interpreting the ConstitutionVideo: Class 4: Article I: Legislative BranchVideo: Class 5: Article II: Executive BranchVideo: Class 6: Article III: Judicial BranchGraded: Quiz on the Constitution and three branches of governmentWEEK 2Amendments and the First AmendmentThis segment first explores constitutional amendments, including the Bill of Rights, and the Reconstruction and Progressive-era Amendments. Then, we will take a detailed look at one of the most important amendments: the First. We will learn about the constitutional protections for speech and religion, how they have changed over time, and how they apply to various circumstances. Finally, we will learn about the Establishment Clause and what it means in today's society. 6 videosexpandVideo: Class 7: The Bill of RightsVideo: Class 8: The Reconstruction AmendmentsVideo: Class 9: The Progressive AmendmentsVideo: Class 10: Freedom of SpeechVideo: Class 11: Free Exercise of Religion ClauseVideo: Class 12: Establishment ClauseGraded: Quiz on the amendments and First AmendmentWEEK 3Criminal Procedure and Federalism and NationalismWe begin here by looking at another group of very important constitutional provisions: the Fourth, Fifth, and Sixth Amendments, which guarantee rights to individuals accused of committing crimes. These amendments protect us against unreasonable searches, ensure our right to remain silent in the face of police questioning, and allow us to demand the assistance of counsel and trial by jury. These rights are fundamental to our system of criminal justice.\n\nThen we will shift our focus to examining the Second Amendment, the right to bear arms, and incorporation. We will also discuss the Ninth and Tenth Amendments, unenumerated rights, and states' rights, and finish by considering the implications of the Civil War and Reconstruction for the balance of power between the federal government and the states. 6 videosexpandVideo: Class 13: The Fourth AmendmentVideo: Class 14: The Fifth Amendment - The Right to Remain SilentVideo: Class 15: The Sixth Amendment - The Right to Counsel/Trial by JuryVideo: Class 16: The Second AmendmentVideo: Class 17: The Ninth and Tenth AmendmentsVideo: Class 18: The Civil War and ReconstructionGraded: Quiz on criminal procedure and federalism and nationalismWEEK 4The Fourteenth Amendment and Modern ControversiesThe first three lessons consider the equal protection and due process clauses of the 14th Amendment. We will begin by discussing race discrimination and the anti-classification and anti-subordination perspectives on equal protection. Next, we will discuss sex discrimination and the right to an abortion derived from the due process clause. Finally, we will examine discrimination based on sexual orientation, and the social progression of major civil rights movements in the United States. The final three lessons in this module consider some modern constitutional controversies. First, we will learn about presidential war powers. Next, we will analyze free speech in the context of campaign finance reform. Finally, we will discuss federal legislative power with a focus on health care reform. 6 videosexpandVideo: Class 19: Equal Protection/What is Discrimination?Video: Class 20: Women’s Equality and AbortionVideo: Class 21: Sexual OrientationVideo: Class 22: War PowersVideo: Class 23: Campaign FinanceVideo: Class 24: Health Care ReformGraded: Quiz on the Fourteenth Amendment and modern controversiesClasses 1, 2, and 3 discuss why we need a Constitution and the history that preceded its drafting. You will learn about the two conflicting lessons the founders learned from the Revolution and the failure of the Articles of Confederation: the national government can become a tyrant if it is too strong, but the nation will fall apart if it is too weak. These lectures explore how the drafters sought to balance these concerns in the original Constitution and the many compromises it contains. You will also learn about two approaches to interpreting the Constitution: Originalism and Living Constitutionalism. Classes 4, 5, and 6 explore the powers of the legislative, executive, and judicial branches of government and the separation of powers between those branches. The Framers gave the federal government limited powers, and divided those powers among the three branches in order to protect individual liberty and state authority. Video: Class 1: Why We Needed a ConstitutionVideo: Class 2: Creating the ConstitutionVideo: Class 3: Interpreting the ConstitutionVideo: Class 4: Article I: Legislative BranchVideo: Class 5: Article II: Executive BranchVideo: Class 6: Article III: Judicial BranchThis segment first explores constitutional amendments, including the Bill of Rights, and the Reconstruction and Progressive-era Amendments. Then, we will take a detailed look at one of the most important amendments: the First. We will learn about the constitutional protections for speech and religion, how they have changed over time, and how they apply to various circumstances. Finally, we will learn about the Establishment Clause and what it means in today's society. Video: Class 7: The Bill of RightsVideo: Class 8: The Reconstruction AmendmentsVideo: Class 9: The Progressive AmendmentsVideo: Class 10: Freedom of SpeechVideo: Class 11: Free Exercise of Religion ClauseVideo: Class 12: Establishment ClauseWe begin here by looking at another group of very important constitutional provisions: the Fourth, Fifth, and Sixth Amendments, which guarantee rights to individuals accused of committing crimes. These amendments protect us against unreasonable searches, ensure our right to remain silent in the face of police questioning, and allow us to demand the assistance of counsel and trial by jury. These rights are fundamental to our system of criminal justice.\n\nThen we will shift our focus to examining the Second Amendment, the right to bear arms, and incorporation. We will also discuss the Ninth and Tenth Amendments, unenumerated rights, and states' rights, and finish by considering the implications of the Civil War and Reconstruction for the balance of power between the federal government and the states. Video: Class 13: The Fourth AmendmentVideo: Class 14: The Fifth Amendment - The Right to Remain SilentVideo: Class 15: The Sixth Amendment - The Right to Counsel/Trial by JuryVideo: Class 16: The Second AmendmentVideo: Class 17: The Ninth and Tenth AmendmentsVideo: Class 18: The Civil War and ReconstructionThe first three lessons consider the equal protection and due process clauses of the 14th Amendment. We will begin by discussing race discrimination and the anti-classification and anti-subordination perspectives on equal protection. Next, we will discuss sex discrimination and the right to an abortion derived from the due process clause. Finally, we will examine discrimination based on sexual orientation, and the social progression of major civil rights movements in the United States. The final three lessons in this module consider some modern constitutional controversies. First, we will learn about presidential war powers. Next, we will analyze free speech in the context of campaign finance reform. Finally, we will discuss federal legislative power with a focus on health care reform. Video: Class 19: Equal Protection/What is Discrimination?Video: Class 20: Women’s Equality and AbortionVideo: Class 21: Sexual OrientationVideo: Class 22: War PowersVideo: Class 23: Campaign FinanceVideo: Class 24: Health Care ReformLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Doing Business in Europe",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/constitution",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Management of Urban Infrastructures – part 1",
    "Description": "About this course: Sustainability, Resilience and Efficiency are fundamental considerations for city managers in managing urban infrastructures. Today, more than 3.9 billion people, making up more than 54% of the global population, live in cities. Urbanization is expected to continue in the coming years, raising the urban population to 6.0 billion by 2045. This dramatic increase in urban populations will inevitably increase the demand for energy, mobility (transportation), water, and other urban services in every city around the world. Without functional governance and management structures that ensure efficient, resilient and sustainable performance in cities, the current urbanization growth might become a catastrophic risk threatening the quality of life of the humanity.\n\nSustainable development in 21st century can only be realized by introducing innovations in both management and operations of urban infrastructures systems. Developing management practices that effectively integrates the processes of urban planning with urban infrastructures planning and management is a challenging goal that many cities are struggling with  nowadays, but is a must for transforming cities to sustainable and resilient engines of growth in both developing and developed economies. \nThis course will provide you with the basic principles of urban infrastructure management that are fundamental for building prosperous cities that are sustainable, resilient and efficient. \n\nIn order to obtain a certificate for this course, the participants have to pass four graded quizzes and complete four mandatory assignments, plus a final exam. In addition to the graded assignments students have the option to write a 7-10 page peer-reviewed case study about management of energy OR transportation system in their city (on your own choice). \nThe best case studies will be also evaluated by our jury at IGLUS and the authors of the 3 best case studies will win a full tuition fee waiver scholarship to enroll in the IGLUS professional training program in Spring 2017. \n\nYou can also pre-enroll in our upcoming MOOC on Smart Cities now. Find our more here:\nhttp://iglus.org/smart-cities-mooc/WEEK 1Block 1 - Introduction to Urban Infrastructures - Introduction to MUI MOOCWelcome to the 1st block: an Introduction to Urban Infrastructures. In this block we will start by exploring the key challenges faced by urban infrastructures (1-2), and then we will learn about the main urban infrastructure systems (1-3), and their main dimensions (1-4). Finally, Mr. Vincent Lusser will provide us with a practitioner’s perspective on urban infrastructures (1-5). To complete this block, first watch the five videos, and visit the discussion forum where other learners and our TA team will answer any questions and facilitate a debate on the concepts treated in the section. After watching the videos, make sure to read the reading assigned for the block. In it, you will find a summary of the lecture content, and an illustrative case study of the urban infrastructure challenges facing Mexico City, the largest urban agglomeration in the Western hemisphere. Finally, when you feel ready, complete the quiz “What did I learn in Block 1?” to assess your knowledge, and Short Answer Assignment 1, to apply what you have learned to your own city.6 videos, 2 readingsexpandReading: Introduction to the MUI MOOCVideo: 1-1 Introduction to the MUI courseDiscussion Prompt: Discussion about the content of the blockVideo: 1-2 Key Challenges to Urban InfrastructuresVideo: 1-3 The main urban infrastructure systemsVideo: 1-4 The main dimensions of urban infrastructuresVideo: 1-5 Interview with Mr.Vincent Lusser - GenevaVideo: 1-6 Analytical perspective for approaching urban infrastructuresReading: Reading 1 - Introduction to urban infrastructuresGraded: What did I learn in Block 1?Graded: Short answer assignment 1WEEK 2Block 2 - Introduction to Principles of Urban Infrastructure ManagementWelcome to the 2nd block: an Introduction to Principles of Urban Infrastructure Management. In this block, we first answer the question: “What do urban infrastructure managers do?” (2-1), and then we study how to manage different stakeholders and their associated performance objectives (2-2). Next, we will learn about the main dimensions for urban infrastructure management (2-3), the main schools of thought in managing urban infrastructure systems (2-4), and we will finish with an interview with Mr. Christoph Rothballer, from Boston Consulting Group (2-5). Once you have watched the five videos in this block, you may want to visit the discussion forums where you can express your doubts and debate the contents of the lectures. In the 2nd block reading, you will find a summary of the lecture content, and a dramatic illustrative case study that explores the challenges in supplying drinking water in Detroit. Finally, asses your knowledge of the block’s concepts in the quiz “What did I learn in Block 2?”, and answer the Short Answer Assignment 2 to explore how the concepts apply to your city.6 videos, 1 readingexpandVideo: 2-1 Introduction: What do urban infrastructure managers do?Discussion Prompt: Discussion about the content of the blockVideo: 2-2 Managing stakeholders and related performance objectivesVideo: 2-3 The main dimensions for urban infrastructure managersVideo: 2-4 Schools of thought in managing urban infrastructure systemsVideo: 2-5 Interview with Mr. Christoph Rothballer - BCGVideo: 2-6 Role of the ICTs in urban infrastructuresReading: Reading 2 - Foundations of urban infrastructure managementGraded: What did I learn in Block 2?Graded: Short answer assignment 2WEEK 3Block 3 - Introduction to Urban Energy ManagementWelcome to the 3rd block: an Introduction to Urban Energy Management. We now move into the two last blocks, which deal with specific urban infrastructure systems, in this case, the urban electricity system. First we will be introduced to urban energy infrastructures (3-1), we will then move on to understanding urban electricity systems (3-2). We will then learn how to manage urban electricity systems (3-3) and discover what challenges and opportunities must be confronted (3-4). Finally, an interview with Mr. Thierry Clement, from Veolia, will provide us with the perspective of a leading utility firm (3-5). \n\nAfter watching the five videos in this block, visit the discussion forums to solve your doubts or express your thoughts on the lecture content. In the 3rd block reading you will find a summary of the lecture content, and an illustrative case study exploring the transition towards a sustainable urban energy system in Copenhagen. \n\nFinally, test your knowledge of the block’s concepts in the quiz “What did I learn in Block 3?”, and answer Short Answer Assignment 3 and discover the urban electricity system in your city.\n5 videos, 1 readingexpandVideo: 3-1 Introduction to urban energy infrastructuresDiscussion Prompt: Discussion about the content of the blockVideo: 3-2 Understanding urban electricity systemsVideo: 3-3 Managing the urban electricity systemVideo: 3-4 Challenges and opportunities in urban energy systemsVideo: 3-5 Managing Urban Energy Systems - Interview with an Expert from the Veolia groupReading: Reading 3 - Management of Urban Electricity SystemsGraded: What did I learn in Block 3?Graded: Short answer assignment 3WEEK 4Block 4 - Introduction to Urban Transport ManagementWelcome to the 4th block: an Introduction to Urban Transport Management. In this block, we will study the ever-important urban transportation system. We will begin with an introduction to urban transportation systems (4-1), and then we will learn how to manage urban transportation systems (4-2). Prof. Robert E. Paaswell, from the City University of New York, will lecture us on the challenges of managing urban transport (4-3), and Mr. Beat Muller, from CarPostal, will complement Prof. Paaswell’s views, but from the practitioner perspective (4-4). Finally we will address the broader challenges of urban transportation (4-5), and conclude the MOOC with a short wrap up (4-6). After watching the six intense videos in this block, go visit the discussion forums to solve any doubts or simply share your comments on the topic of the lecture. You will find a summary of the content, as well as an illustrative case study on the revolutionary transformation of Seoul’s transport system in the 4th block reading. To conclude the block, test your knowledge in the quiz “What did I learn in Block 4?”, and answer Short Answer Assignment 4 to investigate how the concepts on urban transportation apply to your city.6 videos, 1 readingexpandVideo: 4-1 Introduction to urban transportation systemsDiscussion Prompt: Discussion about the content of the blockVideo: 4-2 Managing the urban transportation systemVideo: 4-3 Lecture by Prof. Robert E. Paaswell - CUNYVideo: 4-4 Interview with Mr. Beat Muller - CarPostalVideo: 4-5 Broader challenges and new opportunitiesVideo: 4-6 Conclusion of the MUI MOOCReading: Reading 4 - Urban transportation systemsGraded: What did I learn in Block 4?Graded: Short answer assignment 4WEEK 5Finishing the MOOCYou are almost done! The last step to finish the required coursework of this MOOC is to take the final exam. We also encourage you to take on the optional challenge of writing a peer-reviewed case study about your own city to win the big prize of the MUI MOOC !1 readingexpandPeer Review: Optional case studyReading: End of the course...Discussion Prompt: End of the course discussionGraded: Final examWelcome to the 1st block: an Introduction to Urban Infrastructures. In this block we will start by exploring the key challenges faced by urban infrastructures (1-2), and then we will learn about the main urban infrastructure systems (1-3), and their main dimensions (1-4). Finally, Mr. Vincent Lusser will provide us with a practitioner’s perspective on urban infrastructures (1-5). To complete this block, first watch the five videos, and visit the discussion forum where other learners and our TA team will answer any questions and facilitate a debate on the concepts treated in the section. After watching the videos, make sure to read the reading assigned for the block. In it, you will find a summary of the lecture content, and an illustrative case study of the urban infrastructure challenges facing Mexico City, the largest urban agglomeration in the Western hemisphere. Finally, when you feel ready, complete the quiz “What did I learn in Block 1?” to assess your knowledge, and Short Answer Assignment 1, to apply what you have learned to your own city.Reading: Introduction to the MUI MOOCVideo: 1-1 Introduction to the MUI courseDiscussion Prompt: Discussion about the content of the blockVideo: 1-2 Key Challenges to Urban InfrastructuresVideo: 1-3 The main urban infrastructure systemsVideo: 1-4 The main dimensions of urban infrastructuresVideo: 1-5 Interview with Mr.Vincent Lusser - GenevaVideo: 1-6 Analytical perspective for approaching urban infrastructuresReading: Reading 1 - Introduction to urban infrastructuresWelcome to the 2nd block: an Introduction to Principles of Urban Infrastructure Management. In this block, we first answer the question: “What do urban infrastructure managers do?” (2-1), and then we study how to manage different stakeholders and their associated performance objectives (2-2). Next, we will learn about the main dimensions for urban infrastructure management (2-3), the main schools of thought in managing urban infrastructure systems (2-4), and we will finish with an interview with Mr. Christoph Rothballer, from Boston Consulting Group (2-5). Once you have watched the five videos in this block, you may want to visit the discussion forums where you can express your doubts and debate the contents of the lectures. In the 2nd block reading, you will find a summary of the lecture content, and a dramatic illustrative case study that explores the challenges in supplying drinking water in Detroit. Finally, asses your knowledge of the block’s concepts in the quiz “What did I learn in Block 2?”, and answer the Short Answer Assignment 2 to explore how the concepts apply to your city.Video: 2-1 Introduction: What do urban infrastructure managers do?Discussion Prompt: Discussion about the content of the blockVideo: 2-2 Managing stakeholders and related performance objectivesVideo: 2-3 The main dimensions for urban infrastructure managersVideo: 2-4 Schools of thought in managing urban infrastructure systemsVideo: 2-5 Interview with Mr. Christoph Rothballer - BCGVideo: 2-6 Role of the ICTs in urban infrastructuresReading: Reading 2 - Foundations of urban infrastructure managementWelcome to the 3rd block: an Introduction to Urban Energy Management. We now move into the two last blocks, which deal with specific urban infrastructure systems, in this case, the urban electricity system. First we will be introduced to urban energy infrastructures (3-1), we will then move on to understanding urban electricity systems (3-2). We will then learn how to manage urban electricity systems (3-3) and discover what challenges and opportunities must be confronted (3-4). Finally, an interview with Mr. Thierry Clement, from Veolia, will provide us with the perspective of a leading utility firm (3-5). \n\nAfter watching the five videos in this block, visit the discussion forums to solve your doubts or express your thoughts on the lecture content. In the 3rd block reading you will find a summary of the lecture content, and an illustrative case study exploring the transition towards a sustainable urban energy system in Copenhagen. \n\nFinally, test your knowledge of the block’s concepts in the quiz “What did I learn in Block 3?”, and answer Short Answer Assignment 3 and discover the urban electricity system in your city.\nVideo: 3-1 Introduction to urban energy infrastructuresDiscussion Prompt: Discussion about the content of the blockVideo: 3-2 Understanding urban electricity systemsVideo: 3-3 Managing the urban electricity systemVideo: 3-4 Challenges and opportunities in urban energy systemsVideo: 3-5 Managing Urban Energy Systems - Interview with an Expert from the Veolia groupReading: Reading 3 - Management of Urban Electricity SystemsWelcome to the 4th block: an Introduction to Urban Transport Management. In this block, we will study the ever-important urban transportation system. We will begin with an introduction to urban transportation systems (4-1), and then we will learn how to manage urban transportation systems (4-2). Prof. Robert E. Paaswell, from the City University of New York, will lecture us on the challenges of managing urban transport (4-3), and Mr. Beat Muller, from CarPostal, will complement Prof. Paaswell’s views, but from the practitioner perspective (4-4). Finally we will address the broader challenges of urban transportation (4-5), and conclude the MOOC with a short wrap up (4-6). After watching the six intense videos in this block, go visit the discussion forums to solve any doubts or simply share your comments on the topic of the lecture. You will find a summary of the content, as well as an illustrative case study on the revolutionary transformation of Seoul’s transport system in the 4th block reading. To conclude the block, test your knowledge in the quiz “What did I learn in Block 4?”, and answer Short Answer Assignment 4 to investigate how the concepts on urban transportation apply to your city.Video: 4-1 Introduction to urban transportation systemsDiscussion Prompt: Discussion about the content of the blockVideo: 4-2 Managing the urban transportation systemVideo: 4-3 Lecture by Prof. Robert E. Paaswell - CUNYVideo: 4-4 Interview with Mr. Beat Muller - CarPostalVideo: 4-5 Broader challenges and new opportunitiesVideo: 4-6 Conclusion of the MUI MOOCReading: Reading 4 - Urban transportation systemsYou are almost done! The last step to finish the required coursework of this MOOC is to take the final exam. We also encourage you to take on the optional challenge of writing a peer-reviewed case study about your own city to win the big prize of the MUI MOOC !Peer Review: Optional case studyReading: End of the course...Discussion Prompt: End of the course discussionLund UniversityGreening the Economy: Sustainable CitiesColumbia UniversityConstruction SchedulingUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyColumbia UniversityConstruction Cost Estimating and Cost Control",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "",
    "URL": "https://coursera.org/learn/managing-urban-infrastructures-1",
    "Language": "English, Subtitles: French, Persian",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "EU policy and implementation: making Europe work!",
    "Description": "About this course: People have become more critical of European policy and often seem to prefer local policy solutions in response to globalisation problems. How do you experience EU policy? Does it help? And if not, how can we change this? In this course, we learn how EU policy is made, and how policy is transferred to member states and implemented by various authorities, including regional and local governments.  We discuss the challenges of the European multi-level governance structure. We also focus on the main causes of policy failure or success.  On this journey, we focus on actual policy and present the views of various experts: how easy is it to establish yourself in another EU-country? How do governments make sure that the air you breathe is clean? And who is responsible?\n\nYou will be able to do research together in your own local setting. Research on implementation in which you can make comparisons between different countries or areas. If you live outside the EU, this is not a problem. We have developed assignments in such a way that you can do research in your area and compare your findings with others. \n\nSo, are you curious? Please join: 'EU policy and implementation: making Europe work'. Watch our trailer video at https://www.youtube.com/watch?v=n3nSN9R3VR4WEEK 1Welcome to this courseGreat that you are joining us! In this course you will learn about the fascinating process of European policy-making and implementation. Before you start studying we invite you to go through our introduction module first. Please introduce yourself on the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know on the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy studying in this course!2 videos, 8 readingsexpandVideo: TrailerVideo: Course introductionLecture: Course syllabusLecture: Honors Track SyllabusLecture: Meet the instructors \u0026 the teamLecture: Welcome to Leiden UniversityLecture: Tips for studying onlineLecture: Being successful in an international virtual learning communityLecture: Behaving in an academic wayDemande de discussion: Introduce yourselfLecture: How we grade your quizzes and assignmentsWEEK 2Understanding policy and the European policy processThe course starts by introducing the main concepts such as policy and the policy process, and includes a discussion of what decision-making is. It is shown that in making a decision the decided outcome is not always the most socially desirable state of affairs. This is important to understand in order to appreciate the imperfections of decision-making at the various levels of the European policy process. Furthermore, we explore the European multi-level policy process, as a starting point for the more specialized lectures in the subsequent weeks. In this week, students are also introduced to the policy dossiers to make their choice. 5 videos, 4 readingsexpandVideo: How do we understand policy?Video: How do we understand decision-making?Video: The European policy process in briefDemande de discussion: Reflect on the European policy cycleLecture: Required readingsLecture: The Honors TrackVideo: Introducing the policy dossiersDemande de discussion: Motivate your choice of dossier on the forumLecture: Honors Track: Do you join us in our research? (Get your ID)Video: What is the problem?Lecture: Required readings supporting the dossierGraded: How do we understand policy?Graded: How do we understand decision-making?Graded: End quiz week 1Graded: The residence dossierWEEK 3EU Decision-makingFocusing on EU decision-making, the main question is: what can go wrong in the European decision-making process over legal measures? The lectures pay attention to the role of sectoral interests in the EU, and time. Policymakers often seem to be in a hurry, which may impact the choices that are made. Furthermore, in the last lecture we turn our perspective to the international context within which the EU operates. International agreements, for example, can be yet another source for further European legislation.5 videos, 4 readings, 1 practice quizexpandVideo: What can go wrong with EU decision-making?Lecture: Required reading: What can go wrong with EU decision-makingVideo: Sectoral interests in the European UnionLecture: Required reading: Sectoral interest in the EUVideo: Brussels is always in a hurryLecture: Required reading: Brussels is always in a hurryVideo: EU policymaking from an international perspectiveLecture: Required reading: EU policymaking from an international perspectiveDemande de discussion: Proposition about problem solvingVideo: What is the European policy?Quiz pour s'exercer: Research Assignment 1: The problemGraded: Sectoral interests in the European UnionGraded: Brussels is always in a hurryGraded: End quiz week 2Graded: How big of a problem is obtaining residence rights?WEEK 4TranspositionOnce legal measures have been adopted, the question arises as to what will happen next? For EU directives, the formal requirements need to be transformed into national legislation by member states. We discuss both a legal and a policy perspective on transposition, which provide rather different perspectives on this work. Adopted legal measures may also require further specification, which brings us to the preparation and adoption of delegated and implementing acts. For these acts the European Commission plays an important role. Finally, we look into the role of the European Commission as an actor overseeing transposition in the member states. Does the Commission act as the ‘guardian of the treaties’?6 videos, 4 readings, 2 practice quizzesexpandVideo: What happens after adoption?Video: Transposition as interpretationLecture: Required reading: Transposition as interpretationVideo: Transposition as behavior: a policy perspective on domestic actorsLecture: Required reading: Transposition as behavior: a policy perspective on domestic actorsVideo: The Commission shaping European policyLecture: Required reading: The Commission shaping European policyVideo: The Commission as the guardian of the treatiesLecture: Required reading: The Commission as the guardian of the treatiesDemande de discussion: National priorities and transpositionVideo: How is the European labor mobility policy transposed?Quiz pour s'exercer: Research Assignment 2: What are the goals?Demande de discussion: How to do legal research?Quiz pour s'exercer: Research assignment 3: How is the policy formulated?Graded: Transposition as interpretationGraded: Transposition as behaviorGraded: The Commission shaping European policyGraded: End quiz week 3Graded: What are the differences in policy between countries?WEEK 5ImplementationWhat can go wrong with implementation? In this week, we focus on the main causes of policy failure and success by discussing three different groups of theories. These address systemic features, such as time, capacity and culture, institutional or normative features related to groups and behavioral features. Each group of possible features is briefly explained and discussed in the lectures. Furthermore, attention is given to the involvement of regional and local governments in the implementation of European policy within member states, which provides yet another challenge to European policy implementation. 7 videos, 5 readings, 1 practice quizexpandVideo: What can go wrong with implementation?Lecture: Required reading: What can go wrong with implementation?Video: Time, capacity and cultureLecture: Required reading: Time, capacity and cultureVideo: Policy fit and related explanationsLecture: Required reading: Policy fit and related explanationsVideo: Behavioral explanations: interests and veto playersLecture: Required reading: Behavioral explanations: interests and veto playersVideo: Involvement of regional and local governments in implementationLecture: Required reading: Involvement of regional and local governments in implementationVideo: How is the European labor mobility policy nationally organized?Video: How is the European labor mobility policy implemented?Quiz pour s'exercer: Research Assignment 4: ImplementationGraded: Time, capacity and cultureGraded: Policy fit and related explanationsGraded: Behavioral explanations: interests and veto playersGraded: Wiki on the organization of implementationGraded: End quiz week 4Graded: Implementation of residence rights policyWEEK 6Redesigning EU policymakingHaving experienced the European policy process from European lawmaking to regional and perhaps local implementation, the last week reflects on ways to improve EU policymaking. How can EU policy, but also the policy process be redesigned? What is currently discussed in Brussels? And what are the options? The students will first be introduced to the Better Regulation Agenda of the European Commission, which also aims to improve policymaking. Three different directions of change are discussed in the lectures: (a) the ambition to close the European policy cycle by connecting ex-post evaluations with consultations and impact assessments as tools to prepare for new legislation; (b) introducing more experimentation to obtain better results, and (c) focusing on decentralization as a way of bringing back policymaking power to member states, regional governments or even local government.\n6 videos, 4 readings, 2 practice quizzesexpandVideo: How can EU policymaking be redesigned?Video: Better regulation: Legislation that will deliver?Lecture: Required reading: Better regulation: legislation that will deliver?Video: Consultations, impact assessments, and ex-post evaluations: closing the circle?Lecture: Required reading: Consultations, impact assessment and ex-post evaluations: closing the circle?Video: Experimentation for better resultsVideo: Decentralization, subsidiarity and proportionalityLecture: Required reading: Decentralization, subsidiarity and proportionalityDemande de discussion: Quality of better regulation toolsVideo: How can we improve labor mobility policy?Quiz pour s'exercer: Assignment 5: Why are there differences?Demande de discussion: Reflect and propose: what would you recommend?Demande de discussion: Up-vote and reward proposalsLecture: Our best policy recommendationsQuiz pour s'exercer: Course ReflectionGraded: Better regulation: legislation that will deliver?Graded: Consulations, impact assessments and ex-post evaluations: closing the circle?Graded: Experimentation for better resultsGraded: Decentralization, subsidiarity and proportionalityGraded: End quiz week 5Graded: What are the causes of differences?Great that you are joining us! In this course you will learn about the fascinating process of European policy-making and implementation. Before you start studying we invite you to go through our introduction module first. Please introduce yourself on the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know on the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy studying in this course!Video: TrailerVideo: Course introductionLecture: Course syllabusLecture: Honors Track SyllabusLecture: Meet the instructors \u0026 the teamLecture: Welcome to Leiden UniversityLecture: Tips for studying onlineLecture: Being successful in an international virtual learning communityLecture: Behaving in an academic wayDemande de discussion: Introduce yourselfLecture: How we grade your quizzes and assignmentsThe course starts by introducing the main concepts such as policy and the policy process, and includes a discussion of what decision-making is. It is shown that in making a decision the decided outcome is not always the most socially desirable state of affairs. This is important to understand in order to appreciate the imperfections of decision-making at the various levels of the European policy process. Furthermore, we explore the European multi-level policy process, as a starting point for the more specialized lectures in the subsequent weeks. In this week, students are also introduced to the policy dossiers to make their choice. Video: How do we understand policy?Video: How do we understand decision-making?Video: The European policy process in briefDemande de discussion: Reflect on the European policy cycleLecture: Required readingsLecture: The Honors TrackVideo: Introducing the policy dossiersDemande de discussion: Motivate your choice of dossier on the forumLecture: Honors Track: Do you join us in our research? (Get your ID)Video: What is the problem?Lecture: Required readings supporting the dossierFocusing on EU decision-making, the main question is: what can go wrong in the European decision-making process over legal measures? The lectures pay attention to the role of sectoral interests in the EU, and time. Policymakers often seem to be in a hurry, which may impact the choices that are made. Furthermore, in the last lecture we turn our perspective to the international context within which the EU operates. International agreements, for example, can be yet another source for further European legislation.Video: What can go wrong with EU decision-making?Lecture: Required reading: What can go wrong with EU decision-makingVideo: Sectoral interests in the European UnionLecture: Required reading: Sectoral interest in the EUVideo: Brussels is always in a hurryLecture: Required reading: Brussels is always in a hurryVideo: EU policymaking from an international perspectiveLecture: Required reading: EU policymaking from an international perspectiveDemande de discussion: Proposition about problem solvingVideo: What is the European policy?Quiz pour s'exercer: Research Assignment 1: The problemOnce legal measures have been adopted, the question arises as to what will happen next? For EU directives, the formal requirements need to be transformed into national legislation by member states. We discuss both a legal and a policy perspective on transposition, which provide rather different perspectives on this work. Adopted legal measures may also require further specification, which brings us to the preparation and adoption of delegated and implementing acts. For these acts the European Commission plays an important role. Finally, we look into the role of the European Commission as an actor overseeing transposition in the member states. Does the Commission act as the ‘guardian of the treaties’?Video: What happens after adoption?Video: Transposition as interpretationLecture: Required reading: Transposition as interpretationVideo: Transposition as behavior: a policy perspective on domestic actorsLecture: Required reading: Transposition as behavior: a policy perspective on domestic actorsVideo: The Commission shaping European policyLecture: Required reading: The Commission shaping European policyVideo: The Commission as the guardian of the treatiesLecture: Required reading: The Commission as the guardian of the treatiesDemande de discussion: National priorities and transpositionVideo: How is the European labor mobility policy transposed?Quiz pour s'exercer: Research Assignment 2: What are the goals?Demande de discussion: How to do legal research?Quiz pour s'exercer: Research assignment 3: How is the policy formulated?What can go wrong with implementation? In this week, we focus on the main causes of policy failure and success by discussing three different groups of theories. These address systemic features, such as time, capacity and culture, institutional or normative features related to groups and behavioral features. Each group of possible features is briefly explained and discussed in the lectures. Furthermore, attention is given to the involvement of regional and local governments in the implementation of European policy within member states, which provides yet another challenge to European policy implementation. Video: What can go wrong with implementation?Lecture: Required reading: What can go wrong with implementation?Video: Time, capacity and cultureLecture: Required reading: Time, capacity and cultureVideo: Policy fit and related explanationsLecture: Required reading: Policy fit and related explanationsVideo: Behavioral explanations: interests and veto playersLecture: Required reading: Behavioral explanations: interests and veto playersVideo: Involvement of regional and local governments in implementationLecture: Required reading: Involvement of regional and local governments in implementationVideo: How is the European labor mobility policy nationally organized?Video: How is the European labor mobility policy implemented?Quiz pour s'exercer: Research Assignment 4: ImplementationHaving experienced the European policy process from European lawmaking to regional and perhaps local implementation, the last week reflects on ways to improve EU policymaking. How can EU policy, but also the policy process be redesigned? What is currently discussed in Brussels? And what are the options? The students will first be introduced to the Better Regulation Agenda of the European Commission, which also aims to improve policymaking. Three different directions of change are discussed in the lectures: (a) the ambition to close the European policy cycle by connecting ex-post evaluations with consultations and impact assessments as tools to prepare for new legislation; (b) introducing more experimentation to obtain better results, and (c) focusing on decentralization as a way of bringing back policymaking power to member states, regional governments or even local government.\nVideo: How can EU policymaking be redesigned?Video: Better regulation: Legislation that will deliver?Lecture: Required reading: Better regulation: legislation that will deliver?Video: Consultations, impact assessments, and ex-post evaluations: closing the circle?Lecture: Required reading: Consultations, impact assessment and ex-post evaluations: closing the circle?Video: Experimentation for better resultsVideo: Decentralization, subsidiarity and proportionalityLecture: Required reading: Decentralization, subsidiarity and proportionalityDemande de discussion: Quality of better regulation toolsVideo: How can we improve labor mobility policy?Quiz pour s'exercer: Assignment 5: Why are there differences?Demande de discussion: Reflect and propose: what would you recommend?Demande de discussion: Up-vote and reward proposalsLecture: Our best policy recommendationsQuiz pour s'exercer: Course ReflectionUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesLund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeSciences PoGeopolitics of Europe",
    "Creator": "Universiteit Leiden",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/eu-making-europe-work",
    "Language": "English",
    "Commitment": "This course consists of 5 weeks of study, with about 2-3 hours of study required each week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Understanding Violence",
    "Description": "About this course: We are so pleased to have you join us as we investigate this crucial topic. \n\nViolence is a leading cause of death, disability and health care use worldwide.  Violence is a complex problem and can only be understood and reduced though a multidisciplinary approach.  \n\nThis course introduces you to  experts who study different forms of violence and we will discuss the various causes of violence.  You will also learn about efforts to reduce violence and engage in a day of compassion.\n\nWe are very fortunate that PRESIDENT JIMMY CARTER is participating in our course. He delivers a lecture on the efforts of the Carter Center to end violence around the world, and he engages in a discussion with us about his life and work in human rights.\n\nDo join us for short videos, readings and discussions. And also see our coffee chats, where we (Pamela and Deb) summarize and reflect on each module. \n\nAnd we want to hear from you! Feel free to reach out via Twitter or through the course, or through our Facebook Page: https://www.facebook.com/groups/understandingviolence01/.WEEK 1Overview of ViolenceWe begin the course by defining violence and discussing why violence can be difficult to identify and measure. We will review the rates of violence in the U.S. and globally.8 videos, 4 readingsexpandVideo: IntroductionReading: Getting StartedVideo: Trigger WarningReading: ResourcesVideo: Overview of Violence, Part 1Video: Overview of Violence, Part 2Video: Global Perspectives \u0026 StatisticsVideo: Violence in a Structural \u0026 Cultural ContextVideo: Collecting data on violenceVideo: Coffee Chat with Pamela and DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesReading: Family Violence ExerciseGraded: Quiz 1WEEK 2Types of ViolenceThe following videos will help learners become familiar with specific types of violence, including intimate partner violence, suicide, sexual violence, youth violence including cyber-bullying, child maltreatment, elder maltreatment, and gang violence. 8 videos, 1 readingexpandVideo: Intimate Partner Violence (IPV)Video: Gang ViolenceVideo: Child MaltreatmentVideo: Youth Violence \u0026 Cyber-BullyingVideo: Sexual ViolenceVideo: Violence towards the elderlyVideo: SuicideVideo: Coffee Chat with Deb and PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesGraded: Quiz 2WEEK 3Biological, Social, \u0026 Psychological Contributors of ViolenceIn this module we identify what environmental features increase likelihood for violence in individuals and take a look at the associations with substance use and violence. Learners have a chance to review theories around biological and genetic predispositions and responses to violence. Finally, we examine religious perspectives and issues around violence.7 videos, 1 readingexpandVideo: Strain Theory \u0026 Other Sociological DeterminantsVideo: Are We Born Bad? Biological and Psychological DeterminantsVideo: Alcohol \u0026 Drug UseVideo: Prof Abdullahi An-Na'im on IslamVideo: Combatting Sacred ViolenceVideo: Becoming Beloved CommunityVideo: Coffee Chat with Pamela and DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesGraded: Quiz 3WEEK 4Consequences of ViolenceWe begin this module reviewing the psychological effects of violence including PTSD, depression, and suicidality. Then we assess the economic impact of violence and injuries. We will explore violence in relation to the criminal justice system, and recognize the long-term impact of sexual violence in wartime. 8 videos, 1 readingexpandVideo: Economic Costs of Violence, Part 1Video: Economic Costs of Violence, Part 2Video: Economic Costs of Violence, Part 3Video: Mental Health Consequences of IPVVideo: Resilience \u0026 Protective FactorsVideo: Violence \u0026 The Criminal Justice SystemVideo: Prof Pamela Scully: Sexualized Violence in ConflictVideo: Coffee chat with Deb and PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesGraded: Consequences of ViolenceWEEK 5Media Portrayal of ViolenceIn this module we explore how violence is represented in films in terms of character and narrative and we consider how violence is reported in the news, specifically discussing desensitization.7 videos, 1 readingexpandVideo: Violence \u0026 Film with Prof Karla OelerVideo: Violence \u0026 Film Part 2Video: Violence \u0026 The Media, Part 3Video: Media Depictions of Mental IllnessVideo: Reporting of Violence in the News \u0026 MediaVideo: Coffee Chat with Pamela \u0026 DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesVideo: Peer Review: Instructions \u0026 MotivationsGraded: Peer Review: Media/Film Critical ReflectionWEEK 6Controlling ViolenceWe close this course comparing different types of violence prevention programs (primary vs. secondary; public health vs. criminal justice) and identifying key elements of successful violence prevention programs. 10 videos, 1 readingexpandVideo: Prof Dean Dabney on the Focused Deterrence ModelVideo: Youth Prevention StrategiesVideo: Video Games \u0026 Dating Violence Prevention with Drew CrecenteVideo: Ulester Douglas on Men Stopping ViolenceVideo: Deb Houry on Safe Communities: EmoryVideo: President Jimmy Carter on the Works of The Carter CenterVideo: Pamela on Liberian Post-Conflict Interventions to End ViolenceVideo: Interview with President Jimmy CarterVideo: Final Coffee chat with Deb \u0026 PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesVideo: Peer Review: Instructions \u0026 MotivationsGraded: Peer Review: Day of Action \u0026 CompassionVideo: IntroductionReading: Getting StartedVideo: Trigger WarningReading: ResourcesVideo: Overview of Violence, Part 1Video: Overview of Violence, Part 2Video: Global Perspectives \u0026 StatisticsVideo: Violence in a Structural \u0026 Cultural ContextVideo: Collecting data on violenceVideo: Coffee Chat with Pamela and DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesReading: Family Violence ExerciseVideo: Intimate Partner Violence (IPV)Video: Gang ViolenceVideo: Child MaltreatmentVideo: Youth Violence \u0026 Cyber-BullyingVideo: Sexual ViolenceVideo: Violence towards the elderlyVideo: SuicideVideo: Coffee Chat with Deb and PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesIn this module we identify what environmental features increase likelihood for violence in individuals and take a look at the associations with substance use and violence. Learners have a chance to review theories around biological and genetic predispositions and responses to violence. Finally, we examine religious perspectives and issues around violence.Video: Strain Theory \u0026 Other Sociological DeterminantsVideo: Are We Born Bad? Biological and Psychological DeterminantsVideo: Alcohol \u0026 Drug UseVideo: Prof Abdullahi An-Na'im on IslamVideo: Combatting Sacred ViolenceVideo: Becoming Beloved CommunityVideo: Coffee Chat with Pamela and DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesWe begin this module reviewing the psychological effects of violence including PTSD, depression, and suicidality. Then we assess the economic impact of violence and injuries. We will explore violence in relation to the criminal justice system, and recognize the long-term impact of sexual violence in wartime. Video: Economic Costs of Violence, Part 1Video: Economic Costs of Violence, Part 2Video: Economic Costs of Violence, Part 3Video: Mental Health Consequences of IPVVideo: Resilience \u0026 Protective FactorsVideo: Violence \u0026 The Criminal Justice SystemVideo: Prof Pamela Scully: Sexualized Violence in ConflictVideo: Coffee chat with Deb and PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesVideo: Violence \u0026 Film with Prof Karla OelerVideo: Violence \u0026 Film Part 2Video: Violence \u0026 The Media, Part 3Video: Media Depictions of Mental IllnessVideo: Reporting of Violence in the News \u0026 MediaVideo: Coffee Chat with Pamela \u0026 DebDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesVideo: Peer Review: Instructions \u0026 MotivationsVideo: Prof Dean Dabney on the Focused Deterrence ModelVideo: Youth Prevention StrategiesVideo: Video Games \u0026 Dating Violence Prevention with Drew CrecenteVideo: Ulester Douglas on Men Stopping ViolenceVideo: Deb Houry on Safe Communities: EmoryVideo: President Jimmy Carter on the Works of The Carter CenterVideo: Pamela on Liberian Post-Conflict Interventions to End ViolenceVideo: Interview with President Jimmy CarterVideo: Final Coffee chat with Deb \u0026 PamelaDiscussion Prompt: Discussion QuestionReading: Readings and ResourcesVideo: Peer Review: Instructions \u0026 MotivationsJohns Hopkins UniversityPsychological First AidUniversity of TorontoThe Social Context of Mental Health and IllnessUniversitat Autònoma de BarcelonaEmotions: a Philosophical IntroductionUniversity of Pennsylvania, UnicefSocial Norms, Social Change IThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive Sciences",
    "Creator": "Emory University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/violence",
    "Language": "English",
    "Commitment": "9 hours videos, quizzes, and peer reviewed projects",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Greening the Economy: Lessons from Scandinavia",
    "Description": "About this course: How can we live a good life on one planet with over seven billion people? \n\nThis course will explore greening the economy on four levels – individual, business, city, and nation. We will look at the relationships between these levels and give many practical examples of the complexities and solutions across the levels. Scandinavia, a pioneering place advancing sustainability and combating climate change, is a unique starting point for learning about greening the economy. We will learn from many initiatives attempted in Scandinavia since the 1970s, which are all potentially helpful and useful for other countries and contexts.\n\nThe International Institute for Industrial Environmental Economics (IIIEE) at Lund University is an international centre of excellence on strategies for sustainable solutions. The IIIEE is ideally suited to understand and explain the interdisciplinary issues in green economies utilising the diverse disciplinary backgrounds of its international staff. The IIIEE has been researching and teaching on sustainability and greener economies since the 1990s and it has extensive international networks connecting with a variety of organizations.\n\n5-8 hours/week\n5 weeks duration\n40 films\n20 teachersWEEK 1Introduction: what is a green economy and why is it important?We start the course by looking at the key issues that a green economy seeks to address and the underlying concepts and definitions of a greener economy. In this module, we will describe problems arising from the interaction of the economy and the environment; we will state some of the aims of greening the economy and look into the multitude of definitions; we will use tools to measure and assess a green economy; and we will discuss concepts and indicators related to the green economy.    10 videos, 8 readingsexpandReading: IntroductionReading: Timeline and SyllabusReading: Course DetailsReading: GradingReading: About usReading: HangoutsReading: Course Assignment: Greener Product, Greener Business, and Greener CityVideo: Wicked ProblemsVideo: What is a Green EconomyVideo: Little Actions and Big ChallengesVideo: Why ScandinaviaVideo: Cleaner and Greener productionVideo: Evolution of the concept of green economyVideo: Interview: An Economist's Take on GtEVideo: Interview: A Politician's Take on GtEVideo: Interview: A Global Green Growth PerspectiveVideo: \"Meet the Parkers, Part I\"Reading: Readings week 1Graded: IntroductionWEEK 2Individual choicesHere in Module 2 we look at the individual level and how individual choices can help or hinder progress towards a green economy. This module offers an increased understanding of patterns and levels of consumption; we will look at the drivers and theories of consumer behaviour and the limitations of working with consumer choice in isolation (e.g. rebound effect); and develop an understanding of how to measure the impact of consumption (e.g. carbon footprint).8 videos, 1 readingexpandVideo: Drivers for ConsumptionVideo: Consumers and Eco-labelingVideo: Myths of ConsumptionVideo: Mind the GapVideo: Living Green in PracticeVideo: Interview: Green Economy in Sweden \u0026 EuropeVideo: Interview: Building a Green Online CommunityVideo: \"Meet the Parkers, Part II\"Reading: Readings week 2Graded: Greener ProductGraded: Individual ChoicesWEEK 3Business strategiesIn the third module, we look at the business level, focusing on how companies and organisations choose strategies that can help transitions to a green economy. In this module, the aim is to understand the changes relevant to the business level for a greener economy. You will be presented to some solutions and concepts that companies use to deal with complex problems encountered in their sustainability work. We will discuss the challenges facing companies that want to take a lead in the transition to a greener economy, and reflect on strategies for green business in different contexts.11 videos, 1 readingexpandVideo: Business FundamentalsVideo: Greening UpstreamVideo: Greening DownstreamVideo: Green ProcessesVideo: Green Business StrategiesVideo: Virtual Mobility and e-MaterialisationVideo: Eco-DesignVideo: Interview: Sustainability at IKEAVideo: Interview: Green Strategy of a RestaurantVideo: Interview: Transition Towards Renewable EnergyVideo: \"Meet the Parkers, Part III\"Reading: Readings week 3Graded: Greener BusinessGraded: Business StrategiesWEEK 4Sustainable citiesIn Module 4, we look at how planning and designing cities can help achieve a green economy and underpin sustainable development. The aim this week is to understand the role of cities for experimentation, planning, collaboration and providing visions for a greener economy. We will use tools to measure and critically assess green economy indicators at the city level and discuss whether city level policies and actions in Scandinavia can work around the world.8 videos, 1 readingexpandVideo: Sustainable Urban TransformationVideo: Climate Governance and Urban ExperimentsVideo: Urban Infrastructure and PlanningVideo: Visioning for Cities of the FutureVideo: Sustainable NeighbourhoodsVideo: Green Lifestyles and CitiesVideo: \"Meet the Parkers, Part IV\"Video: Municipal Waste ManagementReading: Readings week 4Graded: Greener CityGraded: Sustainable CitiesWEEK 5National policiesFinally, in the fifth module, we look at how national governments can establish policies to promote green economy across the different levels (individual, business, city, national) discussed in this course. In this module, we discuss how national level policies affect cities, business, and individuals, as well as the challenges for national level policies to influence other levels, including the international sphere. Finally, we will discuss whether national policies from Scandinavia can work in other contexts10 videos, 1 readingexpandVideo: Policy Instruments and IncentivesVideo: Green Public ProcurementVideo: Policy for Waste and ResourcesVideo: Policy for Lighting ProductsVideo: Economic Instruments and Price SignalsVideo: An OECD Perspective on Green EconomyVideo: Green Policy in EuropeVideo: Interview: International Climate NegotiationsVideo: Bonus interview: Extended producer responsibilityVideo: \"Meet the Parkers, Part V\"Reading: Readings week 5Graded: National PoliciesWe start the course by looking at the key issues that a green economy seeks to address and the underlying concepts and definitions of a greener economy. In this module, we will describe problems arising from the interaction of the economy and the environment; we will state some of the aims of greening the economy and look into the multitude of definitions; we will use tools to measure and assess a green economy; and we will discuss concepts and indicators related to the green economy.    Reading: IntroductionReading: Timeline and SyllabusReading: Course DetailsReading: GradingReading: About usReading: HangoutsReading: Course Assignment: Greener Product, Greener Business, and Greener CityVideo: Wicked ProblemsVideo: What is a Green EconomyVideo: Little Actions and Big ChallengesVideo: Why ScandinaviaVideo: Cleaner and Greener productionVideo: Evolution of the concept of green economyVideo: Interview: An Economist's Take on GtEVideo: Interview: A Politician's Take on GtEVideo: Interview: A Global Green Growth PerspectiveVideo: \"Meet the Parkers, Part I\"Reading: Readings week 1Here in Module 2 we look at the individual level and how individual choices can help or hinder progress towards a green economy. This module offers an increased understanding of patterns and levels of consumption; we will look at the drivers and theories of consumer behaviour and the limitations of working with consumer choice in isolation (e.g. rebound effect); and develop an understanding of how to measure the impact of consumption (e.g. carbon footprint).Video: Drivers for ConsumptionVideo: Consumers and Eco-labelingVideo: Myths of ConsumptionVideo: Mind the GapVideo: Living Green in PracticeVideo: Interview: Green Economy in Sweden \u0026 EuropeVideo: Interview: Building a Green Online CommunityVideo: \"Meet the Parkers, Part II\"Reading: Readings week 2In the third module, we look at the business level, focusing on how companies and organisations choose strategies that can help transitions to a green economy. In this module, the aim is to understand the changes relevant to the business level for a greener economy. You will be presented to some solutions and concepts that companies use to deal with complex problems encountered in their sustainability work. We will discuss the challenges facing companies that want to take a lead in the transition to a greener economy, and reflect on strategies for green business in different contexts.Video: Business FundamentalsVideo: Greening UpstreamVideo: Greening DownstreamVideo: Green ProcessesVideo: Green Business StrategiesVideo: Virtual Mobility and e-MaterialisationVideo: Eco-DesignVideo: Interview: Sustainability at IKEAVideo: Interview: Green Strategy of a RestaurantVideo: Interview: Transition Towards Renewable EnergyVideo: \"Meet the Parkers, Part III\"Reading: Readings week 3In Module 4, we look at how planning and designing cities can help achieve a green economy and underpin sustainable development. The aim this week is to understand the role of cities for experimentation, planning, collaboration and providing visions for a greener economy. We will use tools to measure and critically assess green economy indicators at the city level and discuss whether city level policies and actions in Scandinavia can work around the world.Video: Sustainable Urban TransformationVideo: Climate Governance and Urban ExperimentsVideo: Urban Infrastructure and PlanningVideo: Visioning for Cities of the FutureVideo: Sustainable NeighbourhoodsVideo: Green Lifestyles and CitiesVideo: \"Meet the Parkers, Part IV\"Video: Municipal Waste ManagementReading: Readings week 4Finally, in the fifth module, we look at how national governments can establish policies to promote green economy across the different levels (individual, business, city, national) discussed in this course. In this module, we discuss how national level policies affect cities, business, and individuals, as well as the challenges for national level policies to influence other levels, including the international sphere. Finally, we will discuss whether national policies from Scandinavia can work in other contextsVideo: Policy Instruments and IncentivesVideo: Green Public ProcurementVideo: Policy for Waste and ResourcesVideo: Policy for Lighting ProductsVideo: Economic Instruments and Price SignalsVideo: An OECD Perspective on Green EconomyVideo: Green Policy in EuropeVideo: Interview: International Climate NegotiationsVideo: Bonus interview: Extended producer responsibilityVideo: \"Meet the Parkers, Part V\"Reading: Readings week 5Lund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "Lund University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/greening-the-economy",
    "Language": "English",
    "Commitment": "5-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Understanding Terrorism and the Terrorist Threat",
    "Description": "About this course: The National Consortium for the Study of Terrorism and Responses to Terrorism (START), a Department of Homeland Security Center of Excellence housed at the University of Maryland, offers a course looking at the who, what and how of Terrorism Studies, by introducing students to cutting-edge research from the social and behavioral sciences and the experts investigating these topics.  \n\nThe course will begin with a unit looking at widely held myths about terrorism and utilizing empirical data to discuss the realities of broad trends and patterns in terrorist attacks over time. The course will then review the psychological factors at play in individual radicalization and recruitment into terrorism, followed by an analysis of terrorist group dynamics. The course will next look at terrorist group operations, including their attacks and some of the supporting behaviors that allow them to carry out attacks, including use of media, financing, recruitment, and training. The course will conclude by looking at the factors that drive terrorist group persistence or endurance versus terrorist group desistance, and will bring the varied course concepts together through a detailed look at the case of Al-Qa’ida.  \n\nThroughout the course, students will have the opportunity to study and work with the University of Maryland’s Global Terrorism Database (GTD), the largest database of terrorist incidents in the world, learning its capabilities and developing basic skills in searching and displaying terrorism data.WEEK 1Introduction3 readingsexpandReading: START HEREReading: SyllabusReading: Participate in Course SurveysDiscussion Prompt: Introductions: Get to know your peers in this session!Discussion Prompt: Technical Issues: Report Issues HereWEEK 2Module 1: How Do We Study Terrorism?13 videos, 9 readingsexpandReading: Module 1 Introduction Reading: START HEREVideo: Course OverviewVideo: 1.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 1.B: Gary LaFree (University of Maryland), \"Nine Myths About Terrorism Part 1\"Video: 1.C: Gary LaFree (University of Maryland), \"Nine Myths About Terrorism Part 2\"Video: 1.D: Bill Braniff (University of Maryland), \"Challenges of Studying Terrorism\"Video: 1.E: Bill Braniff (University of Maryland), \"Defining Terrorism \u0026 Key Concepts for this Course\"Video: 1.F: Gary LaFree (University of Maryland), “Geographic Trends in the GTD Part 1”Video: 1.G: Gary LaFree (University of Maryland), “Geographic Trends in the GTD Part 2”Video: NATO Guest Lecture: We asked Juliette: Have definitional issues surrounding terrorism ever affected NATO?  If so, how?Video: Institution for Economics Guest Lecture: We asked Daniel: What is the Global Terrorism Index and how did the GTD inform it?Video: U.S. Department of State Guest Lecture: We asked Jason: How does the US State Department designate foreign terrorist organizations? How do definitional issues surrounding terrorism affect this process?Reading: Discussion Forum Activity Explanation- READ BEFORE YOU BEGINDiscussion Prompt: Module 1 Discussion Activity: Australasia and OceaniaDiscussion Prompt: Module 1 Discussion Activity: Central America and the CarribeanDiscussion Prompt: Module 1 Discussion Activity: Central AsiaDiscussion Prompt: Module 1 Discussion Acitivity: East AsiaDiscussion Prompt: Module 1 Discussion Activity: Eastern EuropeDiscussion Prompt: Module 1 Discussion Activity: Middle East and North AfricaDiscussion Prompt: Module 1 Discussion Activity: North AmericaDiscussion Prompt: Module 1 Discussion Acitvity: Russia \u0026 Newly Independent StatesDiscussion Prompt: Module 1 Discussion Acitvity: South AmericaDiscussion Prompt: Module 1 Discussion Activity: South AsiaDiscussion Prompt: Module 1 Discussion Acitvity: Southeast AsiaDiscussion Prompt: Module 1 Discussion Activity: Sub-Saharan AfricaDiscussion Prompt: Module 1 Discussion Activity: Western EuropeDiscussion Prompt: Module 1 Discussion Question: Surprising Myth?Discussion Prompt: Module 1 Discussion Question: Universal Definition?Discussion Prompt: Module 1 Discussion Question: Challenges to Studying TerrorismDiscussion Prompt: Module 1 Discussion Question: Geographic TrendsDiscussion Prompt: Module 1 Discussion Question: Reflections on Spotlight LecturesVideo: GTD Demo VideoReading: The Global Terrorism DatabaseVideo: Global Terrorism IndexReading: The Global Terrorism Index Main Page \u0026 2014 ReportReading: \"Discussion Point: Terrorism Studies is Not a Sub-Discipline\"Reading: \"Discussion Point: Black Swans and Burstiness- Countering Myths about Terrorism\"Reading: START Provides 2013 State Department Statistical AnnexReading: GTD Codebook: Inclusion Criteria and VariablesReading: 2009 and 2011 START Research ReviewsGraded: Module 1: Introductory QuizWEEK 3Module 2: Individual Radicalization8 videos, 12 readingsexpandReading: Module 2 Introduction Reading: START HEREVideo: 2.A: Kate Izsak (University of Maryland), \"Module 2 Introduction\"Video: 2.B: Bill Braniff (University of Maryland), \"Introduction to Radicalization\"Video: 2.C: Bill Braniff (University of Maryland), \"Ideology\"Video: 2.D: Gary Lafree (University of Maryland), \"PIRUS\"Video: 2.E: Arie Kruglanski (University of Maryland), \"Radicalization and the Quest for Significance\"Video: NATO Guest Lecture: We asked Juliette: Individual radicalization is a key issue to understand when collaborating closely with foreign nationals and soldiers working in highly stressful and highly politicized environments.  How does NATO deal with issues such as the insider threat?Video: Department of Homeland Security Guest Lecture: We asked Susan: How can government agencies use research on radicalization, such as research done at START, to inform efforts to counter violent extremism?Video: Life After Hate Guest Lecture: Angela King explains the work of Life After Hate. We asked Angela: How can community organizations use research on radicalization, such as the research done at START, to inform efforts to counter violent extremism?Discussion Prompt: Module 2 Discussion Question: Ideology and Its RoleDiscussion Prompt: Module 2 Discussion Question: Constrasting Radicalization Processes?Discussion Prompt: Module 2 Discussion Question: Spotlight Lectures  Reading: \"Pathways Towards Radicalization\"Reading: \"Two Pyramid Model of Radicalization\"Reading: \"Sources of Terror\"Reading: \"Support for the Caliphate \u0026 Radical Mobilization\"Reading: \"An Experimental Investigation of the Choice of Terror and Support for Taking Action\"Reading: \"Profiles of Individual Radicalization in the United States: An Empirical Assessment of Domestic Radicalization\"Reading: \"Profiles of Individual Radicalization in the United States: Preliminary Findings\"Reading: \"Characteristics of Violent Lone-Offenders: A Comparison of Assassins and School Attackers\"Reading: \"Community-Level Indicators of Radicalization: A Data and Methods Task Force\"Reading: \"Assessing the Effectiveness of  Current De-Radicalization Initiatives and Identifying Implications for the Development of the U.S.-Based Initiatives in Multiple Settings\"Reading: \"Understanding Lone-actor Terrorism: A Comparative Analysis with Violent Hate Crimes and Group-based Terrorism\"Graded: Module 2 Individual Radicalization QuizWEEK 4Module 3: Terrorist Group Dynamics9 videos, 12 readingsexpandReading: Module 3 Introduction Reading: START HEREVideo: 3.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 3.B: Bill Braniff (University of Maryland), \"Rational Actor Theory\"Video: 3.C: Gary Lafree (University of Maryland), \"Group Trends in the GTD\"Video: 3.D: Bill Braniff (University of Maryland), \"Organizational Capacity and Security of Terrorist Organizations\"Video: 3.E: Gina Ligon (University of Nebraska, Omaha), \"Leadership Characteristics of Terrorist Organizations\"Video: 3.F: Victor Asal (SUNY), \"Big, Allied and Dangerous: A Look at Terrorist Group Lethality\"Video: 3.G: Amy Pate (University of Maryland), \"Ethnopolitical Organizations in MENA and the Use of Violence\"Video: 3.H: Jonathan Wilkenfeld (University of Maryland), \"Myth and Reality in International Politics\"Video: Institute for Economics and Peace Guest Lecture: We asked Murray: How does IEP use GTD data to frame Countering Violent Extremism (CVE) programs as an element of peacebuilding?Reading: Discussion Activity: Discussion Forum Explanation: READ BEFORE YOU BEGINDiscussion Prompt: Module 3 Discussion Activity: Australasia and OceaniaDiscussion Prompt: Module 3 Discussion Activity: Central America and the CaribbeanDiscussion Prompt: Module 3 Discussion Activity: Central AsiaDiscussion Prompt: Module 3 Discussion Activity: East AsiaDiscussion Prompt: Module 3: Discussion Activity: Eastern EuropeDiscussion Prompt: Module 3 Discussion Activity: Middle East and North AfricaDiscussion Prompt: Module 3: Discussion Activity: North AmericaDiscussion Prompt: Module 3 Discussion Activity: Russia \u0026 Newly Independent StatesDiscussion Prompt: Module 3 Discussion Activity: South AmericaDiscussion Prompt: Module 3: Discussion Activity: South AsiaDiscussion Prompt: Module 3: Discussion Activity: Southeast AsiaDiscussion Prompt: Module 3: Discussion Activity: Sub-Saharan AfricaDiscussion Prompt: Module 3: Discussion Activity: Western EuropeDiscussion Prompt: Operational Security and Operational CapacityDiscussion Prompt: Group Trends in the GTDDiscussion Prompt: The Role of a LeaderDiscussion Prompt: Connectivity and LethalityReading: \"The Organization and Leadership of Violence\"Reading: \"BADD Project Factsheet\"Reading: \"Analysis of Factors Related to Hate Crime and Terrorism\"Reading: \"Understanding Lone-Actor Terrorism: a Comparative Analysis with Violent Hate Crimes and Group-Based Hate Terrorism\"Reading: \"The Social Determinants of Terrorist Organizations' Resilience in Latin America\"Reading: \"How Community Ties Influence Terrorist Targeting of Civilians\"Reading: \"The Use of Violence by Ethnopolitical Groups in the Middle East\"Reading: \"Database Spotlight: Minorities at Risk Organizational Behavior (MAROB)\"Reading: \"The Use of Violence by Ethnopolitical Organizations\"Reading: \"Survival of the Fittest: Why Terrorist Groups Endure\"Graded: Module 3 Quiz: Group DynamicsWEEK 5Module 4: Terrorist Operations14 videos, 21 readingsexpandReading: Module 4 Introduction Reading: START HEREVideo: 4.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 4.B: Bill Braniff (University of Maryland), \"What is Strategic Logic that Animates Terrorist Organizations?\"Video: 4.C: Peter Krause (Boston College \u0026 MIT),\"Effectiveness of Terrorist Operations\"Video: 4.D: Gary Lafree (University of Maryland), \"Weapon Trends in the GTD\"Video: 4.E: Gary Lafree (University of Maryland), \"Target Trends in the GTD\"Video: 4.F: Gary Lafree (University of Maryland), \"Tactic Trends in the GTD\"Video: 4.G: Bill Braniff (University of Maryland), \"Enabling the Next Attack: Logistics and Propaganda\"Video: 4.H: Tony Lemieux (Georgia State University, \"Terrorism and the Media Part 1\"Video: 4.I: Tony Lemieux (Georgia State University), \"Terrorism and the Media Part 2\"Video: NATO Guest Lecture Part 1: We asked Juliette: We discussed the strategies of terrorist organizations.  Does NATO have a formal counterterrorism strategy? How does NATO formulate strategy in a given operating environment?Video: NATO Guest Lecture Part 2: We asked Juliette: Does NATO engage with the intelligence communities of its member nations in order to address enabling behaviors, such as terrorist financing?Video: NATO Guest Lecture Part 3: We asked Juliette: How do information operations / public affairs offices figure into NATO’s operations?  How does NATO manage its media relations?Video: Department of Homeland Security Guest Lecture: We asked Susan: What are some promising ways that US government agencies can work with community partners to counter violent extremists' use of some of these strategies?Video: ICONS Guest Lecture: We asked Devin: How can simulations, war gaming, and red teaming help policy makers and analysts plan and prepare for contingencies involving extremist organizations and terrorist activities?Discussion Prompt: Are Terrorists Rational?Discussion Prompt: Tactics, Targets \u0026 WeaponsDiscussion Prompt: Media InvolvementDiscussion Prompt: Coverage of Terrorism at Home?Discussion Prompt: Effectiveness of Terrorist OperationsDiscussion Prompt: Spotlight Lecture ResponsesReading: \"Terrorist Attacks on Educational Institutions\"Reading: \"Boko Haram Recent Attacks\"Reading: \"Al-Shabaab Attack on Westgate Mall in Kenya\"Reading: \"August 2013 Security Threat for Americans Abroad\"Reading: \"An Overview of Bombing and Arson Attacks by Environmental and Animal Rights Extremists in the US, 1995-2010\"Reading: \"Bombings at the 2013 Boston Marathon\"Reading: \"Ricin Letters Mailed to President and Senator\"Reading: \"Terrorism and the Olympics\"Reading: \"Background Report: Suicide Attack on Intercontinental Hotel in Kabul, Afghanistan\"Reading: \"Developing an Empirical Understanding of Improvised Explosive Devices: A Social and Behavioral Science Perspective\"Reading: \"How Community Ties Influence Terrorist Targeting of Civilian\"Reading: \"Muslim Public Opinion on US Policy, Attacks on Civilians, and al Qaeda\"Reading: \"From Extremist to Terrorist: Identifying the Characteristics of Communities where Perpetrators Live and Pre-Incident Activity Occurs Prior to Attacks\"Reading: \"Financial Crime and Political Extremism in the U.S.\"Reading: \"Anatomizing Chemical and Biological Non-State Adversaries\"Reading: \"Are U.S. Chemical Facilities Still Open to Terrorist Attack?\"Reading: \"Violent Jihadism in Real Time: Al-Shabaab's Use of Twitter\"Reading: \"Transcending Organization Individuals and the Islamic State\"Reading: \"The Music of Terrorism: Do Songs and Videos Play an Important Role in Recruiting and Radicalization?\"Reading: \"You Want World Peace? Look to Heavy Metal\"Graded: Week 4 Quiz: Terrorist OpeationsWEEK 6Module 5: Al-Qa'ida Case Study10 videos, 16 readingsexpandReading: Module 5 Introduction Reading: START HEREVideo: 5.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 5.B:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Introduction\"Video: 5.C:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, The Evolution of Global Jihad and al-Qa'ida\"Video: 5.D:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Grand Historical Narrative\"Video: 5.E:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Theological Context\"Video: 5.F:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Political Lens\"Video: 5.G:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Virtual Architecture\"Video: 5.H: Gary LaFree (University of Maryland), \"Terrorism in 2014\"Reading: Participate in Course SurveysVideo: Combating Terrorism Center Guest Lecture: We asked Daniel: How has the increase in available, web-based data influenced how the CTC approaches researching groups like Al-Qaeda and the Islamic State?Video: The Global Engagement Center Guest Lecture: We asked Tim: What challenges do you see in containing and countering the messages of violent extremists? How does the Global Engagement Center plan to engage and address messages of violent extremism abroad?Discussion Prompt: Examining al-Qa'ida Through a LensDiscussion Prompt: Expansion of ViewsDiscussion Prompt: Were Goals Met?Discussion Prompt: Questions on the Peer AssessmentReading: \"Country Reports on Terrorism 2013: Annex of Statistical Information\"Reading: \"Discussion Point: The Benefits and Drawbacks of Methodological Advancements in Data Collection and Coding: Insights from the Global Terrorism Database (GTD)\"Reading: \"The Global Terrorism Database: Accomplishments and Challenges. Perspectives on Terrorism\"Reading: \"Public Opinion in the Islamic World on Terrorism, al Qaeda, and US Policies\"Reading: \"The Islamic State of Iraq and the Levant: Branding, Leadership Culture and Lethal Attraction\"Reading: \"A Tale of Two Caliphates\"Reading: \"Transcending Organization: Individuals and 'The Islamic State'\"Reading: \"START executive director testifies before Congress on the state of al-Qaida\"Reading: \"Al - Qa'ida - Related Terrorism: Violent Incidents and Foiled Plots\"Reading: \"The Prospective Military Power of Al Qaeda Affiliated Groups in the Syrian Conflict\"Reading: \"Beyond al-Qa’ida”Reading: \"Al-Qa'ida in the Arabian Peninsula (AQAP), Anway al-Awlaki, and Samir Khan\"Reading: \"As American as Apple Pie: How Anwar al-Awlaki Became the Face of Western Jihad\"Reading: Link to Training Video: Core Capabilities and the Potential Durability of the Isamic State of Iraq and the Levant (ISIL)Graded: Module 5 Quiz: Al-Qa'ida Case StudyGraded: Terrorist Group Case Study Peer AssessmentReading: START HEREReading: SyllabusReading: Participate in Course SurveysDiscussion Prompt: Introductions: Get to know your peers in this session!Discussion Prompt: Technical Issues: Report Issues HereReading: Module 1 Introduction Reading: START HEREVideo: Course OverviewVideo: 1.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 1.B: Gary LaFree (University of Maryland), \"Nine Myths About Terrorism Part 1\"Video: 1.C: Gary LaFree (University of Maryland), \"Nine Myths About Terrorism Part 2\"Video: 1.D: Bill Braniff (University of Maryland), \"Challenges of Studying Terrorism\"Video: 1.E: Bill Braniff (University of Maryland), \"Defining Terrorism \u0026 Key Concepts for this Course\"Video: 1.F: Gary LaFree (University of Maryland), “Geographic Trends in the GTD Part 1”Video: 1.G: Gary LaFree (University of Maryland), “Geographic Trends in the GTD Part 2”Video: NATO Guest Lecture: We asked Juliette: Have definitional issues surrounding terrorism ever affected NATO?  If so, how?Video: Institution for Economics Guest Lecture: We asked Daniel: What is the Global Terrorism Index and how did the GTD inform it?Video: U.S. Department of State Guest Lecture: We asked Jason: How does the US State Department designate foreign terrorist organizations? How do definitional issues surrounding terrorism affect this process?Reading: Discussion Forum Activity Explanation- READ BEFORE YOU BEGINDiscussion Prompt: Module 1 Discussion Activity: Australasia and OceaniaDiscussion Prompt: Module 1 Discussion Activity: Central America and the CarribeanDiscussion Prompt: Module 1 Discussion Activity: Central AsiaDiscussion Prompt: Module 1 Discussion Acitivity: East AsiaDiscussion Prompt: Module 1 Discussion Activity: Eastern EuropeDiscussion Prompt: Module 1 Discussion Activity: Middle East and North AfricaDiscussion Prompt: Module 1 Discussion Activity: North AmericaDiscussion Prompt: Module 1 Discussion Acitvity: Russia \u0026 Newly Independent StatesDiscussion Prompt: Module 1 Discussion Acitvity: South AmericaDiscussion Prompt: Module 1 Discussion Activity: South AsiaDiscussion Prompt: Module 1 Discussion Acitvity: Southeast AsiaDiscussion Prompt: Module 1 Discussion Activity: Sub-Saharan AfricaDiscussion Prompt: Module 1 Discussion Activity: Western EuropeDiscussion Prompt: Module 1 Discussion Question: Surprising Myth?Discussion Prompt: Module 1 Discussion Question: Universal Definition?Discussion Prompt: Module 1 Discussion Question: Challenges to Studying TerrorismDiscussion Prompt: Module 1 Discussion Question: Geographic TrendsDiscussion Prompt: Module 1 Discussion Question: Reflections on Spotlight LecturesVideo: GTD Demo VideoReading: The Global Terrorism DatabaseVideo: Global Terrorism IndexReading: The Global Terrorism Index Main Page \u0026 2014 ReportReading: \"Discussion Point: Terrorism Studies is Not a Sub-Discipline\"Reading: \"Discussion Point: Black Swans and Burstiness- Countering Myths about Terrorism\"Reading: START Provides 2013 State Department Statistical AnnexReading: GTD Codebook: Inclusion Criteria and VariablesReading: 2009 and 2011 START Research ReviewsReading: Module 2 Introduction Reading: START HEREVideo: 2.A: Kate Izsak (University of Maryland), \"Module 2 Introduction\"Video: 2.B: Bill Braniff (University of Maryland), \"Introduction to Radicalization\"Video: 2.C: Bill Braniff (University of Maryland), \"Ideology\"Video: 2.D: Gary Lafree (University of Maryland), \"PIRUS\"Video: 2.E: Arie Kruglanski (University of Maryland), \"Radicalization and the Quest for Significance\"Video: NATO Guest Lecture: We asked Juliette: Individual radicalization is a key issue to understand when collaborating closely with foreign nationals and soldiers working in highly stressful and highly politicized environments.  How does NATO deal with issues such as the insider threat?Video: Department of Homeland Security Guest Lecture: We asked Susan: How can government agencies use research on radicalization, such as research done at START, to inform efforts to counter violent extremism?Video: Life After Hate Guest Lecture: Angela King explains the work of Life After Hate. We asked Angela: How can community organizations use research on radicalization, such as the research done at START, to inform efforts to counter violent extremism?Discussion Prompt: Module 2 Discussion Question: Ideology and Its RoleDiscussion Prompt: Module 2 Discussion Question: Constrasting Radicalization Processes?Discussion Prompt: Module 2 Discussion Question: Spotlight Lectures  Reading: \"Pathways Towards Radicalization\"Reading: \"Two Pyramid Model of Radicalization\"Reading: \"Sources of Terror\"Reading: \"Support for the Caliphate \u0026 Radical Mobilization\"Reading: \"An Experimental Investigation of the Choice of Terror and Support for Taking Action\"Reading: \"Profiles of Individual Radicalization in the United States: An Empirical Assessment of Domestic Radicalization\"Reading: \"Profiles of Individual Radicalization in the United States: Preliminary Findings\"Reading: \"Characteristics of Violent Lone-Offenders: A Comparison of Assassins and School Attackers\"Reading: \"Community-Level Indicators of Radicalization: A Data and Methods Task Force\"Reading: \"Assessing the Effectiveness of  Current De-Radicalization Initiatives and Identifying Implications for the Development of the U.S.-Based Initiatives in Multiple Settings\"Reading: \"Understanding Lone-actor Terrorism: A Comparative Analysis with Violent Hate Crimes and Group-based Terrorism\"Reading: Module 3 Introduction Reading: START HEREVideo: 3.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 3.B: Bill Braniff (University of Maryland), \"Rational Actor Theory\"Video: 3.C: Gary Lafree (University of Maryland), \"Group Trends in the GTD\"Video: 3.D: Bill Braniff (University of Maryland), \"Organizational Capacity and Security of Terrorist Organizations\"Video: 3.E: Gina Ligon (University of Nebraska, Omaha), \"Leadership Characteristics of Terrorist Organizations\"Video: 3.F: Victor Asal (SUNY), \"Big, Allied and Dangerous: A Look at Terrorist Group Lethality\"Video: 3.G: Amy Pate (University of Maryland), \"Ethnopolitical Organizations in MENA and the Use of Violence\"Video: 3.H: Jonathan Wilkenfeld (University of Maryland), \"Myth and Reality in International Politics\"Video: Institute for Economics and Peace Guest Lecture: We asked Murray: How does IEP use GTD data to frame Countering Violent Extremism (CVE) programs as an element of peacebuilding?Reading: Discussion Activity: Discussion Forum Explanation: READ BEFORE YOU BEGINDiscussion Prompt: Module 3 Discussion Activity: Australasia and OceaniaDiscussion Prompt: Module 3 Discussion Activity: Central America and the CaribbeanDiscussion Prompt: Module 3 Discussion Activity: Central AsiaDiscussion Prompt: Module 3 Discussion Activity: East AsiaDiscussion Prompt: Module 3: Discussion Activity: Eastern EuropeDiscussion Prompt: Module 3 Discussion Activity: Middle East and North AfricaDiscussion Prompt: Module 3: Discussion Activity: North AmericaDiscussion Prompt: Module 3 Discussion Activity: Russia \u0026 Newly Independent StatesDiscussion Prompt: Module 3 Discussion Activity: South AmericaDiscussion Prompt: Module 3: Discussion Activity: South AsiaDiscussion Prompt: Module 3: Discussion Activity: Southeast AsiaDiscussion Prompt: Module 3: Discussion Activity: Sub-Saharan AfricaDiscussion Prompt: Module 3: Discussion Activity: Western EuropeDiscussion Prompt: Operational Security and Operational CapacityDiscussion Prompt: Group Trends in the GTDDiscussion Prompt: The Role of a LeaderDiscussion Prompt: Connectivity and LethalityReading: \"The Organization and Leadership of Violence\"Reading: \"BADD Project Factsheet\"Reading: \"Analysis of Factors Related to Hate Crime and Terrorism\"Reading: \"Understanding Lone-Actor Terrorism: a Comparative Analysis with Violent Hate Crimes and Group-Based Hate Terrorism\"Reading: \"The Social Determinants of Terrorist Organizations' Resilience in Latin America\"Reading: \"How Community Ties Influence Terrorist Targeting of Civilians\"Reading: \"The Use of Violence by Ethnopolitical Groups in the Middle East\"Reading: \"Database Spotlight: Minorities at Risk Organizational Behavior (MAROB)\"Reading: \"The Use of Violence by Ethnopolitical Organizations\"Reading: \"Survival of the Fittest: Why Terrorist Groups Endure\"Reading: Module 4 Introduction Reading: START HEREVideo: 4.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 4.B: Bill Braniff (University of Maryland), \"What is Strategic Logic that Animates Terrorist Organizations?\"Video: 4.C: Peter Krause (Boston College \u0026 MIT),\"Effectiveness of Terrorist Operations\"Video: 4.D: Gary Lafree (University of Maryland), \"Weapon Trends in the GTD\"Video: 4.E: Gary Lafree (University of Maryland), \"Target Trends in the GTD\"Video: 4.F: Gary Lafree (University of Maryland), \"Tactic Trends in the GTD\"Video: 4.G: Bill Braniff (University of Maryland), \"Enabling the Next Attack: Logistics and Propaganda\"Video: 4.H: Tony Lemieux (Georgia State University, \"Terrorism and the Media Part 1\"Video: 4.I: Tony Lemieux (Georgia State University), \"Terrorism and the Media Part 2\"Video: NATO Guest Lecture Part 1: We asked Juliette: We discussed the strategies of terrorist organizations.  Does NATO have a formal counterterrorism strategy? How does NATO formulate strategy in a given operating environment?Video: NATO Guest Lecture Part 2: We asked Juliette: Does NATO engage with the intelligence communities of its member nations in order to address enabling behaviors, such as terrorist financing?Video: NATO Guest Lecture Part 3: We asked Juliette: How do information operations / public affairs offices figure into NATO’s operations?  How does NATO manage its media relations?Video: Department of Homeland Security Guest Lecture: We asked Susan: What are some promising ways that US government agencies can work with community partners to counter violent extremists' use of some of these strategies?Video: ICONS Guest Lecture: We asked Devin: How can simulations, war gaming, and red teaming help policy makers and analysts plan and prepare for contingencies involving extremist organizations and terrorist activities?Discussion Prompt: Are Terrorists Rational?Discussion Prompt: Tactics, Targets \u0026 WeaponsDiscussion Prompt: Media InvolvementDiscussion Prompt: Coverage of Terrorism at Home?Discussion Prompt: Effectiveness of Terrorist OperationsDiscussion Prompt: Spotlight Lecture ResponsesReading: \"Terrorist Attacks on Educational Institutions\"Reading: \"Boko Haram Recent Attacks\"Reading: \"Al-Shabaab Attack on Westgate Mall in Kenya\"Reading: \"August 2013 Security Threat for Americans Abroad\"Reading: \"An Overview of Bombing and Arson Attacks by Environmental and Animal Rights Extremists in the US, 1995-2010\"Reading: \"Bombings at the 2013 Boston Marathon\"Reading: \"Ricin Letters Mailed to President and Senator\"Reading: \"Terrorism and the Olympics\"Reading: \"Background Report: Suicide Attack on Intercontinental Hotel in Kabul, Afghanistan\"Reading: \"Developing an Empirical Understanding of Improvised Explosive Devices: A Social and Behavioral Science Perspective\"Reading: \"How Community Ties Influence Terrorist Targeting of Civilian\"Reading: \"Muslim Public Opinion on US Policy, Attacks on Civilians, and al Qaeda\"Reading: \"From Extremist to Terrorist: Identifying the Characteristics of Communities where Perpetrators Live and Pre-Incident Activity Occurs Prior to Attacks\"Reading: \"Financial Crime and Political Extremism in the U.S.\"Reading: \"Anatomizing Chemical and Biological Non-State Adversaries\"Reading: \"Are U.S. Chemical Facilities Still Open to Terrorist Attack?\"Reading: \"Violent Jihadism in Real Time: Al-Shabaab's Use of Twitter\"Reading: \"Transcending Organization Individuals and the Islamic State\"Reading: \"The Music of Terrorism: Do Songs and Videos Play an Important Role in Recruiting and Radicalization?\"Reading: \"You Want World Peace? Look to Heavy Metal\"Reading: Module 5 Introduction Reading: START HEREVideo: 5.A: Kate Izsak (University of Maryland), \"Introduction\"Video: 5.B:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Introduction\"Video: 5.C:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, The Evolution of Global Jihad and al-Qa'ida\"Video: 5.D:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Grand Historical Narrative\"Video: 5.E:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Theological Context\"Video: 5.F:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Political Lens\"Video: 5.G:  Bill Braniff (University of Maryland), \"Al-Qa'ida Case Study, Virtual Architecture\"Video: 5.H: Gary LaFree (University of Maryland), \"Terrorism in 2014\"Reading: Participate in Course SurveysVideo: Combating Terrorism Center Guest Lecture: We asked Daniel: How has the increase in available, web-based data influenced how the CTC approaches researching groups like Al-Qaeda and the Islamic State?Video: The Global Engagement Center Guest Lecture: We asked Tim: What challenges do you see in containing and countering the messages of violent extremists? How does the Global Engagement Center plan to engage and address messages of violent extremism abroad?Discussion Prompt: Examining al-Qa'ida Through a LensDiscussion Prompt: Expansion of ViewsDiscussion Prompt: Were Goals Met?Discussion Prompt: Questions on the Peer AssessmentReading: \"Country Reports on Terrorism 2013: Annex of Statistical Information\"Reading: \"Discussion Point: The Benefits and Drawbacks of Methodological Advancements in Data Collection and Coding: Insights from the Global Terrorism Database (GTD)\"Reading: \"The Global Terrorism Database: Accomplishments and Challenges. Perspectives on Terrorism\"Reading: \"Public Opinion in the Islamic World on Terrorism, al Qaeda, and US Policies\"Reading: \"The Islamic State of Iraq and the Levant: Branding, Leadership Culture and Lethal Attraction\"Reading: \"A Tale of Two Caliphates\"Reading: \"Transcending Organization: Individuals and 'The Islamic State'\"Reading: \"START executive director testifies before Congress on the state of al-Qaida\"Reading: \"Al - Qa'ida - Related Terrorism: Violent Incidents and Foiled Plots\"Reading: \"The Prospective Military Power of Al Qaeda Affiliated Groups in the Syrian Conflict\"Reading: \"Beyond al-Qa’ida”Reading: \"Al-Qa'ida in the Arabian Peninsula (AQAP), Anway al-Awlaki, and Samir Khan\"Reading: \"As American as Apple Pie: How Anwar al-Awlaki Became the Face of Western Jihad\"Reading: Link to Training Video: Core Capabilities and the Potential Durability of the Isamic State of Iraq and the Levant (ISIL)University of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldSciences PoGeopolitics of EuropeUniversiteit LeidenThe Changing Global OrderUniversiteit LeidenSecurity \u0026 Safety Challenges in a Globalized WorldUniversiteit LeidenPolitical Economy of Institutions and Development",
    "Creator": "University of Maryland, College Park",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/understandingterror",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Chinese Politics Part 1 – China and Political Science",
    "Description": "About this course: This course offers a conceptual framework for understanding China that highlights the intersection of politics and economics. It shows that rather than develop into a full blown market economy, state and party officials at all levels of the political system maintain significant influence in economic development. Such a “political” economy has had both positive and negative outcomes, which we will assess in detail. We also look at the origins, views, backgrounds and relations among leaders, and how those leaders make decisions about public policy and try to get those decisions implemented down through the system. China has few formal institutions through which citizens can participate in politics, but we will study the strategies Chinese people use to try to influence their leaders’ decisions. Finally, we assess China’s future and whether rapid economic development and the emergence of a vibrant middle class will push China towards greater democracy or whether the single party system is likely to survive into the future. The course is a quite useful background for Chinese Politics Part 2 – China and the World.\n\nCourse Overview video: https://youtu.be/7FpNL67EbE4WEEK 1Orientation and Module 1: Models of the Chinese Political System and the Structure of the Chinese Party/StateBefore you start with the content for Module 1, please watch the Course Overview, review the Assignments and Grading page, and introduce yourself to other learners who will be studying this course with you.9 videos, 3 readingsexpandVideo: Course OverviewReading: Assignments and GradingDiscussion Prompt: Meet and GreetReading: Module 1 Required Pre-course ReadingVideo: 1.1: Categorizing the System through ModelsVideo: 1.2: Bureaucratic Model and Chinese PoliticsVideo: 1.3: The Structure of the Political SystemVideo: 1.4: Key Party StructuresVideo: 1.5: Government and the PartyVideo: 1.6: China’s LegislatureVideo: 1.7: The Chinese Communist Party (CCP) and China’s MilitaryVideo: 1.8: CCP Controls the JudiciaryReading: Module 1 Suggested ReadingGraded: Quiz 1WEEK 2Module 2: Elite Politics in China9 videos, 1 readingexpandVideo: 2.1: Elite Politics affects Economics and BusinessVideo: 2.2: Leadership Values, Structures of Conflict and Political StabilityVideo: 2.3: Key Strategies for Elite Success and Elite Mobility in ChinaVideo: 2.4: Selection of Leaders: What do we know?Video: 2.5: Retired Leaders and the Succession ProcessVideo: 2.6: New Leaders Bring Policy ChangesDiscussion Prompt: 2.6: DiscussionVideo: 2.7: Characteristics of Chinese Middle-level LeadershipDiscussion Prompt: 2.7: DiscussionVideo: 2.8: Generations among Chinese ElitesDiscussion Prompt: 2.8: DiscussionVideo: 2.9: International Experience of Top Chinese LeadersReading: Module 2 Required ReadingGraded: Quiz 2WEEK 3Module 3: Policy Process in China8 videos, 1 readingexpandVideo: 3.1: Policy Process in Chinese PoliticsVideo: 3.2: The Politics of Policy Making in ChinaDiscussion Prompt: 3.2: DiscussionVideo: 3.3: Selecting Policy AlternativesVideo: 3.4: Making the DecisionVideo: 3.5: Social Interests and Policy MakingVideo: 3.6: Policy Implementation through CampaignsVideo: 3.7: Local Response, Unintended Consequences and Policy AdjustmentDiscussion Prompt: 3.7: DiscussionVideo: 3.8: Policy Failures and SuccessesReading: Module 3 Course ReadingGraded: Peer-reviewed Written Assignment 1WEEK 4Module 4: Understanding Societal Engagement in Politics in China9 videos, 1 readingexpandVideo: 4.1: Political Culture in ChinaVideo: 4.2: Political Culture as Empirically Measurable VariableVideo: 4.3: Political Culture in Rural ChinaVideo: 4.4: Political ParticipationVideo: 4.5: Details on the Modes of ParticipationVideo: 4.6: Group Activity and Group PoliticsVideo: 4.7: Collective Action and ProtestVideo: 4.8: Key Social Groups who Participate in PoliticsVideo: 4.9: Concluding the Modes of ParticipationReading: Module 4 Course ReadingGraded: Quiz 3WEEK 5Module 5: China’s Domestic and International Political Economy10 videos, 1 readingexpandVideo: 5.1: Six Components of China's Political EconomyVideo: 5.2: China’s Political Economy on the Eve of ReformVideo: 5.3: Impact of Reforms on China’s Political EconomyVideo: 5.4: The Impact of Reform on Rural IncomeVideo: 5.5: China’s Township and Village Enterprises (TVEs), 1984-1994Video: 5.6: Role of the Public Sector in China's Political EconomyVideo: 5.7: Central-Local Financial RelationsVideo: 5.8: China as a “Trading State”Video: 5.9: Dilemmas of a “Trading State”Video: 5.10: Chinese Firms “Going Out”Reading: Module 5 Course ReadingGraded: Peer-reviewed Written Assignment 2WEEK 6Module 6: China’s Future: Democratization or “Flexible Authoritarianism”12 videos, 1 readingexpandVideo: 6.1: China’s FutureVideo: 6.2: Scenario 1: Political Development and Democratic TransitionVideo: 6.3: Scenario 1: Further Forces for Political Development and Democratic TransitionVideo: 6.4: Lessons from Scenarios of Democratic TransitionVideo: 6.5: Scenario 2: Continued Market LeninismVideo: 6.6: Constraints on Society and IdeologyVideo: 6.7: Xi Jinping’s Intense Attack on CorruptionVideo: 6.8: Jiang Zemin’s “Three Representatives” and the Role of the Middle ClassVideo: 6.9: Scenario 3: Collapse of the CCPVideo: 6.10: Sources of Political InstabilityVideo: 6.11: Inequality, Corruption and CCP RuleVideo: 6.12: ConclusionDiscussion Prompt: 6.12: DiscussionReading: Module 6 Course ReadingGraded: Quiz 4WEEK 7Final Exam and FarewellNow is time to test your understanding on the entire course. Take the final exam and complete the post-course survey. Your valuable feedback will certainly help us improve future iterations of the course.1 practice quizexpandPractice Quiz: Post-course SurveyGraded: Final ExamVideo: Course OverviewReading: Assignments and GradingDiscussion Prompt: Meet and GreetReading: Module 1 Required Pre-course ReadingVideo: 1.1: Categorizing the System through ModelsVideo: 1.2: Bureaucratic Model and Chinese PoliticsVideo: 1.3: The Structure of the Political SystemVideo: 1.4: Key Party StructuresVideo: 1.5: Government and the PartyVideo: 1.6: China’s LegislatureVideo: 1.7: The Chinese Communist Party (CCP) and China’s MilitaryVideo: 1.8: CCP Controls the JudiciaryReading: Module 1 Suggested ReadingVideo: 2.1: Elite Politics affects Economics and BusinessVideo: 2.2: Leadership Values, Structures of Conflict and Political StabilityVideo: 2.3: Key Strategies for Elite Success and Elite Mobility in ChinaVideo: 2.4: Selection of Leaders: What do we know?Video: 2.5: Retired Leaders and the Succession ProcessVideo: 2.6: New Leaders Bring Policy ChangesDiscussion Prompt: 2.6: DiscussionVideo: 2.7: Characteristics of Chinese Middle-level LeadershipDiscussion Prompt: 2.7: DiscussionVideo: 2.8: Generations among Chinese ElitesDiscussion Prompt: 2.8: DiscussionVideo: 2.9: International Experience of Top Chinese LeadersReading: Module 2 Required ReadingVideo: 3.1: Policy Process in Chinese PoliticsVideo: 3.2: The Politics of Policy Making in ChinaDiscussion Prompt: 3.2: DiscussionVideo: 3.3: Selecting Policy AlternativesVideo: 3.4: Making the DecisionVideo: 3.5: Social Interests and Policy MakingVideo: 3.6: Policy Implementation through CampaignsVideo: 3.7: Local Response, Unintended Consequences and Policy AdjustmentDiscussion Prompt: 3.7: DiscussionVideo: 3.8: Policy Failures and SuccessesReading: Module 3 Course ReadingVideo: 4.1: Political Culture in ChinaVideo: 4.2: Political Culture as Empirically Measurable VariableVideo: 4.3: Political Culture in Rural ChinaVideo: 4.4: Political ParticipationVideo: 4.5: Details on the Modes of ParticipationVideo: 4.6: Group Activity and Group PoliticsVideo: 4.7: Collective Action and ProtestVideo: 4.8: Key Social Groups who Participate in PoliticsVideo: 4.9: Concluding the Modes of ParticipationReading: Module 4 Course ReadingVideo: 5.1: Six Components of China's Political EconomyVideo: 5.2: China’s Political Economy on the Eve of ReformVideo: 5.3: Impact of Reforms on China’s Political EconomyVideo: 5.4: The Impact of Reform on Rural IncomeVideo: 5.5: China’s Township and Village Enterprises (TVEs), 1984-1994Video: 5.6: Role of the Public Sector in China's Political EconomyVideo: 5.7: Central-Local Financial RelationsVideo: 5.8: China as a “Trading State”Video: 5.9: Dilemmas of a “Trading State”Video: 5.10: Chinese Firms “Going Out”Reading: Module 5 Course ReadingVideo: 6.1: China’s FutureVideo: 6.2: Scenario 1: Political Development and Democratic TransitionVideo: 6.3: Scenario 1: Further Forces for Political Development and Democratic TransitionVideo: 6.4: Lessons from Scenarios of Democratic TransitionVideo: 6.5: Scenario 2: Continued Market LeninismVideo: 6.6: Constraints on Society and IdeologyVideo: 6.7: Xi Jinping’s Intense Attack on CorruptionVideo: 6.8: Jiang Zemin’s “Three Representatives” and the Role of the Middle ClassVideo: 6.9: Scenario 3: Collapse of the CCPVideo: 6.10: Sources of Political InstabilityVideo: 6.11: Inequality, Corruption and CCP RuleVideo: 6.12: ConclusionDiscussion Prompt: 6.12: DiscussionReading: Module 6 Course ReadingPractice Quiz: Post-course SurveyThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in ChinaThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1",
    "Creator": "The Hong Kong University of Science and Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/chinesepolitics1",
    "Language": "English",
    "Commitment": "7 weeks of study, 3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Revolutionary Ideas: Borders, Elections, Constitutions, Prisons",
    "Description": "About this course: What is the purpose of government?  Why should we have a State?  What kind of State should we have?\n\nEven within a political community, there may be sharp disagreements about the role and purpose of government.  Some want an active, involved government, seeing legal and political institutions as the means to solve our most pressing problems, and to help bring about peace, equality, justice, happiness, and to protect individual liberty.  Others want a more minimal government, motivated, perhaps, by some of the disastrous political experiments of the 20th Century, and the thought that political power is often just a step away from tyranny.  In many cases, these disagreements arise out of deep philosophical disagreements. \n\nAll political and legal institutions are built on foundational ideas.  In this course, we will explore those ideas, taking the political institutions and political systems around us not as fixed and unquestionable, but as things to evaluate and, if necessary, to change.  We will consider the ideas and arguments of some of the world’s most celebrated philosophers, including historical thinkers such as Plato, Hugo Grotius, David Hume, Thomas Jefferson, and James Madison, and more contemporary theorists such as Michelle Alexander, Kwame Anthony Appiah, Bryan Caplan, Angela Davis, Ronald Dworkin, Jon Elster, John Hart Ely, H.L.A. Hart, Michael Huemer, Andrew Rehfeld, and Jeremy Waldron.\n\nThe aim of the course is not to convince you of the correctness of any particular view or political position, but to provide you with a deeper and more philosophically-informed basis for your own views, and, perhaps, to help you better understand the views of those with whom you disagree.WEEK 1Introduction to Part II of the CourseAn introduction to the course and to some of the fundamental problems in legal and political philosophy.  1 video, 4 readingsexpandVideo: Introduction to Part IIReading: SyllabusReading: NetworksReading: GradingReading: Argumentative ReflectionsWEEK 2Political Community and BordersThis unit explores the issues of how our political communities are and should be defined.  What is the basis of political community?  Should we be allowed to change what political community we are a part of?  If so, how easily?6 videos, 5 readingsexpandReading: Relevant ReadingsVideo: Lecture 6.0: Political Community: An IntroductionReading: Relevant ReadingsVideo: Lecture 6.1: Voluntarism \u0026 Political Community Reading: Relevant ReadingsVideo: Lecture 6.2: Alternatives to Voluntarism: Rehfeld's Random Constituencies Reading: Relevant ReadingsVideo: Lecture 6.3: Political Community, Cosmopolitanism \u0026 World Government Reading: Relevant ReadingsVideo: Lecture 6.4.0: Immigration \u0026 Exclusion Video: Lecture 6.4.1: Immigration, Exclusion \u0026 Open Borders Graded: Political Community and BordersGraded: First Argumentative Reflection AssignmentWEEK 3Representatives, Elections, and LotteriesThis unit examines how our political community, once defined, should make law and policy.  Who should get to have a say?  8 videos, 5 readingsexpandReading: Relevant ReadingsVideo: Lecture 7.0:  Representatives, Elections \u0026 Lotteries: An IntroductionReading: Relevant ReadingsVideo: Lecture 7.1: The Case for RepresentativesReading: Relevant ReadingsVideo: Lecture 7.2: The Case for Elected RepresentativesReading: Relevant ReadingsVideo: Lecture 7.3.0: The Perils of Elected Representation: Part IVideo: Lecture 7.3.1: The Perils of Elected Representation: Part IIReading: Relevant ReadingsVideo: Lecture 7.4.0: The LottocracyVideo: Lecture 7.4.1: The Promise of LottocracyVideo: Lecture 7.4.2: Concerns About LottocracyGraded: Representatives, Elections, and LotteriesGraded: Second Argumentative Reflection AssignmentWEEK 4ConstitutionsThis unit examines the role and importance of constitutions.  Should we have a constitution?  Why might we want one?  What should be in it?8 videos, 5 readingsexpandReading: Relevant ReadingsVideo: Lecture 8.0: Constitutions: An IntroductionVideo: Lecture 8.1: Constitutions as LimitsReading: Relevant ReadingsVideo: Lecture 8.2: The Mechanisms of Constitutional LimitationsReading: Relevant ReadingsVideo: Lecture 8.3.0: Pre-Commitment \u0026 Constitutional AuthorityVideo: Lecture 8.3.1: Pre-Commitment RevisitedReading: Relevant ReadingsVideo: Lecture 8.4: Constitutions \u0026 Process TheoryReading: Relevant ReadingsVideo: Lecture 8.5.0: Constitutions, Judicial Review, \u0026 Constitutional InterpretationVideo: Lecture 8.5.1: Constitutional InterpretationGraded: ConstitutionsWEEK 5Prisons and Punishment \u0026 ConclusionsThis unit considers the role of crime and punishment within a political community.  What should be illegal?  What should happen if people break the law?8 videos, 5 readingsexpandReading: Relevant ReadingsVideo: Lecture 9.0: Crime \u0026 Punishment: An IntroductionReading: Relevant ReadingsVideo: Lecture 9.1.0: What is Crime? What Should be Criminalized?Video: Lecture 9.1.1: What Can be Criminalized? The Hart-Devlin DebateReading: Relevant ReadingsVideo: Lecture 9.2: Theories of PunishmentReading: Relevant ReadingsVideo: Lecture 9.3.0: Theories of Punishment: RetributivismVideo: Lecture 9.3.1: Retributivism ReconsideredReading: Relevant ReadingsVideo: Lecture 9.4: Alternatives to Incarcerations: Restorative JusticeVideo: Reflections on Revolutionary Ideas: A Question \u0026 Answer Session with Prof. GuerreroGraded: Prisons and Punishment \u0026 ConclusionsGraded: Third Argumentative Reflection AssignmentGraded: The Blueprints ProjectVideo: Introduction to Part IIReading: SyllabusReading: NetworksReading: GradingReading: Argumentative ReflectionsReading: Relevant ReadingsVideo: Lecture 6.0: Political Community: An IntroductionReading: Relevant ReadingsVideo: Lecture 6.1: Voluntarism \u0026 Political Community Reading: Relevant ReadingsVideo: Lecture 6.2: Alternatives to Voluntarism: Rehfeld's Random Constituencies Reading: Relevant ReadingsVideo: Lecture 6.3: Political Community, Cosmopolitanism \u0026 World Government Reading: Relevant ReadingsVideo: Lecture 6.4.0: Immigration \u0026 Exclusion Video: Lecture 6.4.1: Immigration, Exclusion \u0026 Open Borders Reading: Relevant ReadingsVideo: Lecture 7.0:  Representatives, Elections \u0026 Lotteries: An IntroductionReading: Relevant ReadingsVideo: Lecture 7.1: The Case for RepresentativesReading: Relevant ReadingsVideo: Lecture 7.2: The Case for Elected RepresentativesReading: Relevant ReadingsVideo: Lecture 7.3.0: The Perils of Elected Representation: Part IVideo: Lecture 7.3.1: The Perils of Elected Representation: Part IIReading: Relevant ReadingsVideo: Lecture 7.4.0: The LottocracyVideo: Lecture 7.4.1: The Promise of LottocracyVideo: Lecture 7.4.2: Concerns About LottocracyReading: Relevant ReadingsVideo: Lecture 8.0: Constitutions: An IntroductionVideo: Lecture 8.1: Constitutions as LimitsReading: Relevant ReadingsVideo: Lecture 8.2: The Mechanisms of Constitutional LimitationsReading: Relevant ReadingsVideo: Lecture 8.3.0: Pre-Commitment \u0026 Constitutional AuthorityVideo: Lecture 8.3.1: Pre-Commitment RevisitedReading: Relevant ReadingsVideo: Lecture 8.4: Constitutions \u0026 Process TheoryReading: Relevant ReadingsVideo: Lecture 8.5.0: Constitutions, Judicial Review, \u0026 Constitutional InterpretationVideo: Lecture 8.5.1: Constitutional InterpretationReading: Relevant ReadingsVideo: Lecture 9.0: Crime \u0026 Punishment: An IntroductionReading: Relevant ReadingsVideo: Lecture 9.1.0: What is Crime? What Should be Criminalized?Video: Lecture 9.1.1: What Can be Criminalized? The Hart-Devlin DebateReading: Relevant ReadingsVideo: Lecture 9.2: Theories of PunishmentReading: Relevant ReadingsVideo: Lecture 9.3.0: Theories of Punishment: RetributivismVideo: Lecture 9.3.1: Retributivism ReconsideredReading: Relevant ReadingsVideo: Lecture 9.4: Alternatives to Incarcerations: Restorative JusticeVideo: Reflections on Revolutionary Ideas: A Question \u0026 Answer Session with Prof. GuerreroUniversity of PennsylvaniaRevolutionary Ideas: Utility, Justice, Equality, FreedomYale UniversityMoral Foundations of Politics Universiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueYale UniversityAmerica's Unwritten ConstitutionUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International Crimes",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/political-philosophy-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Religions and Society in China",
    "Description": "About this course: This course provides an introduction to the study of the history, major teachings, and practices of the major Chinese religions and spiritual practices and is deigned to give conceptual tools to appreciate diverse religious practice in East. It covers the development of Buddhism, Daoism, Confucianism and wide range of popular and local religions. From historical perspective we will also explore the development of key theological, religious and philosophical doctrines as well as associated practices. An effort will be made to spend time on each tradition according to its importance to Asia as a whole. \n\nWe will explore the role of religions in politics and social relations in East and South, South East Asia and China in particular, and will analyze the origins, central teachings, divisions and branches, rituals and practices, influences on culture, and responses to modern challenges for each tradition. \n\nThe emphasis throughout the course is on the hermeneutic difficulties attendant upon the study of religion in general, and Asian religions in particular. We will explore new Asian religions as dynamic, ongoing forces in the lives of individuals and in the collective experience of modern societies.WEEK 1Foundations of Religions in China This module's content lays the foundations of understanding what is religion in China, how the Chinese perceive the very notion of religion and how this perception and this notion must not be confused with the correspondent Western notions and pereptions.5 videosexpandVideo: Main Topics and Objectives: the IntroductionVideo: Main Notions of Chinese ReligionsVideo: Religions and AncestorsVideo: Teacher in the Chinese Religious TraditionVideo: Syncretism of TraditionGraded: Module 1 QuizWEEK 2Taosim in ChinaThis module's content describes what is Taoism, relates its history and defines its sources, shows the main paths of genesis for the Taoist cults.7 videosexpandVideo: Taoism: IntroductionVideo: Sources of TaoismVideo: Before Taoism: Five Elements and Five PhasesVideo: Before Taoism: Early CultsVideo: Lao-zi and the Beginning of TaoismVideo: Taoism and the Natural Order of UniverseVideo: Notion of DaoGraded: Module 2 QuizWEEK 3Taoism in Chinese society: main religious practisesThis module's content describes the paths of development, which were taken by Taoist cults in their history, explains the ways that connected Taoist philosophy and social practice of religious cults and organisations. 6 videosexpandVideo: Taoism and the Idea of ImmortalityVideo: Alchemy in TaoismVideo: Taoist Practises: Mind and BodyVideo: Main Cults of TaoismVideo: Main Schools in TaoismVideo: Modern Schools of TaoismGraded: Module 3 QuizWEEK 4Confucianism in Chinese society: from sacrality to morality This module's content describes the main ideas and principles of Confucianism, outlines the paths of its developments, explains the difference between what is Confucianism in its particular totality of traits and what is understood as a religion or a philosophy in the West. 7 videosexpandVideo: Confucianism: IntroductionVideo: Main IdeasVideo: Main PrinciplesVideo: Confucius and ConfucianismVideo: Sage Confucius: Ideas, Beliefs and MoralVideo: Followers of ConfuciusVideo: Confucian CanonGraded: Module 4 quizWEEK 5Buddhism in the Chinese TraditionThis module's content describes the basic notions of Buddhism and explains its principles. The module gives an outline of the process of Buddhism's transition to China.8 videosexpandVideo: Buddhism in China: IntroductionVideo: Basic Principles of BuddhismVideo: Buddha and BuddhahoodVideo: The Way from India to ChinaVideo: Fundamental division: Theravada, Mahayana, VadjrayanaVideo: Transition to China: Ways and ProblemsVideo: Transition to China: Missionaries and TranslatorsVideo: \"Sinicization\" of BuddhismGraded: Module 5 QuizWEEK 6Sinified Buddhism as an almost independent traditionThis module's content outlines the main texts and doctrines of Chan Buddhism, enumerates the main schools and branches, explains the influence that Buddhism had and has on Chinese life and art.9 videosexpandVideo: Schools and Texts - Part 1Video: Schools and Texts - Part 2Video: Main Ideas of Chan BuddhismVideo: Teachers of ChanVideo: History of ChanVideo: Doctrine of ChanVideo: Chan PracticeVideo: Buddhism in Art and CultureVideo: Buddhism in Modern CultureGraded: Module 6 QuizWEEK 7Chinese MythologyThis module's content is dedicated to Chinese Mythos. This Module explains how the very notion of a mythical hero in China differs greatly from the correspondent Western notion.9 videosexpandVideo: Chinese MythologyVideo: Creator Deities: Fu Xi and Nu WaVideo: The Myth of PanguVideo: Progenitor Deities: Huang-diVideo: Progenitor Deities: Xiwang-muVideo: Three Sovereigns and Five EmperorsVideo: Myth, Hero and TribeVideo: Mythical CreatorsVideo: Cosmological DeitiesGraded: Module 7 QuizWEEK 8Chinese folk religions: ancestor worship, temples, festivals and communal identitiesThis module's content describes the characteristic traits of Chinese sects and popular cults. This module introduces one of the most important notions in Chinese religious studies: Chinese synctretism.8 videosexpandVideo: Basics of Chinese Folk ReligionsVideo: The Idea and Society of Salvation in Chinese Folk ReligionVideo: Sects and SyncretismVideo: Representative Cases of Syncretic SectsVideo: Xiantiandao and Yiguandao SectsVideo: Initiation and Secret SocietiesVideo: Local Cults and Traditions - Part 1Video: Local Cults and Traditions - Part 2Graded: Module 8 QuizWEEK 9 Modern China and its attitude to religionsThis module's content is dedicated to describing the religious life in modern China, the main attitudes of officials to religion in PRC and in other places, where Chinese culture is widely spread. 7 videosexpandVideo: People's Republic of China: Religious PolicyVideo: Buddhism and Taoism in Modern ChinaVideo: Traditions of the MinoritiesVideo: Islam in ChinaVideo: Christianity in ChinaVideo: Western Religions in ChinaVideo: Popular Religions in Modern Chinese CultureGraded: Module 9 QuizVideo: Main Topics and Objectives: the IntroductionVideo: Main Notions of Chinese ReligionsVideo: Religions and AncestorsVideo: Teacher in the Chinese Religious TraditionVideo: Syncretism of TraditionVideo: Taoism: IntroductionVideo: Sources of TaoismVideo: Before Taoism: Five Elements and Five PhasesVideo: Before Taoism: Early CultsVideo: Lao-zi and the Beginning of TaoismVideo: Taoism and the Natural Order of UniverseVideo: Notion of DaoVideo: Taoism and the Idea of ImmortalityVideo: Alchemy in TaoismVideo: Taoist Practises: Mind and BodyVideo: Main Cults of TaoismVideo: Main Schools in TaoismVideo: Modern Schools of TaoismThis module's content describes the main ideas and principles of Confucianism, outlines the paths of its developments, explains the difference between what is Confucianism in its particular totality of traits and what is understood as a religion or a philosophy in the West. Video: Confucianism: IntroductionVideo: Main IdeasVideo: Main PrinciplesVideo: Confucius and ConfucianismVideo: Sage Confucius: Ideas, Beliefs and MoralVideo: Followers of ConfuciusVideo: Confucian CanonVideo: Buddhism in China: IntroductionVideo: Basic Principles of BuddhismVideo: Buddha and BuddhahoodVideo: The Way from India to ChinaVideo: Fundamental division: Theravada, Mahayana, VadjrayanaVideo: Transition to China: Ways and ProblemsVideo: Transition to China: Missionaries and TranslatorsVideo: \"Sinicization\" of BuddhismVideo: Schools and Texts - Part 1Video: Schools and Texts - Part 2Video: Main Ideas of Chan BuddhismVideo: Teachers of ChanVideo: History of ChanVideo: Doctrine of ChanVideo: Chan PracticeVideo: Buddhism in Art and CultureVideo: Buddhism in Modern CultureVideo: Chinese MythologyVideo: Creator Deities: Fu Xi and Nu WaVideo: The Myth of PanguVideo: Progenitor Deities: Huang-diVideo: Progenitor Deities: Xiwang-muVideo: Three Sovereigns and Five EmperorsVideo: Myth, Hero and TribeVideo: Mythical CreatorsVideo: Cosmological DeitiesVideo: Basics of Chinese Folk ReligionsVideo: The Idea and Society of Salvation in Chinese Folk ReligionVideo: Sects and SyncretismVideo: Representative Cases of Syncretic SectsVideo: Xiantiandao and Yiguandao SectsVideo: Initiation and Secret SocietiesVideo: Local Cults and Traditions - Part 1Video: Local Cults and Traditions - Part 2Video: People's Republic of China: Religious PolicyVideo: Buddhism and Taoism in Modern ChinaVideo: Traditions of the MinoritiesVideo: Islam in ChinaVideo: Christianity in ChinaVideo: Western Religions in ChinaVideo: Popular Religions in Modern Chinese CultureThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Creator": "Higher School of Economics",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/religions-society-china",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.0 stars"
  },
  {
    "Title": "Social Computing",
    "Description": "About this course: People are social creatures and the modern Internet reflects that. Technology has made collaboration at a distance possible in new ways that present their own set of challenges. This course will introduce you to the major challenges and opportunities for creating online communities. What does the future hold? Learn how social computing can create collaboration experiences that go beyond what’s possible face to face.WEEK 1Connecting People through TechnologyWhen you think of social media, you might think of a popular social network, like Facebook, Twitter, or LinkedIn. These are indeed powerful, but the universe of social media is much larger. Both online and off, most everything we do has a social component that is mediated by some technology.  After all, technologies have been helping people communicate since long before your favorite curly-haired CEO dropped out of college. In this module, you’ll learn about different types of social software, how to think about physical collaboration and digital collaboration using the same framework, and what the challenges to success for collaborative software are. 3 videosexpandVideo: The Interaction Design SpecializationVideo: Introduction to Social ComputingVideo: What Makes Social Computing Hard?Graded: Coordination Online \u0026 IRLWEEK 2Challenges \u0026 Opportunities of Collaboration OnlineIn our always-on, pervasively connected world, it can seem as if space and distance don’t matter anymore. Indeed, more and more organizations are outsourcing work around the globe and/or opening satellite locations. But being instantly reachable from anywhere in the world, isn’t the same as being there. In this module, you’ll learn the ways that distance does and doesn’t matter, how to design for this reality and how to create technologies that go beyond being there. 2 videosexpandVideo: (How) can distance collaboration succeed?Video: 6 Questions for Successful Social MediaGraded: Compare, Contrast, and Cross-PollinateWEEK 3CrowdsourcingIt can’t possibly work, can it? Slice up challenging problems into tiny pieces, distribute them to people all over the planet, and then gather their responses to piece together a solution. In this module, you’ll learn both the possibilities and limits of crowdsourcing. You’ll learn strategies for being able to use crowdsourcing successfully, and even hear from the voice of a professional crowdworker about what makes it successful from a worker’s perspective. To gain deeper intuitions, you’ll get to try it out yourself in the assignment. 2 videosexpandVideo: CrowdsourcingVideo: Interview with a Professional CrowdworkerGraded: CrowdsourcingGraded: Cumulative QuizWhen you think of social media, you might think of a popular social network, like Facebook, Twitter, or LinkedIn. These are indeed powerful, but the universe of social media is much larger. Both online and off, most everything we do has a social component that is mediated by some technology.  After all, technologies have been helping people communicate since long before your favorite curly-haired CEO dropped out of college. In this module, you’ll learn about different types of social software, how to think about physical collaboration and digital collaboration using the same framework, and what the challenges to success for collaborative software are. Video: The Interaction Design SpecializationVideo: Introduction to Social ComputingVideo: What Makes Social Computing Hard?In our always-on, pervasively connected world, it can seem as if space and distance don’t matter anymore. Indeed, more and more organizations are outsourcing work around the globe and/or opening satellite locations. But being instantly reachable from anywhere in the world, isn’t the same as being there. In this module, you’ll learn the ways that distance does and doesn’t matter, how to design for this reality and how to create technologies that go beyond being there. Video: (How) can distance collaboration succeed?Video: 6 Questions for Successful Social MediaIt can’t possibly work, can it? Slice up challenging problems into tiny pieces, distribute them to people all over the planet, and then gather their responses to piece together a solution. In this module, you’ll learn both the possibilities and limits of crowdsourcing. You’ll learn strategies for being able to use crowdsourcing successfully, and even hear from the voice of a professional crowdworker about what makes it successful from a worker’s perspective. To gain deeper intuitions, you’ll get to try it out yourself in the assignment. Video: CrowdsourcingVideo: Interview with a Professional CrowdworkerUniversity of California, San DiegoInput and InteractionUniversity of California, San DiegoInformation DesignUniversity of California, San DiegoUser Experience: Research \u0026 PrototypingUniversity of California, San DiegoDesigning, Running, and Analyzing ExperimentsUniversity of California, San DiegoDesign Principles: an Introduction",
    "Creator": "University of California, San Diego",
    "Level": "",
    "URL": "https://coursera.org/learn/social-computing",
    "Language": "English",
    "Commitment": "3 weeks, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Espace mondial, une vision française des global studies",
    "Description": "About this course: Afin d’expliquer comment la mondialisation reconstruit les politiques publiques et les comportements sociaux nous étudions les échanges et interactions entre les acteurs politiques, économiques et sociaux -publics et privés, individuels et collectifs- et la façon dont ils redessinent les relations internationales. Ce cours prend sa source dans les approches sociologique et historique françaises des relations internationales.\n\nThis course is also available in english version: www.coursera.org/learn/global-studiesWEEK 1IntroductionNotre monde globalisé nécessite une nouvelle approche de l’international, en rupture avec les théories classiques.3 videos, 6 readingsexpandReading: PrésentationDiscussion Prompt: Présentez-vous !Video: Pourquoi Espace mondial ?Video: Une approche française du mondial ?Video: Les grandes ruptures contemporainesReading: Explications des cartesReading: Fiche : Les débats sur la mondialisationReading: ChronologieReading: Ressources supplémentairesReading: CréditsLes inégalitésLes principaux indicateurs économiques et sociaux montrent un monde inégal et instable.3 videos, 7 readingsexpandVideo: La diversité des territoiresVideo: La pluralité des évolutions démographiquesVideo: L’insécurité alimentaireReading: Explications des cartesReading: Fiche : Petite histoire de la géographieReading: Fiche : Les déséquilibres démographiquesReading: Fiche : l'EauReading: GlossaireReading: Ressources supplémentairesReading: CréditsWEEK 2Le régionalismeDe nouveaux types d’intégration, et particulièrement des constructions régionales fragiles, remettent en question le territoire de l’État-nation. 4 videos, 5 readingsexpandVideo: Le régionalisme classiqueVideo: Le neorégionalismeVideo: Questions sur un bilan mitigéVideo: Regards croisés : mondialisation et régionalismeReading: Explications des cartesReading: Fiche : Les grands débats sur la construction européenne \u0026 BiographiesReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 1WEEK 3Les acteurs mondiauxLes États-nation ne sont plus les seuls acteurs internationaux.  De nombreux groupes et 7 milliards d’individus sont aujourd’hui des acteurs potentiels du système international.3 videos, 4 readingsexpandVideo: La capacité croissante des acteurs non étatiquesVideo: Des ONG multifonctionnellesVideo: Le jeu triangulaireReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 2WEEK 4La mondialisationLa mondialisation est un processus complexe qui remet en question les principaux aspects de l’ordre mondial.3 videos, 4 readingsexpandVideo: Quelle définition ?Video: Hégémonie ou exclusion ?Video: Une gouvernance fragileReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 3WEEK 5Les identitésL’identité est une notion à revoir et à considérer comme une construction sociale et politique.3 videos, 4 readingsexpandVideo: Incertaines définitionsVideo: Le retour du politiqueVideo: Le danger de l’ethnicisationReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 4WEEK 6ReligionsLa religion est perçue comme un paramètre majeur de l’ordre mondial contemporain, mais cette vision est simpliste.4 videos, 5 readingsexpandVideo: De Durkheim à aujourd’huiVideo: Christianisme et politiqueVideo: Islam et politiqueVideo: La mesure de la capacité politique des religionsReading: Explications des cartesReading: Fiche : Les religions en Espace mondialReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 5WEEK 7L’État-nationL’État-nation est-il encore fonctionnel partout dans le monde ?4 videos, 5 readingsexpandVideo: Une origine occidentaleVideo: L’impossible exportation du conceptVideo: Une variété d’incarnations conflictuellesVideo: Regards croisés : mondialisation et souverainetéReading: Explications des cartesReading: BiographiesReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 6WEEK 8La puissanceLa puissance a-t-elle encore un sens et une efficacité ?3 videos, 4 readingsexpandVideo: De Hobbes à aujourd’huiVideo: La faiblesse des indicateursVideo: L’impuissance de la puissanceReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsWEEK 9Guerre et paixLa spécificité des nouveaux conflits internationaux implique de nouveaux traitements.3 videos, 5 readingsexpandVideo: Les origines européennes de la guerre clausewitzienneVideo: L’émergence des nouveaux conflits internationauxVideo: Les dilemmes des agendas internationauxReading: Explications des cartesReading: Fiche : Le désarmementReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 7WEEK 10Le système internationalLa polarisation et le multilatéralisme sont les nouvelles caractéristiques du système international après 1945. La première est probablement dépassée et la seconde contestée.3 videos, 5 readingsexpandVideo: Sa diversité historiqueVideo: L’enjeu du multilatéralismeVideo: De la polarité à l’apolaritéReading: Explications des cartesReading: Fiche : Configuration du système internationalReading: GlossaireReading: Ressources supplémentairesReading: CréditsGraded: Quiz 8ConclusionVers de nouvelles régulations ?1 video, 5 readingsexpandVideo: ConclusionReading: Explications des cartesReading: Fiche Environnement et  Relations InternationalesReading: Ressources supplémentairesReading: CréditsReading: RemerciementsReading: PrésentationDiscussion Prompt: Présentez-vous !Video: Pourquoi Espace mondial ?Video: Une approche française du mondial ?Video: Les grandes ruptures contemporainesReading: Explications des cartesReading: Fiche : Les débats sur la mondialisationReading: ChronologieReading: Ressources supplémentairesReading: CréditsVideo: La diversité des territoiresVideo: La pluralité des évolutions démographiquesVideo: L’insécurité alimentaireReading: Explications des cartesReading: Fiche : Petite histoire de la géographieReading: Fiche : Les déséquilibres démographiquesReading: Fiche : l'EauReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Le régionalisme classiqueVideo: Le neorégionalismeVideo: Questions sur un bilan mitigéVideo: Regards croisés : mondialisation et régionalismeReading: Explications des cartesReading: Fiche : Les grands débats sur la construction européenne \u0026 BiographiesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: La capacité croissante des acteurs non étatiquesVideo: Des ONG multifonctionnellesVideo: Le jeu triangulaireReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Quelle définition ?Video: Hégémonie ou exclusion ?Video: Une gouvernance fragileReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Incertaines définitionsVideo: Le retour du politiqueVideo: Le danger de l’ethnicisationReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: De Durkheim à aujourd’huiVideo: Christianisme et politiqueVideo: Islam et politiqueVideo: La mesure de la capacité politique des religionsReading: Explications des cartesReading: Fiche : Les religions en Espace mondialReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Une origine occidentaleVideo: L’impossible exportation du conceptVideo: Une variété d’incarnations conflictuellesVideo: Regards croisés : mondialisation et souverainetéReading: Explications des cartesReading: BiographiesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: De Hobbes à aujourd’huiVideo: La faiblesse des indicateursVideo: L’impuissance de la puissanceReading: Explications des cartesReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Les origines européennes de la guerre clausewitzienneVideo: L’émergence des nouveaux conflits internationauxVideo: Les dilemmes des agendas internationauxReading: Explications des cartesReading: Fiche : Le désarmementReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: Sa diversité historiqueVideo: L’enjeu du multilatéralismeVideo: De la polarité à l’apolaritéReading: Explications des cartesReading: Fiche : Configuration du système internationalReading: GlossaireReading: Ressources supplémentairesReading: CréditsVideo: ConclusionReading: Explications des cartesReading: Fiche Environnement et  Relations InternationalesReading: Ressources supplémentairesReading: CréditsReading: RemerciementsSciences PoCities are back in town : sociologie urbaine pour un monde globaliséÉcole Polytechnique, HEC ParisCreating and Developing a Tech StartupHEC ParisTime to Reorganize! Understand Organizations, Act, and Build a Meaningful World.Sciences PoEspace mondial, a French vision of Global studiesUniversiteit LeidenThe Changing Global Order",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/espace-mondial-fr",
    "Language": "French, Subtitles: English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Understanding Korean Politics",
    "Description": "About this course: This course will select six most outstanding issues in contemporary Korean politics and will engage in an in-depth, interactive inquiry of those issue. They include Korean politics in history, institutional setting of Korean politics, and dynamics of political culture in Korea, profiles of political leadership, myth and reality of the developmental state and the Korean economic miracle, and debates on Korean unification. The course will expose students to contending theories and empirical reality at first hand. \n\nAfter completing this course, learners will be able to\n1. Grasp the most salient and timely aspects of Korean politics..\n2. Place South Korean politics in comparative perspectives.\n3. Digest a delicate mix of theory and practice regarding Korean politics.\n4. Come up with new interpretations of political development in South Korea.\n5. Most importantly renew their genuine interests in Korea and Korean politics.WEEK 1Korean Politics in Historical PerspectiveDuring Week 1, leaners will have an overview of Korean Politics which includes past history, the presidents and the main historical events during the 1st to the 6th Republic, and the democratic transition in 1987. The first week will help learners develop a fundamental understanding of the historical development of Korean Politics and lead leaners to think what makes Korean Politics new and interesting. 5 videos, 1 readingexpandVideo: 1.1 Why Korean Politics?Video: 1.2 Korean Politics-Past HistoryVideo: 1.3 The First and Second Republic(1948-1961)Video: 1.4 Military Coup, Park Chung-Hee, and the Yushine RegimeVideo: 1.5 The 5th Republic, Chun Doo-Hwan, and Democratic TransitionReading: Reading MaterialsDiscussion Prompt: Yushin Regime Graded: Graded QuizWEEK 2Dynamics of Democratic Transition in South Korea: Structure, Culture, and Leadership ChoiceWeek 2 will first summarizes the four legacies of South Korea’s politics from 1948 to 1987 and introduce the major concepts and models of democratic transition. Second, it will give a clear and detailed explanation about South Korea’s democratic transition which includes the transition dynamics, the determinants of democratic transition and the democratic consolidation.5 videos, 1 readingexpandVideo: 2.1 Legacies of the Past and Transition to DemocracyVideo: 2.2 Understanding Democratic Transition and ConsolidationVideo: 2.3 Authoritarian Past and Transition DynamicsVideo: 2.4 Determinants of Democratic Transition in South KoreaVideo: 2.5 Prospects for Democratic Consolidation in South KoreaDiscussion Prompt: Is democracy incompatible with economic growth?Reading: Reading MaterialsGraded: Graded QuizWEEK 3Political Institutions in South KoreaWeek 3 will start with the explanation of institution including its concept, types and major issues. In the second part, the lecture will expound South Korea’s constitutional foundation and its evolution, focusing on its nine constitutional amendments. Then it will talk about the structure and features of South Korean government, also it will briefly introduce South Korea’s presidential system which will be further explained in next week.5 videos, 1 readingexpandVideo: 3.1 Understanding Political InstitutionsVideo: 3.2 Constitutional Foundation and Its EvolutionVideo: 3.3 Korean GovernmentVideo: 3.4 Why persistent Imperial President?Video: 3.5 Conclusion: Debates on New Constitutional AmendmentDiscussion Prompt: Constitutional amendmentReading: Reading MaterialsGraded: Graded QuizWEEK 4Profiles of political leadershipWeek 4 will mainly talk about the political leadership. The lecture will first give the definition, types and evaluation criteria of political leadership. Then it will evaluate President Rhee Syngman, Park Chung-hee and Kim Dae-jung by using the criteria given in the first part and lead leaners to discuss the unique pattern of South Korean leadership.6 videos, 1 readingexpandVideo: 4.1 Understanding Political LeadershipVideo: 4.2 Evaluating Political LeadershipVideo: 4.3 Assessing Rhee SyngmanVideo: 4.4 Evaluating Park Chung-heeVideo: 4.5 Evaluating Kim Dae-jungVideo: 4.6 Conclusion: some puzzles for discussionDiscussion Prompt: Park Chung-hee- Assets and LiabilitiesReading: Reading MaterialsGraded: Graded QuizWEEK 5The Developmental State and the Korean Economic Miracle Week 5 will give leaners a very clear explanation of South Korean economic development, including its original conditions, economic take-off and economic crisis. Then the lecture will talk about the limits of developmental state and lead leaners to discuss about the future of South Korean economy.5 videos, 1 readingexpandVideo: 5.1 The Korean Economic Miracle: Empirical CheckVideo: 5.2 Understanding the South Korean Economic Miracle ( I )Video: 5.3 Understanding the South Korean Economic Miracle ( II )Video: 5.4 Dark-side of the Developmental State and Policy NetworksVideo: 5.5 Limits to the Developmental State and the Future of the South Korean EconomyDiscussion Prompt: Was Japanese colonial rule beneficial to South Korea’s economic development?Reading: Reading MaterialsGraded: Graded QuizWEEK 6Debates on Korean UnificationThe main topic of week 6 is Korean unification. The lecture will start with explanation of inter-Korean relationship to help learners form a better understanding towards Korean unification. Then it will expound and evaluate the Sunshine policy. And the last part will have learners discuss about the future of Inter-Korean relations and unification. 5 videos, 1 readingexpandVideo: 6.1 Overview of Korean Division and Inter-Korean RelationsVideo: 6.2 Understanding towards Korean UnificationVideo: 6.3 The Sunshine Policy and Korean UnificationVideo: 6.4 The Sunshine Policy - Its Limits and ConstraintsVideo: 6.5 The Future of Inter-Korean Relations and UnificationDiscussion Prompt:  North Korean nuclear problemReading: Reading MaterialsGraded: Final Graded QuizDuring Week 1, leaners will have an overview of Korean Politics which includes past history, the presidents and the main historical events during the 1st to the 6th Republic, and the democratic transition in 1987. The first week will help learners develop a fundamental understanding of the historical development of Korean Politics and lead leaners to think what makes Korean Politics new and interesting. Video: 1.1 Why Korean Politics?Video: 1.2 Korean Politics-Past HistoryVideo: 1.3 The First and Second Republic(1948-1961)Video: 1.4 Military Coup, Park Chung-Hee, and the Yushine RegimeVideo: 1.5 The 5th Republic, Chun Doo-Hwan, and Democratic TransitionReading: Reading MaterialsDiscussion Prompt: Yushin Regime Week 2 will first summarizes the four legacies of South Korea’s politics from 1948 to 1987 and introduce the major concepts and models of democratic transition. Second, it will give a clear and detailed explanation about South Korea’s democratic transition which includes the transition dynamics, the determinants of democratic transition and the democratic consolidation.Video: 2.1 Legacies of the Past and Transition to DemocracyVideo: 2.2 Understanding Democratic Transition and ConsolidationVideo: 2.3 Authoritarian Past and Transition DynamicsVideo: 2.4 Determinants of Democratic Transition in South KoreaVideo: 2.5 Prospects for Democratic Consolidation in South KoreaDiscussion Prompt: Is democracy incompatible with economic growth?Reading: Reading MaterialsWeek 3 will start with the explanation of institution including its concept, types and major issues. In the second part, the lecture will expound South Korea’s constitutional foundation and its evolution, focusing on its nine constitutional amendments. Then it will talk about the structure and features of South Korean government, also it will briefly introduce South Korea’s presidential system which will be further explained in next week.Video: 3.1 Understanding Political InstitutionsVideo: 3.2 Constitutional Foundation and Its EvolutionVideo: 3.3 Korean GovernmentVideo: 3.4 Why persistent Imperial President?Video: 3.5 Conclusion: Debates on New Constitutional AmendmentDiscussion Prompt: Constitutional amendmentReading: Reading MaterialsWeek 4 will mainly talk about the political leadership. The lecture will first give the definition, types and evaluation criteria of political leadership. Then it will evaluate President Rhee Syngman, Park Chung-hee and Kim Dae-jung by using the criteria given in the first part and lead leaners to discuss the unique pattern of South Korean leadership.Video: 4.1 Understanding Political LeadershipVideo: 4.2 Evaluating Political LeadershipVideo: 4.3 Assessing Rhee SyngmanVideo: 4.4 Evaluating Park Chung-heeVideo: 4.5 Evaluating Kim Dae-jungVideo: 4.6 Conclusion: some puzzles for discussionDiscussion Prompt: Park Chung-hee- Assets and LiabilitiesReading: Reading MaterialsWeek 5 will give leaners a very clear explanation of South Korean economic development, including its original conditions, economic take-off and economic crisis. Then the lecture will talk about the limits of developmental state and lead leaners to discuss about the future of South Korean economy.Video: 5.1 The Korean Economic Miracle: Empirical CheckVideo: 5.2 Understanding the South Korean Economic Miracle ( I )Video: 5.3 Understanding the South Korean Economic Miracle ( II )Video: 5.4 Dark-side of the Developmental State and Policy NetworksVideo: 5.5 Limits to the Developmental State and the Future of the South Korean EconomyDiscussion Prompt: Was Japanese colonial rule beneficial to South Korea’s economic development?Reading: Reading MaterialsThe main topic of week 6 is Korean unification. The lecture will start with explanation of inter-Korean relationship to help learners form a better understanding towards Korean unification. Then it will expound and evaluate the Sunshine policy. And the last part will have learners discuss about the future of Inter-Korean relations and unification. Video: 6.1 Overview of Korean Division and Inter-Korean RelationsVideo: 6.2 Understanding towards Korean UnificationVideo: 6.3 The Sunshine Policy and Korean UnificationVideo: 6.4 The Sunshine Policy - Its Limits and ConstraintsVideo: 6.5 The Future of Inter-Korean Relations and UnificationDiscussion Prompt:  North Korean nuclear problemReading: Reading MaterialsThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 1The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceThe Hong Kong University of Science and TechnologyChina’s Economic Transformation Part 1: Economic Reform and Growth in China",
    "Creator": "Yonsei University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/understanding-korean-politics",
    "Language": "English, Subtitles: Spanish, Chinese (Simplified)",
    "Commitment": "6 weeks of study, 2-2.5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Sports and Society",
    "Description": "About this course: Sports play a giant role in contemporary society worldwide. But few of us pause to think about the larger questions of money, politics, race, sex, culture, and commercialization that surround sports everywhere. This course draws on the tools of anthropology, sociology, history, and other disciplines to give you new perspectives on the games we watch and play.  It's the new and improved version of Professor Orin Starn's original \"Sports and Society\" for Coursera, which drew more than 40,000 students.  We will focus on both popular sports like soccer (or “football,” as anyone outside America calls it), basketball, and baseball, and also lesser-known ones like mountain-climbing and fishing.  You will never watch or think about sports in the same way again.WEEK 1Getting Started! Games, Play, and Sports 7 videos, 7 readingsexpandReading: The Course Basics (note: all essential class information here!!!)Reading: Links to Course ReadingsReading: List of Key TermsReading: Grading PolicyReading: About the InstructorReading: The Sports and Society Book Club (optional)Reading: The Sports and Society Movie Club (optional)Video: Understanding Play and Sports, Part 1Video: Understanding Play and Sports, Part 2Video: Why Do We Like to Play? Part 1Video: Why Do We Like to Play? Part 2Video: The Origins of Modern Sports, Part 1Video: The Origins of Modern Sports, Part 2Video: CapoeiraGraded: Week 1 QuizWEEK 2Globalization, Nationalism, and the Politics of Sports 7 videosexpandVideo: The Globalization of SportsVideo: Nationalism and Sports, Part 1Video: Nationalism and Sports, Part 2Video: Athletes and Social Activism, Part 1Video: Athletes and Social Activism, Part 2Video: American Football, Part 1Video: American Football, Part 2Graded: Week 2 QuizWEEK 3Race, Cultural Identity, and the Sports World 9 videosexpandVideo: Race and American Sports, Part 1Video: Race and American Sports, Part 2Video: The Native American Mascot ControversyVideo: The Social Demographics of Sports, Part 1Video: The Social Demographics of Sports, Part 2Video: Zidane and Bruce Lee, Part 1Video: Zidane and Bruce Lee, Part 2Video: Golf, Part 1Video: Golf, Part 2Graded: Week 3 QuizWEEK 4Gender, Sexuality, and the Rise of Women's Sports 9 videosexpandVideo: A Short History of Women’s Sports, Part 1Video: A Short History of Women’s Sports, Part 2Video: Women’s Sports Today, Part 1Video: Women’s Sports Today, Part 2Video: The Long Sporting Life of Homophobia, Part 1Video: The Long Sporting Life of Homophobia, Part 2Video: The Transgender AthleteVideo: The Fitness Revolution, Part 1Video: The Fitness Revolution, Part 2Graded: Week 4 QuizWEEK 5Why Do We Care So Much about Sports? 6 videosexpandVideo: The Phenomenon of the Fan, Part 1Video: The Phenomenon of the Fan, Part 2Video: The Dark Side of FandomVideo: Father Time and the AthleteVideo: American College Sports, Part 1Video: American College Sports, Part 2Graded: Week 5 QuizWEEK 6The Megabusiness of Sports 4 videosexpandVideo: The Hypercommercialization of Sports, Part 1Video: The Hypercommercialization of Sports, Part 2Video: The Rise of Sports Video Games, Part 1Video: The Rise of Sports Video Games, Part 2Graded: Week 6 QuizWEEK 7Outdoor Sports, Extreme Sports, and the Search for Adventure 6 videosexpandVideo: Outdoor Sports, Part 1Video: Outdoor Sports, Part 2Video: The Strange Case of Extreme Sports, Part 1Video: The Strange Case of Extreme Sports, Part 2Video: SkateboardingVideo: ConclusionGraded: Week 7 QuizReading: The Course Basics (note: all essential class information here!!!)Reading: Links to Course ReadingsReading: List of Key TermsReading: Grading PolicyReading: About the InstructorReading: The Sports and Society Book Club (optional)Reading: The Sports and Society Movie Club (optional)Video: Understanding Play and Sports, Part 1Video: Understanding Play and Sports, Part 2Video: Why Do We Like to Play? Part 1Video: Why Do We Like to Play? Part 2Video: The Origins of Modern Sports, Part 1Video: The Origins of Modern Sports, Part 2Video: CapoeiraVideo: The Globalization of SportsVideo: Nationalism and Sports, Part 1Video: Nationalism and Sports, Part 2Video: Athletes and Social Activism, Part 1Video: Athletes and Social Activism, Part 2Video: American Football, Part 1Video: American Football, Part 2Video: Race and American Sports, Part 1Video: Race and American Sports, Part 2Video: The Native American Mascot ControversyVideo: The Social Demographics of Sports, Part 1Video: The Social Demographics of Sports, Part 2Video: Zidane and Bruce Lee, Part 1Video: Zidane and Bruce Lee, Part 2Video: Golf, Part 1Video: Golf, Part 2Video: A Short History of Women’s Sports, Part 1Video: A Short History of Women’s Sports, Part 2Video: Women’s Sports Today, Part 1Video: Women’s Sports Today, Part 2Video: The Long Sporting Life of Homophobia, Part 1Video: The Long Sporting Life of Homophobia, Part 2Video: The Transgender AthleteVideo: The Fitness Revolution, Part 1Video: The Fitness Revolution, Part 2Video: The Phenomenon of the Fan, Part 1Video: The Phenomenon of the Fan, Part 2Video: The Dark Side of FandomVideo: Father Time and the AthleteVideo: American College Sports, Part 1Video: American College Sports, Part 2Video: The Hypercommercialization of Sports, Part 1Video: The Hypercommercialization of Sports, Part 2Video: The Rise of Sports Video Games, Part 1Video: The Rise of Sports Video Games, Part 2Video: Outdoor Sports, Part 1Video: Outdoor Sports, Part 2Video: The Strange Case of Extreme Sports, Part 1Video: The Strange Case of Extreme Sports, Part 2Video: SkateboardingVideo: ConclusionMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audienceMichigan State UniversityWhat is news? Michigan State UniversityJournalism, the future, and you!CaltechDrugs and the Brain",
    "Creator": "Duke University",
    "Level": "",
    "URL": "https://coursera.org/learn/sports-society",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Measuring Causal Effects in the Social Sciences",
    "Description": "About this course: How can we know if the differences in wages between men and women are caused by discrimination or differences in background characteristics? In this PhD-level course we look at causal effects as opposed to spurious relationships. We will discuss how they can be identified in the social sciences using quantitative data, and describe how this can help us understand social mechanisms.WEEK 1The Nature of Causal Effects and How to Measure ThemWelcome to the first week of the course! Thıs week we are looking at the nature of causal effects and how to measure them. 1 video, 1 readingexpandReading: Course informationVideo: Lecture 1 - The Nature of Causal Effects and How to Measure Them Graded: Module 1 Lecture QuizGraded: Module 1 Case QuizWEEK 2The Multivariate Regression Model and Mediating FactorsThis second module introduces you multivariate regression model and the concept of mediating factors.1 videoexpandVideo: Lecture 2 - The Multivariate Regression Model and Mediating Factors Graded: Module 2 Lecture QuizGraded: Module 2 Case QuizWEEK 3Randomized Controlled TrialsIn this third week of the course we are having a closer look at causality and the randomzied controlled trial.1 videoexpandVideo: Lecture 3 - Randomized Controlled Trials Graded: Module 3 Lecture QuizGraded: Module 3 Case QuizWEEK 4Instrumental VariablesThe fourth week of the course we will go through the concept of instrumental variables.1 videoexpandVideo: Lecture 4 - Instrumental VariablesGraded: Module 4 Lecture QuizGraded: Module 4a Case QuizGraded: Module 4b Case QuizWEEK 5Difference in DifferenceThe final module of the course deals with the difference in difference. We hope you enjoyed the course and have learned something that you can use in your future work and research. 1 videoexpandVideo: Lecture 5 - Difference in DifferenceGraded: Module 5 Lecture QuizGraded: Module 5 Case CuizReading: Course informationVideo: Lecture 1 - The Nature of Causal Effects and How to Measure Them Video: Lecture 2 - The Multivariate Regression Model and Mediating Factors Video: Lecture 3 - Randomized Controlled Trials Video: Lecture 4 - Instrumental VariablesVideo: Lecture 5 - Difference in DifferenceUniversity of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of MichiganSampling People, Networks and RecordsUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of Maryland, College ParkDealing With Missing DataUniversity of AmsterdamQualitative Research Methods",
    "Creator": "University of Copenhagen",
    "Level": "",
    "URL": "https://coursera.org/learn/causal-effects",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "3.9 stars"
  },
  {
    "Title": "Geopolitics of Europe",
    "Description": "About this course: \"Geopolitics of Europe\" offers a dynamic program on both tensions and issues within the European Union, as well as its interactions with the rest of the world.\nThrough maps, iconography, videos, computer graphics and role playing, the Mooc renders the main geopolitical issues appropriate to Europe while focusing on its representations around the world.\nDefinitely multi-disciplinary, this Mooc offers the learners a real tool box built up through a combination of History, Geopolitics, Economics, Political science, Geography and Law.\n\n\nFormat :\nThe pedagogical program is both progressive and modular. It is composed of seven thematic blocks. Each block has a different scale and view point. Even though the main issue exploration in each block is thought as free navigation, each block remains marked out by specific steps : a mapping situation scenario, the study of a documentary corpus, a focus on the national perceptions, as well as an emphasis on the news.\nPlease notice that some very limited content will only be available in French.\nThe knowledge acquired in the first four blocks can then be assessed through a quiz and put into practice through the final serious game : a European scenario, a mission, and decisions to make...!\nBlock number seven offers new analysis that will enable you to understand the latest events of the year 2016.WEEK 1Week 1: The variable-geometry maps of the European territory : who and what determines/set the EU boundaries?Within this session you'll discover that Europeans have created a great number of regional organisations such as the European Union, which is the most famous one.6 videos, 13 readingsexpandVideo: Sylvain KahnVideo: Philippe PerchocVideo: Thomas RaineauVideo: The variable-geometry maps of the European territory : who and what determines/set the EU boundaries?Leyendo: In London, Angela Merkel stands for EuropeLeyendo: Comment on Angela Merkel’s speech in London on February 27th 2014Leyendo: Brussels, the unwitting euro-capitalLeyendo: Comment on the \"Brussels, an unwitting capital\" articleLeyendo: Europe, the European Council and Turkey, an interview with Louis MichelLeyendo: Comment on \"Turkey and Europe: Louis Michel's point of view\".Leyendo: The EU's expansion : Definition and backgroundLeyendo: The EU's expansion : The terms of the current discussion on the expansionLeyendo: The EU's expansion : 3 national points of view on expansionLeyendo: The interviewVideo: RIVA KASTORYANO: THE EU SEEN BY TURKISH PEOPLELeyendo: RIVA KASTORYANO: THE EU SEEN BY TURKISH PEOPLEVideo: LUUK VAN MIDDELAAR: EUROPE SEEN BY DUTCH PEOPLELeyendo: LUUK VAN MIDDELAAR: EUROPE SEEN BY DUTCH PEOPLELeyendo: When Brussels has to deal with an application in the stop : the Turkish caseGraded: QuizWEEK 2Week 2 : The european integration, a pioneer political and territorial projectWithin this session you'll  understand that the European construction is based couldn't exist without going beyond nationalisms and power relationships.4 videos, 13 readingsexpandVideo: The european integration, a pioneer political and territorial projectLeyendo: A pioneer political and territorial project: documents displayLeyendo: Address given by Margaret Thatcher, the British Prime Minister, on 20 September 1988, to the College of Europe's students in BrugesLeyendo: Comment on Margaret Thatcher’s speechLeyendo: Mohr’s Caricature on the Joschka Fischer’s European vision (in May 15th 2000)Leyendo: Comment on Mohr’s caricature on the Joschka Fischer's European vision (on May 15th 2000)Leyendo: Bronislaw Geremek’s Interview (Brussels, in June 11th 2008)Leyendo: Comment on the interview with Bronislaw GeremekLeyendo: A peculiar territorial and political project : The terms of the current debate on the European political projectLeyendo: A peculiar territorial and political project : Three national points of view on the European political projectVideo: ENRICO LETTALeyendo: ENRICO LETTAVideo: LUUK VAN MIDDELAAR: THE EUROPEAN INSTITUTIONSLeyendo: LUUK VAN MIDDELAAR: THE EUROPEAN INSTITUTIONSVideo: OLIVIER ROZENBERG: THE EUROPEAN PARLIAMENT IN THE EYES OF THE EUROPEAN NATIONSLeyendo: OLIVIER ROZENBERG: THE EUROPEAN PARLIAMENT IN THE EYES OF THE EUROPEAN NATIONSLeyendo: The gameGraded: QuizWEEK 3Week 3 : The major outer challenges for europeans by 2050 : What is the impact of the world on the EU ?Within this session we'll analize the European Union reactions when it has to face 21st century's serious economic and geopolitical crisis.3 videos, 11 readingsexpandVideo: From the Eurozone downturn to the mistrust crisis.Leyendo: UpdateLeyendo: The major challenges for europeans by 2050 : displayed documentsLeyendo: Greece: receiving migrants in LesbosLeyendo: Comment on \"Greece : receiving migrants in Lesbos\"Leyendo: The jihadist corridorsVideo: Riva Kastoryano commenting \"the jihadist corridors\"Leyendo: Riva Kastoryano commenting \"the jihadist corridors\"Leyendo: Switzerland: shocking posters of the populist right wing party decipheredLeyendo: Comment on \"Swistzerland: shocking posters of the populist right wing deciphered\"Leyendo: Energy Europe: the European Community of the EnergyVideo: YANN RICHARD ON THE TERRITORY AND THE EUROPEAN BORDERSLeyendo: YANN RICHARD ON THE TERRITORY AND THE EUROPEAN BORDERSLeyendo: Brussels facing the migratory challengeGraded: QuizWEEK 4Week 4 : Europe in the world space : between power, influence ans marginalizationWithin this session different criteria to asses the weigh of Europe in the world will be presented to you.6 videos, 11 readingsexpandVideo: Europe in the world space : between power, influence and marginalizationLeyendo: Hubert Védrine: Europe, a normative power?Leyendo: Comment on the selection of words spoken by Hubert Védrine on the notion of European power.Leyendo: The High representative of the European Union for the Foreign Affairs and the safety policy, seen through press drawers.Leyendo: Comment on Catherine Ashton's caricaturesLeyendo: The European construction is not hostile to the European Nation StatesVideo: EUROPE SEEN FROM GERMANYLeyendo: EUROPE SEEN FROM GERMANYVideo: EUROPE SEEN FROM UKLeyendo: EUROPE SEEN FROM UKVideo: EUROPE SEEN FROM FRANCELeyendo: EUROPE SEEN FROM FRANCEVideo: THE POWERFUL EUROPE?Leyendo: THE POWERFUL EUROPE?Video: IS THERE A EUROPE OF THE ENERGY?Leyendo: IS THERE A EUROPE OF THE ENERGY?Leyendo: The gameGraded: QuizWEEK 5Week 5 : East-west VS north-south: the new dividing lines in Europe?Within this session, we'll see which winning and loosing countries and regions in the process of European construction4 videos, 16 readingsexpandVideo: East-west VS north-south: the new dividing lines in Europe?Leyendo: The dividing lines in Europe: documents displayLeyendo: The “Letter of the net contributors” to the President of the European Commission, on 18/12/2010Leyendo: Comment on the \"Letter of Net Contributors\" (December 18th 2010)Leyendo: Economic convergence? The example of wage costs in EuropeLeyendo: Economic convergence? Comment on diagramsLeyendo: East-West vs North-South, the new European splits?Leyendo: Tomorrow will everybody be Latvian?Leyendo: Comment on \"Tomorrow will everybody be Latvian?\"Leyendo: Jean Quatremer and GreeceLeyendo: Comment on \"Jean Quatremer and Greece\"Leyendo: Matteo Renzi calls for the European Union to change courseLeyendo: Comment on \"Matteo Renzi calls the European Union to change course\"Video: MARC LAZARLeyendo: MARC LAZARVideo: JACQUES RUPNIKLeyendo: JACQUES RUPNIKVideo: PHILIPPE PERCHOCLeyendo: PHILIPPE PERCHOCLeyendo: The gameGraded: QuizWEEK 6 Week 6 : Europe in the eyes of the world : perceptions and expectations with regard to the European Union in large regions of the global space and to the emerging countriesWithin this session we'll discover Europe seen through non-Europeans' eyes3 videos, 13 readingsexpandVideo: Europe in the eyes of the world : perceptions and expectations with regard to the European Union in large regions of the global space and to the emerging countriesLeyendo: Europe in the eyes of the world: documents displayLeyendo: Europe and Official Development Assistance (ODA)Leyendo: Europe and official Development Assistance (ODA) : comment on documentsLeyendo: Europe seen by a US academicLeyendo: \"The Pathology of Europe’s debt\": comment on of B. Friedman’s textLeyendo: Europe seen by illegal migrants from the Moroccan bordersLeyendo: Europe seen by illegal migrants: comment on documentsLeyendo: Europe seen from ChinaLeyendo: Europe seen from IndiaLeyendo: Europe seen from MoroccoVideo: PHILIPPE COPINSCHILeyendo: PHILIPPE COPINSCHIVideo: FLORENT PARMENTIERLeyendo: FLORENT PARMENTIERLeyendo: The European Union with regard to revolutionsGraded: QuizWEEK 7To go further: 2016 : The European Union crisis is getting more acuteIn 2016, the European Union current affairs were troubled. The challenges analysed within the six sessions of the Mooc have become even more pronounced.\nThese videos of analysis will allow you to integrate and  to put these news into perspective along with the best experts.16 videosexpandVideo: Jacques Le Cacheux  - In 2016, has the Uropean Union  finally found a way out of what is called the Euro crisis? Or should we get rid of the Euro zone?Video: Jacques Le Cacheux - Has the Euro crisis led to a more integrated Europe? Or to a Europe more dominated by Germany?Video: Jacques Le Cacheux - In July 2015 the European Union imposed on Greece a third assistance plan. This plan is extremely controversial. Why ?Video: Sylvain Kahn - Could we have foretold that the \"Leave\" would win?Video: Sylvain Kahn - The victory of the \"Leave\" is the Name for What?Video: Sylvain Kahn - What will be the consequences of the Brexit?Video: Camille Schmoll - Is the agreement signed between the European Union and Turkey in March 2016 shocking?Video: Camille Schmoll - Has the European Union been through a migratory crisis since 2015?Video: Camille Schmoll - Is the European Union a fortressVideo: Camille Schmoll - Do women migrate to Europe the same way as men?Video: Yann Richard - Is the enlargement of Eastern Europe completed?Video: Yann Richard - Is the European Union borderless?Video: Yann Richard - Is the European policy of neighbourhood  a massive failure?Video: Samuel Faure - The European Defence seen the prisms of the NATO or the Ukrainian crisisVideo: Samuel Faure - The 2016 Europe of Intelligence is not the C.I.A!Video: Samuel Faure - Is Europe supposed to fight against Daech or to leave this war to the other nations?Video: Sylvain KahnVideo: Philippe PerchocVideo: Thomas RaineauVideo: The variable-geometry maps of the European territory : who and what determines/set the EU boundaries?Leyendo: In London, Angela Merkel stands for EuropeLeyendo: Comment on Angela Merkel’s speech in London on February 27th 2014Leyendo: Brussels, the unwitting euro-capitalLeyendo: Comment on the \"Brussels, an unwitting capital\" articleLeyendo: Europe, the European Council and Turkey, an interview with Louis MichelLeyendo: Comment on \"Turkey and Europe: Louis Michel's point of view\".Leyendo: The EU's expansion : Definition and backgroundLeyendo: The EU's expansion : The terms of the current discussion on the expansionLeyendo: The EU's expansion : 3 national points of view on expansionLeyendo: The interviewVideo: RIVA KASTORYANO: THE EU SEEN BY TURKISH PEOPLELeyendo: RIVA KASTORYANO: THE EU SEEN BY TURKISH PEOPLEVideo: LUUK VAN MIDDELAAR: EUROPE SEEN BY DUTCH PEOPLELeyendo: LUUK VAN MIDDELAAR: EUROPE SEEN BY DUTCH PEOPLELeyendo: When Brussels has to deal with an application in the stop : the Turkish caseVideo: The european integration, a pioneer political and territorial projectLeyendo: A pioneer political and territorial project: documents displayLeyendo: Address given by Margaret Thatcher, the British Prime Minister, on 20 September 1988, to the College of Europe's students in BrugesLeyendo: Comment on Margaret Thatcher’s speechLeyendo: Mohr’s Caricature on the Joschka Fischer’s European vision (in May 15th 2000)Leyendo: Comment on Mohr’s caricature on the Joschka Fischer's European vision (on May 15th 2000)Leyendo: Bronislaw Geremek’s Interview (Brussels, in June 11th 2008)Leyendo: Comment on the interview with Bronislaw GeremekLeyendo: A peculiar territorial and political project : The terms of the current debate on the European political projectLeyendo: A peculiar territorial and political project : Three national points of view on the European political projectVideo: ENRICO LETTALeyendo: ENRICO LETTAVideo: LUUK VAN MIDDELAAR: THE EUROPEAN INSTITUTIONSLeyendo: LUUK VAN MIDDELAAR: THE EUROPEAN INSTITUTIONSVideo: OLIVIER ROZENBERG: THE EUROPEAN PARLIAMENT IN THE EYES OF THE EUROPEAN NATIONSLeyendo: OLIVIER ROZENBERG: THE EUROPEAN PARLIAMENT IN THE EYES OF THE EUROPEAN NATIONSLeyendo: The gameVideo: From the Eurozone downturn to the mistrust crisis.Leyendo: UpdateLeyendo: The major challenges for europeans by 2050 : displayed documentsLeyendo: Greece: receiving migrants in LesbosLeyendo: Comment on \"Greece : receiving migrants in Lesbos\"Leyendo: The jihadist corridorsVideo: Riva Kastoryano commenting \"the jihadist corridors\"Leyendo: Riva Kastoryano commenting \"the jihadist corridors\"Leyendo: Switzerland: shocking posters of the populist right wing party decipheredLeyendo: Comment on \"Swistzerland: shocking posters of the populist right wing deciphered\"Leyendo: Energy Europe: the European Community of the EnergyVideo: YANN RICHARD ON THE TERRITORY AND THE EUROPEAN BORDERSLeyendo: YANN RICHARD ON THE TERRITORY AND THE EUROPEAN BORDERSLeyendo: Brussels facing the migratory challengeVideo: Europe in the world space : between power, influence and marginalizationLeyendo: Hubert Védrine: Europe, a normative power?Leyendo: Comment on the selection of words spoken by Hubert Védrine on the notion of European power.Leyendo: The High representative of the European Union for the Foreign Affairs and the safety policy, seen through press drawers.Leyendo: Comment on Catherine Ashton's caricaturesLeyendo: The European construction is not hostile to the European Nation StatesVideo: EUROPE SEEN FROM GERMANYLeyendo: EUROPE SEEN FROM GERMANYVideo: EUROPE SEEN FROM UKLeyendo: EUROPE SEEN FROM UKVideo: EUROPE SEEN FROM FRANCELeyendo: EUROPE SEEN FROM FRANCEVideo: THE POWERFUL EUROPE?Leyendo: THE POWERFUL EUROPE?Video: IS THERE A EUROPE OF THE ENERGY?Leyendo: IS THERE A EUROPE OF THE ENERGY?Leyendo: The gameVideo: East-west VS north-south: the new dividing lines in Europe?Leyendo: The dividing lines in Europe: documents displayLeyendo: The “Letter of the net contributors” to the President of the European Commission, on 18/12/2010Leyendo: Comment on the \"Letter of Net Contributors\" (December 18th 2010)Leyendo: Economic convergence? The example of wage costs in EuropeLeyendo: Economic convergence? Comment on diagramsLeyendo: East-West vs North-South, the new European splits?Leyendo: Tomorrow will everybody be Latvian?Leyendo: Comment on \"Tomorrow will everybody be Latvian?\"Leyendo: Jean Quatremer and GreeceLeyendo: Comment on \"Jean Quatremer and Greece\"Leyendo: Matteo Renzi calls for the European Union to change courseLeyendo: Comment on \"Matteo Renzi calls the European Union to change course\"Video: MARC LAZARLeyendo: MARC LAZARVideo: JACQUES RUPNIKLeyendo: JACQUES RUPNIKVideo: PHILIPPE PERCHOCLeyendo: PHILIPPE PERCHOCLeyendo: The gameVideo: Europe in the eyes of the world : perceptions and expectations with regard to the European Union in large regions of the global space and to the emerging countriesLeyendo: Europe in the eyes of the world: documents displayLeyendo: Europe and Official Development Assistance (ODA)Leyendo: Europe and official Development Assistance (ODA) : comment on documentsLeyendo: Europe seen by a US academicLeyendo: \"The Pathology of Europe’s debt\": comment on of B. Friedman’s textLeyendo: Europe seen by illegal migrants from the Moroccan bordersLeyendo: Europe seen by illegal migrants: comment on documentsLeyendo: Europe seen from ChinaLeyendo: Europe seen from IndiaLeyendo: Europe seen from MoroccoVideo: PHILIPPE COPINSCHILeyendo: PHILIPPE COPINSCHIVideo: FLORENT PARMENTIERLeyendo: FLORENT PARMENTIERLeyendo: The European Union with regard to revolutionsIn 2016, the European Union current affairs were troubled. The challenges analysed within the six sessions of the Mooc have become even more pronounced.\nThese videos of analysis will allow you to integrate and  to put these news into perspective along with the best experts.Video: Jacques Le Cacheux  - In 2016, has the Uropean Union  finally found a way out of what is called the Euro crisis? Or should we get rid of the Euro zone?Video: Jacques Le Cacheux - Has the Euro crisis led to a more integrated Europe? Or to a Europe more dominated by Germany?Video: Jacques Le Cacheux - In July 2015 the European Union imposed on Greece a third assistance plan. This plan is extremely controversial. Why ?Video: Sylvain Kahn - Could we have foretold that the \"Leave\" would win?Video: Sylvain Kahn - The victory of the \"Leave\" is the Name for What?Video: Sylvain Kahn - What will be the consequences of the Brexit?Video: Camille Schmoll - Is the agreement signed between the European Union and Turkey in March 2016 shocking?Video: Camille Schmoll - Has the European Union been through a migratory crisis since 2015?Video: Camille Schmoll - Is the European Union a fortressVideo: Camille Schmoll - Do women migrate to Europe the same way as men?Video: Yann Richard - Is the enlargement of Eastern Europe completed?Video: Yann Richard - Is the European Union borderless?Video: Yann Richard - Is the European policy of neighbourhood  a massive failure?Video: Samuel Faure - The European Defence seen the prisms of the NATO or the Ukrainian crisisVideo: Samuel Faure - The 2016 Europe of Intelligence is not the C.I.A!Video: Samuel Faure - Is Europe supposed to fight against Daech or to leave this war to the other nations?The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenThe Changing Global OrderUniversiteit LeidenPolitical Economy of Institutions and Development",
    "Creator": "Sciences Po",
    "Level": "",
    "URL": "https://coursera.org/learn/geopolitics-europe",
    "Language": "English",
    "Commitment": "7 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Smart Cities – Management of Smart Urban Infrastructures",
    "Description": "About this course: Learn about Smart Cities within the context of management of urban infrastructures. The introduction of Smart urban technologies into legacy infrastructures has resulted in numerous challenges and opportunities for contemporary cities and will continue to do so. This course will help you to understand how to make the best of these smart technologies in your cities’ legacy infrastructures.  \nOver the past few years, advances in the Information and Communication Technologies (ICTs) have significantly challenged the traditionally stable land scape of urban infrastructure service provision. This has resulted in increasing interest from both technology vendors and public authorities in the transition of cities towards so-called “Smart Cities”. Although such “Smart technologies” can provide immense opportunities for citizens and service providers alike, the ICTs often act as disruptive innovators of urban infrastructure service provision.\nIn this MOOC, you will gain a thorough understanding of the challenges and opportunities associated with the Smart urban infrastructures, namely Smart urban transportation and Smart urban energy systems. Over the journey of this 5-week online course you will learn about the most important principles for the management of Smart urban infrastructures as well as the applications of these principles in the transportation and energy sectors. \nThis course does not have any prerequisites. However, to take the most away from of this MOOC, we strongly encourage you to enroll in our other MOOC on the Management of Urban Infrastructures, which has been widely praised by learners. \nThrough this course, you will:\n- Gain a deep understanding of the nature of disruptive innovations (smart technologies) in urban infrastructure systems;\n- Learn about state-of-the-art strategies for effectively managing the transition from legacy infrastructures to smart urban systems;\n- Study the management of the transition phase from legacy infrastructure systems to smart cities by supporting innovations while avoiding early lock-in; and\n- Understand potential applications of the materials learned in this course within the context of the management of smart urban transportation systems as well as smart urban energy systems.WEEK 1Introduction to Smart Urban Infrastructures and Smart Cities‘Smart City’ is a notion that is widely, and sometimes not appropriately, used by urbanists across the globe. This week will help you to get a more clear understanding of this notion by using a rigorous conceptual framework, which is based on the systems theory. In this week, we will explain the concept of Smart Cities by reviewing different conceptual approaches to Smart Cities and discussing the pros and cons of each approach.8 videos, 6 readingsexpandReading: Introduction to the Smart Cities MOOCReading: Write an optional case study and win a prize!Reading: Where to get helpReading: Course discussionsReading: CertificateVideo: Introduction to the Smart Cities MOOCVideo: Introduction to week 1Video: Conceptualizing cities as complex socio-technical systemsVideo: What is digitalization?Video: General Implications of digitalizationVideo: Implications on digitalization on citiesVideo: Perspectives on Smart CitiesVideo: interview with Ms. Irene Compte Libera about BarcelonaReading: Reading 1 - Introduction to Smart Urban Infrastructures and Smart CitiesGraded: What did I learn in Block 1?WEEK 2Smart Urban Energy SystemsSmart Energy Systems are one of the top priorities on the agenda of local governments, nation states and technology suppliers. In this week, we deep dive into the energy sector to explore some of the most important managerial considerations in the transition phase and operation of Smart Urban Energy Systems. 9 videos, 1 readingexpandVideo: Introduction to week 2Video: Conceptualization of Smart Urban Energy SystemsVideo: Interview with an Utility company (Dr. Corrodi, IWB Basel)Video: The infrastructure layer of smart urban energy systemsVideo: Interview with Prof. Mario PaoloneVideo: The services layer of smart urban energy systemsVideo: The data/digital layer of smart urban energy systemsVideo: Managerial and Policy takeawaysVideo: Interview with an Energy company (Dr. Bolke, Schneider Electric)Reading: Reading 2 - Smart Urban Energy SystemsGraded: What did I learn in Block 2?WEEK 3Smart Urban Transportation SystemsMany Smart Transportation Technologies are already tested on the roads and in cities across the globe. Driverless vehicles as well as car and ride sharing solutions are not anymore futuristic visions for urban transportation systems; but realities that pose significant opportunities and threads for legacy urban transportation systems. In this week, we deep dive into the urban transportation sector and discuss some of the most important managerial considerations to facilitate the transition phase, and operation of Smart Urban Transportation Systems, thanks to availability of data. 7 videos, 1 readingexpandVideo: Introduction to week 3Video: Conceptualization of smart urban transportation systemsVideo: The \"improve\" pathwayVideo: Interview with a transportation company (Mr Schaefer, Siemens)Video: The \"shift\" pathwayVideo: Interview with a transportation operator (Ms. Leboucher, RATP)Video: Conditions for successReading: Reading 3 - Smart Urban Transportation SystemsGraded: What did I learn in Block 3?WEEK 4Towards Smart Cities: part 1The transition of legacy cities to Smart Cities is not a spontaneous process. To get the transition process right, and to the benefit of citizens, cities have to adopt effective management and governance approaches to successfully deal with numerous complexities of this process. This week will help you to understand the most important factors in the transition phase of legacy cities to Smart cities and their managerial implications.7 videos, 1 readingexpandVideo: Introdution to week 4Video: Transition in Socio-Technical systemsVideo: Interview with an urban service provider company (Dr. Staron, Veolia)Video: Data/Digital layerVideo: Potential of the digital layerVideo: Interview with Prof. Montero (UNED, Madrid)Video: Interview with Prof. Faltings (EPFL)Reading: Reading 4 - Towards Smart Cities part IGraded: What did I learn in Block 4?WEEK 5Towards Smart Cities: part 2Management of Smart Cities calls for different approaches from conventional urban management approaches. In this week, we focus on the role of city government in the network of actors who play an important role in management of Smart Cities. 5 videos, 3 readingsexpandVideo: Challenges on the Services layerVideo: Interview with a data company (Mr Ender \u0026 Mr Schimpel, IBM)Video: Challenges on the Infrastructure layerVideo: Challenges for managersVideo: Challenges for policy-makers \u0026 Conclusion of the MOOCReading: Reading 5 - Towards Smart Cities part IIReading: Submit your optional case to win a precious prize!Reading: End of the courseGraded: What did I learn in Block 5?Graded: Final Exam‘Smart City’ is a notion that is widely, and sometimes not appropriately, used by urbanists across the globe. This week will help you to get a more clear understanding of this notion by using a rigorous conceptual framework, which is based on the systems theory. In this week, we will explain the concept of Smart Cities by reviewing different conceptual approaches to Smart Cities and discussing the pros and cons of each approach.Reading: Introduction to the Smart Cities MOOCReading: Write an optional case study and win a prize!Reading: Where to get helpReading: Course discussionsReading: CertificateVideo: Introduction to the Smart Cities MOOCVideo: Introduction to week 1Video: Conceptualizing cities as complex socio-technical systemsVideo: What is digitalization?Video: General Implications of digitalizationVideo: Implications on digitalization on citiesVideo: Perspectives on Smart CitiesVideo: interview with Ms. Irene Compte Libera about BarcelonaReading: Reading 1 - Introduction to Smart Urban Infrastructures and Smart CitiesSmart Energy Systems are one of the top priorities on the agenda of local governments, nation states and technology suppliers. In this week, we deep dive into the energy sector to explore some of the most important managerial considerations in the transition phase and operation of Smart Urban Energy Systems. Video: Introduction to week 2Video: Conceptualization of Smart Urban Energy SystemsVideo: Interview with an Utility company (Dr. Corrodi, IWB Basel)Video: The infrastructure layer of smart urban energy systemsVideo: Interview with Prof. Mario PaoloneVideo: The services layer of smart urban energy systemsVideo: The data/digital layer of smart urban energy systemsVideo: Managerial and Policy takeawaysVideo: Interview with an Energy company (Dr. Bolke, Schneider Electric)Reading: Reading 2 - Smart Urban Energy SystemsMany Smart Transportation Technologies are already tested on the roads and in cities across the globe. Driverless vehicles as well as car and ride sharing solutions are not anymore futuristic visions for urban transportation systems; but realities that pose significant opportunities and threads for legacy urban transportation systems. In this week, we deep dive into the urban transportation sector and discuss some of the most important managerial considerations to facilitate the transition phase, and operation of Smart Urban Transportation Systems, thanks to availability of data. Video: Introduction to week 3Video: Conceptualization of smart urban transportation systemsVideo: The \"improve\" pathwayVideo: Interview with a transportation company (Mr Schaefer, Siemens)Video: The \"shift\" pathwayVideo: Interview with a transportation operator (Ms. Leboucher, RATP)Video: Conditions for successReading: Reading 3 - Smart Urban Transportation SystemsThe transition of legacy cities to Smart Cities is not a spontaneous process. To get the transition process right, and to the benefit of citizens, cities have to adopt effective management and governance approaches to successfully deal with numerous complexities of this process. This week will help you to understand the most important factors in the transition phase of legacy cities to Smart cities and their managerial implications.Video: Introdution to week 4Video: Transition in Socio-Technical systemsVideo: Interview with an urban service provider company (Dr. Staron, Veolia)Video: Data/Digital layerVideo: Potential of the digital layerVideo: Interview with Prof. Montero (UNED, Madrid)Video: Interview with Prof. Faltings (EPFL)Reading: Reading 4 - Towards Smart Cities part IVideo: Challenges on the Services layerVideo: Interview with a data company (Mr Ender \u0026 Mr Schimpel, IBM)Video: Challenges on the Infrastructure layerVideo: Challenges for managersVideo: Challenges for policy-makers \u0026 Conclusion of the MOOCReading: Reading 5 - Towards Smart Cities part IIReading: Submit your optional case to win a precious prize!Reading: End of the courseLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyÉcole Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1Technical University of Denmark (DTU)Global Environmental Management",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/smart-cities",
    "Language": "English, Subtitles: French",
    "Commitment": "5 weeks of study, 2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "International Law In Action: Investigating and Prosecuting International Crimes",
    "Description": "About this course: ‘Investigating and Prosecuting International Crimes’ is the second course  in Leiden University’s new series on International Law in Action. The first course covered international courts and tribunals in The Hague in general. This second course provides an insider perspective into the work of international criminal courts and tribunals.  You will learn about the investigation and prosecution of international crimes in The Hague. \n\nAtrocities produce unspeakable forms of violence. We will explore whether and how international criminal justice contribute to what UN Secretary-General Ban Ki Moon called the ‘age of accountability’. The theory is, those who commit the worst of human crimes, are held accountable, whether they are rank-and-file foot soldiers or military commanders, whether they are lowly civil servants following orders or top political leaders. We will test  how this can be done and if this is realistic.\n\nDuring this course, you will be offered a look into the ‘kitchen’ of the Hague international criminal courts and tribunals. You will learn how international criminal justice functions, who the actors are, what outcomes it produces, and how it can be improved. \n\nIf you want to gain a better understanding of international criminal cases, like the Lubanga case, the ICC’s first ever trial, and the legal legacy of UN international criminal tribunals, then this course is definitely for you!\n\nThis course is free to join and to participate in. There is the possibility to get a verified certificate for the course, which is a paid option. If you want a certificate, but are unable to pay for it, you can request financial aid via Coursera.WEEK 1Welcome to this courseGreat that you are joining us! In this course you will learn about international criminal justice. The course starts with a short introduction module. To give you a better understanding what this course is about and help you study succesfully in an online course. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you will enjoy this course!1 video, 5 readingsexpandVideo: Trailer \u0026 course introductionReading: Meet the instructor \u0026 his teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Be successful in an international virtual learning environmentReading: Behaving in an academical wayDiscussion Prompt: Introduce yourselfThe International Criminal Justice System: Core Concepts and FoundationsWelcome to the first module of this Course! This week, we will introduce you to some of the foundations and core concepts of the international criminal justice system. We will discuss international crimes (genocide, crimes against humanity and war crimes) and foundations of liability. We will relate the discussion to some of the challenges of the Lubanga case, the International Criminal Court's first ever trial. 8 videos, 1 readingexpandVideo: IntroductionVideo: An Introduction to International CrimesVideo: Core Crimes - GenocideVideo: The Core Crimes - Crimes Against HumanityVideo: Core Crimes - War CrimesDiscussion Prompt: Did your country ever had to confront international crimes, and if so, how did it respond to them?Video: Individual Criminal ResponsibilityVideo: Modes of LiabilityDiscussion Prompt: International criminal justice should primarily target 'big fish', rather than 'small fish'.Video: Illustrating the Lubanga CaseReading: Required ReadingDiscussion Prompt: Do you think anyone can turn into a perpetrator of international crimes?Graded: week 1WEEK 2The International Criminal Justice System: Justice Institutions and ProceduresIn this second week we will examine justice institutions and the different stages of the justice process. We will study how major international criminal cases emerge. We will cover the role of different actors in the process, including prosecutorial strategies and legal and political challenges.7 videos, 1 readingexpandVideo: Introduction (Effectiveness, Fairness and Conceptions of Justice)Video: An Introduction to Justice  InstitutionsDiscussion Prompt: Do you believe in the idea of international criminal courts, or is international criminal justice better done 'at home'?Video: An Introduction to the Main ActorsVideo: Hard ChoicesDiscussion Prompt: Should there be a zero-tolerance policy regarding amnesties for international crimes?Video: How Cases EmergeVideo: An Introduction to the Justice ProcessReading: Required ReadingVideo: Interview with Chief Prosecutor of the ICTY: Serge BrammertzGraded: Week 2WEEK 3Trying PerpetratorsIn this third week, we will focus on the criminal process, including the challenges faced by different actors. We will study how a trial unfolds. We will explore the role and perspective of the Defence and victims. We will then examine the role of the judge in international criminal proceedings. We will finally discuss the role of child soldiers as victims and perpetrators, including the experiences of the ICC in its first cases (Lubanga,Ongwen).7 videos, 1 readingexpandVideo: The TrialVideo: The Role of the JudgeVideo: Defending Suspects and Accused (Part I)Video: Defending Suspects and Accused (Part II)Video: The Role of VictimsVideo: The Child Soldier DilemmaDiscussion Prompt: 'A child soldier is first and foremost a perpetrator, rather than a victim'Video: Interview with Defense Counsel: Karim Khan QCDiscussion Prompt: 'International criminal trials are 'show trials''Reading: Required ReadingGraded: Week 3WEEK 4Remedying Wrong and Look to the FutureIn this final week, we will explore how wrong can be remedied through trials, and how international criminal justice can be improved. After this week, you should be able to formulate a proposal on how international criminal justice can be enhanced.7 videos, 2 readingsexpandVideo: Judgment (Part I)Video: Judgment (Part II)Video: PunishmentVideo: Repairing HarmVideo: Enhancing EffectivenessVideo: Interview with ICC president: Silvia Fernández de GurmendiVideo: Concluding VideoReading: Required ReadingDiscussion Prompt: 'An acquittal is not necessarily a failure'Reading: Recommended ReadingGraded: Week 4Graded: Final ExamGraded: What Can be Done to Make International Criminal Justice More Effective? Great that you are joining us! In this course you will learn about international criminal justice. The course starts with a short introduction module. To give you a better understanding what this course is about and help you study succesfully in an online course. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck \u0026 we hope you will enjoy this course!Video: Trailer \u0026 course introductionReading: Meet the instructor \u0026 his teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Be successful in an international virtual learning environmentReading: Behaving in an academical wayDiscussion Prompt: Introduce yourselfWelcome to the first module of this Course! This week, we will introduce you to some of the foundations and core concepts of the international criminal justice system. We will discuss international crimes (genocide, crimes against humanity and war crimes) and foundations of liability. We will relate the discussion to some of the challenges of the Lubanga case, the International Criminal Court's first ever trial. Video: IntroductionVideo: An Introduction to International CrimesVideo: Core Crimes - GenocideVideo: The Core Crimes - Crimes Against HumanityVideo: Core Crimes - War CrimesDiscussion Prompt: Did your country ever had to confront international crimes, and if so, how did it respond to them?Video: Individual Criminal ResponsibilityVideo: Modes of LiabilityDiscussion Prompt: International criminal justice should primarily target 'big fish', rather than 'small fish'.Video: Illustrating the Lubanga CaseReading: Required ReadingDiscussion Prompt: Do you think anyone can turn into a perpetrator of international crimes?In this second week we will examine justice institutions and the different stages of the justice process. We will study how major international criminal cases emerge. We will cover the role of different actors in the process, including prosecutorial strategies and legal and political challenges.Video: Introduction (Effectiveness, Fairness and Conceptions of Justice)Video: An Introduction to Justice  InstitutionsDiscussion Prompt: Do you believe in the idea of international criminal courts, or is international criminal justice better done 'at home'?Video: An Introduction to the Main ActorsVideo: Hard ChoicesDiscussion Prompt: Should there be a zero-tolerance policy regarding amnesties for international crimes?Video: How Cases EmergeVideo: An Introduction to the Justice ProcessReading: Required ReadingVideo: Interview with Chief Prosecutor of the ICTY: Serge BrammertzIn this third week, we will focus on the criminal process, including the challenges faced by different actors. We will study how a trial unfolds. We will explore the role and perspective of the Defence and victims. We will then examine the role of the judge in international criminal proceedings. We will finally discuss the role of child soldiers as victims and perpetrators, including the experiences of the ICC in its first cases (Lubanga,Ongwen).Video: The TrialVideo: The Role of the JudgeVideo: Defending Suspects and Accused (Part I)Video: Defending Suspects and Accused (Part II)Video: The Role of VictimsVideo: The Child Soldier DilemmaDiscussion Prompt: 'A child soldier is first and foremost a perpetrator, rather than a victim'Video: Interview with Defense Counsel: Karim Khan QCDiscussion Prompt: 'International criminal trials are 'show trials''Reading: Required ReadingVideo: Judgment (Part I)Video: Judgment (Part II)Video: PunishmentVideo: Repairing HarmVideo: Enhancing EffectivenessVideo: Interview with ICC president: Silvia Fernández de GurmendiVideo: Concluding VideoReading: Required ReadingDiscussion Prompt: 'An acquittal is not necessarily a failure'Reading: Recommended ReadingUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/international-law-in-action-2",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Love as a Force for Social Justice",
    "Description": "About this course: The objectives of this course are:\n\n-To introduce participants to different concepts of love, to empower them to be conscious of the power of love and the possibility of practicing it in everyday life, and to highlight in particular the idea of love as a force for social justice.\n\n-To communicate a sense of personal strength and empowerment by actively learning from each other and beginning to define how participants can apply their learning in service to society.\n\nThis course will explore the concept of agape love (compassion/kindness) as a force for social justice and action and as the inspiration for service and the application of knowledge to positive social change. Biological, psychological, religious, and social perspectives of love will be discussed, drawing on the expertise of people from a variety of disciplines. \n\nDuring the six-week course, the following topics will be raised and discussed: kinds of love/defining love; non-violent communication; love and the biology of the brain; love as a basic concept of religious and ethical beliefs (e.g., Judaism, Christianity, Islam, Buddhism, Gandhian); love applied in action, and poetic expressions of love as a social force. This curriculum aims to foster a sense of the importance of love as a key phenomenon in creating community, connection, and functional societies among humans.\n\nCourse materials will draw from a variety of sources. One of the goals of the class is to provide participants with some knowledge of the literature of love, and readings for the course are listed in the outline of the course on the pages that follow.WEEK 1IntroductionCourse introduction1 video, 3 readingsexpandVideo: Welcome to the class!Reading: Instructor BiographiesReading: Exploring True LoveReading: The Art and Practice of Loving - Frank AndrewsWords and the Meaning of Love2 videos, 7 readingsexpandVideo: Introduction to Words and the Meaning of LoveReading: Contextualizing Words and the Meaning of LoveReading: Types of LoveReading: Student InformationVideo: Students defining love and love's oppositeReading: Dictionary Definition of LoveReading: What is Non-Violent Communication? A summary.Reading: Discussion Forums: Words and the Meaning of LoveReading: Suggested ReadingsGraded: Weekly ActivityGraded: Weekly QuestionWEEK 2Love and the Brain3 videos, 7 readingsexpandVideo: Introduction to Love and the BrainReading: Contextualizing Love and the BrainReading: Short bio of Ryan YorkVideo: Video: Ryan York in Conversation with AnneReading: Short Bio of Robert SapolskyVideo: Video: Robert Sapolsky in Conversation with AnneReading: The Neuroscience of EmpathyReading: Neurological Basis of AltruismReading: Discussion Forums: Love and the BrainReading: Suggested ReadingsGraded: Weekly ActivityGraded: Weekly QuestionWEEK 3Love and Monotheistic Religions4 videos, 9 readingsexpandVideo: Week 3: Introduction to Love in Monotheistic ReligionsReading: Contextualizing ReligionReading: Short bio of Rabbi Patricia Karlin-NeumannVideo: Video: Judaism - Rabbi Patricia Karlin-Neumann in Conversation with AnneReading: Love Thy Neighbor! As Yourself? - Worship led by Rabbi PatriciaReading: Short bio of Xavier LavagettoVideo: Video: Christianity - Xavier Lavagetto in Conversation with AnneReading: Benedict's First EncyclicalReading: Scotty McLennan sermonReading: Short bio of Ameena JandaliVideo: Video: Islam - Ameena Jandali in Conversation with AnneReading: The Concept of Love in IslamReading: Suggested ReadingsLove and Systems of Ethical Thought2 videos, 8 readingsexpandReading: Contextualizing Ethical Systems of ThoughtReading: Short bio of Paul HarrisonVideo: Video: Buddhism - Paul Harrison in Conversation with AnneReading: Metta Bhavana — Cultivation of Loving-kindnessReading: Beginning Practice of LovingkindnessReading: Suggested ReadingsReading: Short bio of Linda HessVideo: Video: Gandhian Principles of Non-Violence - Linda Hess in Conversation with AnneReading: Gandhi's Philosophy of Non-ViolenceReading: Discussion Forums: Religion and Systems of Ethical ThoughtGraded: Weekly ActivityGraded: Weekly QuestionWEEK 4Love in Action in One-on-One Interactions3 videos, 6 readingsexpandVideo: Week 4: Introduction to Love in ActionReading: Contextualizing Love in ActionReading: The Art and Practice of Loving - Chapters 4, 7, 8, 12Reading: Short bio of Rekha AvirahVideo: Video: Delivering Health Care - Rekha Avirah in Conversation with AnneReading: Short Bio of Chana StewartVideo: Video: Beginning Education - Chana Stewart in Conversation with AnneReading: Short Bio of B.J. MillerReading: What Really Matters at the End of LifeLove in Action at Work in the Business Community1 video, 4 readingsexpandReading: Contextualizing Love in the WorkplaceReading: Short Bio of Scotty McLennanVideo: Video: Love and Business - Scotty McLennan in conversation with AnneReading: Short Bio of Nipun MehtaReading: Nipun Mehta - Designing for GenerosityLove in Action in Non-Governmental Organizations4 readingsexpandReading: Contextualizing Love in Non-Profit OrganizationsReading: Examples of Non-Profit Organizations that Consciously Express Principles of LoveReading: Discussion Forums: Love in ActionReading: Suggested ReadingsGraded: Weekly ActivityGraded: Weekly QuestionWEEK 5Love and Social Justice1 video, 9 readingsexpandVideo: Video: Introduction to Love and Social JusticeReading: Contexualizing Love and Social JusticeReading: A Natural History of PeaceReading: Why Civil Resistance Works by Maria J. Stephan and Erica ChenowethReading: Gandhi's Salt MarchReading: March on Washington for Jobs and FreedomReading: Dakota Access Pipeline ProtestsReading: 2017 Women's MarchReading: Discussion Forums: Love and Social JusticeReading: Suggested ReadingsGraded: Contemporary Social Justice Issues ExerciseGraded: Weekly ActivityGraded: Weekly QuestionWEEK 6 Love as an Expression of Creativity and Meaning in Life1 video, 5 readingsexpandVideo: Video: Introduction to Love as an Expression of Creativity and Meaning in LifeReading: Contextualizing Love as an Expression of Creativity and Meaning in LifeReading: Poems of Protest and RevolutionReading: Best Protest Songs from the 1960sReading: Discussion Forums: Love as an Expression of Creativity and Meaning in LifeReading: Suggested ReadingsLove in our Future Lives2 videos, 3 readingsexpandVideo: Video: Student Discussion on Love in Their Future LivesReading: Suggested ReadingsReading: The Art and Practice of LovingVideo: Video: Closing RemarksReading: Course Certificate and Financial AidGraded: Final ReflectionVideo: Welcome to the class!Reading: Instructor BiographiesReading: Exploring True LoveReading: The Art and Practice of Loving - Frank AndrewsVideo: Introduction to Words and the Meaning of LoveReading: Contextualizing Words and the Meaning of LoveReading: Types of LoveReading: Student InformationVideo: Students defining love and love's oppositeReading: Dictionary Definition of LoveReading: What is Non-Violent Communication? A summary.Reading: Discussion Forums: Words and the Meaning of LoveReading: Suggested ReadingsVideo: Introduction to Love and the BrainReading: Contextualizing Love and the BrainReading: Short bio of Ryan YorkVideo: Video: Ryan York in Conversation with AnneReading: Short Bio of Robert SapolskyVideo: Video: Robert Sapolsky in Conversation with AnneReading: The Neuroscience of EmpathyReading: Neurological Basis of AltruismReading: Discussion Forums: Love and the BrainReading: Suggested ReadingsVideo: Week 3: Introduction to Love in Monotheistic ReligionsReading: Contextualizing ReligionReading: Short bio of Rabbi Patricia Karlin-NeumannVideo: Video: Judaism - Rabbi Patricia Karlin-Neumann in Conversation with AnneReading: Love Thy Neighbor! As Yourself? - Worship led by Rabbi PatriciaReading: Short bio of Xavier LavagettoVideo: Video: Christianity - Xavier Lavagetto in Conversation with AnneReading: Benedict's First EncyclicalReading: Scotty McLennan sermonReading: Short bio of Ameena JandaliVideo: Video: Islam - Ameena Jandali in Conversation with AnneReading: The Concept of Love in IslamReading: Suggested ReadingsReading: Contextualizing Ethical Systems of ThoughtReading: Short bio of Paul HarrisonVideo: Video: Buddhism - Paul Harrison in Conversation with AnneReading: Metta Bhavana — Cultivation of Loving-kindnessReading: Beginning Practice of LovingkindnessReading: Suggested ReadingsReading: Short bio of Linda HessVideo: Video: Gandhian Principles of Non-Violence - Linda Hess in Conversation with AnneReading: Gandhi's Philosophy of Non-ViolenceReading: Discussion Forums: Religion and Systems of Ethical ThoughtVideo: Week 4: Introduction to Love in ActionReading: Contextualizing Love in ActionReading: The Art and Practice of Loving - Chapters 4, 7, 8, 12Reading: Short bio of Rekha AvirahVideo: Video: Delivering Health Care - Rekha Avirah in Conversation with AnneReading: Short Bio of Chana StewartVideo: Video: Beginning Education - Chana Stewart in Conversation with AnneReading: Short Bio of B.J. MillerReading: What Really Matters at the End of LifeReading: Contextualizing Love in the WorkplaceReading: Short Bio of Scotty McLennanVideo: Video: Love and Business - Scotty McLennan in conversation with AnneReading: Short Bio of Nipun MehtaReading: Nipun Mehta - Designing for GenerosityReading: Contextualizing Love in Non-Profit OrganizationsReading: Examples of Non-Profit Organizations that Consciously Express Principles of LoveReading: Discussion Forums: Love in ActionReading: Suggested ReadingsVideo: Video: Introduction to Love and Social JusticeReading: Contexualizing Love and Social JusticeReading: A Natural History of PeaceReading: Why Civil Resistance Works by Maria J. Stephan and Erica ChenowethReading: Gandhi's Salt MarchReading: March on Washington for Jobs and FreedomReading: Dakota Access Pipeline ProtestsReading: 2017 Women's MarchReading: Discussion Forums: Love and Social JusticeReading: Suggested ReadingsVideo: Video: Introduction to Love as an Expression of Creativity and Meaning in LifeReading: Contextualizing Love as an Expression of Creativity and Meaning in LifeReading: Poems of Protest and RevolutionReading: Best Protest Songs from the 1960sReading: Discussion Forums: Love as an Expression of Creativity and Meaning in LifeReading: Suggested ReadingsVideo: Video: Student Discussion on Love in Their Future LivesReading: Suggested ReadingsReading: The Art and Practice of LovingVideo: Video: Closing RemarksReading: Course Certificate and Financial AidUniversity of Colorado SystemMore on Change and SustainabilityUniversity of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsHEC ParisOrganizing for InnovationUniversity of Colorado SystemSustainable Business: Big Issues, Big ChangesUniversity of PennsylvaniaPositive Psychology: Applications and Interventions",
    "Creator": "Stanford University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/love-social-justice",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Paradoxes of War",
    "Description": "About this course: The Paradoxes of War teaches us to understand that war is not only a normal part of human existence, but is arguably one of the most important factors in making us who we are. Through this course, I hope that you will come to appreciate that war is both a natural expression of common human emotions and interactions and a constitutive part of how we cohere as groups. That is, war is paradoxically an expression of our basest animal nature and the exemplar of our most vaunted and valued civilized virtues. You will learn some basic military history and sociology in this course as a lens for the more important purpose of seeing the broader social themes and issues related to war. I want you to both learn about war, but more importantly, use it as way of understanding your everyday social world. So, for example, the discussion of war and gender will serve to start you thinking about how expectations of masculinity are created and our discussion of nationalism will make clear how easy “us-them” dichotomies can be established and (ab)used. I will suggest some readings for you to complement the class and assign some activities through which you will be able to apply the theoretical insights from the course to your observations of everyday life. At the end of the course, you will start to see war everywhere and come to appreciate how much it defines our life.WEEK 1Introduction/WelcomeThe basic paradoxes of war: how it builds and destroys, produces love and hate are discussed. Outline of course and general expectations.1 video, 1 readingexpandVideo: WelcomeReading: Suggested ReadingsWEEK 2The Nature of WarWar is a product of both “natural” instincts and a social creation involving the imposition of organization and authority structures.5 videosexpandVideo: IntroductionVideo: The Nature of WarVideo: Why Do We Study War?Video: The Uses of War/The Western Way of War Video: Nature of Aggression/Criteria of War/Defining the WWWWEEK 3The Causes of WarCauses of war may be described as material, cultural, and psychological.  At the heart of war is the product of us-them dynamics.5 videosexpandVideo: The Paradox of War/Is War Universal?Video: Is War Unique to Humans?/Is War Natural?Video: War and Gender Video: Humanity of War/Perspectives on War Video: Perspectives on War, cont./A Future Perspective WEEK 4The Experience of WarIn order to understand the social creation of war we need to \n\nappreciate that this is an activity VERY few would engage in \n\nwith control or inducement.7 videosexpandVideo: The Battlefield Video: The Soldier's Inner Landscape Video: Blood, Toil, Tears, and SweatVideo: FearVideo: Endurance Video: Atrocities Video: Office Hours IWEEK 5Making WarriorsWarriors are taught a set of values of which duty and honor \n\nare fundamental.  These are taught through the imposition of \n\ndiscipline.7 videosexpandVideo: Coercion/The Ideal SoldierVideo: The Joy of BattleVideo: CamaraderieVideo: Leadership and FaithVideo: HonorVideo: CourageVideo: Duty and DisciplineWEEK 6The War of ArmiesWars are about organized violence and this part of the \n\ncourse traces the managerial and technological \n\ndevelopments necessary to culminate in total wars.7 videosexpandVideo: Progress of War \u0026 Structure of Armies- Ancient and FeudalVideo: Structure of Armies- Stipendiary and ContractVideo: Structure of Armies- State-commission, Popular Conscript, and Volunteer-technical Video: OperationalVideo: Logistical and Technological Video: Social Video: Office Hours IIWEEK 7The Progress of BattleHistorical overview of battle formations from phalanx to gunpowder revolution to industrialized war.7 videosexpandVideo: The Progress of BattleVideo: Phalanx Video: Legion Video: Cavalry Video: Gunpowder and the TercioVideo: War of the LinesVideo: Industrial WarPeer Review: Peer Review: Midterm AssignmentWEEK 8The War of SocietiesWars can also be about societal survival and we look at three examples: conquest, genocide, and strategic bombing.8 videosexpandVideo: The War of SocietiesVideo: ConquestVideo: The AmericasVideo: AsiaVideo: AfricaVideo: Genocide Video: Strategic BombingVideo: Office Hours IIIWEEK 9Social Aspects of War: Nation State and NationalismWars help build states and nationalism4 videosexpandVideo: War and State BuildingVideo: Taxation Video: War and National Wealth Video: Nationalism and MonumentsWEEK 10Social Aspects of War: Democracy, Citizenship, and Social EqualityWars also develop citizenship and democratic demands5 videosexpandVideo: War and Citizenship IVideo: War and Citizenship IIVideo: War and Social Equality Video: Race, Class, and Gender in the US Armed ForcesVideo: Office Hours IVWEEK 11The Rise of the RestWhile the West was dominant for 500 years, beginning in \n\n1945 new forms of war have challenged the technological \n\nand organizational supremacy of old empires.5 videosexpandVideo: Limits of Conquest Video: Insurgency IVideo: Insurgency IIVideo: Terrorism Video: Vietnam and IraqWEEK 12New ChallengesWars are not fought as they were yet militaries are still organized anachronistically.4 videosexpandVideo: Introduction/Major Theatre WarsVideo: Fight for Resources/US Military ReachVideo: Breakup of States/Terrorism Video: Office Hours VWEEK 13Final LectureSummary of the class.2 videosexpandVideo: Final LecturePeer Review: Peer Review: Final ExamVideo: Office Hours VIVideo: WelcomeReading: Suggested ReadingsVideo: IntroductionVideo: The Nature of WarVideo: Why Do We Study War?Video: The Uses of War/The Western Way of War Video: Nature of Aggression/Criteria of War/Defining the WWWVideo: The Paradox of War/Is War Universal?Video: Is War Unique to Humans?/Is War Natural?Video: War and Gender Video: Humanity of War/Perspectives on War Video: Perspectives on War, cont./A Future Perspective Video: The Battlefield Video: The Soldier's Inner Landscape Video: Blood, Toil, Tears, and SweatVideo: FearVideo: Endurance Video: Atrocities Video: Office Hours IVideo: Coercion/The Ideal SoldierVideo: The Joy of BattleVideo: CamaraderieVideo: Leadership and FaithVideo: HonorVideo: CourageVideo: Duty and DisciplineVideo: Progress of War \u0026 Structure of Armies- Ancient and FeudalVideo: Structure of Armies- Stipendiary and ContractVideo: Structure of Armies- State-commission, Popular Conscript, and Volunteer-technical Video: OperationalVideo: Logistical and Technological Video: Social Video: Office Hours IIVideo: The Progress of BattleVideo: Phalanx Video: Legion Video: Cavalry Video: Gunpowder and the TercioVideo: War of the LinesVideo: Industrial WarPeer Review: Peer Review: Midterm AssignmentVideo: The War of SocietiesVideo: ConquestVideo: The AmericasVideo: AsiaVideo: AfricaVideo: Genocide Video: Strategic BombingVideo: Office Hours IIIVideo: War and State BuildingVideo: Taxation Video: War and National Wealth Video: Nationalism and MonumentsVideo: War and Citizenship IVideo: War and Citizenship IIVideo: War and Social Equality Video: Race, Class, and Gender in the US Armed ForcesVideo: Office Hours IVVideo: Limits of Conquest Video: Insurgency IVideo: Insurgency IIVideo: Terrorism Video: Vietnam and IraqVideo: Introduction/Major Theatre WarsVideo: Fight for Resources/US Military ReachVideo: Breakup of States/Terrorism Video: Office Hours VVideo: Final LecturePeer Review: Peer Review: Final ExamVideo: Office Hours VIUniversity of VirginiaThe Modern World, Part Two: Global History since 1910Yale UniversityMoral Foundations of Politics Tel Aviv UniversityThe Emergence of the Modern Middle East - Part ITel Aviv UniversityThe Emergence of the Modern Middle East - Part IIUniversity of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, Prisons",
    "Creator": "Princeton University",
    "Level": "",
    "URL": "https://coursera.org/learn/war",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Philosophy, Science and Religion: Philosophy and Religion",
    "Description": "About this course: Philosophy, Science and Religion mark three of the most fundamental modes of thinking about the world and our place in it. Are these modes incompatible? Put another way: is the intellectually responsible thing to do to ‘pick sides’ and identify with one of these approaches at the exclusion of others? Or, are they complementary or mutually supportive? As is typical of questions of such magnitude, the devil is in the details. For example, it is important to work out what is really distinctive about each of these ways of inquiring about the world. In order to gain some clarity here, we’ll be investigating what some of the current leading thinkers in philosophy, science and religion are actually doing.\n\nThis course, entitled ‘Philosophy and Religion’, is the second of three related courses in our Philosophy, Science and Religion Online series, and in this course we will ask important questions about the age-old debate between science and religion, such as:\n \n•  What kind of conflicts are there between religion and science?\n•  Does current cognitive science of religion effectively explain away God?\n•  If there is a God who has made us so that we can know him, why do some people not believe?\n•  Is belief in science also a kind of fundamentalism?\n•  What makes us good at getting, giving, or sharing, knowledge? Is this different when it is religious knowledge?\n\nThe first course in the Philosophy, Science and Religion series, 'Science and Philosophy' was launched early in 2017 and you can sign up to it at any time. The third course —‘Religion and Science’—will be launched early in 2018. Completing all three courses will give you a broader understanding of this fascinating topic. Look for: \n\n• Philosophy, Science and Religion I: Science and Philosophy https://www.coursera.org/learn/philosophy-science-religion-1/\n• Philosophy, Science and Religion III: Religion and Science\n\nUpon successful completion of all three courses, students will:\n\n(1) Understand the main parameters at stake in the current debate between science and religion.\n(2) Have some familiarity with the relevant areas of science that feature in the debate—including cosmology, evolution, and the neurosciences—and will have begun to engage with them conceptually.\n(3) Have encountered key philosophical approaches to the interface between science and religion, and will have had the opportunity to engage them in practice.\n(4) Have embarked constructively in cross-disciplinary conversations.\n(5) Have demonstrated an openness to personal growth through a commitment to dialogue across intellectual and spiritual boundaries.\n\nYou can also follow us on Twitter at https://twitter.com/EdiPhilOnline and you can follow the hashtag #psrmoocWEEK 1Introduction to the courseIn this module Professor Duncan Pritchard welcomes you to the course and gives you a preview of our journey together over the next six weeks.2 videos, 4 readingsexpandVideo: Course overviewVideo: Professor Duncan Pritchard introduces the courseReading: About this courseReading: Course assessments and exercisesReading: Course textbookReading: Introductory Reading: Faith and RationalityDiscussion Prompt: Get to know your classmatesMind, Science, and ReligionDr. Sarah Lane Ritchie starts us off with a tour of the relationship between the various brain sciences and religious belief.5 videos, 2 readings, 2 practice quizzesexpandVideo: Lecture 1.1: IntroductionVideo: Lecture 1.2: Religious Belief and EmbodimentPractice Quiz: Test your understandingVideo: Lecture 1.3: Neural Correlates of Religious BeliefPractice Quiz: Test your understandingVideo: Lecture 1.4: Religious Belief and the Cognitive Science of ReligionVideo: Lecture 1.5: Religious Belief Disproved?Reading: Introductory Reading: Does Contemporary Neuroscience Debunk Religious Belief?Discussion Prompt: Religious belief and the brainReading: Find out more...!Graded: Module QuizWEEK 2Science and Religion in the Public RealmIn this series of lectures, Professor John Evans describes a sociological approach to the question of religion and science that focuses on contemporary society.  Using debates about fact claims and morality of human evolution as his continuing example, and with a focus on the relationship with science that religious and other citizens have with science, he describes three types of conflict.  Unlike the philosophical and theological debate that focuses upon conflict over knowledge claims about the physical world, Evans shows how the contemporary debate for citizens is more likely to be about morality. 5 videos, 1 reading, 4 practice quizzesexpandVideo: Lecture 2.1 - OverviewPractice Quiz: Test your understandingVideo: Lecture 2.2 - Possible conflict between religion and sciencePractice Quiz: Test your understandingDiscussion Prompt: Are religion and science incompatible ways of knowing about the world?Video: Lecture 2.3 - Official Christian stances on the conflictPractice Quiz: Test your understandingVideo: Lecture 2.4 - Views on human originsPractice Quiz: Test your understandingVideo: Lecture 2.5 - Is the religious  public in moral conflict with science?Reading: Religion and Science: Beyond the Epistemological Conflict NarrativeGraded: Module QuizGraded: Assess the reading criticallyWEEK 3Religious Disagreement and Friendly Theism/AtheismIn this series of lectures Professor John Greco discusses the topic of religious disagreement. Part One considers two problems that we find in the epistemology of religion:  The Problem of Evil (or Suffering) and The Problem of Divine Hiddenness.  In these contexts, theists and atheists often accuse each other of irrationality. Even worse, each party of the debate explains that irrationality by positing some moral or intellectual flaw in the other.  The basic idea is this: If you don’t see things the way I do, that must be due to some intellectual or moral flaw in you.  Part Two introduces resources in social epistemology that help us to understand what is going on here.  The main idea is that social location affects epistemic position-- that social location matters, epistemically speaking.  This is a central lesson of contemporary social epistemology, and one that can be fruitfully adopted by religious epistemology as well. Part Three explores some further implications of a “social religious epistemology.” Most importantly, we see how moral and practical aspects of the social environment can have epistemic consequences.4 videos, 3 readings, 2 practice quizzesexpandVideo: Lecture 3.1 - Two problems in the epistemology of religionPractice Quiz: Test your understanding!Video: Lecture 3.2 - Social epistemologyPractice Quiz: Test your understanding!Discussion Prompt: Which epistemic communities are you a member of?Video: Lecture 3.3 - Implications for religious epistemologyVideo: Lecture 3.4 - ConclusionReading: Introductory Reading: Are Theism and Atheism Totally Opposed?Reading: Further readingReading: Testimony and the Transmission of Religious KnowledgeGraded: Module QuizGraded: Assess the reading criticallyWEEK 4The Hiddenness Argument and the Contribution of PhilosophyIn this series of lectures, Professor John Schellenberg introduces and explains a new argument for atheism known as the hiddenness argument. He highlights the self-imposed limitations of this way of reasoning, which is aimed at ruling out just one candidate for the status of a divine reality, the notion of a personal divine. He then clarifies the relations between this approach to the question of God's existence and other features of the contemporary landscape in philosophy and science – including the philosophical problem of evil, certain results of the cognitive science of religion, and recent moral changes suggesting cultural evolution.5 videos, 2 readings, 3 practice quizzesexpandVideo: Lecture 4.1 - What is the hiddenness argument?Practice Quiz: Test your understandingVideo: Lecture 4.2 - Main objections to the argumentPractice Quiz: Test your understandingVideo: Lecture 4.3 - Responses to the objectionsReading: Introductory Reading: Is God Hidden, Or Does God Simply Not Exist?Discussion Prompt: Must God be Perfectly Loving?Discussion Prompt: Our relationship with GodVideo: Lecture 4.4 - The relationship between religion and sciencePractice Quiz: Test your understandingDiscussion Prompt: A fully developed religion?Video: Lecture 4.5 - Philosophy's contribution to the theism debatesPeer Review: Optional Essay QuestionReading: Divine Hiddenness and Human PhilosophyGraded: Module QuizGraded: Assess the reading criticallyWEEK 5Religious and Scientific FundamentalismIn this series of lectures Dr. Rik Peels considers religious and scientific fundamentalism. Scientism is the currently popular thesis that only natural science gives rational belief or, alternatively, that there are no principled limits to science. In this lecture, I give several examples of scientism, such as scientism about free will. After that, I present seven reasons that have been given for scientism. Subsequently, I outline three arguments against it. Finally, I explain some crucial similarities and differences between scientism on the one hand and fundamentalism on the other. I argue that, even though some varieties of scientism resemble fundamentalism, most of them are more similar to religions or worldviews.6 videos, 4 readings, 4 practice quizzesexpandVideo: Lecture 5.1 - What is scientism?Practice Quiz: Test your understandingVideo: Lecture 5.2 - Varieties of scientismPractice Quiz: Test your understandingVideo: Lecture 5.3 - Arguments for scientismVideo: Lecture 5.4 - Arguments for scientism (continued)Practice Quiz: Test your understandingVideo: Lecture 5.5 - Arguments against scientismPractice Quiz: Test your understandingVideo: Lecture 5.6 - Scientism, religious belief, and fundamentalismDiscussion Prompt: Is scientism a religion?Reading: The Folly of ScientismReading: Is Fundamentalism Just a Problem for Religious People?Reading: The Fundamental Argument Against ScientismReading: A Conceptual Map of ScientismGraded: Module quizGraded: Honours Track Assignment on ScientismWEEK 6Epistemic Virtues and Vices in Science and ReligionIn this lecture, Professor Mark Alfano discusses the role of epistemic virtues and vices in science and religion. The lecture has three main sections. First, Alfano distinguishes four types of epistemic virtues and vices. Source virtues such as honesty make someone an excellent primary source of knowledge. Receiver virtues such as intellectual humility make someone an excellent recipient of knowledge provided by sources. Conduit virtues make someone an excellent conveyor of the knowledge they receive from others to third parties; these dispositions might include a willingness to gossip carefully in order to protect others from a sexual predator, as well as the virtues that journalists try to embody. Echo virtues make someone an excellent sounding board for others. Along the way, Alfano mentions various vices that can attach to people in the role of source, receiver, conduit, and echo. In the second part of the lecture, Alfano uses the notions of source, receiver, conduit, and echo virtues to make sense of scientific collaborations and trust in science by laypeople. In section three, he shows that unless we have unreasonably high credence in very long chains of conduit virtues, we should not accept testimony in favour of miracles or divine revelation.6 videos, 1 reading, 3 practice quizzesexpandVideo: Lecture 6.1 - Overview of the lecturePractice Quiz: Test your understandingVideo: Lecture 6.2 - Introduction to epistemic virtues and vicesPractice Quiz: Test your understandingVideo: Lecture 6.3 - Case studies from science: scientific collaborationsDiscussion Prompt: What kind of problems are presented by massive collaborations in science?Video: Lecture 6.4 - Case studies from science: trust and distrust of science by laypeoplePractice Quiz: Test your understandingVideo: Lecture 6.5 - Case studies from religion: miraclesVideo: Lecture 6.6 - Case studies from religion: transmission of revelationDiscussion Prompt: Getting knowledge of Science and RelgionReading: Further reading: Virtues For Agents in Directed Social NetworksGraded: Module quizVideo: Course overviewVideo: Professor Duncan Pritchard introduces the courseReading: About this courseReading: Course assessments and exercisesReading: Course textbookReading: Introductory Reading: Faith and RationalityDiscussion Prompt: Get to know your classmatesVideo: Lecture 1.1: IntroductionVideo: Lecture 1.2: Religious Belief and EmbodimentPractice Quiz: Test your understandingVideo: Lecture 1.3: Neural Correlates of Religious BeliefPractice Quiz: Test your understandingVideo: Lecture 1.4: Religious Belief and the Cognitive Science of ReligionVideo: Lecture 1.5: Religious Belief Disproved?Reading: Introductory Reading: Does Contemporary Neuroscience Debunk Religious Belief?Discussion Prompt: Religious belief and the brainReading: Find out more...!In this series of lectures, Professor John Evans describes a sociological approach to the question of religion and science that focuses on contemporary society.  Using debates about fact claims and morality of human evolution as his continuing example, and with a focus on the relationship with science that religious and other citizens have with science, he describes three types of conflict.  Unlike the philosophical and theological debate that focuses upon conflict over knowledge claims about the physical world, Evans shows how the contemporary debate for citizens is more likely to be about morality. Video: Lecture 2.1 - OverviewPractice Quiz: Test your understandingVideo: Lecture 2.2 - Possible conflict between religion and sciencePractice Quiz: Test your understandingDiscussion Prompt: Are religion and science incompatible ways of knowing about the world?Video: Lecture 2.3 - Official Christian stances on the conflictPractice Quiz: Test your understandingVideo: Lecture 2.4 - Views on human originsPractice Quiz: Test your understandingVideo: Lecture 2.5 - Is the religious  public in moral conflict with science?Reading: Religion and Science: Beyond the Epistemological Conflict NarrativeIn this series of lectures Professor John Greco discusses the topic of religious disagreement. Part One considers two problems that we find in the epistemology of religion:  The Problem of Evil (or Suffering) and The Problem of Divine Hiddenness.  In these contexts, theists and atheists often accuse each other of irrationality. Even worse, each party of the debate explains that irrationality by positing some moral or intellectual flaw in the other.  The basic idea is this: If you don’t see things the way I do, that must be due to some intellectual or moral flaw in you.  Part Two introduces resources in social epistemology that help us to understand what is going on here.  The main idea is that social location affects epistemic position-- that social location matters, epistemically speaking.  This is a central lesson of contemporary social epistemology, and one that can be fruitfully adopted by religious epistemology as well. Part Three explores some further implications of a “social religious epistemology.” Most importantly, we see how moral and practical aspects of the social environment can have epistemic consequences.Video: Lecture 3.1 - Two problems in the epistemology of religionPractice Quiz: Test your understanding!Video: Lecture 3.2 - Social epistemologyPractice Quiz: Test your understanding!Discussion Prompt: Which epistemic communities are you a member of?Video: Lecture 3.3 - Implications for religious epistemologyVideo: Lecture 3.4 - ConclusionReading: Introductory Reading: Are Theism and Atheism Totally Opposed?Reading: Further readingReading: Testimony and the Transmission of Religious KnowledgeIn this series of lectures, Professor John Schellenberg introduces and explains a new argument for atheism known as the hiddenness argument. He highlights the self-imposed limitations of this way of reasoning, which is aimed at ruling out just one candidate for the status of a divine reality, the notion of a personal divine. He then clarifies the relations between this approach to the question of God's existence and other features of the contemporary landscape in philosophy and science – including the philosophical problem of evil, certain results of the cognitive science of religion, and recent moral changes suggesting cultural evolution.Video: Lecture 4.1 - What is the hiddenness argument?Practice Quiz: Test your understandingVideo: Lecture 4.2 - Main objections to the argumentPractice Quiz: Test your understandingVideo: Lecture 4.3 - Responses to the objectionsReading: Introductory Reading: Is God Hidden, Or Does God Simply Not Exist?Discussion Prompt: Must God be Perfectly Loving?Discussion Prompt: Our relationship with GodVideo: Lecture 4.4 - The relationship between religion and sciencePractice Quiz: Test your understandingDiscussion Prompt: A fully developed religion?Video: Lecture 4.5 - Philosophy's contribution to the theism debatesPeer Review: Optional Essay QuestionReading: Divine Hiddenness and Human PhilosophyIn this series of lectures Dr. Rik Peels considers religious and scientific fundamentalism. Scientism is the currently popular thesis that only natural science gives rational belief or, alternatively, that there are no principled limits to science. In this lecture, I give several examples of scientism, such as scientism about free will. After that, I present seven reasons that have been given for scientism. Subsequently, I outline three arguments against it. Finally, I explain some crucial similarities and differences between scientism on the one hand and fundamentalism on the other. I argue that, even though some varieties of scientism resemble fundamentalism, most of them are more similar to religions or worldviews.Video: Lecture 5.1 - What is scientism?Practice Quiz: Test your understandingVideo: Lecture 5.2 - Varieties of scientismPractice Quiz: Test your understandingVideo: Lecture 5.3 - Arguments for scientismVideo: Lecture 5.4 - Arguments for scientism (continued)Practice Quiz: Test your understandingVideo: Lecture 5.5 - Arguments against scientismPractice Quiz: Test your understandingVideo: Lecture 5.6 - Scientism, religious belief, and fundamentalismDiscussion Prompt: Is scientism a religion?Reading: The Folly of ScientismReading: Is Fundamentalism Just a Problem for Religious People?Reading: The Fundamental Argument Against ScientismReading: A Conceptual Map of ScientismIn this lecture, Professor Mark Alfano discusses the role of epistemic virtues and vices in science and religion. The lecture has three main sections. First, Alfano distinguishes four types of epistemic virtues and vices. Source virtues such as honesty make someone an excellent primary source of knowledge. Receiver virtues such as intellectual humility make someone an excellent recipient of knowledge provided by sources. Conduit virtues make someone an excellent conveyor of the knowledge they receive from others to third parties; these dispositions might include a willingness to gossip carefully in order to protect others from a sexual predator, as well as the virtues that journalists try to embody. Echo virtues make someone an excellent sounding board for others. Along the way, Alfano mentions various vices that can attach to people in the role of source, receiver, conduit, and echo. In the second part of the lecture, Alfano uses the notions of source, receiver, conduit, and echo virtues to make sense of scientific collaborations and trust in science by laypeople. In section three, he shows that unless we have unreasonably high credence in very long chains of conduit virtues, we should not accept testimony in favour of miracles or divine revelation.Video: Lecture 6.1 - Overview of the lecturePractice Quiz: Test your understandingVideo: Lecture 6.2 - Introduction to epistemic virtues and vicesPractice Quiz: Test your understandingVideo: Lecture 6.3 - Case studies from science: scientific collaborationsDiscussion Prompt: What kind of problems are presented by massive collaborations in science?Video: Lecture 6.4 - Case studies from science: trust and distrust of science by laypeoplePractice Quiz: Test your understandingVideo: Lecture 6.5 - Case studies from religion: miraclesVideo: Lecture 6.6 - Case studies from religion: transmission of revelationDiscussion Prompt: Getting knowledge of Science and RelgionReading: Further reading: Virtues For Agents in Directed Social NetworksThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive SciencesDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyThe University of EdinburghPhilosophy, Science and Religion: Science and PhilosophyThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Physical Sciences",
    "Creator": "The University of Edinburgh",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/philosophy-science-religion-2",
    "Language": "English",
    "Commitment": "6 Modules; 2-3 hours of study per module",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Cities are back in town : urban sociology for a globalizing urban world",
    "Description": "About this course: Urbanization is reaching a new peak in the contemporary world with the rise of mega cities. Researchers try to make sense of these large urban areas using a variety of concepts. The class will review debates and present social science models of cities to analyse and compare contemporary developments.\n\nGeneral Overview Help Center\n\nUrbanization is reaching a new peak in the contemporary world with the rise of mega cities. Researchers try to make sense of these large urban areas using a variety of concepts. The class will review debates and present social science models of cities to analyse and compare contemporary developments.\nGlobalization, Europeanization processes support the rapid developments of cities in different part of the world. Urbanization is reaching a new high in the contemporary world with the rise of mega cities (beyond 15 million inhabitants) such as Calcutta, Los Angeles, Dhaka, Cairo, Tokyo, New York, Shanghai, Mexico or Seoul. Beyond the modern metropolis, researchers try to make sense of these large urban areas using a variety of concepts such as the ‘postmetropolis’, ‘global cities’, and ‘global city-regions’. The class will review debates and present social science models of cities and metropolis to analyse and compare contemporary developments. How can do we study those cities when they become mega urban regions, does size matter and for what? Do we see the making of a vast urban world or by contrast beyond the apparent convergence of complex globalisation processes understood in relation to globalised capitalism, is it possible to identify masked differentiations and the strengthening of different urban worlds? How do we make sense of this urban world when cities are not independent units but have to be understood both in terms of territories, rootedness, and at the same time in terms of relations to take into account flux, mobility, circulations ? What is the relevance of social science concepts developed in the Western world to analyse the transformation of Lagos? To what extent may the systematic development of new forms of comparison between northern cities and cities from the South change social sciences and contribute to overcome the bias towards national comparison? \nFor the time being, given current conditions of capitalism, political, economic, cultural and social questions are increasingly becoming urban questions. In the modern conception of the world/globalcity, characterised by size, the aggregation of housing, differentiated divisions of labour, and the density of interaction, several conceptions of cities exist which have become entangled and sometimes opposed to each other. These different conceptions underline different processes of integration: the material city of walls, squares, houses, roads, light, utilities, buildings, waste, and physical infrastructure; the cultural city in terms of imaginations, differences, representations, ideas, symbols, arts, texts, senses, religion, and aesthetics; the politics and policies of the city in terms of domination, power, government, mobilisation, public policies, welfare, education; the social city of riots, ethnic, economic and gender inequalities, everyday life and social movements; and the economy of the city : the division of labour, scale, production, consumption, trade.....\nClassic urban questions about inequalities, housing, government, integration, are combined with issues about the urban fabric, questions of mobility and rootedness, sustainable development and risks, the making of the cyborg cities, questions of social control and riots, urban culture, innovation and urban economic development.\n\nAll video produced by Sciences Po for this Mooc are under Creative Commons (BY / NC / SA)\n\nRecommended Background\nThe course is designed for undergraduates but it also will interest graduates and professionals concerned in urban issues.\n\nThe course is organized in 8 sequences and displays multimedia contents (images, video, original documents). There will be also assignments that consist in participating to discussions related to theoretical models presented in the course based on case studies of your choice, and peer assessments on your contributions.\n\nSyllabus :\n\nWeek #1 : Introduction, definition, urban questions and the use of models\n\nWeek #2 : European cities and the weberian model of integration\n\nWeek #3 : Colonial and post colonial cities\n\nWeek #4 : Industrial cities (and Socialist cities) and Marxist models\n\nWeek #5 : The American metropolis and the Chicago School, \n\nWeek #6 : Post metropolis, fragments and differences\n\nWeek #7 : Global cities and mega cities\n\nWeek #8 : Smart cities and the sociology of science and technologyWEEK 1Week 1 – IntroductionIntroduction to urban sociology6 videos, 2 readingsexpandVideo: Welcome to the new urban worldVideo: Ancient citiesVideo: Words to qualify cities and the urban worldVideo: A world of cities or a generalised urban world ?Reading: Urbanisation processesVideo: DefinitionsVideo: Models and urban sociologyReading: ReferencesWEEK 2Week 2 – European CityEuropean city model6 videos, 6 readingsexpandVideo: Introduction to European cityReading: Historical emergence of european citiesReading: The urban bourgeoisieReading: The Venice Case studyVideo: Municipal revolution and the fragile political autonomyReading: Municipal revolution and the fragile political autonomy v2Video: The weberian model of the « Occidental city »Video: Neo weberian model part 1Video: Neo weberian model part 2Reading: How useful is the European city modelVideo: The Los Angeles case studyReading: ReferencesWEEK 3Week 3 – Colonial CityColonial city model5 videos, 5 readingsexpandVideo: Imposing a universal European framework or looking for alternatives ?Reading: Colonial empires and the making of colonial citiesReading: Do colonisers need cities ?Video: Inequality, segregation and the colonial political order part 1Video: Inequality, segregation and the colonial political order part 2Reading: A model of colonial cities ?Video: Features of colonial citiesVideo: Legacy of colonisation, post colonial cities ? v1Reading: Legacy of colonisation, post colonial cities ? v2Reading: ReferencesWEEK 4Week 4 – Industrial CityIndustrial city model4 videos, 7 readingsexpandVideo: Industrial urbanisation and urban changeReading: The Industrial revolution and the emergence of the industrial cities/urban regionsVideo: Two waves of industrializationReading: The conditions of the working class: exploitation, poverty, inequalitiesVideo: The making of the industrial city as a social structureReading: The physical infrastructure of the industrial metropolisReading: Industrial cities beyond Europe, Chicago takes the leadVideo: Methods and variables of the marxist industrial agglomeration modelReading: A marxist interpretation of the industrial cityReading: Industrial cities after the West and the industrial city modelReading: ReferencesWEEK 5Week 5 – MetropolisMetropolis model5 videos, 7 readingsexpandVideo: centers of experiment for modern social lifeVideo: European capitals of the great nation states of the 19th century turn into metropolisReading: New York, the American metropolisVideo: Metropolis in the southReading: Buenos AiresReading: Metropolis and the urban way of lifeVideo: The human ecology of cities and the US coming of age of urban sociologyReading: \"The City\" by Louis WirthReading: The segregated metropolis, race and class, measures and cultural making of boundaries part 1Reading: The segregated metropolis, race and class, measures and cultural making of boundaries part 2Video: Competition and the development of the metropolisReading: ReferencesWEEK 6Week 6 – Global CityGlobal city model4 videos, 7 readingsexpandVideo: a globalising urban capitalist worldReading: The rise of mega citiesReading: The financiarisation of the city, real estates, utilitiesReading: A model of the urbanization of capitalReading: Scott and Storper and the new economic geographyReading: Cities of flows and nodes of networksVideo: GlobalizationVideo: Big cities with advanced economic functions ?Reading: Unequal CityVideo: Conclusion Global cityReading: ReferencesWEEK 7Week 7 – Post MetropolisPost metroplis model4 videos, 6 readingsexpandVideo: Post metropolis and the criticism of modelsReading: Different urban worldsVideo: Conflictual cities, Contested cities, rejecting modernism, capitalism and the stateReading: Urban RiotsVideo: Beyond modernism the cultural turn of urban studiesVideo: Culture and entertainment are back in town, the city of visitorsReading: informal settlements, networks and illegalities part 1Reading: informal settlements, networks and illegalities part 2Reading: Conclusion Post MetrpolisReading: ReferencesWEEK 8Week 8 – Digital CityDigital city model6 videos, 5 readingsexpandVideo: Introduction to smart city – Part 1Video: Introduction to smart city – Part 2Video: Maps and networks – Part 1Video: Maps and networks – Part 2Reading: Maps and networks – Part 3Video: Smart city model – Part 1Reading: Smart city model - Part 2Reading: Access and online activity in the cityReading: Transforming life - transforming IndiaVideo: Sustainable cityReading: ReferencesVideo: Welcome to the new urban worldVideo: Ancient citiesVideo: Words to qualify cities and the urban worldVideo: A world of cities or a generalised urban world ?Reading: Urbanisation processesVideo: DefinitionsVideo: Models and urban sociologyReading: ReferencesVideo: Introduction to European cityReading: Historical emergence of european citiesReading: The urban bourgeoisieReading: The Venice Case studyVideo: Municipal revolution and the fragile political autonomyReading: Municipal revolution and the fragile political autonomy v2Video: The weberian model of the « Occidental city »Video: Neo weberian model part 1Video: Neo weberian model part 2Reading: How useful is the European city modelVideo: The Los Angeles case studyReading: ReferencesVideo: Imposing a universal European framework or looking for alternatives ?Reading: Colonial empires and the making of colonial citiesReading: Do colonisers need cities ?Video: Inequality, segregation and the colonial political order part 1Video: Inequality, segregation and the colonial political order part 2Reading: A model of colonial cities ?Video: Features of colonial citiesVideo: Legacy of colonisation, post colonial cities ? v1Reading: Legacy of colonisation, post colonial cities ? v2Reading: ReferencesVideo: Industrial urbanisation and urban changeReading: The Industrial revolution and the emergence of the industrial cities/urban regionsVideo: Two waves of industrializationReading: The conditions of the working class: exploitation, poverty, inequalitiesVideo: The making of the industrial city as a social structureReading: The physical infrastructure of the industrial metropolisReading: Industrial cities beyond Europe, Chicago takes the leadVideo: Methods and variables of the marxist industrial agglomeration modelReading: A marxist interpretation of the industrial cityReading: Industrial cities after the West and the industrial city modelReading: ReferencesVideo: centers of experiment for modern social lifeVideo: European capitals of the great nation states of the 19th century turn into metropolisReading: New York, the American metropolisVideo: Metropolis in the southReading: Buenos AiresReading: Metropolis and the urban way of lifeVideo: The human ecology of cities and the US coming of age of urban sociologyReading: \"The City\" by Louis WirthReading: The segregated metropolis, race and class, measures and cultural making of boundaries part 1Reading: The segregated metropolis, race and class, measures and cultural making of boundaries part 2Video: Competition and the development of the metropolisReading: ReferencesVideo: a globalising urban capitalist worldReading: The rise of mega citiesReading: The financiarisation of the city, real estates, utilitiesReading: A model of the urbanization of capitalReading: Scott and Storper and the new economic geographyReading: Cities of flows and nodes of networksVideo: GlobalizationVideo: Big cities with advanced economic functions ?Reading: Unequal CityVideo: Conclusion Global cityReading: ReferencesVideo: Post metropolis and the criticism of modelsReading: Different urban worldsVideo: Conflictual cities, Contested cities, rejecting modernism, capitalism and the stateReading: Urban RiotsVideo: Beyond modernism the cultural turn of urban studiesVideo: Culture and entertainment are back in town, the city of visitorsReading: informal settlements, networks and illegalities part 1Reading: informal settlements, networks and illegalities part 2Reading: Conclusion Post MetrpolisReading: ReferencesVideo: Introduction to smart city – Part 1Video: Introduction to smart city – Part 2Video: Maps and networks – Part 1Video: Maps and networks – Part 2Reading: Maps and networks – Part 3Video: Smart city model – Part 1Reading: Smart city model - Part 2Reading: Access and online activity in the cityReading: Transforming life - transforming IndiaVideo: Sustainable cityReading: ReferencesLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyLund UniversityGreening the Economy: Lessons from ScandinaviaÉcole Polytechnique Fédérale de LausanneManagement of Urban Infrastructures – part 1",
    "Creator": "Sciences Po",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/urban-development",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Public Health in Humanitarian Crises",
    "Description": "About this course: This course introduces a set of public health problems experienced by people affected by natural disasters and/or conflict. It discusses the many changes in people’s lives when they are uprooted by a disaster, ranging from changes in disease patterns, access to health care, livelihoods, shelter, sanitary conditions, nutritional status, etc. \n\nWe will explore what humanitarian interventions could look like if we want to mitigate the effects of disasters. The course content is a mix of theoretical knowledge and many practical examples from recent disasters. We think this course is unique because it contains so many practical ‘real-life’ examples and is taught be instructors and guest lecturers who  together have over 200 years of experience in this field.\n\nThe course consists of 10 modules totaling approximately 9-10 hours of delivered content with an additional 2-3 hours of self-work (quizzes and writing and evaluating a short peer-review assignment) as well as lively discussions forums. \n\nThe course has been designed in a way that each module builds on the lessons of previous modules. However, modules can be accessed in any order and some can stand alone.\n\nYou do not have to pay for this course if you choose to enroll without a certificate. Sometimes referred to as auditing, enrolling without a certificate means that you will have access to all of the videos, quizzes, assignments, and discussions. The only difference is that you will not receive a certificate upon completion. Click the Enroll Without A Certificate link to sign up and begin the course.\n\nEven if you enroll in a session that has yet to begin, you may access most of the course materials right away by clicking the Preview Course Materials link. However, you will have to wait for the session to begin before posting on the discussion forum or accessing the final peer-reviewed assessment. Visit the Learner Help Center for details about session schedules.WEEK 1Module 1: Humanitarian Disasters and Public HealthIn this module we will define what we mean by disasters, hazards, risks and vulnerabilities. We look at patterns and trends and understand the role of public health in disasters.6 videos, 3 readingsexpandVideo: Introduction to Public Health in Humanitarian CrisisReading: Course Schedule FlexibilityReading: Meet GilbertVideo: Introduction to Humanitarian Disasters and Public HealthVideo: IntroductionVideo: Disaster TrendsReading: Meet PaulVideo: Introduction to the Role of Public Health in Humanitarian EmergenciesVideo: The Role of Public Health in Humanitarian EmergenciesGraded: Module 1: Humanitarian Disasters and Public HealthModule 2: Humanitarian Actors and CoordinationThere are many humanitarian actors that play a role in a disaster. This module describes many of them and also looks at various coordination models that are used.6 videos, 1 readingexpandReading: Meet MijaVideo: Introduction to Humanitarian Actors and CoordinationVideo: Humanitarian Actors and CoordinationVideo: Introduction to Humanitarian CoordinationVideo: Humanitarian CoordinationVideo: Humanitarian Coordination ModelsVideo: A Practical Example of Humanitarian CoordinationDiscussion Prompt: Humanitarian Crises in the NewsGraded: Module 2: Humanitarian Actors and CoordinationWEEK 2Module 3: Water and SanitationThis module describes the burden of, and mechanisms of, sanitation and water-related diseases in humanitarian crises. We also illustrate the various strategies and priorities that can be used to reduce outbreaks of those diseases.5 videos, 1 readingexpandReading: Meet LesVideo: Introduction to Water and SanitationVideo: Water and SanitationVideo: Sanitation OptionsVideo: Water Supply OptionsVideo: The PrioritiesGraded: Module 3: Water and SanitationModule 4: Livelihoods and Food Security in Humanitarian CrisesDisasters affect livelihoods. This module illustrates how and what livelihoods strategies families use to cope with a crisis. We also describe what food security entails and ways to assess it. We look at various livelihoods support programs that can be used in disaster settings.4 videosexpandVideo: Introduction to Livelihoods and Food SecurityVideo: Livelihoods and Food Security in Humanitarian CrisesVideo: Food SecurityVideo: Livelihoods Support ProgrammingDiscussion Prompt: Your ReactionGraded: Module 4: Livelihoods and Food Security in Humanitarian CrisesWEEK 3Module 5: Nutrition in Humanitarian CrisesThis module looks at who is at risk to become malnourished in a disaster context and why that is the case. We will describe various types of malnutrition, the treatment and various preventative actions. 5 videosexpandVideo: Introduction to Nutrition in Humanitarian CrisesVideo: Nutrition in Humanitarian CrisesVideo: A Case Study in MalnutritionVideo: Types of MalnutritionVideo: Treatment and Prevention of Acute MalnutritionDiscussion Prompt: Acute MalnutritionGraded: Module 5: Nutrition in Humanitarian CrisesModule 6: Management of Diseases in Humanitarian CrisesThis module examines the patterns of disease in affected populations. We will understand how the changes in population characteristics as well as life styles have changed the nature of the burden of disease populations from that of predominantly communicable to a pattern of non communicable diseases.4 videosexpandVideo: Introduction to Management of Diseases in Humanitarian CrisesVideo: Management of Diseases in Humanitarian CrisesVideo: Managing an Outbreak of a Communicable DiseaseVideo: Non-Communicable Disease In DisastersGraded: Module 6: Management of Diseases in Humanitarian CrisesWEEK 4Module 7: Health Care in Humanitarian EmergenciesDisasters put special strains on the provision of health services as demands increase and resources to meet these needs diminish. The six major components of health services may be each damaged in different ways, and all can require urgent attention. This is all discussed in this module.5 videosexpandVideo: Introduction Health Care in Humanitarian EmergenciesVideo: Health Care in Humanitarian EmergenciesVideo: Parts of a Health ServiceVideo: Introduction to Types of Health ServicesVideo: Types of Health ServicesGraded: Module 7: Health Care in Humanitarian EmergenciesModule 8: Shelter in a Humanitarian SettingIn this module we talk about shelter and what it means. We describe how and which shelter solutions contribute towards immediate and longer-term recovery of people affected by disasters. 3 videos, 1 readingexpandReading: Meet MartinVideo: Introduction to Shelter in a Humanitarian SettingVideo: Shelter in a Humanitarian SettingVideo: Shelter SolutionsDiscussion Prompt: Finding ShelterGraded: Module 8: Shelter in a Humanitarian SettingWEEK 5Module 9: Protection of Displaced Populations: Human Rights \u0026 Humanitarian LawMany disasters cause populations to be displaced. The module on the protection of displaced populations explores the international protection of individuals in relation to public health, human rights, and international humanitarian law.7 videos, 1 readingexpandReading: Meet JanaVideo: Introduction to Protection of Displaced PopulationsVideo: Protection of Displaced Populations: Human Rights and Humanitarian LawVideo: The Displaced PopulationsVideo: International LawVideo: International Humanitarian Law (IHL)Video: Refugee Law and Refugee ProtectionVideo: Solutions for Refugee SituationsDiscussion Prompt: Refugees and Internally Displaced PersonsGraded: Module 9: Protection of Displaced Populations: Human Rights \u0026 Humanitarian LawModule 10: Emerging Risks, Challenges, and Opportunities for Future Humanitarian EmergenciesThe potential for future disasters is great, and each having important public health components. New resources and new approaches will be needed to address these disasters and to help countries to recover economies and livelihoods. This module discusses the challenges and future directions in humanitarian assistance.5 videosexpandVideo: Introduction to Emerging Risks, Challenges, and Opportunities for Future Humanitarian EmergenciesVideo: Changing Risk Patterns for Humanitarian EmergenciesVideo: Introduction to Challenges and Opportunities for Future Humanitarian EmergenciesVideo: Challenges and Opportunities for Future Humanitarian EmergenciesVideo: Future OpportunitiesGraded: Module 10: Emerging Risks and Opportunities for Future Humanitarian EmergenciesGraded: Current Crises Around the WorldVideo: Introduction to Public Health in Humanitarian CrisisReading: Course Schedule FlexibilityReading: Meet GilbertVideo: Introduction to Humanitarian Disasters and Public HealthVideo: IntroductionVideo: Disaster TrendsReading: Meet PaulVideo: Introduction to the Role of Public Health in Humanitarian EmergenciesVideo: The Role of Public Health in Humanitarian EmergenciesReading: Meet MijaVideo: Introduction to Humanitarian Actors and CoordinationVideo: Humanitarian Actors and CoordinationVideo: Introduction to Humanitarian CoordinationVideo: Humanitarian CoordinationVideo: Humanitarian Coordination ModelsVideo: A Practical Example of Humanitarian CoordinationDiscussion Prompt: Humanitarian Crises in the NewsReading: Meet LesVideo: Introduction to Water and SanitationVideo: Water and SanitationVideo: Sanitation OptionsVideo: Water Supply OptionsVideo: The PrioritiesDisasters affect livelihoods. This module illustrates how and what livelihoods strategies families use to cope with a crisis. We also describe what food security entails and ways to assess it. We look at various livelihoods support programs that can be used in disaster settings.Video: Introduction to Livelihoods and Food SecurityVideo: Livelihoods and Food Security in Humanitarian CrisesVideo: Food SecurityVideo: Livelihoods Support ProgrammingDiscussion Prompt: Your ReactionVideo: Introduction to Nutrition in Humanitarian CrisesVideo: Nutrition in Humanitarian CrisesVideo: A Case Study in MalnutritionVideo: Types of MalnutritionVideo: Treatment and Prevention of Acute MalnutritionDiscussion Prompt: Acute MalnutritionThis module examines the patterns of disease in affected populations. We will understand how the changes in population characteristics as well as life styles have changed the nature of the burden of disease populations from that of predominantly communicable to a pattern of non communicable diseases.Video: Introduction to Management of Diseases in Humanitarian CrisesVideo: Management of Diseases in Humanitarian CrisesVideo: Managing an Outbreak of a Communicable DiseaseVideo: Non-Communicable Disease In DisastersDisasters put special strains on the provision of health services as demands increase and resources to meet these needs diminish. The six major components of health services may be each damaged in different ways, and all can require urgent attention. This is all discussed in this module.Video: Introduction Health Care in Humanitarian EmergenciesVideo: Health Care in Humanitarian EmergenciesVideo: Parts of a Health ServiceVideo: Introduction to Types of Health ServicesVideo: Types of Health ServicesReading: Meet MartinVideo: Introduction to Shelter in a Humanitarian SettingVideo: Shelter in a Humanitarian SettingVideo: Shelter SolutionsDiscussion Prompt: Finding ShelterReading: Meet JanaVideo: Introduction to Protection of Displaced PopulationsVideo: Protection of Displaced Populations: Human Rights and Humanitarian LawVideo: The Displaced PopulationsVideo: International LawVideo: International Humanitarian Law (IHL)Video: Refugee Law and Refugee ProtectionVideo: Solutions for Refugee SituationsDiscussion Prompt: Refugees and Internally Displaced PersonsThe potential for future disasters is great, and each having important public health components. New resources and new approaches will be needed to address these disasters and to help countries to recover economies and livelihoods. This module discusses the challenges and future directions in humanitarian assistance.Video: Introduction to Emerging Risks, Challenges, and Opportunities for Future Humanitarian EmergenciesVideo: Changing Risk Patterns for Humanitarian EmergenciesVideo: Introduction to Challenges and Opportunities for Future Humanitarian EmergenciesVideo: Challenges and Opportunities for Future Humanitarian EmergenciesVideo: Future OpportunitiesJohns Hopkins UniversityCommunity Change in Public HealthEmory UniversityHealth in Complex Humanitarian EmergenciesThe State University of New YorkGlobal Health DiplomacyUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe University of TokyoGlobal Health Policy",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/humanitarian-public-health",
    "Language": "English",
    "Commitment": "5 weeks, 2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Framework for Data Collection and Analysis",
    "Description": "About this course: This course will provide you with an overview over existing data products and a good understanding of the data collection landscape. With the help of various examples you will learn how to identify which data sources likely matches your research question, how to turn your research question into measurable pieces, and how to think about an analysis plan. Furthermore this course will provide you with a general framework that allows you to not only understand each step required for a successful data collection and analysis, but also help you to identify errors associated with different data sources. You will learn some metrics to quantify each potential error, and thus you will have tools at hand to describe the quality of a data source. Finally we will introduce different large scale data collection efforts done by private industry and government agencies, and review the learned concepts through these examples. This course is suitable for beginners as well as those that know about one particular data source, but not others, and are looking for a general framework to evaluate data products.WEEK 1Research Designs and Data SourcesThe first course in the specialization provides an overview of the topics to come. This module walks you through the process of data collection and analysis. Starting with a research question and a review of existing data sources, we cover survey data collection techniques, highlight the importance of data curation, and some basic features that can affect your data analysis when dealing with sample data. Issues of data access and resources for access are introduced in this module. 9 videos, 5 readingsexpandReading: Course OverviewReading: Readings and Resources ListVideo: Research Question DesignDiscussion Prompt: Discussion Prompt: Your own experienceVideo: Types of DataVideo: Examples of Found DataVideo: Visualizing the Data Generation ProcessVideo: Data CurationVideo: Data AnalysisVideo: Access IssuesVideo: Access ResourcesVideo: SummaryDiscussion Prompt: Discussion Prompt: PrivacyReading: HandoutsReading: AAPOR (2015)Reading: Couper (2013)Graded: Quiz for Week 1WEEK 2Measurements and Analysis PlanIn this module we will emphasize the importance of having a well specified research question and analysis plan. We will provide an overview over the various data collection strategies, a variety of available modes for data collection and some thinking on how to choose the right mode. 6 videos, 2 readingsexpandVideo: Issues with Inductive ReasoningVideo: Planning on What You Want to ObserveVideo: Planning on How to Collect DataVideo: New ModesVideo: Web and GoogleVideo: Choosing a ModeReading: HandoutsReading: Jäckle et al. (2015)Graded: Quiz for Week 2WEEK 3Quality FrameworkIn this module you will be introduced to a general framework that allows you to not only understand each step required for a successful data collection and analysis, but also help you to identify errors associated with different data sources. You will learn some metrics to quantify each potential error, and thus you will have tools at hand to describe the quality of a data source.8 videos, 3 readingsexpandVideo: Quality of DataVideo: InferenceVideo: Survey Life Cycle from a Design Perspective - MeasurementVideo: Survey Life Cycle from a Design Perspective - RepresentationVideo: Survey Lifecycle from a Process PerspectiveVideo: Survey Lifeycle from a Quality PerspectiveVideo: Survey Lifecycle from a Quality Perspective (II) - MetricsVideo: Survey Lifecycle from a Quality Perspective (III) - Coverage and SamplingReading: HandoutsReading: Groves (2011)Reading: Groves \u0026 Lyberg (2010)Graded: Quiz for Week 3WEEK 4Application of TSE Framework to Existing SurveysIn this module we introduce a few surveys across a variety of topics. For each we highlight data collection features. The surveys span a variety of topics. We challenge you to think about alternative data sources that can be used to gather the same information or insights.8 videos, 2 readingsexpandVideo: NCVSVideo: NSDUHVideo: SCAVideo: NAEPVideo: BRFSSVideo: CESDiscussion Prompt: Discussion Prompt: Alternative Data SourcesVideo: SHAREVideo: ESSDiscussion Prompt: Discussion prompt: In your countryReading: HandoutsReading: Davidov (2008)Graded: Quiz for Week 4The first course in the specialization provides an overview of the topics to come. This module walks you through the process of data collection and analysis. Starting with a research question and a review of existing data sources, we cover survey data collection techniques, highlight the importance of data curation, and some basic features that can affect your data analysis when dealing with sample data. Issues of data access and resources for access are introduced in this module. Reading: Course OverviewReading: Readings and Resources ListVideo: Research Question DesignDiscussion Prompt: Discussion Prompt: Your own experienceVideo: Types of DataVideo: Examples of Found DataVideo: Visualizing the Data Generation ProcessVideo: Data CurationVideo: Data AnalysisVideo: Access IssuesVideo: Access ResourcesVideo: SummaryDiscussion Prompt: Discussion Prompt: PrivacyReading: HandoutsReading: AAPOR (2015)Reading: Couper (2013)In this module we will emphasize the importance of having a well specified research question and analysis plan. We will provide an overview over the various data collection strategies, a variety of available modes for data collection and some thinking on how to choose the right mode. Video: Issues with Inductive ReasoningVideo: Planning on What You Want to ObserveVideo: Planning on How to Collect DataVideo: New ModesVideo: Web and GoogleVideo: Choosing a ModeReading: HandoutsReading: Jäckle et al. (2015)In this module you will be introduced to a general framework that allows you to not only understand each step required for a successful data collection and analysis, but also help you to identify errors associated with different data sources. You will learn some metrics to quantify each potential error, and thus you will have tools at hand to describe the quality of a data source.Video: Quality of DataVideo: InferenceVideo: Survey Life Cycle from a Design Perspective - MeasurementVideo: Survey Life Cycle from a Design Perspective - RepresentationVideo: Survey Lifecycle from a Process PerspectiveVideo: Survey Lifeycle from a Quality PerspectiveVideo: Survey Lifecycle from a Quality Perspective (II) - MetricsVideo: Survey Lifecycle from a Quality Perspective (III) - Coverage and SamplingReading: HandoutsReading: Groves (2011)Reading: Groves \u0026 Lyberg (2010)In this module we introduce a few surveys across a variety of topics. For each we highlight data collection features. The surveys span a variety of topics. We challenge you to think about alternative data sources that can be used to gather the same information or insights.Video: NCVSVideo: NSDUHVideo: SCAVideo: NAEPVideo: BRFSSVideo: CESDiscussion Prompt: Discussion Prompt: Alternative Data SourcesVideo: SHAREVideo: ESSDiscussion Prompt: Discussion prompt: In your countryReading: HandoutsReading: Davidov (2008)University of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of MichiganSampling People, Networks and RecordsUniversity of Maryland, College ParkDealing With Missing DataUniversity of Maryland, College ParkCombining and Analyzing Complex DataUniversity of MichiganQuestionnaire Design for Social Surveys",
    "Creator": "University of Maryland, College Park",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/data-collection-framework",
    "Language": "English",
    "Commitment": "4 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.2 stars"
  },
  {
    "Title": "Corruption",
    "Description": "About this course: You can't understand the world today if you don't understand corruption. Every day, we see high-level government officials resigning, governments changing, hundreds of thousands of people standing in squares, holding up signs, and often risking their lives to protest the corruption in the world. It's critically important to the health of our societies to understand what people are protesting against. We want to understand corruption. This course is designed to teach you about what corruption is, what causes corruption, the effects of corruption, and how to control corruption. We'll be talking about this from a global perspective using examples from all over the world. We'll also be talking about corruption from the perspective of countries, governments, businesses, citizens, and the people within these entities. At the end of this course, you'll have a better understanding of why the world is changing according to the path of corruption. If you're in a position to make changes within your respective entity, to make decisions about corruption, you'll be able to make better decisions.WEEK 1Week 1: What is Corruption?Corruption affects us all and millions of people around the world protest against it everyday. What is corruption? How do we know it when we see it? This module is designed to give you an understanding of both the definition and the key components of corruption. You’ll learn about the general and legal definitions of corruption, how to measure it using the Corruptions Perceptions Index, examine the history of corruption, and evaluate where corruption takes place in the world. You'll also learn three major theories that attempt to explain the current \"Eruption in Corruption\" that we are facing today. By the end of this module, you’ll be able to explain what corruption is, how it is measured, the costs of corruption, and how corruption spreads so that you can begin identifying and measuring corruption where it affects you.4 videos, 1 readingexpandVideo: 1.1 IntroductionVideo: 1.2 What is Corruption?Video: 1.3 How Much Corruption?Video: 1.4 How Did Corruption Spread?Reading: Lecture Slides/Additional Readings - Week 1Discussion Prompt: Introduce yourselves!Graded: Module 1: Introduction to Corruption QuizWEEK 2Week 2: Societal Level EffectsIn this module, you'll explore the extensive effects of corruption, including its economic, social and psychological costs. You'll learn how corruption leads to the informal creation of parallel institutions, such as loansharking and black markets, and see the role decision makers play in enabling the spread of corruption. You'll also learn how trust is jeopardized, and how this loss of trust inhibits economic and social development.  You'll examine the social costs of corruption, including decreases in the quality of infrastructure and in environmental quality, increases in terrorism and infant mortality, and other threats to human security. At the end of this module, you'll be able to outline the comprehensive effects of corruption so that you can determine strategies for addressing them.4 videos, 1 readingexpandVideo: 2.1 Societal Level EffectsVideo: 2.2 Decision MakersVideo: 2.3 Corruption and TrustVideo: 2.4 Corruption HurtsReading: Lecture Slides/Additional Readings - Week 2Graded: Module 2: Corruption Within Society QuizWEEK 3Week 3: Individual Firm Level EffectsThis module was designed to help you explore the ethics behind corruption through external and internal relationships. You'll learn about the time and monetary costs of corruption, perspectives on the benefits of bribery, and the characteristics of a strong ethical climate.  You'll also learn how to identify indirect costs of corruption, including those that are easy to predict, like fines and settlements, and those which are harder to quantify, such as effects on an individual's reputation.  At the end of this module, you'll be able to define corruption as part of a relationship, outline the costs of corruption on those relationships, and categorize the sanctions, both predictable and unpredictable, imposed on corrupt entities.4 videos, 1 readingexpandVideo: 3.1 Time and MoneyVideo: 3.2 RelationshipsVideo: 3.3 Indirect CostsVideo: 3.4 SanctionsReading: Lecture Slides - Week 3Graded: Module 3: Costs of Corruption QuizWEEK 4Week 4: Corruption ControlIn this module, you will learn the main theories about control of corruption. You'll explore whether or not corruption can be controlled.  Then, you'll examine the different ways corruption can be controlled: firms, industries, and polities (organized societies). You'll learn about assurance problems, platforms for exchange, and certification programs as some methods of control.  You'll look at the steps organized societies have taken to control corruption, including the example of a country that used to have the cleanest government in the world.  By the end of this course, you will be able to apply the principles you’ve learned by assessing the work of your peers in a Peer Review assignment. You'll create a Corruption Analysis in which you identify and analyze a real life incident of corruption that has occurred anywhere in the world over the past 12-18 months.4 videos, 1 readingexpandVideo: 4.1 Theories of ControlVideo: 4.2 Control by FirmsVideo: 4.3 Control by IndustriesVideo: 4.4 Control by PolitiesReading: Lecture Slides - Week 4Graded: Module 4: Course Peer ReviewCorruption affects us all and millions of people around the world protest against it everyday. What is corruption? How do we know it when we see it? This module is designed to give you an understanding of both the definition and the key components of corruption. You’ll learn about the general and legal definitions of corruption, how to measure it using the Corruptions Perceptions Index, examine the history of corruption, and evaluate where corruption takes place in the world. You'll also learn three major theories that attempt to explain the current \"Eruption in Corruption\" that we are facing today. By the end of this module, you’ll be able to explain what corruption is, how it is measured, the costs of corruption, and how corruption spreads so that you can begin identifying and measuring corruption where it affects you.Video: 1.1 IntroductionVideo: 1.2 What is Corruption?Video: 1.3 How Much Corruption?Video: 1.4 How Did Corruption Spread?Reading: Lecture Slides/Additional Readings - Week 1Discussion Prompt: Introduce yourselves!In this module, you'll explore the extensive effects of corruption, including its economic, social and psychological costs. You'll learn how corruption leads to the informal creation of parallel institutions, such as loansharking and black markets, and see the role decision makers play in enabling the spread of corruption. You'll also learn how trust is jeopardized, and how this loss of trust inhibits economic and social development.  You'll examine the social costs of corruption, including decreases in the quality of infrastructure and in environmental quality, increases in terrorism and infant mortality, and other threats to human security. At the end of this module, you'll be able to outline the comprehensive effects of corruption so that you can determine strategies for addressing them.Video: 2.1 Societal Level EffectsVideo: 2.2 Decision MakersVideo: 2.3 Corruption and TrustVideo: 2.4 Corruption HurtsReading: Lecture Slides/Additional Readings - Week 2This module was designed to help you explore the ethics behind corruption through external and internal relationships. You'll learn about the time and monetary costs of corruption, perspectives on the benefits of bribery, and the characteristics of a strong ethical climate.  You'll also learn how to identify indirect costs of corruption, including those that are easy to predict, like fines and settlements, and those which are harder to quantify, such as effects on an individual's reputation.  At the end of this module, you'll be able to define corruption as part of a relationship, outline the costs of corruption on those relationships, and categorize the sanctions, both predictable and unpredictable, imposed on corrupt entities.Video: 3.1 Time and MoneyVideo: 3.2 RelationshipsVideo: 3.3 Indirect CostsVideo: 3.4 SanctionsReading: Lecture Slides - Week 3In this module, you will learn the main theories about control of corruption. You'll explore whether or not corruption can be controlled.  Then, you'll examine the different ways corruption can be controlled: firms, industries, and polities (organized societies). You'll learn about assurance problems, platforms for exchange, and certification programs as some methods of control.  You'll look at the steps organized societies have taken to control corruption, including the example of a country that used to have the cleanest government in the world.  By the end of this course, you will be able to apply the principles you’ve learned by assessing the work of your peers in a Peer Review assignment. You'll create a Corruption Analysis in which you identify and analyze a real life incident of corruption that has occurred anywhere in the world over the past 12-18 months.Video: 4.1 Theories of ControlVideo: 4.2 Control by FirmsVideo: 4.3 Control by IndustriesVideo: 4.4 Control by PolitiesReading: Lecture Slides - Week 4Universiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldSciences PoGeopolitics of EuropeUniversiteit LeidenThe Changing Global Order",
    "Creator": "University of Pennsylvania",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/wharton-corruption",
    "Language": "English",
    "Commitment": "4 weeks, 2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "After the Arab Spring – Democratic Aspirations and State Failure",
    "Description": "About this course: Learn why the hope and excitement of the Arab Spring is gone, why so many Arab states are falling apart, why the youth are so frustrated, why there are so many refugees, and what can be done about it.\n\nThe so-called Arab Spring appeared to end decades of exceptionalism and bring the Arab world back into the mainstream of global developments. The rebellions promised the return of politics and the reassertion of popular sovereignty against their corrupt and geriatric leaders. Much hope and flowery language greeted the young men and women who deposed their leaders and tried to build new, better societies.\n\nToday, the Arab world is in deep crisis. Of the 22 member states of the Arab League, at least five have essentially collapsed: Iraq, Libya, Yemen, Somalia and Syria exist only in name today, as their territories have fallen to competing, murderous armed groups. In the remaining countries, the old autocracies have reasserted themselves. The repression at home is now worsened by regional conflict on an unprecedented scale, and the resulting frustration has led to the biggest refugee flows in recent memory. What went wrong?\n\nThis course offers an overview of the structural shortcomings of Arab states and societies, which help us understand why the democratic awakening did not happen but instead “has given way to civil wars, ethnic, sectarian and regional divisions and the reassertion of absolutism.” This raises the obvious and renewed question whether there is something inherent in the Arab, and by analogy Muslim, condition that makes them special. Does this condition make this part of the world impervious to generally observable trends towards greater accountability, popular participation in political decision-making, greater generation and fairer division of economic wealth? Join this course to find out!WEEK 1Instability and Institutional FailureIn this section, you will become acquainted with some of the mistakes that were made in the decades prior to the outbreak of the recent Arab rebellions. These shortcomings have led to stunted and underperforming political systems, much at variance with developments elsewhere.4 videos, 1 readingexpandVideo: 1a. Broken Societies and an Aborted Democratic AwakeningDiscussion Prompt: Broken Societies and an Aborted Awakening Video: 1b. The Arab Exception: Critical Reason and ResponsibilityDiscussion Prompt: The Arab Exception: Critical Reason and ResponsibilityVideo: 1c. Relativism and Reality: The Price of InadaptionDiscussion Prompt: Relativism and Reality: The Price of InadaptationVideo: 1d. Physical Elections and Necessary ComparisonsDiscussion Prompt: Physical Elections and Necessary ComparisonsReading: Readings for module 1Graded: Broken Societies and an Aborted AwakeningGraded: The Arab Exception: Critical Reason and ResponsibilityGraded: Relativism and Reality: The Price of InadaptionGraded: Physical Elections and Necessary ComparisonsWEEK 2GovernanceAt the heart of most of the enduring problems plaguing the Arab world is the availability of essentially free income flowing to the governments of the region. These ‘rents’ have sustained a repressive arrangement in which citizens pay little or no taxes and have no voice.4 videos, 1 readingexpandVideo: 2a. Missing the Boat to the 'Third Wave' of DemocratisationDiscussion Prompt: Missing the ‘Third Wave’ of DemocratisationVideo: 2b. The Authoritarian Social Contract and the Absence of PoliticsDiscussion Prompt: The Authoritarian Social ContractVideo: 2c. Now is the Winter of Our DiscontentDiscussion Prompt: Now is the Winter of Our DiscontentVideo: 2d. The Absence of Politics: Fear, Stability, Institutional Decay, and Polarising ElectionsDiscussion Prompt: The Absence of PoliticsReading: Readings for module 2Graded: Missing the Boat to the 'Third Wave' of DemocratisationGraded: The Authoritarian Social Contract and the Absence of PoliticsGraded: Now is the Winter of Our DiscontentGraded: The Absence of Politics: Fear, Stability, Institutional Decay, and Polarising ElectionsWEEK 3InstitutionsSocial action inevitably produces institutions, namely values, stable, repeated patterns of behaviour. In this section, you will learn what institutions are, how they come about, how their relative effectiveness is measures, how and why they decline, and why all that matters. 4 videos, 1 readingexpandVideo: 3a. The Necessity of Politics: Power and AuthorityDiscussion Prompt: The Necessity of Politics: Power and AuthorityVideo: 3b. The Miracle of Politics: Accountability and EffectivenessDiscussion Prompt: The Miracle of Politics: Accountability and EffectivenessVideo: 3c. Contestation of Models: Is 'Good Governance' a Western or an Islamic Idea?Discussion Prompt: ‘Good Governance’: A Western or an Islamic Ideal?Video: 3d. Contingency, Trajectories and Performance StandardsDiscussion Prompt: Contingency, Trajectories and Performance StandardsReading: Readings for module 3Graded: The Necessity of Politics: Power and AuthorityGraded: The Miracle of Politics: Accountability and EffectivenessGraded: Contestation of Models: Is 'Good Governance' a Western or an Islamic Idea?Graded: Contingency, Trajectories and Performance StandardsWEEK 4Economics: Bread, Dignity and FreedomThis section deals with the material bases of popular discontent, especially the connection between the states’ explicit promises of delivering welfare that have become increasingly unsustainable in the face of exploding population growth and falling revenues.4 videos, 1 readingexpandVideo: 4a. Material Base of DiscontentDiscussion Prompt: Material Base of DiscontentVideo: 4b. Labour Market: Insiders and OutsidersDiscussion Prompt: Labour Market: Insiders and OutsidersVideo: 4c. Law, Institutions and Economic PerformanceDiscussion Prompt: Law, Institutions and Economic PerformanceVideo: 4d. Trade, Productivity and Rent Seeking: Living on Borrowed TimeDiscussion Prompt: Trade, Productivity and Rent SeekingReading: Readings for module 4Graded: Material Base of DiscontentGraded: Labor Market: Insiders and OutsidersGraded: Law, Institutions and Economic PerformanceGraded: Trade, Productivity and Rent Seeking: Living on Borrowed TimeWEEK 5Human Development: Growth and FrustrationStructural changes beyond anyone’s control lead to different ways of living and, thus, value changes. With explosive population growth, social institutions have not kept up and norms are contested, often violently. Arab education and research especially have underperformed.4 videos, 1 readingexpandVideo: 5a. Structural Changes and Normative ResistanceDiscussion Prompt: Structural Changes and Normative ResistanceVideo: 5b. Family Values: Conformity and Critical ThinkingDiscussion Prompt: Family Values: Conformity and Critical ThinkingVideo: 5c. Demographics and the Youth BulgeDiscussion Prompt: Demographics and Youth BulgeVideo: 5d. Science and Education: Producing, Disseminating and Using knowledgeDiscussion Prompt: Science and Education: Producing and Using KnowledgeReading: Readings for module 5Graded: Structural Changes and Normative ResistanceGraded: Family Values: Conformity and Critical ThinkingGraded: Demographics and the Youth BulgeGraded: Science and Education: Producing, Disseminating and Using knowledgeWEEK 6Outlook: Elusive StabilityTying together some of the structural shortcomings that have produced the dysfunction that drove the Arab rebellions, this section casts a somewhat gloomy picture about the formidable tasks ahead if these societies want to redress the causes of discontent and return to stability.4 videos, 1 readingexpandVideo: 6a. The Persistence of Foolish IdeasDiscussion Prompt: The Persistence of Foolish IdeasVideo: 6b. Taking ResponsibilityDiscussion Prompt: Taking ResponsibilityVideo: 6c. Addressing Structural FailuresDiscussion Prompt: Addressing Structural FailuresVideo: 6d. Bracing for TroubleDiscussion Prompt: Bracing for TroubleReading: Readings for module 6Graded: The Persistence of Foolish IdeasGraded: Taking ResponsibilityGraded: Addressing Structural FailuresGraded: Bracing for TroubleIn this section, you will become acquainted with some of the mistakes that were made in the decades prior to the outbreak of the recent Arab rebellions. These shortcomings have led to stunted and underperforming political systems, much at variance with developments elsewhere.Video: 1a. Broken Societies and an Aborted Democratic AwakeningDiscussion Prompt: Broken Societies and an Aborted Awakening Video: 1b. The Arab Exception: Critical Reason and ResponsibilityDiscussion Prompt: The Arab Exception: Critical Reason and ResponsibilityVideo: 1c. Relativism and Reality: The Price of InadaptionDiscussion Prompt: Relativism and Reality: The Price of InadaptationVideo: 1d. Physical Elections and Necessary ComparisonsDiscussion Prompt: Physical Elections and Necessary ComparisonsReading: Readings for module 1At the heart of most of the enduring problems plaguing the Arab world is the availability of essentially free income flowing to the governments of the region. These ‘rents’ have sustained a repressive arrangement in which citizens pay little or no taxes and have no voice.Video: 2a. Missing the Boat to the 'Third Wave' of DemocratisationDiscussion Prompt: Missing the ‘Third Wave’ of DemocratisationVideo: 2b. The Authoritarian Social Contract and the Absence of PoliticsDiscussion Prompt: The Authoritarian Social ContractVideo: 2c. Now is the Winter of Our DiscontentDiscussion Prompt: Now is the Winter of Our DiscontentVideo: 2d. The Absence of Politics: Fear, Stability, Institutional Decay, and Polarising ElectionsDiscussion Prompt: The Absence of PoliticsReading: Readings for module 2Social action inevitably produces institutions, namely values, stable, repeated patterns of behaviour. In this section, you will learn what institutions are, how they come about, how their relative effectiveness is measures, how and why they decline, and why all that matters. Video: 3a. The Necessity of Politics: Power and AuthorityDiscussion Prompt: The Necessity of Politics: Power and AuthorityVideo: 3b. The Miracle of Politics: Accountability and EffectivenessDiscussion Prompt: The Miracle of Politics: Accountability and EffectivenessVideo: 3c. Contestation of Models: Is 'Good Governance' a Western or an Islamic Idea?Discussion Prompt: ‘Good Governance’: A Western or an Islamic Ideal?Video: 3d. Contingency, Trajectories and Performance StandardsDiscussion Prompt: Contingency, Trajectories and Performance StandardsReading: Readings for module 3Video: 4a. Material Base of DiscontentDiscussion Prompt: Material Base of DiscontentVideo: 4b. Labour Market: Insiders and OutsidersDiscussion Prompt: Labour Market: Insiders and OutsidersVideo: 4c. Law, Institutions and Economic PerformanceDiscussion Prompt: Law, Institutions and Economic PerformanceVideo: 4d. Trade, Productivity and Rent Seeking: Living on Borrowed TimeDiscussion Prompt: Trade, Productivity and Rent SeekingReading: Readings for module 4Structural changes beyond anyone’s control lead to different ways of living and, thus, value changes. With explosive population growth, social institutions have not kept up and norms are contested, often violently. Arab education and research especially have underperformed.Video: 5a. Structural Changes and Normative ResistanceDiscussion Prompt: Structural Changes and Normative ResistanceVideo: 5b. Family Values: Conformity and Critical ThinkingDiscussion Prompt: Family Values: Conformity and Critical ThinkingVideo: 5c. Demographics and the Youth BulgeDiscussion Prompt: Demographics and Youth BulgeVideo: 5d. Science and Education: Producing, Disseminating and Using knowledgeDiscussion Prompt: Science and Education: Producing and Using KnowledgeReading: Readings for module 5Tying together some of the structural shortcomings that have produced the dysfunction that drove the Arab rebellions, this section casts a somewhat gloomy picture about the formidable tasks ahead if these societies want to redress the causes of discontent and return to stability.Video: 6a. The Persistence of Foolish IdeasDiscussion Prompt: The Persistence of Foolish IdeasVideo: 6b. Taking ResponsibilityDiscussion Prompt: Taking ResponsibilityVideo: 6c. Addressing Structural FailuresDiscussion Prompt: Addressing Structural FailuresVideo: 6d. Bracing for TroubleDiscussion Prompt: Bracing for TroubleReading: Readings for module 6The Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceSciences PoGeopolitics of EuropeTel Aviv UniversityThe Emergence of the Modern Middle East - Part IIThe Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2",
    "Creator": "University of Copenhagen",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/after-the-arab-spring",
    "Language": "English, Subtitles: Arabic, Spanish",
    "Commitment": "6 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "International Cyber Conflicts",
    "Description": "About this course: By nature, cyber conflicts are an international issue that span across nation-state borders. By the end of the course, you will be able to apply the knowledge gained for analysis and management of international cyber incidents and conflicts including for activities such as development of policy related to cybercrime and cyberwarfare. Management of cyber incidents and conflicts requires an interdisciplinary perspective including an understanding of: 1) characteristics of the cyber threats and conflicts themselves, 2) international efforts to reduce and improve cyber security, and 3) psychological and sociopolitical factors. \n\nThe course is designed to reach an international audience and will encourage discussion on relevant current events among participants to enrich the experience with various personal and cultural perspectives on cutting-edge issues. In addition, assignments and other assessments will supplement video lectures and selected readings to ensure application of the material.\n\n\nAfter taking this course you will be able to:\n\n• Identify different types of actors involved in cyber threats (individuals, organizations \u0026 nation-states)\n• Distinguish between different types of threats and issues in cyber security including, data theft, political espionage, critical infrastructure protection, and propaganda\n• Detail the basic characteristics of the Internet infrastructure and international efforts to address Internet governance\n• List several international efforts to address cyber crime and espionage\n• Evaluate how principals that govern international conflicts might be applied in context of cyber security\n• Apply different psychological theories of human motivation and cooperation and communication and political theories in analysis of different international issues related to cyber security including censorship, media operations and role of social technologies.\n\n\nGrading:\n\nYour grade is assessed based on discussion posts and quizzes. Individual taking this course for credit (i.e. students at the University at Albany y will be required to engage in additional activities communicated to them directly). \n\n\nRecommended Background:\n\nNo background knowledge or skills are necessary, but an understanding and familiarity of cyber security, Internet infrastructure and international law would be advantageous for anyone who participates in the course.\n\n\nACKNOWLEDGEMENTS\n\nErsin Dincelli and Nic DePaula were the instructional designers for the course who assisted in the recording of the videos, reviewing material, creating slides, assessments and some of the content. Without their tremendous effort this would not have been possible. We also acknowledge the financial support for the recordings from the University at Albany as well as the support from Media and Marketing. Finally, thanks to Lisa Stephens who is the SUNY liaison to Coursera for being a strong supporter of the MOOC.WEEK 1Introduction to CybercrimeThis module is intended to introduce you to a set of actors and motivations in the area of cyber security. After this module you will be able to identify the different threat actors and the different types of cybercrime. You will also be able to provide some preliminary analysis of cybercrime by understanding basic psychological mechanisms of motivation.6 videos, 1 readingexpandVideo: Introduction to Cybercrime and Fundamental IssuesVideo: Evolution and Types of CybercrimeVideo: Actors of CybercrimeReading: Readings for Intro to CybercrimeVideo: Understanding Motivated BehaviorVideo: Motives for HackingVideo: Cyber Attacks in a Global ContextDiscussion Prompt: Please introduce yourselfGraded: Quiz 1:  Introduction to CybercrimeWEEK 2Internet GovernanceThis module covers technical aspects of the Internet and the domain name system, and efforts toward internet governance. After this module you should be able to define main components of the Internet infrastructure, identify the main issues in governance and compare different approaches to international internet policy.5 videos, 2 readingsexpandVideo: Internet InfrastructureVideo: Domain Name SystemReading: Readings for Internet InfrastructureVideo: Internet GovernanceVideo: Importance of Internet GovernanceVideo: Current Issues in Internet GovernanceReading: Readings for Internet GovernanceDiscussion Prompt: Discussion: Internet GovernanceGraded: Quiz 2: Internet GovernanceWEEK 3Cyberwarfare and International ConflictsIn this module we cover the main types of attacks, actors and conflicts that may be considered aspects of cyberwarfare. After this module you will recognize the different types of cyber threats and the modes of attacks and discuss the motivations of state and non-state actors in this domain.7 videos, 3 readingsexpandVideo: Introduction to CyberwarfareReading: Readings for Intro to CyberwarVideo: Modes of AttacksVideo: Actors of CyberwarfareVideo: Types of the AttacksReading: Readings for Modes and TypesVideo: Motivations of the ActorsVideo: Future Battles: Threats to Critical InfrastructureReading: ReadingsVideo: Internet CensorshipDiscussion Prompt: Discussion: Cyberwarfare and International ConflictsGraded: Quiz 3: Cyberwarfare and International ConflictsWEEK 4Cyberwarfare and International LawThis modules covers political theories and legal arrangements pertinent to cyber security. After this module you will be able to describe principles of just war, basic aspects of International Humanitarian Law and treaties. You will be able to evaluate the particularities of dealing with states and non-state actors and the potential international solutions.5 videos, 3 readingsexpandVideo: Principles of Just WarVideo: Law of Neutrality and Humanitarian LawReading: ReadingsVideo: Ambiguity and AttributionReading: ReadingsVideo: International TreatiesVideo: Characteristics of Confidence Building MeasuresReading: ReadingsDiscussion Prompt: Discussion: Cyber Warfare and International LawGraded: Quiz 4: Cyberwarfare and International LawWEEK 5Interpersonal Trust and Trust among NationsThis module deals more specifically with psychological explanations for individual trust and trust among nations. After this module you will be able to explain how people react in situations of giving and of trust. You will also be able to identify and discuss how confidence building measures may be applied in the domain of cyber security.5 videos, 2 readingsexpandVideo: Ultimatum Game and Social Norms (Part 1)Video: Ultimatum Game and Social Norms (Part 2)Video: Components of Trust and Social CapitalReading: Readings for TrustVideo: Trust between Nations and Prisonner's DilemmaVideo: Psychological Perspective on Confidence Building MeasuresReading: Readings for CBMDiscussion Prompt: Discussion: Interpersonal Trust and Trust among NationsGraded: Quiz 5: Interpersonal Trust and Trust among NationsThis module is intended to introduce you to a set of actors and motivations in the area of cyber security. After this module you will be able to identify the different threat actors and the different types of cybercrime. You will also be able to provide some preliminary analysis of cybercrime by understanding basic psychological mechanisms of motivation.Video: Introduction to Cybercrime and Fundamental IssuesVideo: Evolution and Types of CybercrimeVideo: Actors of CybercrimeReading: Readings for Intro to CybercrimeVideo: Understanding Motivated BehaviorVideo: Motives for HackingVideo: Cyber Attacks in a Global ContextDiscussion Prompt: Please introduce yourselfThis module covers technical aspects of the Internet and the domain name system, and efforts toward internet governance. After this module you should be able to define main components of the Internet infrastructure, identify the main issues in governance and compare different approaches to international internet policy.Video: Internet InfrastructureVideo: Domain Name SystemReading: Readings for Internet InfrastructureVideo: Internet GovernanceVideo: Importance of Internet GovernanceVideo: Current Issues in Internet GovernanceReading: Readings for Internet GovernanceDiscussion Prompt: Discussion: Internet GovernanceIn this module we cover the main types of attacks, actors and conflicts that may be considered aspects of cyberwarfare. After this module you will recognize the different types of cyber threats and the modes of attacks and discuss the motivations of state and non-state actors in this domain.Video: Introduction to CyberwarfareReading: Readings for Intro to CyberwarVideo: Modes of AttacksVideo: Actors of CyberwarfareVideo: Types of the AttacksReading: Readings for Modes and TypesVideo: Motivations of the ActorsVideo: Future Battles: Threats to Critical InfrastructureReading: ReadingsVideo: Internet CensorshipDiscussion Prompt: Discussion: Cyberwarfare and International ConflictsThis modules covers political theories and legal arrangements pertinent to cyber security. After this module you will be able to describe principles of just war, basic aspects of International Humanitarian Law and treaties. You will be able to evaluate the particularities of dealing with states and non-state actors and the potential international solutions.Video: Principles of Just WarVideo: Law of Neutrality and Humanitarian LawReading: ReadingsVideo: Ambiguity and AttributionReading: ReadingsVideo: International TreatiesVideo: Characteristics of Confidence Building MeasuresReading: ReadingsDiscussion Prompt: Discussion: Cyber Warfare and International LawThis module deals more specifically with psychological explanations for individual trust and trust among nations. After this module you will be able to explain how people react in situations of giving and of trust. You will also be able to identify and discuss how confidence building measures may be applied in the domain of cyber security.Video: Ultimatum Game and Social Norms (Part 1)Video: Ultimatum Game and Social Norms (Part 2)Video: Components of Trust and Social CapitalReading: Readings for TrustVideo: Trust between Nations and Prisonner's DilemmaVideo: Psychological Perspective on Confidence Building MeasuresReading: Readings for CBMDiscussion Prompt: Discussion: Interpersonal Trust and Trust among NationsUniversity System of GeorgiaCybersecurity and the X-FactorUniversity of Maryland, College ParkHardware SecurityUniversity System of GeorgiaCybersecurity and MobilityUniversity of Maryland, College ParkUsable SecurityUniversity of Maryland, College ParkSoftware Security",
    "Creator": "The State University of New York",
    "Level": "",
    "URL": "https://coursera.org/learn/cyber-conflicts",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Ecosystem Services: a Method for Sustainable Development",
    "Description": "About this course: Ecosystem services are a way of thinking about – and evaluating – the goods and services provided by nature that contribute to the well-being of humans.  \n\nThis MOOC will cover scientific (technical), economic, and socio-political dimensions of the concept through a mix of theory, case-studies, interviews with specialists and a serious-game. By the end of this course, our aim is to enable you to: \n\n•\tdefine the concept of ecosystem services, its principles and limitations\n•\tunderstand the key services associated with any ressource (e.g., fresh water) through readings and case-studies\n•\tappreciate the advantages and potential risks of monetising ecosystem services\n•\tappreciate the social dimensions (power issues, cultural biases) embedded within any method\n•\tintegrate tactical advice on mainstreaming this approach into policy and standard government practices\n•\tOptional: learn how to map ecosystem services with GIS tools \n\nThe session that runs May 29th- July 10th will be actively monitored by the instructors, and learners will have the opportunity to ask questions.\n\nThis course was developed by instructors from the University of Geneva with the help of numerous researchers and input from the Geneva Water Hub and the Natural Capital Project. The course was financed by the University of Geneva, the Global Programme Water Initiatives of the Swiss Agency for Development and Cooperation (SDC), and the Luc Hoffmann Institute.\n\nThis MOOC is supported by the Geneva Water Hub and the University of Geneva along with the MOOC in « Water Resources Management and Policy » (www.coursera.org/learn/water-management) and the one in « International Water Law » (www.coursera.org/learn/droit-eau). \n\nWe look forward to you joining us!WEEK 1Module 1: Frontiers in Ecosystem ServicesPlay the TRADE-OFF game (online), meet the primary instructors of this course, and discover the key questions that we will be revisiting throughout this course in this introductory module.15 videos, 7 readingsexpandVideo: 1.0 General introductionReading: SyllabusReading: Course PlanReading: Key referencesReading: Acronym ListReading: GlossaryReading: AcknowledgmentsVideo: 1.1 Introduction to module 1Video: 1.2.1 Trade-off game - Part ADiscussion Prompt: What are the limitations of the TRADE-OFF game? Video: 1.2.2 Trade-off game - Part BVideo: 1.3 Introductory round tableVideo: 1.4 Why bother with the ecosystem services method?Reading: Reading: A Safe and Just Space for HumanityVideo: 1.5 In what context can the ecosystem services method be used?Video: 1.6 What are some weakness and drawbacks of the ecosystem services method?Discussion Prompt: According to you, what limits the implementation of the UK National Ecosystem Assessment (UKNEA)?Video: 1.7 What is the link between biodiversity, ecosystem services and sustainable development?Video: 1.8 Defining and measuring ecosystem servicesVideo: 1.9 True cost of hydro-electric dams (feat. Samuel Vionnet)Video: 1.10 RIOS - Making efficient investments in watershed (feat. Adrian Vogl)Video: 1.11 Interview with Prof Bradley J. Cardinale (University of Michigan)Video: 1.12 Interview with Prof Emeritus Harold Mooney (Stanford University)Video: 1.13 Conclusion of module 1Graded: Take the quiz of module 1!WEEK 2Module 2: Valuation of Ecosystem ServicesHere you learn about what is valuation, the difference between a price and a value, and various ways to derive a monetary estimate for different ecosystem services. You will also learn about world views that differ radically from the anglo-saxon model with respect to concepts such as \"nature\" and \"biodiversity\".18 videosexpandVideo: 2.1 Introduction to module 2Video: 2.2 What is valuation? (feat. Pavan Sukhdev)Video: 2.3 What is monetization? (feat. Pavan Sukhdev)Video: 2.4 The importance of discount rates (feat. Pavan Sukhdev)Video: 2.5.1 Economic valuation theory - part AVideo: 2.5.2 Economic valuation theory - part BVideo: 2.6 Critique, dangers and biases in favor of monetisable services (feat. Mike Hannis)Video: 2.7 Indigenous and local communities cultural values (feat. Brigitte Baptiste)Discussion Prompt: Is local knowledge determined by nature?Video: 2.8 Indigenous and local systems of knowledge (feat. Brigitte Baptiste)Discussion Prompt: Can ecological values be separated from knowledge? Video: 2.9 Valuation of marine conservation zones and implementation into the UK Marine and Coastal Access Bill (feat. Salman Hussain)Video: 2.10 A case on non-monetary valuation - Impact of water scarcity on riots in Sub-Saharan Africa (feat. Jeremy Lucchetti)Video: 2.11 Hedonic evaluation: a case study on landscape beauty and noiseVideo: 2.12 The impact of climate change in agricultureDiscussion Prompt: Nature and cultural servicesVideo: 2.13 Could we put a price tag on nature? Interviews with Dr Ken Bagstad (USGS) and Prof Ian Bateman (Exeter University)Video: 2.14 Debate between Dr Mike Hannis and Pavan SukhdevDiscussion Prompt: What is your position on this debate?Video: 2.15 Interview with Dr Ken Bagstad (USGS)Video: 2.16 Interview with Prof Ian Bateman (Exeter University)Video: 2.17 Conclusion of module 2Graded: Take the quiz of module 2!Graded: Short essay and peer review evaluation on ValuationWEEK 3Module 3: Understanding the Normative Dimensions of Ecosystem ServicesValuing ecosystem services is a new way of thinking about nature and the  environment. Such a change reflects contemporary norms and values, and speaks to contemporary trends in social, cultural, political and economic policies. In this module, you will learn about how the idea of ecosystem services was born, and get a grasp of the specific historical events, places and people who were behind it. You will also understand why it is useful to understand how this approach fits into global trends such as neoliberalism, learn to evalute how you position yourself within these normative and critical perspectives. You will reflect on whether it matters to think about the big picture, and become away of how such an approach can unexpectedly serve to perpetuate unethical or practices11 videosexpandVideo: 3.1 Introduction to module 3Video: 3.2 Ecosystem services as boundary objectsVideo: 3.3 Critical view on the history of the concept - When concepts are taken for grantedVideo: 3.4 Critical view of the history of the concept - (feat. Christian Kull)Video: 3.5 Ideological underpinnings - What is neoliberalism?Video: 3.6 Ideological underpinnings - Are ecosystem services neoliberal?Discussion Prompt: Rhetorical question on the values of bats and cropsVideo: 3.7 Issues of participation and social justice; stakeholder participation in ecosystem decision-making (feat. Mike Hannis)Video: 3.8 Power issues and ideologies - Scenarios, prioritization and implementation (feat. Christian Kull)Video: 3.9 Importance of scales and simplicity for policy implementation (feat. Christian Bréthault)Video: 3.10 Interview with Prof Stephanie Pincetl (UCLA)Video: 3.11 Conclusion of module 3Graded: Take the quiz of module 3!WEEK 4Module 4: Quantitative and Spatially-Explicit Assessment of Ecosystem Services Now that you have learned what are Ecosystem Services, as well as their strengths and limitations to be used in the environment policy arena, you should be curious to know how we can in fact monitor, model and predict their values in space and time. In this module, we will explore how existing data (e.g. elevation, climate, land use, remote sensing) can be used to assess Ecosystem Services through mapping and models. We will then see that once we have a model we can predict the outcomes of different scenarios on the value of Ecosystem Services. Scenarios are themselves particularly useful when interacting with various stakeholders, policy and decision makers. In order to illustrate this process, we present four case studies at various spatial scales:  global, European, national and local.14 videosexpandVideo: 4.1 Introduction to module 4Video: 4.2.1 Data and knowledge - part A (feat. Gregory Giuliani)Video: 4.2.2 Data and knowledge - part BVideo: 4.3 Remote sensing for ecosystem services (feat. Gregory Giuliani)Video: 4.4 Deriving ecosystem services values from your data: models and toolsVideo: 4.5 Learn from the past and the future: scenariosVideo: 4.6 Integrating ecosystem services into decision-making (feat. Adrienne Grêt-Regamey)Video: 4.7 Global - GEOBON essential biodiversity ecosystem services variables (feat. Gary Geller)Video: 4.8 Regional - Black Sea catchmentVideo: 4.9 National - Germany's ecosystem services maps (feat. Adrienne Grêt-Regamey)Video: 4.10 Local - Seagrass and coral in Negril (Jamaica) (feat. Pascal Peduzzi)Video: 4.11 Interview with Prof Walter Jetz (Yale University)Video: 4.12 Interview with Dr Simon Ferrier (CSIRO \u0026 Water)Video: 4.13 Conclusion of module 4Graded: Take the quiz of module 4!WEEK 5Module 5: Mainstreaming Ecosystem Services into Decision-Making ProcessThe ecosystem service approach is based on the premise (and promise?) that more sustainable use of natural ressources can be identified through a scientific and social process (Modules 1-4). But how does one get governments (international, national, local) to adopt such practices and then to implement the policy recommendations? This is the challenge of \"mainstreaming\" a new idea. In this module, you will learn about the challenges and some tips for mainstreaming ecosystem services.15 videosexpandVideo: 5.1 Introduction to module 5Video: 5.2 What is mainstreaming?Video: 5.3 Governance, rules, regulations and legislative context (feat. Constanza Martinez)Discussion Prompt: Global database on emerging laws on Ecosystem ServicesVideo: 5.4 Factors that enable ecosystem service approaches to succeed (feat. Emily McKenzie)Video: 5.5 Critical assessmentVideo: 5.6 Mainstreaming ecosystem services into the private sector (feat. Samuel Vionnet)Video: 5.7 Sustainable financeVideo: 5.8 Mainstreaming ecosystem services into the international organisationsVideo: 5.9 The role of IPBES - interview with Dr Anne Larigauderie (Executive Secretary IPBES)Video: 5.10 Ecosystem services in Europe and Central Asia: interview with Prof Markus Fischer (University of Bern)Video: 5.11 Peru and the ecosystem services: interview with Luis Alberto Gonzales (The Nature Conservancy)Video: 5.12 The Mekong River Basin and the ecosystem services - interview with Dr Nirmal Bhagabati (WWF Int.)Video: 5.13 Future of the field (multiple speakers)Video: 5.14 Conclusion of module 5Video: 5.15 Conclusive round tableGraded: Multiple Choice questions on Module 5Graded: Short-essay on mainstreaming the ES methodModule 6: Create your own Ecosystem Services Case (optional)With this last optional module, we would like to give you the opportunity to move from theory to practice by encouraging you to assess a water related ecosystem services (water yield). The aim is to help you discover where you can find useful data to assess ES; how you have to prepare this geospatial data in Geographic information System (here QGIS); how you can use this data to run a simple hydrological model to assess water yield with a dedicated tool with the InVEST package; how you can explore plausible futures of this water resource through scenarios; and finally how you can interpret the outputs of your model as maps in QGIS. Data for a case study is provided with the Tana River basin in Kenya, but you are encouraged to reproduce similar results with your own case study from anywhere in the World. If it will be easier to complete this exercise if you already are somewhat familiar with GIS.2 videos, 5 readingsexpandVideo: 6.1.1 Modeling ecosystem services with InVESTVideo: 6.1.2 The Natural Capital Project ToolboxReading: 6.2 Getting data for assessing ecosystem servicesReading: 6.3 Preprocessing in QGISReading: 6.4 Water yield modelReading: 6.5 Preparing Climate Change ScenariosReading: 6.6 Interpreting the results with QGISVideo: 1.0 General introductionReading: SyllabusReading: Course PlanReading: Key referencesReading: Acronym ListReading: GlossaryReading: AcknowledgmentsVideo: 1.1 Introduction to module 1Video: 1.2.1 Trade-off game - Part ADiscussion Prompt: What are the limitations of the TRADE-OFF game? Video: 1.2.2 Trade-off game - Part BVideo: 1.3 Introductory round tableVideo: 1.4 Why bother with the ecosystem services method?Reading: Reading: A Safe and Just Space for HumanityVideo: 1.5 In what context can the ecosystem services method be used?Video: 1.6 What are some weakness and drawbacks of the ecosystem services method?Discussion Prompt: According to you, what limits the implementation of the UK National Ecosystem Assessment (UKNEA)?Video: 1.7 What is the link between biodiversity, ecosystem services and sustainable development?Video: 1.8 Defining and measuring ecosystem servicesVideo: 1.9 True cost of hydro-electric dams (feat. Samuel Vionnet)Video: 1.10 RIOS - Making efficient investments in watershed (feat. Adrian Vogl)Video: 1.11 Interview with Prof Bradley J. Cardinale (University of Michigan)Video: 1.12 Interview with Prof Emeritus Harold Mooney (Stanford University)Video: 1.13 Conclusion of module 1Here you learn about what is valuation, the difference between a price and a value, and various ways to derive a monetary estimate for different ecosystem services. You will also learn about world views that differ radically from the anglo-saxon model with respect to concepts such as \"nature\" and \"biodiversity\".Video: 2.1 Introduction to module 2Video: 2.2 What is valuation? (feat. Pavan Sukhdev)Video: 2.3 What is monetization? (feat. Pavan Sukhdev)Video: 2.4 The importance of discount rates (feat. Pavan Sukhdev)Video: 2.5.1 Economic valuation theory - part AVideo: 2.5.2 Economic valuation theory - part BVideo: 2.6 Critique, dangers and biases in favor of monetisable services (feat. Mike Hannis)Video: 2.7 Indigenous and local communities cultural values (feat. Brigitte Baptiste)Discussion Prompt: Is local knowledge determined by nature?Video: 2.8 Indigenous and local systems of knowledge (feat. Brigitte Baptiste)Discussion Prompt: Can ecological values be separated from knowledge? Video: 2.9 Valuation of marine conservation zones and implementation into the UK Marine and Coastal Access Bill (feat. Salman Hussain)Video: 2.10 A case on non-monetary valuation - Impact of water scarcity on riots in Sub-Saharan Africa (feat. Jeremy Lucchetti)Video: 2.11 Hedonic evaluation: a case study on landscape beauty and noiseVideo: 2.12 The impact of climate change in agricultureDiscussion Prompt: Nature and cultural servicesVideo: 2.13 Could we put a price tag on nature? Interviews with Dr Ken Bagstad (USGS) and Prof Ian Bateman (Exeter University)Video: 2.14 Debate between Dr Mike Hannis and Pavan SukhdevDiscussion Prompt: What is your position on this debate?Video: 2.15 Interview with Dr Ken Bagstad (USGS)Video: 2.16 Interview with Prof Ian Bateman (Exeter University)Video: 2.17 Conclusion of module 2Valuing ecosystem services is a new way of thinking about nature and the  environment. Such a change reflects contemporary norms and values, and speaks to contemporary trends in social, cultural, political and economic policies. In this module, you will learn about how the idea of ecosystem services was born, and get a grasp of the specific historical events, places and people who were behind it. You will also understand why it is useful to understand how this approach fits into global trends such as neoliberalism, learn to evalute how you position yourself within these normative and critical perspectives. You will reflect on whether it matters to think about the big picture, and become away of how such an approach can unexpectedly serve to perpetuate unethical or practicesVideo: 3.1 Introduction to module 3Video: 3.2 Ecosystem services as boundary objectsVideo: 3.3 Critical view on the history of the concept - When concepts are taken for grantedVideo: 3.4 Critical view of the history of the concept - (feat. Christian Kull)Video: 3.5 Ideological underpinnings - What is neoliberalism?Video: 3.6 Ideological underpinnings - Are ecosystem services neoliberal?Discussion Prompt: Rhetorical question on the values of bats and cropsVideo: 3.7 Issues of participation and social justice; stakeholder participation in ecosystem decision-making (feat. Mike Hannis)Video: 3.8 Power issues and ideologies - Scenarios, prioritization and implementation (feat. Christian Kull)Video: 3.9 Importance of scales and simplicity for policy implementation (feat. Christian Bréthault)Video: 3.10 Interview with Prof Stephanie Pincetl (UCLA)Video: 3.11 Conclusion of module 3Now that you have learned what are Ecosystem Services, as well as their strengths and limitations to be used in the environment policy arena, you should be curious to know how we can in fact monitor, model and predict their values in space and time. In this module, we will explore how existing data (e.g. elevation, climate, land use, remote sensing) can be used to assess Ecosystem Services through mapping and models. We will then see that once we have a model we can predict the outcomes of different scenarios on the value of Ecosystem Services. Scenarios are themselves particularly useful when interacting with various stakeholders, policy and decision makers. In order to illustrate this process, we present four case studies at various spatial scales:  global, European, national and local.Video: 4.1 Introduction to module 4Video: 4.2.1 Data and knowledge - part A (feat. Gregory Giuliani)Video: 4.2.2 Data and knowledge - part BVideo: 4.3 Remote sensing for ecosystem services (feat. Gregory Giuliani)Video: 4.4 Deriving ecosystem services values from your data: models and toolsVideo: 4.5 Learn from the past and the future: scenariosVideo: 4.6 Integrating ecosystem services into decision-making (feat. Adrienne Grêt-Regamey)Video: 4.7 Global - GEOBON essential biodiversity ecosystem services variables (feat. Gary Geller)Video: 4.8 Regional - Black Sea catchmentVideo: 4.9 National - Germany's ecosystem services maps (feat. Adrienne Grêt-Regamey)Video: 4.10 Local - Seagrass and coral in Negril (Jamaica) (feat. Pascal Peduzzi)Video: 4.11 Interview with Prof Walter Jetz (Yale University)Video: 4.12 Interview with Dr Simon Ferrier (CSIRO \u0026 Water)Video: 4.13 Conclusion of module 4The ecosystem service approach is based on the premise (and promise?) that more sustainable use of natural ressources can be identified through a scientific and social process (Modules 1-4). But how does one get governments (international, national, local) to adopt such practices and then to implement the policy recommendations? This is the challenge of \"mainstreaming\" a new idea. In this module, you will learn about the challenges and some tips for mainstreaming ecosystem services.Video: 5.1 Introduction to module 5Video: 5.2 What is mainstreaming?Video: 5.3 Governance, rules, regulations and legislative context (feat. Constanza Martinez)Discussion Prompt: Global database on emerging laws on Ecosystem ServicesVideo: 5.4 Factors that enable ecosystem service approaches to succeed (feat. Emily McKenzie)Video: 5.5 Critical assessmentVideo: 5.6 Mainstreaming ecosystem services into the private sector (feat. Samuel Vionnet)Video: 5.7 Sustainable financeVideo: 5.8 Mainstreaming ecosystem services into the international organisationsVideo: 5.9 The role of IPBES - interview with Dr Anne Larigauderie (Executive Secretary IPBES)Video: 5.10 Ecosystem services in Europe and Central Asia: interview with Prof Markus Fischer (University of Bern)Video: 5.11 Peru and the ecosystem services: interview with Luis Alberto Gonzales (The Nature Conservancy)Video: 5.12 The Mekong River Basin and the ecosystem services - interview with Dr Nirmal Bhagabati (WWF Int.)Video: 5.13 Future of the field (multiple speakers)Video: 5.14 Conclusion of module 5Video: 5.15 Conclusive round tableWith this last optional module, we would like to give you the opportunity to move from theory to practice by encouraging you to assess a water related ecosystem services (water yield). The aim is to help you discover where you can find useful data to assess ES; how you have to prepare this geospatial data in Geographic information System (here QGIS); how you can use this data to run a simple hydrological model to assess water yield with a dedicated tool with the InVEST package; how you can explore plausible futures of this water resource through scenarios; and finally how you can interpret the outputs of your model as maps in QGIS. Data for a case study is provided with the Tana River basin in Kenya, but you are encouraged to reproduce similar results with your own case study from anywhere in the World. If it will be easier to complete this exercise if you already are somewhat familiar with GIS.Video: 6.1.1 Modeling ecosystem services with InVESTVideo: 6.1.2 The Natural Capital Project ToolboxReading: 6.2 Getting data for assessing ecosystem servicesReading: 6.3 Preprocessing in QGISReading: 6.4 Water yield modelReading: 6.5 Preparing Climate Change ScenariosReading: 6.6 Interpreting the results with QGISTechnical University of Denmark (DTU)Global Environmental ManagementLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex Problems",
    "Creator": "University of Geneva",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/ecosystem-services",
    "Language": "English",
    "Commitment": "5 weeks of study, 2-5 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Roman Art and Archaeology",
    "Description": "About this course: The objective of this course is to provide an overview of the culture of ancient Rome beginning about 1000 BCE and ending with the so-called \"Fall of Rome\". We will look at some of the key people who played a role in Rome, from the time of the kings through the Roman Republic and the Roman Empire. We will also focus on the city of Rome itself, as well as Rome's expansion through Italy, the Mediterranean, and beyond.WEEK 1Introduction to 'Roman Art and Archaeology'Here you can find all of the introductory information, course syllabus, and helpful resources.2 videos, 7 readingsexpandVideo: Welcome!Video: Dr. Soren in ItalyReading: About the courseReading: About usReading: SyllabusReading: Grading policyReading: The textbookReading: Online resourcesReading: Archaeological excavation opportunitiesWEEK 2The Early Romans and Their Ancestors (ca. 1000 - 500 BCE)In the Early Iron Age (ca. 1000 BCE), civilization in Italy was rather simple. The most sophisticated cultures in the peninsula were not the Romans at all, but rather groups to the north of Rome who have come to be called The Villanovans, who exploited the metal resources of northern Italy even before the officially noted founding of Rome. Later the Etruscans would appear (ca. 800 BCE), Rome's first great rivals. The Etruscans were a loose confederation of city-states north of Rome who even expanded into Rome and further south, as far as Pompeii. The Etruscans are particularly noted for their magnificent art, in particular the glorious painted tombs of Tarquinia.29 videosexpandVideo: 1. Italy before RomeVideo: 2. Rome before RomeVideo: 3. The SepulcretumVideo: 4. The People of Ancient ItalyVideo: 5. Guest Lecture: Dr. Emma Blake on Bronze Age ItaliansVideo: 6. Early Iron Age ChronologyVideo: 1. The Orientalizing PeriodVideo: 2. The EtruscansVideo: 3. Etruscan Origins IVideo: 4. Etruscan Origins IIVideo: 5. Etruscan Origins IIIVideo: 6. Etruscan SocietyVideo: 7. Etruscan ArtisansVideo: 8. Tumuli at CerveteriVideo: 9. Tombs at TarquiniaVideo: 10. Life and DeathVideo: 1. Greek Art in EtruriaVideo: 2. The Francois VaseVideo: 3. Greek Myth in Etruria IVideo: 4. Greek Myth in Etruria IIVideo: 5. Etruscan BeliefVideo: 6. Tomb of the Infernal ChariotVideo: 7. The Necropolis at Orvieto IVideo: 8. The Necropolis at Orvieto IIVideo: 9. Guest Lecture: Dr. Alba Frascarelli on VelznaVideo: 10. Populonia IVideo: 11. Populonia IIVideo: 12. The Etruscans in RomeVideo: 13. The Early Roman ForumGraded: Quiz One: The Early Romans and Their AncestorsGraded: Quiz Two: The Etruscans, Part IGraded: Quiz Three: The Etruscans, Part IIGraded: Essay Question OneWEEK 3The Roman Republic's Rise and Fall (509 - 31 BCE)Having thrown off the Etruscans in 509 BCE., Rome emerged as independent Latin community that quickly became known for its disciplined army and militaristic intentions. As the Romans expanded throughout the Mediterranean, it came into contact with various cultures, all who had an influence on the young power, especially Greek culture, art, and architecture. By the end of this period Rome may have grown to a million people. The first century BCE. was a time of amazing development in many fields of artistic endeavor, but it was also a time of civil unrest as soldiers became more loyal to their commanders than to the state. Leaders such as Sulla, Marius, Julius Caesar, Mark Antony and others took advantage of this turmoil, which culminated with the powerful influence of the decadent Egyptian charmer Cleopatra and the emergence of Octavian. 23 videosexpandVideo: 1. The Roman RepublicVideo: 2. Forum Romanum IVideo: 3. Forum Romanum IIVideo: 4. Forum Romanum IIIVideo: 5. Ancient Architectural OrdersVideo: 6. The Doric OrderVideo: 7. The Ionic and Tuscan OrdersVideo: 8. The Capitoline HillVideo: 9. The Beginning of Rome's ExpansionVideo: 1. Early Roman ExpansionVideo: 2. Underwater ArchaeologyVideo: 3. Republican ArtVideo: 4. CarthageVideo: 5. \"Carthage: A Mosaic of Ancient Tunisia\"Video: 1. Rome's Revolutionary CenturyVideo: 2. The Temple of Fortuna at PraenesteVideo: 3. The Roman Domus and TheatreVideo: 4. The Theater of Pompey TodayVideo: 5. Roman PortraitureVideo: 6. Greek Art in RomeVideo: 7. Roman Lamps IVideo: 8. Roman Lamps IIVideo: 9. Roman GlassGraded: Quiz Four: The Early RepublicGraded: Quiz Five: The Middle RepublicGraded: Quiz Six: The Civil WarsGraded: Essay Question TwoWEEK 4Augustus and the Early Roman Empire (31 BCE - 1st century CE)Augustus - formerly known as Octavian - set the tone for the next major phase of Rome: the Roman empire.  His family-related successors, the Julio-Claudians, would continue his rule. Yet none of his successors had the charisma or vision of Augustus himself, and some such as Caligula and Nero have become synonymous with profligacy and decadence of an extreme nature. By the year 69 CE. Rome was in chaos. But the emperor Vespasian restored order and dignity - not to mention humility - to the office, and instituted his own dynasty, the Flavians. Unfortunately, Vespasian's second son, Domitian, brought his Flavian dynasty to an end through dreadful administration. Domitian was murdered in 96 CE.19 videos, 2 readingsexpandVideo: 1. Augustan ArtVideo: 2. \"Forgotten Lives: The Ancient City of Troy\"Video: 3. Guest Lecture: Dr. David Gilman Romano's Digital Map of Augustan RomeVideo: 4. Guest Lecture: Dr. Marylin Skinner on Roman Gender and SexualityVideo: 5. The Legacy of AugustusVideo: 1. Art After Augustus: Tiberius and the Julio-ClaudiansVideo: 2. Roman PotteryVideo: 3. The Julio-Claudians after Tiberius: Caligula, Claudius, and NeroReading: Peter Ustinov sings as NeroVideo: 4. Guest Lecture: Dr. Phillip Waddell on Roman Historiography and NeroVideo: 5. Nero's Domus AureaReading: Dr. Soren's Work at Kourion (Coming Soon!)Video: 1. The Flavian Emperors: Vespasian, Titus, and DomitianVideo: 2. The Arch of TitusVideo: 3. The Eruption of Vesuvius (79 CE)Video: 4. PompeiiVideo: 5. The Pompeian HouseVideo: 6. Pompeii in 3DVideo: 7. The Alexander Mosaic IVideo: 8. The Alexander Mosaic IIVideo: 9. The End of the FlaviansGraded: Quiz Seven: The Age of AugustusGraded: Quiz Eight: The Julio-Claudian EmperorsGraded: Quiz Nine: The Flavian EmperorsGraded: Essay Question ThreeWEEK 5Rome at its Zenith (2nd century CE)Rome is said to have reached its zenith in security and expansion during the period of the \"Five Good Emperors\" (96 to 180 CE.). The time of Trajan (98 to 117 CE.) was a particular epoch of conquest and building, highlighted by the construction of Trajan's Markets and enormous Forum, the ruins of which still dominate the center of Rome. Trajan's successor, Hadrian, was a horse of a different color. He was himself an architect obsessed with circles, squares, spheres, and cubes. And his fondness for Greek art bordered on manic.12 videos, 2 readingsexpandVideo: 1. TrajanVideo: 2. The Imperial Roman ForumVideo: 3. Trajan's ForumVideo: 4. HadrianVideo: 5. The PantheonVideo: 6. Hadrian's Villa at TivoliVideo: 1. Antoninus PiusVideo: 2. The Roman SarcaphogusVideo: 3. The Roman Domus in the 2nd Century CEVideo: 4. Marcus Aurelius and the Beginnings of Crisis IReading: Hollywood's \"Gladiator\"Video: 5. Marcus Aurelius and the Beginnings of Crisis IIReading: Richard Harris plays Marcus AureliusVideo: 6. The SeveransGraded: Quiz Ten: Nerva, Trajan, and HadrianGraded: Quiz Eleven: The Antonine and Severan EmperorsGraded: Essay Question FourWEEK 6Crisis and Conclusion (3rd to 7th centuries CE)What does it mean to talk about the fall of Rome? The far-flung empire collapsed in varying degrees in different places at different times. In the fourth century enormous earthquakes caused such devastation that in the Roman east the whole fabric of ancient religious belief was called into question. In central Italy along the Tiber River an epidemic of malaria, a virulent new-mutated strain from North Africa, left many dead. The legacy of Rome, however, continued into the Carolingian and Byzantine empires. And yet the city of Rome underwent a major revival in the later Middle Ages, continuing through the Renaissance, Baroque, Rococo and Romantic Periods, playing a major role in the foundation of our own country.23 videosexpandVideo: 1. The Years of CrisisVideo: 2. The Baths of CaracallaVideo: 3. The \"Soldier Emperors\"Video: 4. Ostia, The Port of RomeVideo: 5. DiocletianVideo: 6. Roman Sculpture in the 3rd century CEVideo: 1. Constantine and the Rise of Christianity IVideo: 2. Constantine and the Rise of Christianity IIVideo: 3. The Arch of ConstantineVideo: 4. Kourion and Seismic Archaeology IVideo: 5. Kourion and Seismic Archaeology IIVideo: 6. Lugnano and the Fall of Rome IVideo: 7. Lugnano and the Fall of Rome IIVideo: 8. The Silver Amphora of Baratti IVideo: 9. The Silver Amphora of Baratti IIVideo: 10. 5th and 6th Century DisruptionsVideo: 11. Climate Change and the Fall of RomeVideo: 12. Guest Lecture: Dr. Charlotte Pearson on DendrochronologyVideo: 13. Guest Lecture: Cynthia Hart on Digitally Reconstructing AntiquityVideo: 14. A Patchwork of SettlementsVideo: 15. The Column of Phocas: The Last Roman MonumentVideo: 1. From Dr. Soren and Lana, \"Farewell!\"Video: 2. \"Malaria and the Fall of Rome\"Graded: Quiz Twelve: The Beginning of the EndGraded: Quiz Thirteen: Rome in Late AntiqutityGraded: Essay Question FiveVideo: Welcome!Video: Dr. Soren in ItalyReading: About the courseReading: About usReading: SyllabusReading: Grading policyReading: The textbookReading: Online resourcesReading: Archaeological excavation opportunitiesIn the Early Iron Age (ca. 1000 BCE), civilization in Italy was rather simple. The most sophisticated cultures in the peninsula were not the Romans at all, but rather groups to the north of Rome who have come to be called The Villanovans, who exploited the metal resources of northern Italy even before the officially noted founding of Rome. Later the Etruscans would appear (ca. 800 BCE), Rome's first great rivals. The Etruscans were a loose confederation of city-states north of Rome who even expanded into Rome and further south, as far as Pompeii. The Etruscans are particularly noted for their magnificent art, in particular the glorious painted tombs of Tarquinia.Video: 1. Italy before RomeVideo: 2. Rome before RomeVideo: 3. The SepulcretumVideo: 4. The People of Ancient ItalyVideo: 5. Guest Lecture: Dr. Emma Blake on Bronze Age ItaliansVideo: 6. Early Iron Age ChronologyVideo: 1. The Orientalizing PeriodVideo: 2. The EtruscansVideo: 3. Etruscan Origins IVideo: 4. Etruscan Origins IIVideo: 5. Etruscan Origins IIIVideo: 6. Etruscan SocietyVideo: 7. Etruscan ArtisansVideo: 8. Tumuli at CerveteriVideo: 9. Tombs at TarquiniaVideo: 10. Life and DeathVideo: 1. Greek Art in EtruriaVideo: 2. The Francois VaseVideo: 3. Greek Myth in Etruria IVideo: 4. Greek Myth in Etruria IIVideo: 5. Etruscan BeliefVideo: 6. Tomb of the Infernal ChariotVideo: 7. The Necropolis at Orvieto IVideo: 8. The Necropolis at Orvieto IIVideo: 9. Guest Lecture: Dr. Alba Frascarelli on VelznaVideo: 10. Populonia IVideo: 11. Populonia IIVideo: 12. The Etruscans in RomeVideo: 13. The Early Roman ForumHaving thrown off the Etruscans in 509 BCE., Rome emerged as independent Latin community that quickly became known for its disciplined army and militaristic intentions. As the Romans expanded throughout the Mediterranean, it came into contact with various cultures, all who had an influence on the young power, especially Greek culture, art, and architecture. By the end of this period Rome may have grown to a million people. The first century BCE. was a time of amazing development in many fields of artistic endeavor, but it was also a time of civil unrest as soldiers became more loyal to their commanders than to the state. Leaders such as Sulla, Marius, Julius Caesar, Mark Antony and others took advantage of this turmoil, which culminated with the powerful influence of the decadent Egyptian charmer Cleopatra and the emergence of Octavian. Video: 1. The Roman RepublicVideo: 2. Forum Romanum IVideo: 3. Forum Romanum IIVideo: 4. Forum Romanum IIIVideo: 5. Ancient Architectural OrdersVideo: 6. The Doric OrderVideo: 7. The Ionic and Tuscan OrdersVideo: 8. The Capitoline HillVideo: 9. The Beginning of Rome's ExpansionVideo: 1. Early Roman ExpansionVideo: 2. Underwater ArchaeologyVideo: 3. Republican ArtVideo: 4. CarthageVideo: 5. \"Carthage: A Mosaic of Ancient Tunisia\"Video: 1. Rome's Revolutionary CenturyVideo: 2. The Temple of Fortuna at PraenesteVideo: 3. The Roman Domus and TheatreVideo: 4. The Theater of Pompey TodayVideo: 5. Roman PortraitureVideo: 6. Greek Art in RomeVideo: 7. Roman Lamps IVideo: 8. Roman Lamps IIVideo: 9. Roman GlassAugustus - formerly known as Octavian - set the tone for the next major phase of Rome: the Roman empire.  His family-related successors, the Julio-Claudians, would continue his rule. Yet none of his successors had the charisma or vision of Augustus himself, and some such as Caligula and Nero have become synonymous with profligacy and decadence of an extreme nature. By the year 69 CE. Rome was in chaos. But the emperor Vespasian restored order and dignity - not to mention humility - to the office, and instituted his own dynasty, the Flavians. Unfortunately, Vespasian's second son, Domitian, brought his Flavian dynasty to an end through dreadful administration. Domitian was murdered in 96 CE.Video: 1. Augustan ArtVideo: 2. \"Forgotten Lives: The Ancient City of Troy\"Video: 3. Guest Lecture: Dr. David Gilman Romano's Digital Map of Augustan RomeVideo: 4. Guest Lecture: Dr. Marylin Skinner on Roman Gender and SexualityVideo: 5. The Legacy of AugustusVideo: 1. Art After Augustus: Tiberius and the Julio-ClaudiansVideo: 2. Roman PotteryVideo: 3. The Julio-Claudians after Tiberius: Caligula, Claudius, and NeroReading: Peter Ustinov sings as NeroVideo: 4. Guest Lecture: Dr. Phillip Waddell on Roman Historiography and NeroVideo: 5. Nero's Domus AureaReading: Dr. Soren's Work at Kourion (Coming Soon!)Video: 1. The Flavian Emperors: Vespasian, Titus, and DomitianVideo: 2. The Arch of TitusVideo: 3. The Eruption of Vesuvius (79 CE)Video: 4. PompeiiVideo: 5. The Pompeian HouseVideo: 6. Pompeii in 3DVideo: 7. The Alexander Mosaic IVideo: 8. The Alexander Mosaic IIVideo: 9. The End of the FlaviansRome is said to have reached its zenith in security and expansion during the period of the \"Five Good Emperors\" (96 to 180 CE.). The time of Trajan (98 to 117 CE.) was a particular epoch of conquest and building, highlighted by the construction of Trajan's Markets and enormous Forum, the ruins of which still dominate the center of Rome. Trajan's successor, Hadrian, was a horse of a different color. He was himself an architect obsessed with circles, squares, spheres, and cubes. And his fondness for Greek art bordered on manic.Video: 1. TrajanVideo: 2. The Imperial Roman ForumVideo: 3. Trajan's ForumVideo: 4. HadrianVideo: 5. The PantheonVideo: 6. Hadrian's Villa at TivoliVideo: 1. Antoninus PiusVideo: 2. The Roman SarcaphogusVideo: 3. The Roman Domus in the 2nd Century CEVideo: 4. Marcus Aurelius and the Beginnings of Crisis IReading: Hollywood's \"Gladiator\"Video: 5. Marcus Aurelius and the Beginnings of Crisis IIReading: Richard Harris plays Marcus AureliusVideo: 6. The SeveransWhat does it mean to talk about the fall of Rome? The far-flung empire collapsed in varying degrees in different places at different times. In the fourth century enormous earthquakes caused such devastation that in the Roman east the whole fabric of ancient religious belief was called into question. In central Italy along the Tiber River an epidemic of malaria, a virulent new-mutated strain from North Africa, left many dead. The legacy of Rome, however, continued into the Carolingian and Byzantine empires. And yet the city of Rome underwent a major revival in the later Middle Ages, continuing through the Renaissance, Baroque, Rococo and Romantic Periods, playing a major role in the foundation of our own country.Video: 1. The Years of CrisisVideo: 2. The Baths of CaracallaVideo: 3. The \"Soldier Emperors\"Video: 4. Ostia, The Port of RomeVideo: 5. DiocletianVideo: 6. Roman Sculpture in the 3rd century CEVideo: 1. Constantine and the Rise of Christianity IVideo: 2. Constantine and the Rise of Christianity IIVideo: 3. The Arch of ConstantineVideo: 4. Kourion and Seismic Archaeology IVideo: 5. Kourion and Seismic Archaeology IIVideo: 6. Lugnano and the Fall of Rome IVideo: 7. Lugnano and the Fall of Rome IIVideo: 8. The Silver Amphora of Baratti IVideo: 9. The Silver Amphora of Baratti IIVideo: 10. 5th and 6th Century DisruptionsVideo: 11. Climate Change and the Fall of RomeVideo: 12. Guest Lecture: Dr. Charlotte Pearson on DendrochronologyVideo: 13. Guest Lecture: Cynthia Hart on Digitally Reconstructing AntiquityVideo: 14. A Patchwork of SettlementsVideo: 15. The Column of Phocas: The Last Roman MonumentVideo: 1. From Dr. Soren and Lana, \"Farewell!\"Video: 2. \"Malaria and the Fall of Rome\"Yeshiva UniversityArch of Titus: Rome and the MenorahWesleyan UniversityThe Ancient GreeksUniversity of PennsylvaniaIntroduction to Ancient Egypt and Its CivilizationTel Aviv UniversityThe Fall and Rise of JerusalemSapienza University of RomeAt the Origins of the Mediterranean Civilization: Archaeology of the City from the Levant to the West - 3rd-1st millennium BC",
    "Creator": "University of Arizona",
    "Level": "",
    "URL": "https://coursera.org/learn/roman-art-archaeology",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Constitutional Struggles in the Muslim World",
    "Description": "About this course: Learn what motivates the restive Muslim youth from Tunis to Tehran, what political positions Islamists from Mali to Chechnya are fighting for, where the seeming obsession with Islamic law comes from, where the secularists have vanished to, and whether it makes sense to speak of an Islamic state.\n\nSince 2009 there has been a renewed wave of popular unrest sweeping throughout much of the Muslim world. Secular, but generally repressive and inefficient autocracies have come under pressure or been swept aside entirely. At the same, the various Islamic Republics have not fared much better, but been convulsed by internal unrest, economic and social decline. Throughout the Muslim lands, existing constitutional arrangements are being challenged, often very violently.\nThis course is a survey of the constitutional ideas and institutions that have developed since the mid 19th century throughout predominantly Muslim countries, but its focus will lie on the actors that have dominated this discourse and shaped its outcomes. We will look at the large body of classical writings on the Islamic state only in so far as it is necessary to understand the contemporary debate, but concentrate on the legal and political developments of the 20th and 21st centuries.\n\nThree common themes will characterise the course: \n\nWe privilege the study of the legal and social reality and seek to highlight where it is at odds with dogmatic stipulations, be they religious or constitutional. \n\nWe seek to illustrate the practical tensions posed by limited administrative capabilities and political legitimacy that resulted from the incomplete reception of modern bureaucratic statehood. \n\nWe seek to examine how popular dissatisfaction with the practical performance of Muslim governments has fuelled demands for greater accountability under the guise of cultural authenticity. \n\nUltimately, the course aims to equip participants to better understand Muslim contemporary discourse about the res publica, better contextualise the demands for religious law in public life, and to better ascertain the theoretical and practical feasibility of postulated religious alternatives to the still-dominant secular model of governance.WEEK 1Overview: Presenting the CourseThis week, we try to give you an overview of the themes and principles that we will focus on during the course. We look at the current state of the countries in the region and present the role of religion, the challenge of modernity and the different responses to modernity, which we will revisit thematically during the next weeks. It is highly recommend to read my article \"Contested Universalities of International Law. Islam’s Struggle with Modernity\" in this week's readings to gain a better understanding of the argument put forward throughout the course.7 videos, 1 readingexpandReading: Readings Week 1: Presenting the CourseVideo: 1.1 Welcome and IntroductionVideo: 1.2 Presenting the RegionVideo: 1.3 Early Modern HistoryVideo: 1.4 Unresolved Challenge of ModernityVideo: 1.5 Four Models of AdaptationVideo: 1.6 Indicators of Relative FailureVideo: 1.7 Role of Religion and Islamic LawGraded: End of Week 1 QuizWEEK 2Ottoman Empire and Modern TurkeyThis week, we look at Turkey and at the history of the Ottoman Empire, whose legacy continues to influence many countries in the region today. Turkey occupies a special place due to its explicit constitutional and social commitment to secularism and a self-conscious emulation of the Western model. Keep the four models of adaptation in mind while watching the lectures of this week as well as the next ones.6 videos, 1 readingexpandReading: Readings week 2: Ottoman Empire and Modern TurkeyVideo: 2.1 People, Place and PatternsVideo: 2.2 Ottoman HistoryVideo: 2.3 Ottoman Reform: Tanzimat and MajallahVideo: 2.4 Creation of the RepublicVideo: 2.5 Kemalism and its ProblemsVideo: 2.6 Westernisation and IslamismGraded: End of Week 2 QuizWEEK 3Egypt and MaghrebThis week concerns the region where the so-called \"Arab Spring\" originated: North Africa. We will focus especially on Egypt due to its historical importance, relative size and the impact its politics have had on other Arab and Muslim countries. Following the Secularism/Emulation model exemplified by Turkey last week, this region represents the second broad approach to modernity, namely Religious Modernism/Reform.7 videos, 1 readingexpandReading: Readings Week 3: Egypt and MaghrebVideo: 3.1 People, Place and Patterns EgyptVideo: 3.2 People, Places and Patterns MaghrebVideo: 3.3 Ottoman and Colonial HistoryVideo: 3.4 IndependenceVideo: 3.5 Modernisation and ReformVideo: 3.6 Nasserism and its ProblemsVideo: 3.7 Westernisation and IslamismGraded: End of Week 3 QuizWEEK 4Saudi Arabia \u0026 The GulfThis week we will look at the Gulf Monarchies, especially at Saudi Arabia. The impact of essentially free oil income defines the social and governmental structure of this sub-region, so we will focus on the character of so-called rentier economies and their socio-political impact. These countries represent the third broad approach to modernity, namely Traditionalism, that is the notion that there is no need to change inherited socio-political structures.7 videos, 1 readingexpandReading: Readings Week 4: Saudi Arabia and The GulfVideo: 4.1 People, Place and PatternsVideo: 4.2 Ottoman and Colonial HistoryVideo: 4.3 Patrimonialism and ReligionVideo: 4.4 Rentier Economies and AdministrationVideo: 4.5 Impact of RentsVideo: 4.6 Paradoxical AllianceVideo: 4.7 Unresolved ContradictionsGraded: End of Week 4 QuizWEEK 5Iran \u0026 The ShiitesIran is the one place where the fundamentalist response to the challenge of modernity has had its longest and most thorough chance of carrying out the promise of Islamist governance. One of the main questions of the week regards the extent to which this promise has been fulfilled. In other words, whether Islamist claims to have a functioning and qualitatively better form of government have been sustainable, or whether the practical challenges of government have led to widespread popular disillusionment.7 videos, 1 readingexpandReading: Readings Week 5: Iran \u0026 The ShiitesVideo: 5.1 People, Place and PatternsVideo: 5.2 Imperial and Colonial HistoryVideo: 5.3 Constitutional Revolution and ReactionVideo: 5.4 Nationalist Revolution and ReactionVideo: 5.5 Islamic Revolution and ReactionVideo: 5.6 Khomeini's Theory of Velayat-e FaqihVideo: 5.7 Unresolved ContradictionsGraded: IRAN'S BIGGEST PROBLEMWEEK 6The Levant (Jordan, Syria, Lebanon and Iraq)This week, even more than throughout the rest of the course, we are dealing with a very topical issue: The Western military invasion of Iraq led to the destruction of its state institutions and brought about the much predicted collapse of social order in that country. In Syria we are witnessing the disintegration of state institutions, caused by internal revolt rather than external attack, but with similarly disastrous humanitarian outcomes. While Jordan has generally managed to avoid being drawn into its neighbours' internal conflicts, Lebanon's fragile political system has shown much greater exposure to neighbouring events, especially in Syria.7 videos, 1 readingexpandReading: Readings Week 6: The LevantVideo: 6.1 Taking Stock and Midway SummaryVideo: 6.2 People, Place and PatternsVideo: 6.3 French MandatesVideo: 6.4 British MandatesVideo: 6.5 Order and Fractured SocietiesVideo: 6.6 Failure of Arab SocialismVideo: 6.7 Unresolved ContradictionsGraded: End of Week 6 QuizWEEK 7Afghanistan, Pakistan and BangladeshDue to the importance of the Afghan conflict for world politics of the last decade or so, this conflict will be the main focus of this week's lectures. It is a truly interesting story, replete with exotic locales, tales of betrayal and great heroism, and more. This focus regretfully entails that the fascinating story of Bangladesh and Pakistan does not get as much attention as it deserves. 7 videos, 1 readingexpandReading: Readings Week 7: Afghanistan, Pakistan and BangladeshVideo: 7.1 People, Place and PatternsVideo: 7.2 Colonial History of British IndiaVideo: 7.3 Post-Independence: Pakistan and BangladeshVideo: 7.4 Afghanistan: Creation of the State and ‘Golden Years’Video: 7.5 Afghanistan: Jihadi GangstersVideo: 7.6 Failure of State-Building and IslamisationVideo: 7.7 Unresolved ContradictionsGraded: End of Week 7 QuizWEEK 8Malaysia \u0026 IndonesiaThis week deals with the very rich historical, ethnic, linguistic and geographic tapestry of the two archipelagic nations of Malaysia and Indonesia. Truly fascinating places and very different from the localities we have so far discussed in the course. We look at both nations before and after their independence and end with a thorough investigation of the challenges they face today. The week's material is sure to be an eye opener to many.6 videos, 1 readingexpandReading: Readings for Week 8: Malaysia and IndonesiaVideo: 8.1 People, Place and PatternsVideo: 8.2 Colonial History MalaysiaVideo: 8.3 Colonial History IndonesiaVideo: 8.4 Post-Independence MalaysiaVideo: 8.5 Post-Independence IndonesiaVideo: 8.6 Unresolved ContradictionsGraded: End of Week 8 QuizWEEK 9Sub-Saharan AfricaThis week, we will look at sub-saharan Africa and the particular challenges faced by Muslim-majority societies there. For obvious reasons, colonialism plays a very large role here and so we will return to many of the same issues already touched upon in earlier classes. But perhaps even more important is the endemic weakness of institutions. For more on those African nations that have successfully broken out of the vicious cycle of weak institutions, endemic poverty, bad governance, and domestic conflict, please see this week's readings. 6 videos, 1 readingexpandReading: Reading Week 9: Sub-Saharan AfricaVideo: 9.1 People, Place and PatternsVideo: 9.2 Colonial History Muslim AfricaVideo: 9.3 Neo-Colonial LegaciesVideo: 9.4 Weak States and InstitutionsVideo: 9.5 Post-Independence InstabilityVideo: 9.6 Fractured Constitutional BargainsGraded: PERSISTENCE OF PROBLEMSWEEK 10Conclusion and OutlookThis week, we move beyond the geographical focus as we try to tie up some of the loose ends and highlight some of the recurring issues we have studied during the past weeks together. We look at what the different countries have in common, what separates them and at the different kinds of tensions that we have found across the region. At the end of the week, you should have a good understanding of how issues in different countries relate to to each other and of the challenges that the region as a whole is facing today. 7 videos, 1 readingexpandReading: Readings Week 10: Conclusion and OutlookVideo: 10.1 Commonality and DiversityVideo: 10.2 Unity and FrictionVideo: 10.3 MinoritiesVideo: 10.4 Legal and Social RealityVideo: 10.5 Practical TensionsVideo: 10.6 Popular DissatisfactionVideo: 10.7 Good ByeGraded: End of Week 10 QuizThis week, we try to give you an overview of the themes and principles that we will focus on during the course. We look at the current state of the countries in the region and present the role of religion, the challenge of modernity and the different responses to modernity, which we will revisit thematically during the next weeks. It is highly recommend to read my article \"Contested Universalities of International Law. Islam’s Struggle with Modernity\" in this week's readings to gain a better understanding of the argument put forward throughout the course.Reading: Readings Week 1: Presenting the CourseVideo: 1.1 Welcome and IntroductionVideo: 1.2 Presenting the RegionVideo: 1.3 Early Modern HistoryVideo: 1.4 Unresolved Challenge of ModernityVideo: 1.5 Four Models of AdaptationVideo: 1.6 Indicators of Relative FailureVideo: 1.7 Role of Religion and Islamic LawThis week, we look at Turkey and at the history of the Ottoman Empire, whose legacy continues to influence many countries in the region today. Turkey occupies a special place due to its explicit constitutional and social commitment to secularism and a self-conscious emulation of the Western model. Keep the four models of adaptation in mind while watching the lectures of this week as well as the next ones.Reading: Readings week 2: Ottoman Empire and Modern TurkeyVideo: 2.1 People, Place and PatternsVideo: 2.2 Ottoman HistoryVideo: 2.3 Ottoman Reform: Tanzimat and MajallahVideo: 2.4 Creation of the RepublicVideo: 2.5 Kemalism and its ProblemsVideo: 2.6 Westernisation and IslamismThis week concerns the region where the so-called \"Arab Spring\" originated: North Africa. We will focus especially on Egypt due to its historical importance, relative size and the impact its politics have had on other Arab and Muslim countries. Following the Secularism/Emulation model exemplified by Turkey last week, this region represents the second broad approach to modernity, namely Religious Modernism/Reform.Reading: Readings Week 3: Egypt and MaghrebVideo: 3.1 People, Place and Patterns EgyptVideo: 3.2 People, Places and Patterns MaghrebVideo: 3.3 Ottoman and Colonial HistoryVideo: 3.4 IndependenceVideo: 3.5 Modernisation and ReformVideo: 3.6 Nasserism and its ProblemsVideo: 3.7 Westernisation and IslamismThis week we will look at the Gulf Monarchies, especially at Saudi Arabia. The impact of essentially free oil income defines the social and governmental structure of this sub-region, so we will focus on the character of so-called rentier economies and their socio-political impact. These countries represent the third broad approach to modernity, namely Traditionalism, that is the notion that there is no need to change inherited socio-political structures.Reading: Readings Week 4: Saudi Arabia and The GulfVideo: 4.1 People, Place and PatternsVideo: 4.2 Ottoman and Colonial HistoryVideo: 4.3 Patrimonialism and ReligionVideo: 4.4 Rentier Economies and AdministrationVideo: 4.5 Impact of RentsVideo: 4.6 Paradoxical AllianceVideo: 4.7 Unresolved ContradictionsIran is the one place where the fundamentalist response to the challenge of modernity has had its longest and most thorough chance of carrying out the promise of Islamist governance. One of the main questions of the week regards the extent to which this promise has been fulfilled. In other words, whether Islamist claims to have a functioning and qualitatively better form of government have been sustainable, or whether the practical challenges of government have led to widespread popular disillusionment.Reading: Readings Week 5: Iran \u0026 The ShiitesVideo: 5.1 People, Place and PatternsVideo: 5.2 Imperial and Colonial HistoryVideo: 5.3 Constitutional Revolution and ReactionVideo: 5.4 Nationalist Revolution and ReactionVideo: 5.5 Islamic Revolution and ReactionVideo: 5.6 Khomeini's Theory of Velayat-e FaqihVideo: 5.7 Unresolved ContradictionsThis week, even more than throughout the rest of the course, we are dealing with a very topical issue: The Western military invasion of Iraq led to the destruction of its state institutions and brought about the much predicted collapse of social order in that country. In Syria we are witnessing the disintegration of state institutions, caused by internal revolt rather than external attack, but with similarly disastrous humanitarian outcomes. While Jordan has generally managed to avoid being drawn into its neighbours' internal conflicts, Lebanon's fragile political system has shown much greater exposure to neighbouring events, especially in Syria.Reading: Readings Week 6: The LevantVideo: 6.1 Taking Stock and Midway SummaryVideo: 6.2 People, Place and PatternsVideo: 6.3 French MandatesVideo: 6.4 British MandatesVideo: 6.5 Order and Fractured SocietiesVideo: 6.6 Failure of Arab SocialismVideo: 6.7 Unresolved ContradictionsDue to the importance of the Afghan conflict for world politics of the last decade or so, this conflict will be the main focus of this week's lectures. It is a truly interesting story, replete with exotic locales, tales of betrayal and great heroism, and more. This focus regretfully entails that the fascinating story of Bangladesh and Pakistan does not get as much attention as it deserves. Reading: Readings Week 7: Afghanistan, Pakistan and BangladeshVideo: 7.1 People, Place and PatternsVideo: 7.2 Colonial History of British IndiaVideo: 7.3 Post-Independence: Pakistan and BangladeshVideo: 7.4 Afghanistan: Creation of the State and ‘Golden Years’Video: 7.5 Afghanistan: Jihadi GangstersVideo: 7.6 Failure of State-Building and IslamisationVideo: 7.7 Unresolved ContradictionsThis week deals with the very rich historical, ethnic, linguistic and geographic tapestry of the two archipelagic nations of Malaysia and Indonesia. Truly fascinating places and very different from the localities we have so far discussed in the course. We look at both nations before and after their independence and end with a thorough investigation of the challenges they face today. The week's material is sure to be an eye opener to many.Reading: Readings for Week 8: Malaysia and IndonesiaVideo: 8.1 People, Place and PatternsVideo: 8.2 Colonial History MalaysiaVideo: 8.3 Colonial History IndonesiaVideo: 8.4 Post-Independence MalaysiaVideo: 8.5 Post-Independence IndonesiaVideo: 8.6 Unresolved ContradictionsThis week, we will look at sub-saharan Africa and the particular challenges faced by Muslim-majority societies there. For obvious reasons, colonialism plays a very large role here and so we will return to many of the same issues already touched upon in earlier classes. But perhaps even more important is the endemic weakness of institutions. For more on those African nations that have successfully broken out of the vicious cycle of weak institutions, endemic poverty, bad governance, and domestic conflict, please see this week's readings. Reading: Reading Week 9: Sub-Saharan AfricaVideo: 9.1 People, Place and PatternsVideo: 9.2 Colonial History Muslim AfricaVideo: 9.3 Neo-Colonial LegaciesVideo: 9.4 Weak States and InstitutionsVideo: 9.5 Post-Independence InstabilityVideo: 9.6 Fractured Constitutional BargainsThis week, we move beyond the geographical focus as we try to tie up some of the loose ends and highlight some of the recurring issues we have studied during the past weeks together. We look at what the different countries have in common, what separates them and at the different kinds of tensions that we have found across the region. At the end of the week, you should have a good understanding of how issues in different countries relate to to each other and of the challenges that the region as a whole is facing today. Reading: Readings Week 10: Conclusion and OutlookVideo: 10.1 Commonality and DiversityVideo: 10.2 Unity and FrictionVideo: 10.3 MinoritiesVideo: 10.4 Legal and Social RealityVideo: 10.5 Practical TensionsVideo: 10.6 Popular DissatisfactionVideo: 10.7 Good ByeUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueTel Aviv UniversityThe Emergence of the Modern Middle East - Part IISciences PoGeopolitics of EuropeUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International Crimes",
    "Creator": "University of Copenhagen",
    "Level": "",
    "URL": "https://coursera.org/learn/muslim-world",
    "Language": "English, Subtitles: Spanish, French",
    "Commitment": "8-12 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Understanding Europe: Why It Matters and What It Can Offer You",
    "Description": "About this course: Regardless of where you live, the European Union not only affects your life, but may also transform it. By learning how Europe works, a new world will open up to you and \ndiscover new jobs you never heard of.\n\nThe European Union has a large, yet often unnoticed, impact on many aspects of everybody’s life. We will analyze what the EU is doing for YOU regardless of where you live. We will also look at what YOU can do for and in Europe.\n\nWhether you are traveling, eating, working, doing business, shopping, surfing the Internet or breathing, all these activities are largely shaped by the EU.  As a result no global citizen, business leader, lawmaker, lobbyist or student can effectively operate in Europe or in the world without a solid understanding of this unique laboratory of integration. \n\nWhile the EU is often depicted as a monstrous bureaucratic creature, condemned to irrelevance by the emerging economies, in 50 years it accomplished what other countries took centuries to realize. The EU remains the most accomplished experiment of economic, social and political integration in human history.\n\nGiven its inherent complexities, this Course aims at empowering you on what Europe can offer and will enable you to discover jobs and opportunities you were not aware of. Indeed, throughout the whole course, participants will be confronted with real-life examples of EU action. EU affairs professionals will share their personal EU experiences and tell us about their EU jobs. You will also be able to interact with the instructor and other participants, share your opinions, question the instructor’s assumptions and hence shape the course’s content.WEEK 1Why the European Union?Setting the scene. An overview of the EU’s impact on your daily life, taking a critical perspective on the EU’s purpose but also highlighting the opportunities it offers.9 videos, 3 readingsexpandVideo: About \"Understaning Europe\"Reading: Welcome to the courseVideo: Welcome to Understanding EuropeReading: Module ObjectivesVideo: What is Europe: different points of viewVideo: What is Europe: the birth of EuropeVideo: What is Europe: the coming of age of EuropeVideo: Why Europe: Europe impacts your LifeVideo: Why Europe: The limits of European actionVideo: Debunking some of the European mythsVideo: What is the European Paradox?Reading: To complete the course...Graded: Why The European Union?Graded: Why Europeans increasingly dislike the EU despite its positive impact?WEEK 2Who is the European Union?Putting a face on the EU. Who is it? Who are its main actors? By whom is it composed?­ You will identify who decides in Europe and learn how to interact with its main actors.12 videos, 1 readingexpandReading: Module ObjectivesVideo: The players of the EU GameVideo: An introduction to the EU institutionsVideo: EU Institutions: the European CouncilVideo: EU Institutions: the European CommissionVideo: EU Institutions: the Council of the European UnionVideo: EU Institutions: the European ParliamentVideo: EU Institutions: the Court of Justice of the European UnionVideo: EU Institutions: the European Central BankVideo: EU Institutions: the European Court of AuditorsVideo: The EU Member StatesVideo: The EU CitizensVideo: The EU Civil SocietyGraded: Who is the European Union?WEEK 3What the EU can do?Analyzing the EU’s powers. What can it do? How far can it go? In which policies is it involved? The EU’s major fields of intervention. What does the EU do for trade, agriculture and innovation?9 videos, 1 readingexpandReading: Module ObjectivesVideo: What the EU can do: introductionVideo: What the EU can do (on paper): competenceVideo: The limits of EU action: subsidiarityVideo: The limits of EU action: proportionalityVideo: What the EU can actually doVideo: A flagship of EU intervention: competitionVideo: Intellectual Property in the EU - part 1 - Basic elements of IP (Giuseppe MAZZIOTTI)Video: Intellectual Property in the EU - part 2 - Why the EU has developed policies regarding IP (Giuseppe MAZZIOTTI)Video: Intellectual Property in the EU - part 3 - Challenges for a modern IP system in the EU (Giuseppe MAZZIOTTI)Graded: What the EU can do?WEEK 4How does the EU work?The EU’s means of action. How does it work? Who does what? What are the strengths and weaknesses?14 videos, 1 readingexpandReading: Module ObjectivesVideo: Feedback on EU elections - Google Hangout live - May 28 2014Video: How the EU works: IntroductionVideo: EU policymaking: the sausage factoryVideo: Behind the scenes of policymaking: the EU Commissions's preparatory workVideo: The EU legislative processVideo: How the EU makes lawsVideo: The informal process: triloguesVideo: EU rulemaking: comitologyVideo: EU Rights (Part 1): How are EU Rights enforced (Anne-Lise Sibony)Video: EU Rights (Part 2): In Case of Doubt: Questions to the European Court of Justice (Anne-Lise Sibony)Video: EU Rights (Part 3 ): Taking Effectiveness Seriously: Class Actions (Anne-Lise Sibony)Video: EU Budget (Part 1): organisation and priorities (Richard Crowe)Video: EU Budget (Part 2): revenue and expenditure (Richard Crowe)Video: How the EU works: conclusionGraded: How does the EU work?Graded: What could be done to make the EU more democratic?WEEK 5What can the EU do for you?From freedom of movement to funding opportunities, immigration policies, establishment, level playing field through competition law, getting you a job.11 videos, 1 readingexpandReading: Module ObjectivesVideo: What can the EU do for YouVideo: The EU's Area of Freedom, Security and Justice (Elaine Fahey)Video: The Trans-European NetworksVideo: The liberalization of air travelVideo: The free movement of studentsVideo: EU Fundamental Rights (part 1): Why, When and How (Daniel Sarmiento)Video: EU Fondamental Rights (part 2): an EU Fundamental Rights Policy? (Daniel Sarmiento)Video: What can the EU do for YOU as a corporation?Video: Fundamental Values of the EU (part 1): The European Union as a Community of Values (Laurent Pech)Video: Fundamental Values of the EU (part 2): Protecting European Union Values Within the European Union (Laurent Pech)Video: What the EU do for You: final messageGraded: What can the EU do for you?WEEK 6What can you do for Europe?The initiatives and instruments fostering civic engagement in the EU (public consultations, ECIs, Ombudsman, etc). In other words, the toolbox of the empowered citizen.10 videos, 1 readingexpandReading: Module ObjectivesVideo: What YOU can do for Europe: IntroductionVideo: The European civil societyVideo: EU Citizenship - part 1 (Dimitry Kochenov)Video: EU Citizenship - part 2  (Dimitry Kochenov)Video: Public Consultations and Open PetitionsVideo: The European Citizen’s InitiativeVideo: EU Institutions listening to YouVideo: What can you do for Europe? -interviews- Video: How can Europe be better perceived? -interviews-Video: Final MessageGraded: What can you do for Europe?Graded: Final ExamA Job for All (Optional)This optional module includes interviews with people who work closely within the EU 17 videosexpandVideo: Entrepreneur, Andras BanethVideo: Research, Chiara BortoluzziVideo: EU Official, Simonetta CookVideo: NGO, Helen DerbishireVideo: Lobbyist, Sabine DittrichVideo: NGO, Doru FrantescuVideo: EU Official, Anne HoutmanVideo: Communication, Charlélie JourdanVideo: EU Official, Gérard LegrisVideo: EU Official, Robert MadelinVideo: Lobbyist, Vinciane PatelouVideo: NGO, Ronny PatzVideo: Political Staff, Axel SinghofenVideo: NGO, James ThrontonVideo: Edition / Research, Cliff WirajendiVideo: Lobbyist, Martin WittenbergVideo: Media, Jon WorthClinic Section (Optional)This is the EU Clinic section. 5 videos, 1 readingexpandReading: What is the EU Clinic?Video: TTIP - Enabling parliamentary cooperation under the Transatlantic Trade and Investment PartnershipVideo: Data Protection - Ensuring the protection of your online personal dataVideo: Lobbying Transparency - Transparency Register ReviewVideo: European Citizens' Initiative - Make it work!Video: Judicial TransparencyVideo: About \"Understaning Europe\"Reading: Welcome to the courseVideo: Welcome to Understanding EuropeReading: Module ObjectivesVideo: What is Europe: different points of viewVideo: What is Europe: the birth of EuropeVideo: What is Europe: the coming of age of EuropeVideo: Why Europe: Europe impacts your LifeVideo: Why Europe: The limits of European actionVideo: Debunking some of the European mythsVideo: What is the European Paradox?Reading: To complete the course...Reading: Module ObjectivesVideo: The players of the EU GameVideo: An introduction to the EU institutionsVideo: EU Institutions: the European CouncilVideo: EU Institutions: the European CommissionVideo: EU Institutions: the Council of the European UnionVideo: EU Institutions: the European ParliamentVideo: EU Institutions: the Court of Justice of the European UnionVideo: EU Institutions: the European Central BankVideo: EU Institutions: the European Court of AuditorsVideo: The EU Member StatesVideo: The EU CitizensVideo: The EU Civil SocietyReading: Module ObjectivesVideo: What the EU can do: introductionVideo: What the EU can do (on paper): competenceVideo: The limits of EU action: subsidiarityVideo: The limits of EU action: proportionalityVideo: What the EU can actually doVideo: A flagship of EU intervention: competitionVideo: Intellectual Property in the EU - part 1 - Basic elements of IP (Giuseppe MAZZIOTTI)Video: Intellectual Property in the EU - part 2 - Why the EU has developed policies regarding IP (Giuseppe MAZZIOTTI)Video: Intellectual Property in the EU - part 3 - Challenges for a modern IP system in the EU (Giuseppe MAZZIOTTI)Reading: Module ObjectivesVideo: Feedback on EU elections - Google Hangout live - May 28 2014Video: How the EU works: IntroductionVideo: EU policymaking: the sausage factoryVideo: Behind the scenes of policymaking: the EU Commissions's preparatory workVideo: The EU legislative processVideo: How the EU makes lawsVideo: The informal process: triloguesVideo: EU rulemaking: comitologyVideo: EU Rights (Part 1): How are EU Rights enforced (Anne-Lise Sibony)Video: EU Rights (Part 2): In Case of Doubt: Questions to the European Court of Justice (Anne-Lise Sibony)Video: EU Rights (Part 3 ): Taking Effectiveness Seriously: Class Actions (Anne-Lise Sibony)Video: EU Budget (Part 1): organisation and priorities (Richard Crowe)Video: EU Budget (Part 2): revenue and expenditure (Richard Crowe)Video: How the EU works: conclusionReading: Module ObjectivesVideo: What can the EU do for YouVideo: The EU's Area of Freedom, Security and Justice (Elaine Fahey)Video: The Trans-European NetworksVideo: The liberalization of air travelVideo: The free movement of studentsVideo: EU Fundamental Rights (part 1): Why, When and How (Daniel Sarmiento)Video: EU Fondamental Rights (part 2): an EU Fundamental Rights Policy? (Daniel Sarmiento)Video: What can the EU do for YOU as a corporation?Video: Fundamental Values of the EU (part 1): The European Union as a Community of Values (Laurent Pech)Video: Fundamental Values of the EU (part 2): Protecting European Union Values Within the European Union (Laurent Pech)Video: What the EU do for You: final messageReading: Module ObjectivesVideo: What YOU can do for Europe: IntroductionVideo: The European civil societyVideo: EU Citizenship - part 1 (Dimitry Kochenov)Video: EU Citizenship - part 2  (Dimitry Kochenov)Video: Public Consultations and Open PetitionsVideo: The European Citizen’s InitiativeVideo: EU Institutions listening to YouVideo: What can you do for Europe? -interviews- Video: How can Europe be better perceived? -interviews-Video: Final MessageVideo: Entrepreneur, Andras BanethVideo: Research, Chiara BortoluzziVideo: EU Official, Simonetta CookVideo: NGO, Helen DerbishireVideo: Lobbyist, Sabine DittrichVideo: NGO, Doru FrantescuVideo: EU Official, Anne HoutmanVideo: Communication, Charlélie JourdanVideo: EU Official, Gérard LegrisVideo: EU Official, Robert MadelinVideo: Lobbyist, Vinciane PatelouVideo: NGO, Ronny PatzVideo: Political Staff, Axel SinghofenVideo: NGO, James ThrontonVideo: Edition / Research, Cliff WirajendiVideo: Lobbyist, Martin WittenbergVideo: Media, Jon WorthReading: What is the EU Clinic?Video: TTIP - Enabling parliamentary cooperation under the Transatlantic Trade and Investment PartnershipVideo: Data Protection - Ensuring the protection of your online personal dataVideo: Lobbying Transparency - Transparency Register ReviewVideo: European Citizens' Initiative - Make it work!Video: Judicial TransparencyUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldSciences PoGeopolitics of EuropeUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenPolitical Economy of Institutions and DevelopmentUniversity of CopenhagenConstitutional Struggles in the Muslim World",
    "Creator": "HEC Paris",
    "Level": "",
    "URL": "https://coursera.org/learn/europe",
    "Language": "English, Subtitles: French",
    "Commitment": "2-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Revolutionary Ideas: Utility, Justice, Equality, Freedom",
    "Description": "About this course: What is the purpose of government?  Why should we have a State?  What kind of State should we have?\n\nEven within a political community, there may be sharp disagreements about the role and purpose of government.  Some want an active, involved government, seeing legal and political institutions as the means to solve our most pressing problems, and to help bring about peace, equality, justice, happiness, and to protect individual liberty.  Others want a more minimal government, motivated, perhaps, by some of the disastrous political experiments of the 20th Century, and the thought that political power is often just a step away from tyranny.  In many cases, these disagreements arise out of deep philosophical disagreements. \n\nAll political and legal institutions are built on foundational ideas.  In this course, we will explore those ideas, taking the political institutions and political systems around us not as fixed and unquestionable, but as things to evaluate and, if necessary, to change.  We will consider the ideas and arguments of some of the world’s most celebrated philosophers, including historical thinkers such as Plato, Aristotle, Thomas Hobbes, John Locke, Immanuel Kant, Mary Wollstonecraft, and John Stuart Mill; and more contemporary theorists such as Elizabeth Anderson, Isaiah Berlin, Thomas Christiano, Frantz Fanon, Amy Gutmann, Friedrich Hayek, Robert Nozick, Martha Nussbaum, Julius Nyerere, Ayn Rand, John Rawls, Peter Singer, and Kok-Chor Tan. \n\nThe aim of the course is not to convince you of the correctness of any particular view or political position, but to provide you with a deeper and more philosophically-informed basis for your own views, and, perhaps, to help you better understand the views of those with whom you disagree.WEEK 1Unit 1: Introduction to Part I of the CourseAn introduction to Part I of the course and to some of the fundamental problems in legal and political philosophy.  4 videos, 4 readingsexpandVideo: Introduction to Part 1Материал для самостоятельного изучения: SyllabusМатериал для самостоятельного изучения: NetworksМатериал для самостоятельного изучения: GradingМатериал для самостоятельного изучения: Argumentative ReflectionsVideo: Lecture 1.1: Political Institutions \u0026 Starting PositionsVideo: Lecture 1.2: Peace \u0026 Problem Solving Video: Lecture 1.3: Choice Points in Designing a State Graded: IntroductionWEEK 2Unit 2: Happiness and WelfareWhy should we have a State?  This unit examines answers that focus on the role for legal and political institutions in promoting happiness, peace, stability, and human flourishing.12 videos, 7 readingsexpandМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.0: Introduction to Happiness \u0026 Utility Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.1.0: Happiness, Thomas Hobbes \u0026 the State of Nature Video: Lecture 2.1.1: Happiness, Thomas Hobbes \u0026 Escaping the State of NatureМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.2: Happiness, Welfare \u0026 the Scope of the StateМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.3.0: Happiness, John Stuart Mill \u0026 the Harm Principle Video: Lecture 2.3.1: Happiness \u0026 the Harm Principle Video: Lecture 2.4: A More Constructive Role for the State in Promoting HappinessМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.5: Promoting Happiness: Collective Action Problems, Public Goods, and Free Riding Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.6.0: Promoting Happiness: The Epistemic Power of the State Video: Lecture 2.6.1: Promoting Happiness: The Epistemic Power of Deliberation Video: Lecture 2.6.2: Promoting Happiness: The Epistemic Power of Large Numbers Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.7: Promoting Happiness: Law \u0026 Development Graded: Happiness and WelfareGraded: First Argumentative Reflection AssignmentWEEK 3Unit 3: JusticeWhy should we have a State?  This unit examines answers that focus on the State’s role in bringing about justice, introducing and analyzing four different views of justice.9 videos, 3 readingsexpandVideo: Lecture 3.0: Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.1.0: Distributive Justice \u0026 Utilitarianism Video: Lecture 3.1.1: Distributive Justice: Problems with Utilitarianism Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.2.0: Justice: The Capabilities Approach Video: Lecture 3.2.1: Justice: The Ten Central Human CapabilitiesVideo: Lecture 3.3: Justice: Nozick's Entitlement Theory Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.4.0: Justice: Rawls's Theory of JusticeVideo: Lecture 3.4.1: Justice: Rawls \u0026 The Original PositionVideo: Lecture 3.4.2: Justice: Rawls \u0026 The Two Principles of Justice Graded: JusticeGraded: Second Argumentative Reflection AssignmentWEEK 4Unit 4: EqualityWhy should we have a State?  This unit examines answers that focus on the importance of equality.  It introduces and analyzes views of equality as a constraint, and views of equality as a societal or political objective.5 videos, 3 readingsexpandVideo: Lecture 4.0: Equality: An Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.1.0: Equality as a Constraint: Legal \u0026 Political Equality Video: Lecture 4.1.1: Equality as a Constraint: Re-Examining Political Equality Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.2: Equality as an Objective: Introduction to Egalitarianism Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.3: Equality: Connections Between Material \u0026 Political Equality Graded: EqualityWEEK 5Unit 5: FreedomWhy should we have a State?  This unit examines answers that focus on the importance of freedom, including discussion of the way in which the State can be a threat to freedom, and the way in which the State can promote or protect our freedom.10 videos, 3 readingsexpandМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.0: Freedom \u0026 Autonomy: An Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.1.0: Freedom \u0026 Autonomy: Positive \u0026 Negative FreedomVideo: Lecture 5.1.1: Positive \u0026 Negative Freedom \u0026 The Role of the StateМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.2: Freedom \u0026 Autonomy: Individual \u0026 Community Freedom Video: Concluding Part I, Introducing Part IIVideo: Roundtable Discussion: Question 1Video: Roundtable Discussion: Question 2Video: Roundtable Discussion: Question 3Video: Roundtable Discussion: Question 4Video: Reflections on Revolutionary Ideas: A Question \u0026 Answer Session with Prof. GuerreroGraded: FreedomGraded: Third Argumentative Reflection AssignmentVideo: Introduction to Part 1Материал для самостоятельного изучения: SyllabusМатериал для самостоятельного изучения: NetworksМатериал для самостоятельного изучения: GradingМатериал для самостоятельного изучения: Argumentative ReflectionsVideo: Lecture 1.1: Political Institutions \u0026 Starting PositionsVideo: Lecture 1.2: Peace \u0026 Problem Solving Video: Lecture 1.3: Choice Points in Designing a State Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.0: Introduction to Happiness \u0026 Utility Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.1.0: Happiness, Thomas Hobbes \u0026 the State of Nature Video: Lecture 2.1.1: Happiness, Thomas Hobbes \u0026 Escaping the State of NatureМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.2: Happiness, Welfare \u0026 the Scope of the StateМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.3.0: Happiness, John Stuart Mill \u0026 the Harm Principle Video: Lecture 2.3.1: Happiness \u0026 the Harm Principle Video: Lecture 2.4: A More Constructive Role for the State in Promoting HappinessМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.5: Promoting Happiness: Collective Action Problems, Public Goods, and Free Riding Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.6.0: Promoting Happiness: The Epistemic Power of the State Video: Lecture 2.6.1: Promoting Happiness: The Epistemic Power of Deliberation Video: Lecture 2.6.2: Promoting Happiness: The Epistemic Power of Large Numbers Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 2.7: Promoting Happiness: Law \u0026 Development Video: Lecture 3.0: Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.1.0: Distributive Justice \u0026 Utilitarianism Video: Lecture 3.1.1: Distributive Justice: Problems with Utilitarianism Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.2.0: Justice: The Capabilities Approach Video: Lecture 3.2.1: Justice: The Ten Central Human CapabilitiesVideo: Lecture 3.3: Justice: Nozick's Entitlement Theory Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 3.4.0: Justice: Rawls's Theory of JusticeVideo: Lecture 3.4.1: Justice: Rawls \u0026 The Original PositionVideo: Lecture 3.4.2: Justice: Rawls \u0026 The Two Principles of Justice Video: Lecture 4.0: Equality: An Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.1.0: Equality as a Constraint: Legal \u0026 Political Equality Video: Lecture 4.1.1: Equality as a Constraint: Re-Examining Political Equality Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.2: Equality as an Objective: Introduction to Egalitarianism Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 4.3: Equality: Connections Between Material \u0026 Political Equality Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.0: Freedom \u0026 Autonomy: An Introduction Материал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.1.0: Freedom \u0026 Autonomy: Positive \u0026 Negative FreedomVideo: Lecture 5.1.1: Positive \u0026 Negative Freedom \u0026 The Role of the StateМатериал для самостоятельного изучения: Relevant ReadingsVideo: Lecture 5.2: Freedom \u0026 Autonomy: Individual \u0026 Community Freedom Video: Concluding Part I, Introducing Part IIVideo: Roundtable Discussion: Question 1Video: Roundtable Discussion: Question 2Video: Roundtable Discussion: Question 3Video: Roundtable Discussion: Question 4Video: Reflections on Revolutionary Ideas: A Question \u0026 Answer Session with Prof. GuerreroUniversity of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, PrisonsYale UniversityMoral Foundations of Politics Universiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueYale UniversityAmerica's Unwritten ConstitutionUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International Crimes",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/political-philosophy",
    "Language": "English",
    "Commitment": "20 hours of videos and quizzes",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Climate Change Mitigation in Developing Countries",
    "Description": "About this course: This course challenges you to consider how one might lift societies out of poverty while also mitigating greenhouse gas emissions. We explore the inherent complexity of developing country governments wanting to grow their economies in a climate friendly way. You will be introduced to an approach with which to address this challenge. The approach consists of a facilitated process whereby academic researchers and high-level influential actors within society co-produce knowledge. You will track this process in four Latin American countries - Brazil, Chile, Colombia, Peru, and South Africa. You will hear from various professionals about their contexts and the different challenges and opportunities the process includes.\n\nThis course will cover topics such as facilitation process techniques, energy modeling, scenario building, innovation and policy making. You will have the opportunity to respond to these topics with ideas and reflection from your own context. Whether you are a climate change practitioner, work in development or are simply curious about how climate mitigation is understood, this course will give you insights into the complexity of how countries from the South pursue development goals while addressing climate mitigation.\n\nThe course is free to enroll and take. You will be offered the option of purchasing a certificate of completion, which you become eligible for if you successfully complete the course requirements.  This can be an excellent way of staying motivated!  Financial Aid is also available.WEEK 1Complexity of climate change mitigationClimate change and development both involve many complex problems. Each are 'wicked' problems, meaning they defy easy solutions. Tackling both development and climate change together is a 'super-wicked' problem.   But we must start by taking a first step to responding to this 'super-wicked' problem. To do this we’ll share our experiments drawing particularly on the MAPS community, which includes Brazil, Chile, Colombia, Peru and South Africa. 6 videos, 4 readings, 1 practice quizexpandVideo: Introduction to climate mitigationLeyendo: Meet your instructorsLeyendo: How this course worksCuadro de aviso de la discusión: Introduce yourselfVideo: Complexity of climate change and developmentVideo: Climate change - a super wicked problemVideo: Our theory of changeLeyendo: What is the MAPS programme?Video: MAPS 101: the MAPS approachLeyendo: Week 1: ResourcesVideo: Reflection and what's nextCuestionario de práctica: Week 1 Practice QuizCuadro de aviso de la discusión: Week 1: your questions on super wicked problemsGraded: Week 1 writing task: Complex problemsWEEK 2Mandating and co-production of knowledgeOur approach to mitigation and development is essentially a process that spurs change within a system. The premise is that change happens through co-production of knowledge, which in turn encourages action by actors in a system. We ask the question: what is the best way to start such an intervention? What could the intervention look like? What are the options for the process design? This week we review the role a Scenario Building Team has to play in supporting knowledge generation.8 videos, 1 reading, 1 practice quizexpandVideo: Introduction: change though co-production of knowledgeCuadro de aviso de la discusión: Change and how it happensVideo: Motivating change agents in a systemVideo: Designing the scenario building processVideo: Building scenarios for mitigating climate changeVideo: Process design in BrazilVideo: Using the Chaordic Stepping Stones processVideo: ReflectionLeyendo: Week 2: ResourcesVideo: What's nextCuestionario de práctica: Week 2 Practice QuizGraded: Week 2 Graded QuizWEEK 3Mitigation action research and modellingKnowledge generated through research can effect change. We describe the models and tools that are available to support the generation of this knowledge. Apart from knowledge related to greenhouse gas mitigation and the costs thereof, we are interested in the positive and negative developmental impacts of moving to a low carbon economy.  Emissions and costs are relatively easy to quantify but developmental impacts are less easily quantified. This week, we explore how this challenge can be addressed. 8 videos, 1 reading, 1 practice quizexpandVideo: IntroductionCuadro de aviso de la discusión: Seeking and producing research Video: Types of modelsVideo: Model selection and sourcing of dataVideo: Communicating the model outputsVideo: Who does the modelling?Video: Building development pathways in PeruVideo: ReflectionLeyendo: Week 3: ResourcesVideo: What's nextCuestionario de práctica: Week 3 Practice QuizCuadro de aviso de la discusión: Week 3: your questions on research and modellingGraded: Week 3 writing task: ModelsWEEK 4Minding the mitigation gapWhat happens when your best efforts are not good enough? We will look at the ‘gaps’ between where we would like to be and where we are.The direction emission trends are headed is a function of everything put into the model (such as population, growth and GDP, and technology). Yet what is required by science is driven by considerations such as how we need to reduce emissions to keep temperature rises below two degrees. This week, in exploring some of the potential reasons for this gap we consider technical reasons and other pushbacks, like vested-interests, political or inherent human behaviour.9 videos, 2 readings, 1 practice quizexpandVideo: Introduction: mind the gapCuadro de aviso de la discusión: Learning from setbacks and failureVideo: Defining the mitigation gap: global carbon budgetVideo: Developing national required-by-science and equity scenariosVideo: Realising the mitigation gap scenario resultsLeyendo: Technical and political examplesVideo: Reasons for the gap: technical perspectiveVideo: Reasons for the gap: political perspective (part 1)Video: Reasons for the gap: political perspective (part 2)Video: Reflection: learning from failuresLeyendo: Week 4: ResourcesVideo: What's next?Cuadro de aviso de la discusión: Week 4: your questions on the mitigation gapCuestionario de práctica: Week 4 Practice QuizGraded: Week 4 Graded QuizWEEK 5Responding to mitigation challengesThere are limitations within our existing toolsets and ways of thinking how we might address the mitigation gap. We need to look more closely at the interface of economic and development pathways and to question the way in which climate change mitigation professionals are approaching this huge and complex climate and development problem. Responses to these challenges include linking of economic and mitigation model to better understand the interconnectedness of mitigation policies and economic development, and involves out-of-the-box thinking when imagining climate and development solutions of the future. This week we hope to inspire innovations and responses to challenges in the climate mitigation and development community.8 videos, 3 readings, 1 practice quizexpandVideo: Introduction: responding to mitigation challengesCuadro de aviso de la discusión: Thinking and innovatingLeyendo: Technical and systemic approachesVideo: Improving toolsVideo: Looking at scienceLeyendo: Responses at local and project levelsVideo: New perspectivesVideo: Looking to the futureVideo: The next generationVideo: ReflectionLeyendo: Week 5: ResourcesVideo: What's next?Cuestionario de práctica: Week 5 Practice QuizCuadro de aviso de la discusión: Week 5: your questions on responding to mitigation challengesGraded: Week 5 writing task: InnovationsWEEK 6Bridges to domestic and international policyThis is the final module and it tells the story of how we have moved to the end of the scenario building process, and what the impacts of this approach are. This week we speak of two bridges: the bridge between knowledge and domestic policy, and domestic policy and international contributions. 11 videos, 3 readings, 1 practice quizexpandVideo: Introduction: MAPS impacts on public policyCuadro de aviso de la discusión: Developing a climate mitigation policyLeyendo: Bridge from knowledge to domestic policy examplesVideo: Bridge from knowledge to domestic policyVideo: Knowledge on socio-economic implications of mitigationVideo: Example on how MAPS Chile results were used for local pollutants domestic policyLeyendo: Bridge from domestic policy to international contributions examplesVideo: Sectoral mitigation action plan in ColombiaVideo: Use of evidence in the Colombian sectorial mitigation plansVideo: Bridge from domestic policy to international contributionsVideo: MAPS Chile informing the INDCVideo: Climate Change Mitigation discussion with HaraldVideo: ReflectionLeyendo: Week 6: ResourcesCuadro de aviso de la discusión: Sharing your written assignmentsCuestionario de práctica: Week 6 Practice QuizVideo: Course ConclusionGraded: Final examGraded: Honors writing task: PoliciesClimate change and development both involve many complex problems. Each are 'wicked' problems, meaning they defy easy solutions. Tackling both development and climate change together is a 'super-wicked' problem.   But we must start by taking a first step to responding to this 'super-wicked' problem. To do this we’ll share our experiments drawing particularly on the MAPS community, which includes Brazil, Chile, Colombia, Peru and South Africa. Video: Introduction to climate mitigationLeyendo: Meet your instructorsLeyendo: How this course worksCuadro de aviso de la discusión: Introduce yourselfVideo: Complexity of climate change and developmentVideo: Climate change - a super wicked problemVideo: Our theory of changeLeyendo: What is the MAPS programme?Video: MAPS 101: the MAPS approachLeyendo: Week 1: ResourcesVideo: Reflection and what's nextCuestionario de práctica: Week 1 Practice QuizCuadro de aviso de la discusión: Week 1: your questions on super wicked problemsOur approach to mitigation and development is essentially a process that spurs change within a system. The premise is that change happens through co-production of knowledge, which in turn encourages action by actors in a system. We ask the question: what is the best way to start such an intervention? What could the intervention look like? What are the options for the process design? This week we review the role a Scenario Building Team has to play in supporting knowledge generation.Video: Introduction: change though co-production of knowledgeCuadro de aviso de la discusión: Change and how it happensVideo: Motivating change agents in a systemVideo: Designing the scenario building processVideo: Building scenarios for mitigating climate changeVideo: Process design in BrazilVideo: Using the Chaordic Stepping Stones processVideo: ReflectionLeyendo: Week 2: ResourcesVideo: What's nextCuestionario de práctica: Week 2 Practice QuizKnowledge generated through research can effect change. We describe the models and tools that are available to support the generation of this knowledge. Apart from knowledge related to greenhouse gas mitigation and the costs thereof, we are interested in the positive and negative developmental impacts of moving to a low carbon economy.  Emissions and costs are relatively easy to quantify but developmental impacts are less easily quantified. This week, we explore how this challenge can be addressed. Video: IntroductionCuadro de aviso de la discusión: Seeking and producing research Video: Types of modelsVideo: Model selection and sourcing of dataVideo: Communicating the model outputsVideo: Who does the modelling?Video: Building development pathways in PeruVideo: ReflectionLeyendo: Week 3: ResourcesVideo: What's nextCuestionario de práctica: Week 3 Practice QuizCuadro de aviso de la discusión: Week 3: your questions on research and modellingWhat happens when your best efforts are not good enough? We will look at the ‘gaps’ between where we would like to be and where we are.The direction emission trends are headed is a function of everything put into the model (such as population, growth and GDP, and technology). Yet what is required by science is driven by considerations such as how we need to reduce emissions to keep temperature rises below two degrees. This week, in exploring some of the potential reasons for this gap we consider technical reasons and other pushbacks, like vested-interests, political or inherent human behaviour.Video: Introduction: mind the gapCuadro de aviso de la discusión: Learning from setbacks and failureVideo: Defining the mitigation gap: global carbon budgetVideo: Developing national required-by-science and equity scenariosVideo: Realising the mitigation gap scenario resultsLeyendo: Technical and political examplesVideo: Reasons for the gap: technical perspectiveVideo: Reasons for the gap: political perspective (part 1)Video: Reasons for the gap: political perspective (part 2)Video: Reflection: learning from failuresLeyendo: Week 4: ResourcesVideo: What's next?Cuadro de aviso de la discusión: Week 4: your questions on the mitigation gapCuestionario de práctica: Week 4 Practice QuizThere are limitations within our existing toolsets and ways of thinking how we might address the mitigation gap. We need to look more closely at the interface of economic and development pathways and to question the way in which climate change mitigation professionals are approaching this huge and complex climate and development problem. Responses to these challenges include linking of economic and mitigation model to better understand the interconnectedness of mitigation policies and economic development, and involves out-of-the-box thinking when imagining climate and development solutions of the future. This week we hope to inspire innovations and responses to challenges in the climate mitigation and development community.Video: Introduction: responding to mitigation challengesCuadro de aviso de la discusión: Thinking and innovatingLeyendo: Technical and systemic approachesVideo: Improving toolsVideo: Looking at scienceLeyendo: Responses at local and project levelsVideo: New perspectivesVideo: Looking to the futureVideo: The next generationVideo: ReflectionLeyendo: Week 5: ResourcesVideo: What's next?Cuestionario de práctica: Week 5 Practice QuizCuadro de aviso de la discusión: Week 5: your questions on responding to mitigation challengesThis is the final module and it tells the story of how we have moved to the end of the scenario building process, and what the impacts of this approach are. This week we speak of two bridges: the bridge between knowledge and domestic policy, and domestic policy and international contributions. Video: Introduction: MAPS impacts on public policyCuadro de aviso de la discusión: Developing a climate mitigation policyLeyendo: Bridge from knowledge to domestic policy examplesVideo: Bridge from knowledge to domestic policyVideo: Knowledge on socio-economic implications of mitigationVideo: Example on how MAPS Chile results were used for local pollutants domestic policyLeyendo: Bridge from domestic policy to international contributions examplesVideo: Sectoral mitigation action plan in ColombiaVideo: Use of evidence in the Colombian sectorial mitigation plansVideo: Bridge from domestic policy to international contributionsVideo: MAPS Chile informing the INDCVideo: Climate Change Mitigation discussion with HaraldVideo: ReflectionLeyendo: Week 6: ResourcesCuadro de aviso de la discusión: Sharing your written assignmentsCuestionario de práctica: Week 6 Practice QuizVideo: Course ConclusionLund UniversityGreening the Economy: Sustainable CitiesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementLund UniversityGreening the Economy: Lessons from ScandinaviaÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "University of Cape Town",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/climate-change-mitigation",
    "Language": "English",
    "Commitment": "6 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Identifying Social Entrepreneurship Opportunities",
    "Description": "About this course: This Course will clarify the definition and meaning of Social Entrepreneurship and will focus on the need to learn about the source and root of a social problem. You will be introduced to different perspectives about Social Entrepreneurship and you will learn about complementary and opportunistic assets which will help you to detect an opportunity and develop an idea of how to create a business for social change. \n\nFrom a practical perspective you will be asked to initiate a team formation process and start to think about a problem topic that you want to address with your social venture in the future. You will work in a team to research this topic and will gradually start to think about a particular opportunity and identify a purpose for your social venture project.WEEK 1Introduction to the CourseWelcome to the first Module of Course 1! In this first Module you will receive an administrative introduction to the general structure of the Specialization and learn how you can manage the courses successfully. Content-wise we will, first, address the definition and meaning of Social Entrepreneurship. Second we will focus on the need to learn about the source and root of a social problem and highlight the importance to deal with this prior to thinking about solutions. 6 videos, 2 readingsexpandVideo: Introduction to Course IDiscussion Prompt: Start Group FormationVideo: An Idea about Social Innovation | Johanna MairVideo: Introduction to Course StructureVideo: Understand a Social Problem | Ester BarinagaVideo: Required Peer Review Assignment \u0026 Optional Case AssignmentVideo: Instructions for Peer Review AssignmentReading: From Third Sector to Social Enterprise: A European Research Trajectory | Defourny 2014Reading: Building social capital for societal entrepreneurship. | Westlund \u0026 Gawell 2010Graded: Definition of Social EntrepreneurshipWEEK 2Definition of Social EntrepreneurshipWelcome to Week 2. The second Module will introduce you to different perspectives about Social Entrepreneurship. You will be asked to initiate your team formation process and select a problem topic that you want to address with your social venture in the future. 10 videos, 3 readingsexpandVideo: Definition of Social EntrepreneurshipVideo: Social Entrepreneurship from a UK Perspective | Alan BarrellVideo: The EMES Network Approach | Roger SpearVideo: The New Jersey Social Innovation Institute | Jeffrey RobinsonVideo: The 7-Day-ChallengeReading: Instructions for the 7-Day-ChallengeVideo: Optional Case Assignment: Ashoka \u0026 UnLtdVideo: Interview with Ashoka ScandinaviaVideo: Interview with CEO of UnLtd | Cliff PriorVideo: Ashoka Information VideoVideo: UnLtd Information VideoDiscussion Prompt: Compare Ashoka and UnLtd (Optional Case Assignment)Reading: Social entrepreneurship: The case for definition | Martin \u0026 Osberg 2007 | Stanford social innovation reviewReading: Social entrepreneurship: A critical review of the concept. | Peredo \u0026 McLean 2006Graded: Document your 7-Day-ChallengeWEEK 3Who is a Social EntrepreneurWith Module 3 you have reached halftime of Course 1. Congratulations! This Module will answer the question what it takes people to become Entrepreneurs. In addition you will be introduced to the concept of a Community Enterprise. Your personal challenge will be to define your future role within your project team and to think about how to find opportunities to address social problems. 7 videos, 6 readingsexpandVideo: Who is a Social Entrepreneur?Discussion Prompt: Upload 7-Day Challenge Campaign LinkReading: Social entrepreneurship: How intentions to create a social venture are formed. | Mair \u0026 Noboa 2003Reading: The process of social entrepreneurship: creating opportunities worthy of serious pursuit. | Guclu, Dees \u0026 Anderson 2002Video: Who is a Social Entrepreneur? | Sudhanshu RaiVideo: What is a Community Enterprise | Helen HaughVideo: Start to discuss Solutions to your identified ProblemVideo: Begin Rating \u0026 Selecting IdeasVideo: Peer-evaluation Assignment \u0026 Optional Case AssignmentReading: Specialists in a World of Generalists  | Robert AustinVideo: Case | The Story of SpecialisterneDiscussion Prompt: Transfer Specialisterne Case to one of 4 Beneficiary GroupsReading: \"Who Is An Entrepreneur\" is the Wrong Question | Gartner 1988Reading: The multiple faces of social entrepreneurship: A review of definitional issues based on geographical and thematic criteria | Bacq \u0026 Janssen 2011Reading: The duality of social enterprise: A framework for social action | Massetti 2012Graded: Reflect on Yourself...WEEK 4How to Identify an OpportunityIn Module 4 you will be introduced to opportunity identification. You will learn how to recognize complementary and antagonistic assets and turn them into opportunities. You will also be confronted with failures that other ventures experienced in order to prepare yourself for potential challenges for your own establishing your own social venture. By the end of the Module you will be encouraged to start thinking about possible income models. 6 videos, 6 readingsexpandVideo: How to Identify an OpportunityReading: How Social Enterprises Deal with Antagonistic Assets | Hockerts 2014Reading: Social Entrepreneurship in Rural India: A Small Step Towards Institutional Change | Ganly \u0026 Mair 2009Video: Opportunity Identification at the Example of Gram Vikas | Johanna MairVideo: The Example of Grameen Veolia | Anirudh AgrawalVideo: Instructions for Your Peer-Review Assignment and Optional Case AssignmentReading: 3 Types of Income Models for Social EntrepreneurshipVideo: Interview with the founder of MyC4 (Autumn 2014)Video: Interview with the founder of MyC4 (Spring 2015)Discussion Prompt: Your Advice for the CEO of MyC4Reading: How opportunities develop in social entrepreneurship. Entrepreneurship theory and practice | Corner \u0026 Ho 2010Reading: Building Social Business Models: Lessons from the Grameen Experience | Yunus, Moingeon \u0026 Lehmann-Ortega 2010Reading: Business Models as Models | Baden-Fuller \u0026 Morgan 2010Graded: Identify an Opportunity for Your Social Venture. WEEK 5Earned Income CreationWelcome to the last Module of this course! We hope you have enjoyed the course so far and made a progress in becoming a Social Entrepreneur. In this 5th Module we will delve deeper into different financial sturctures for social ventures. Furthermore you will discuss what it means to transfer a concept to  a different context by reference to Microfinance. Finally you will be able to design a revenue strategy for your social venture. 3 videos, 2 readingsexpandVideo: Creating a Business ModelVideo: Replicating Microfinance in a Developed Country | Ester BarinagaVideo: Instructions for Your Peer-Review AssignmentReading: In microfinance, clients must come first. | Datar, Epstein \u0026 Yuthas 2008Reading: The economics of microfinance. | Armendáriz \u0026 Morduch 2010Graded: Map the Expected Earned Income Streams for your VentureWelcome to the first Module of Course 1! In this first Module you will receive an administrative introduction to the general structure of the Specialization and learn how you can manage the courses successfully. Content-wise we will, first, address the definition and meaning of Social Entrepreneurship. Second we will focus on the need to learn about the source and root of a social problem and highlight the importance to deal with this prior to thinking about solutions. Video: Introduction to Course IDiscussion Prompt: Start Group FormationVideo: An Idea about Social Innovation | Johanna MairVideo: Introduction to Course StructureVideo: Understand a Social Problem | Ester BarinagaVideo: Required Peer Review Assignment \u0026 Optional Case AssignmentVideo: Instructions for Peer Review AssignmentReading: From Third Sector to Social Enterprise: A European Research Trajectory | Defourny 2014Reading: Building social capital for societal entrepreneurship. | Westlund \u0026 Gawell 2010Welcome to Week 2. The second Module will introduce you to different perspectives about Social Entrepreneurship. You will be asked to initiate your team formation process and select a problem topic that you want to address with your social venture in the future. Video: Definition of Social EntrepreneurshipVideo: Social Entrepreneurship from a UK Perspective | Alan BarrellVideo: The EMES Network Approach | Roger SpearVideo: The New Jersey Social Innovation Institute | Jeffrey RobinsonVideo: The 7-Day-ChallengeReading: Instructions for the 7-Day-ChallengeVideo: Optional Case Assignment: Ashoka \u0026 UnLtdVideo: Interview with Ashoka ScandinaviaVideo: Interview with CEO of UnLtd | Cliff PriorVideo: Ashoka Information VideoVideo: UnLtd Information VideoDiscussion Prompt: Compare Ashoka and UnLtd (Optional Case Assignment)Reading: Social entrepreneurship: The case for definition | Martin \u0026 Osberg 2007 | Stanford social innovation reviewReading: Social entrepreneurship: A critical review of the concept. | Peredo \u0026 McLean 2006With Module 3 you have reached halftime of Course 1. Congratulations! This Module will answer the question what it takes people to become Entrepreneurs. In addition you will be introduced to the concept of a Community Enterprise. Your personal challenge will be to define your future role within your project team and to think about how to find opportunities to address social problems. Video: Who is a Social Entrepreneur?Discussion Prompt: Upload 7-Day Challenge Campaign LinkReading: Social entrepreneurship: How intentions to create a social venture are formed. | Mair \u0026 Noboa 2003Reading: The process of social entrepreneurship: creating opportunities worthy of serious pursuit. | Guclu, Dees \u0026 Anderson 2002Video: Who is a Social Entrepreneur? | Sudhanshu RaiVideo: What is a Community Enterprise | Helen HaughVideo: Start to discuss Solutions to your identified ProblemVideo: Begin Rating \u0026 Selecting IdeasVideo: Peer-evaluation Assignment \u0026 Optional Case AssignmentReading: Specialists in a World of Generalists  | Robert AustinVideo: Case | The Story of SpecialisterneDiscussion Prompt: Transfer Specialisterne Case to one of 4 Beneficiary GroupsReading: \"Who Is An Entrepreneur\" is the Wrong Question | Gartner 1988Reading: The multiple faces of social entrepreneurship: A review of definitional issues based on geographical and thematic criteria | Bacq \u0026 Janssen 2011Reading: The duality of social enterprise: A framework for social action | Massetti 2012In Module 4 you will be introduced to opportunity identification. You will learn how to recognize complementary and antagonistic assets and turn them into opportunities. You will also be confronted with failures that other ventures experienced in order to prepare yourself for potential challenges for your own establishing your own social venture. By the end of the Module you will be encouraged to start thinking about possible income models. Video: How to Identify an OpportunityReading: How Social Enterprises Deal with Antagonistic Assets | Hockerts 2014Reading: Social Entrepreneurship in Rural India: A Small Step Towards Institutional Change | Ganly \u0026 Mair 2009Video: Opportunity Identification at the Example of Gram Vikas | Johanna MairVideo: The Example of Grameen Veolia | Anirudh AgrawalVideo: Instructions for Your Peer-Review Assignment and Optional Case AssignmentReading: 3 Types of Income Models for Social EntrepreneurshipVideo: Interview with the founder of MyC4 (Autumn 2014)Video: Interview with the founder of MyC4 (Spring 2015)Discussion Prompt: Your Advice for the CEO of MyC4Reading: How opportunities develop in social entrepreneurship. Entrepreneurship theory and practice | Corner \u0026 Ho 2010Reading: Building Social Business Models: Lessons from the Grameen Experience | Yunus, Moingeon \u0026 Lehmann-Ortega 2010Reading: Business Models as Models | Baden-Fuller \u0026 Morgan 2010Welcome to the last Module of this course! We hope you have enjoyed the course so far and made a progress in becoming a Social Entrepreneur. In this 5th Module we will delve deeper into different financial sturctures for social ventures. Furthermore you will discuss what it means to transfer a concept to  a different context by reference to Microfinance. Finally you will be able to design a revenue strategy for your social venture. Video: Creating a Business ModelVideo: Replicating Microfinance in a Developed Country | Ester BarinagaVideo: Instructions for Your Peer-Review AssignmentReading: In microfinance, clients must come first. | Datar, Epstein \u0026 Yuthas 2008Reading: The economics of microfinance. | Armendáriz \u0026 Morduch 2010Copenhagen Business SchoolSocial Business Model and Planning for Social InnovationUniversity of Maryland, College ParkCrafting Strategies for Innovation Initiatives for Corporate EntrepreneursCopenhagen Business SchoolUnleashing the Impact of your Social EnterpriseUniversity of Maryland, College ParkFinancing and Profiting from Innovation for Corporate EntrepreneursUniversity of Maryland, College ParkMaster Class for Corporate Entrepreneurs",
    "Creator": "Copenhagen Business School",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/social-entrepreneurship-opportunities",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Water Resources Management and Policy",
    "Description": "About this course: Water management today is faced with new challenges such as climate change or the effects of human activity. Public and private stakeholders who are active in this field must develop new ways to better manage the water cycle \"as a whole\".\n\nThe objective of this MOOC is to develop an understanding of the problems related to water management. Firstly, this course will define a resource and, more specifically, the resource of water. It will look at how water is used and the activities associated with it as well as any potential conflicts. The course will look at water management in detail through the analysis of the different types of rights and obligations associated with, for example, the development of a multi-sectorial regulation system or a watershed management approach.\n\nBy the end of this course, our aim is to enable you to:\n1) Identify the main issues and strategies linked to water resource management\n2) Acquire the key reading material needed to understand the many variables (environmental, institutional and political) which affect water and which, in terms of management, may require adjustment.\n\nThis course was developed by the Geneva Water Hub. Alongside researchers from the University of Geneva from a range of faculties, researchers from other universities and research centres will be involved in this course. Practitioners who deal daily with the political dimension of water management will also input into the course.\n\nThis MOOC is designed for all those interested in the water sector. Prior training is not necessary to follow our program. The findings presented in this course can be easily reapplied to different contexts and to different scales of analysis.\n\nThis MOOC is supported by the Geneva Water Hub and the University of Geneva along with the MOOC in « Ecosystem Services: a Method for Sustainable Development » (www.coursera.org/learn/ecosystem-services) and the one in \"International Water Law\" (www.coursera.org/learn/droit-eau). This course is funded by the Global Programme Water Initiatives of the Swiss Agency for Development and Cooperation (SDC).\n\nThis course is also available in French : www.coursera.org/learn/gestion-eauWEEK 1Module 1: From Resource Definition to the Ideals of Community Management Welcome to this MOOC in Water Resources Management and Policy! We look forward to supporting you throughout the duration of the course. In this first module, we will define the concept of a resource. This will help you to understand the various uses and demands that are placed on water. Next, we will address the issues linked to the management of a common good such as water. Here, we will draw on the work of Elinor Ostrom. We will examine several examples of how the commodity is managed: by the state, by industry or by the community.  Two cases studies of community water management in Latin America will be presented. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.13 videos, 1 readingexpandVideo: General IntroductionReading: Course PlanVideo: 1.1 Introduction to Module 1Video: 1.2 The Main Challenges in Water Governance I: Uses, Rules and TerritoriesVideo: 1.3 The Main Challenges of Water Governance II: Multisectoriality, Funding and Management ModesVideo: 1.4 The Concept of Resource (Use, Scarcity and Rivalry)Video: 1.5 The Resources Types, their Uses and PressureVideo: 1.6 Common Goods: the Water ExampleVideo: 1.7 The Tragedy of the Commons and the Problems of Collective ActionVideo: 1.8 The Governance of Common Goods. Between the State and the MarketplaceVideo: 1.9 Common Pool Resources Institutions (CPRI)Video: 1.10 Case study I: Community Water Management in Latin AmericaVideo: 1.11 Case study II: Networking Actions of Community Organisations in Latin AmericaVideo: 1.12 Conclusion of Module 1Graded: Module 1 QuizWEEK 2Module 2: The Rules of the Resource, their Uses and their Circumvention Businesses that manage water are guided by property law and public policy designed to define and coordinate all the demands on the resource. This second module aims to better understand the complexity of these two bodies of law through the framework of the Institutional Resource Regime (IRR). This framework is presented and then applied to two case studies (Swiss and European) to understand the rules governing water management in these territories. Finally, we will go beyond this framework to address the implementation of these rules by looking at examples of how the law is applied and examples of localised regulation. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module11 videosexpandVideo: 2.1 Introduction to Module 2Video: 2.2 Institutional Resource Regimes I: Theoretical FrameworkVideo: 2.3 Institutional Resource Regimes II: Theoretical FrameworkVideo: 2.4 Institutional Regimes Ressources III: the Swiss CaseVideo: 2.5 Institutionnal Regimes Resources IV: the European CaseVideo: 2.6 Water Regulation in the European Union according to the Water Framework Directive (WFD)Video: 2.7 From Institutional Resource Regimes to the Implementation StudiesVideo: 2.8 Beyond the Rules I: Opening the Black BoxVideo: 2.9 Beyond the Rules II:  Law Activation Strategies and Localized Regulation ArrangementsVideo: 2.10 Case Study: Protection of Aquatic Ecosystem in the Canton of Valais (Switzerland)Video: 2.11 Conclusion of Module 2Graded: Quiz of Module 2WEEK 3Module 3: From Integrated Water Resource Management to the Water-Food-Energy and Ecosystem NexusHaving discussed the rules governing water management and their implementation, this third module deals with the issues associated inter-sectorial water resources. It focuses on two existing concepts. Firstly, we look at the Integrated Water Resources Management (IWRM) focusing on the coordinated management of water and any associated resources. Secondly, we look at the approach known as the Nexus Water-Energy-Food and Ecosystems. This approach is examined in light of the water users but also how they interact with other sectors. The Mekong River and the Columbia River (USA) are used as case studies to bring to life the difficulties of reconciling different uses of a river, such as hydropower, food security and the protection of ecosystems. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.\n\n9 videosexpandVideo: 3.1 Introduction to Module 3Video: 3.2 The Multi-Sectorial Nature of WaterVideo: 3.3 The Concept of Integrated Water Resources Management (IWRM)Video: 3.4 Management of the Rhone River: from Mono-sectoriality to IntegrationVideo: 3.5 Moving Beyond IWRM for the Water-Food-Energy and Ecosystem NexusVideo: 3.6 Thinking water security with the NexusVideo: 3.7 Navigating the Nexus in the Mekong River BasinVideo: 3.8 Hydropower Production and Protection of the Ecosystem on the Columbia River (USA)Video: 3.9 Conclusion Module 3Graded: Quiz of Module 3WEEK 4Module 4: The Integrated Watershed Management (IWM)In this module, we further examine water management but this time we look specifically at how watersheds are managed. We see how stakeholders in Switzerland, in Europe (with the case of the Rhine) and internationally have promoted this concept as a reference for water management. These case studies allow us to identify the benefits and limitations (both practical and institutional) that are presented by the Integrated Watershed Management approach. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.8 videosexpandVideo: 4.1 Introduction of Module 4Video: 4.2 From Integrated Water Resources Management (IWRM) to Watershed ManagementVideo: 4.3 Beyond Watershed: the Functional Regulatory Spaces (FRS) Beyond the WatershedVideo: 4.4 Watershed Management in Switzerland I: History and MethodsVideo: 4.5 Watershed Management in Switerland:  Practical ExperienceVideo: 4.6 Pollution Management in the Rhine River BasinVideo: 4.7 Political Challenges When Implementing Watershed ManagementVideo: 4.8 Conclusion of Module 4Graded: Quiz of Module 4WEEK 5Module 5: Water as a Source of Conflict and Cooperation We have reached the final module. Module 5 is dedicated to the issues of conflict and cooperation associated with water resources. We will present the framework of hydro-hegemony with the aim of understanding transboundary interactions. This will be illustrated with the case of the Nile River Basin. Here we examine the relationship between Egypt (as the country furthest downstream) and the other riparian countries. The various institutional mechanisms for cooperation among states will be detailed. This will include an examination of how international river basins are managed using the Senegal River Development Organisation and the Mekong River Commission as case studies. The role of international water law in cooperation forms the final part of this module. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.\n\nWe hope that this course has presented you with some interesting new perspectives and has encouraged you to want to explore the field of water management further. Thank you for participating!13 videos, 1 readingexpandVideo: 5.1 Introduction to Module 5Video: 5.2 Water Wars: Debates and LimitsVideo: 5.3 The Framework of Hydro-Hegemony and Transboundary InteractionsVideo: 5.4 The Case of the Nile Basin I: the Development of Egypt’s Power in the NileVideo: 5.5 The Case of the Nile Basin II: the Recent Changes Affecting Egypt’s Power in the NileVideo: 5.6 The Grand Ethiopian Renaissance Dam: a Source of Conflict or a Basis of Cooperation in the Nile Basin?Video: 5.7 Water CooperationVideo: 5.8 Cooperation in the Senegal River Basin: the Organisation for the Development of the Senegal River (OMVS)Video: 5.9 Cooperation in the Mekong River Basin: the Mekong River CommissionVideo: 5.10 The Emergence of International Water Law and Its Role in Preventing Water-Related ConflictsVideo: 5.11 The Convention on the Protection and Use of Transboundary Watercourses and international Lakes from the United Nations Economic Commission for Europe (UNECE)Video: 5.12 The Issue of Responsibility and Liability for Transboundary Watercourse PollutionVideo: 5.13 Conclusion of Module 5Reading: To go furtherGraded: Quiz of Module 5Welcome to this MOOC in Water Resources Management and Policy! We look forward to supporting you throughout the duration of the course. In this first module, we will define the concept of a resource. This will help you to understand the various uses and demands that are placed on water. Next, we will address the issues linked to the management of a common good such as water. Here, we will draw on the work of Elinor Ostrom. We will examine several examples of how the commodity is managed: by the state, by industry or by the community.  Two cases studies of community water management in Latin America will be presented. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.Video: General IntroductionReading: Course PlanVideo: 1.1 Introduction to Module 1Video: 1.2 The Main Challenges in Water Governance I: Uses, Rules and TerritoriesVideo: 1.3 The Main Challenges of Water Governance II: Multisectoriality, Funding and Management ModesVideo: 1.4 The Concept of Resource (Use, Scarcity and Rivalry)Video: 1.5 The Resources Types, their Uses and PressureVideo: 1.6 Common Goods: the Water ExampleVideo: 1.7 The Tragedy of the Commons and the Problems of Collective ActionVideo: 1.8 The Governance of Common Goods. Between the State and the MarketplaceVideo: 1.9 Common Pool Resources Institutions (CPRI)Video: 1.10 Case study I: Community Water Management in Latin AmericaVideo: 1.11 Case study II: Networking Actions of Community Organisations in Latin AmericaVideo: 1.12 Conclusion of Module 1Businesses that manage water are guided by property law and public policy designed to define and coordinate all the demands on the resource. This second module aims to better understand the complexity of these two bodies of law through the framework of the Institutional Resource Regime (IRR). This framework is presented and then applied to two case studies (Swiss and European) to understand the rules governing water management in these territories. Finally, we will go beyond this framework to address the implementation of these rules by looking at examples of how the law is applied and examples of localised regulation. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the moduleVideo: 2.1 Introduction to Module 2Video: 2.2 Institutional Resource Regimes I: Theoretical FrameworkVideo: 2.3 Institutional Resource Regimes II: Theoretical FrameworkVideo: 2.4 Institutional Regimes Ressources III: the Swiss CaseVideo: 2.5 Institutionnal Regimes Resources IV: the European CaseVideo: 2.6 Water Regulation in the European Union according to the Water Framework Directive (WFD)Video: 2.7 From Institutional Resource Regimes to the Implementation StudiesVideo: 2.8 Beyond the Rules I: Opening the Black BoxVideo: 2.9 Beyond the Rules II:  Law Activation Strategies and Localized Regulation ArrangementsVideo: 2.10 Case Study: Protection of Aquatic Ecosystem in the Canton of Valais (Switzerland)Video: 2.11 Conclusion of Module 2Having discussed the rules governing water management and their implementation, this third module deals with the issues associated inter-sectorial water resources. It focuses on two existing concepts. Firstly, we look at the Integrated Water Resources Management (IWRM) focusing on the coordinated management of water and any associated resources. Secondly, we look at the approach known as the Nexus Water-Energy-Food and Ecosystems. This approach is examined in light of the water users but also how they interact with other sectors. The Mekong River and the Columbia River (USA) are used as case studies to bring to life the difficulties of reconciling different uses of a river, such as hydropower, food security and the protection of ecosystems. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.\n\nVideo: 3.1 Introduction to Module 3Video: 3.2 The Multi-Sectorial Nature of WaterVideo: 3.3 The Concept of Integrated Water Resources Management (IWRM)Video: 3.4 Management of the Rhone River: from Mono-sectoriality to IntegrationVideo: 3.5 Moving Beyond IWRM for the Water-Food-Energy and Ecosystem NexusVideo: 3.6 Thinking water security with the NexusVideo: 3.7 Navigating the Nexus in the Mekong River BasinVideo: 3.8 Hydropower Production and Protection of the Ecosystem on the Columbia River (USA)Video: 3.9 Conclusion Module 3In this module, we further examine water management but this time we look specifically at how watersheds are managed. We see how stakeholders in Switzerland, in Europe (with the case of the Rhine) and internationally have promoted this concept as a reference for water management. These case studies allow us to identify the benefits and limitations (both practical and institutional) that are presented by the Integrated Watershed Management approach. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.Video: 4.1 Introduction of Module 4Video: 4.2 From Integrated Water Resources Management (IWRM) to Watershed ManagementVideo: 4.3 Beyond Watershed: the Functional Regulatory Spaces (FRS) Beyond the WatershedVideo: 4.4 Watershed Management in Switzerland I: History and MethodsVideo: 4.5 Watershed Management in Switerland:  Practical ExperienceVideo: 4.6 Pollution Management in the Rhine River BasinVideo: 4.7 Political Challenges When Implementing Watershed ManagementVideo: 4.8 Conclusion of Module 4We have reached the final module. Module 5 is dedicated to the issues of conflict and cooperation associated with water resources. We will present the framework of hydro-hegemony with the aim of understanding transboundary interactions. This will be illustrated with the case of the Nile River Basin. Here we examine the relationship between Egypt (as the country furthest downstream) and the other riparian countries. The various institutional mechanisms for cooperation among states will be detailed. This will include an examination of how international river basins are managed using the Senegal River Development Organisation and the Mekong River Commission as case studies. The role of international water law in cooperation forms the final part of this module. The module is concluded by a quiz worth 20% of the final grade. You must have at least 80% of the responses correct to pass the module.\n\nWe hope that this course has presented you with some interesting new perspectives and has encouraged you to want to explore the field of water management further. Thank you for participating!Video: 5.1 Introduction to Module 5Video: 5.2 Water Wars: Debates and LimitsVideo: 5.3 The Framework of Hydro-Hegemony and Transboundary InteractionsVideo: 5.4 The Case of the Nile Basin I: the Development of Egypt’s Power in the NileVideo: 5.5 The Case of the Nile Basin II: the Recent Changes Affecting Egypt’s Power in the NileVideo: 5.6 The Grand Ethiopian Renaissance Dam: a Source of Conflict or a Basis of Cooperation in the Nile Basin?Video: 5.7 Water CooperationVideo: 5.8 Cooperation in the Senegal River Basin: the Organisation for the Development of the Senegal River (OMVS)Video: 5.9 Cooperation in the Mekong River Basin: the Mekong River CommissionVideo: 5.10 The Emergence of International Water Law and Its Role in Preventing Water-Related ConflictsVideo: 5.11 The Convention on the Protection and Use of Transboundary Watercourses and international Lakes from the United Nations Economic Commission for Europe (UNECE)Video: 5.12 The Issue of Responsibility and Liability for Transboundary Watercourse PollutionVideo: 5.13 Conclusion of Module 5Reading: To go furtherLund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesTechnical University of Denmark (DTU)Global Environmental ManagementÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing CountriesUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex Problems",
    "Creator": "University of Geneva",
    "Level": "",
    "URL": "https://coursera.org/learn/water-management",
    "Language": "English",
    "Commitment": "5 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Be Persuasive: Write a Convincing Position Paper or Policy Advice (Project-Centered Course)",
    "Description": "About this course: In this project-centered course, you will learn everything you need to research and present an effective and persuasive position paper or policy advice. We recommend you sign up for a certificate as this course is on premium grading and you will only enjoy the full benefit of the project if you can join in with the assignments. In addition this course contains the exciting opportunity to research and analyze historical decisionmaking, international relations, business cases and battles  in an effort to truly understand constructing a convincing argument.\n\nMost important decisions in life, and many unimportant ones, are taken after some degree of reflection. If those decisions affect other people, we may take some advice and we might even follow it. The larger the issue and the greater number of people involved, the more likely that advice process will be institutionalised. Most of us tend to think of policy advice in the context of things as counsel to politicians in matters of national security or policy-making by governments. Of course, we also know that it takes place on a regular basis within businesses and other organisations. But it also happens in local politics and in local campaigns and in everyday life. Every time you try to influence someone’s decision, you are offering policy advice. Even if you are not planning to be an active advisor, the discipline of collecting and arranging the necessary materials is useful in all kinds of research and writing exercises. Writing a policy advice is what we call a ‘transferrable skill’.\n\nThe course requires an academic approach, but no previous experience. The projects can be completed by both novices and advanced learners. One thing is certain. Both groups will learn a lot from the experience. \n\nWhat is a policy advice?\nIn its simplest form, a policy advice is a short paper that argues your position on a particular issue and the course of action you propose. It also tries to convince the audience to adopt your position and to take action on your advice. \n\nWhat advice can I give?\nYou may well have a topic already, based on your work or your social situation. This could be a piece of equipment your firm might want to buy or a new market it might wish to enter. It could be a campaign for a local play area or against pollution in local ground-water. In this case it is a question of arranging and presenting your position, and discussing it with others in a similar position.\n\n On the other hand, you might be open for suggestions. In this case, we have prepared some topics covering business case studies, issues of current affairs, and historical examples. For example, you could look into the archives advise Harry Truman to adopt a different policy towards the Soviet Union at the start of the Cold War. Alternatively you could suggest advise the Incas in 1532 not to be so trusting in their dealings with the Spanish. After all, you will know the outcome. So the course should appeal to everyone interested in practical policy-making as well as amateur historians, strategy gamers. Everyone can have fun applying these techniques to their favourite topics.\n\nWhat will I learn?\nThe project-based course is designed so that you learn by doing rather than by listening. The assignments that you complete, the feedback that you receive and the assignments of others that you read and upon which you comment are all intrinsic parts of the course. The lectures are designed to act as signposts along the way and the readings allow you to explore some of the issues in greater depth. During the whole course experience you will learn to:\n•\tFrame a starting position for your own research\n•\tUse search engines to locate materials required for your advice\n•\tExplore ‘academic’ data-bases\n•\tAnnotate your sources correctly\n•\tTarget your research for statistical data\n•\tChoose a visualisation for your statistical data \n•\tConstruct an argument in a logical manner\n•\tBuild up the logic in each paragraph \n•\tConduct a SWOT analysis\n•\tConduct a Risk Analysis\n•\tPresent the materials in a position paper\n•\tConvert the position paper to a policy advice\n•\tRecognise the policy-making hierarchy and shaping the advice accordingly \n•\tWrite a powerful and effective PowerPoint presentation\n•\tPlace your project in the ‘real world’ context of the policy-cycle\n•\tAnd ... Discover a great, great deal about your chosen topic.\n\nHow much time will the course take?\nThe lecture materials in each module will themselves take no more than 30 minutes to view and review. Each module is accompanied by selected reading materials, but these are not compulsory. There is also a Skills Lab with extra literature and videos to assist you to improve your writing, computer and presentation skills. Combining these parts of the course, and assuming that you make some use of all the facilities offered, the ‘on-platform’ time should take no more than an one hour for each module. \nThe project-time depends on the degree of advancement in the project choice. If you come with a ready prepared idea and knowledge of the area, then the project-time should in total be approximately four to five hours. If you decide to use the suggestions in our collections, then you should add another three to four hours to familiarise yourself with the subject and the necessary materials. If you should decide to start a completely new project from scratch, the you would need to add another three hours or so to orient yourself in the problem and then locating the required materials.\n\nAbout Project-Centered Courses: Project-centered courses are designed to help you complete a personally meaningful real-world project, with your instructor and a community of learners with similar goals providing guidance and suggestions along the way. By actively applying new concepts as you learn, you’ll master the course content more efficiently; you’ll also get a head start on using the skills you gain to make positive changes in your life and career. When you complete the course, you’ll have a finished project that you’ll be proud to use and shareWEEK 1Getting StartedIn this module, after a brief introduction, we will start our policy advice by defining the issue and finding sources. Check out our Resource section if you have not yet decided on an issue for your project. Perhaps you would like to use one of our cases and engage in a simulation?4 videos, 13 readings, 1 practice quizexpandVideo: Introduction to the CourseLeitura: Welcome to Leiden UniversityPrompt de discussão: Introduce YourselfLeitura: Being succesful in an international virtual learning environmentLeitura: Behaving in an academic wayLeitura: Tips for studying onlineVideo: Defining an IssueLeitura: Readings \"Defining an Issue\" (optional)Prompt de discussão: What issue are you interested in?Avaliação entre colegas: Checklist Exercise Defining an Issue (optional)Video: Finding Evidence and DataLeitura: Readings \"Finding Evidence and Data\" (optional)Teste para praticar: Mini Quiz Module 1Avaliação entre colegas: Checklist Exercise Finding Evidence and Data (optional)Prompt de discussão: Quantitative and Qualitative DataVideo: Podcast: Analysing Martin Luther's95 ThesesLeitura: How to use these sectionsLeitura: Historical Decision MakersLeitura: International RelationsLeitura: Practical PolicyLeitura: Military StrategiesLeitura: Business \u0026  ManagementLeitura: Skills Lab Module 1WEEK 2Writing the Position PaperIn this module we will learn how to construct an argument, which will form the backbone of your position paper or policy advice, and think about how to visualise the data supporting the argument. This is the second stage towards your policy advice. 3 videos, 3 readings, 1 practice quizexpandVideo: Constructing an ArgumentLeitura: Readings \"Constructing an Argument\" (optional)Avaliação entre colegas: Checklist Exercise Constructing an Argument (optional)Video: Choosing a VisualisationLeitura: Readings \"Choosing a Visualisation\" (optional)Avaliação entre colegas: Checklist Exercise Choosing a Visualisation (optional)Teste para praticar: Mini Quiz Module 2Leitura: Skills Lab Module 2Video: Podcast: Analysing Florence  Nightingale's VisualisationWEEK 3Writing the Policy AdviceIn this module you will turn your position paper into a policy advice, but first, we will teach you to apply a SWOT Analysis and Risk Assessment. Do not forget to use the Skills Lab from module 2.3 videos, 3 readings, 1 practice quizexpandVideo: SWOT Analysis and Risk AssessmentLeitura: Readings \"SWOT Analysis and Risk Assessment\" (optional)Avaliação entre colegas: Checklist Exercise SWOT Analysis and Risk Assessment (optional)Video: Writing the Policy AdviceLeitura: Readings \"Writing a Policy Advice\" (optional)Avaliação entre colegas: Checklist Exercise Writing the Policy Advice (optional)Teste para praticar: Mini Quiz Module 3Prompt de discussão: Disseminating Your Policy AdviceLeitura: Skills Lab Module 3Video: Podcast: Analysing NSC-68Graded: Position PaperWEEK 4Presentation and ReflectionIn this module you will create a presentation to present your policy advice to your target audience, and we will reflect on the course.3 videos, 3 readings, 1 practice quizexpandVideo: Preparing Power Point PresentationLeitura: Readings \"Preparing a PowerPoint Presentation\" (optional)Video: The Real WorldLeitura: Readings \"The Real World\" (optional)Teste para praticar: Mini Quiz Module 4Prompt de discussão: Real-life Examples of Policy AdvicePrompt de discussão: Obstacles in the Policy CycleLeitura: Skills Lab Module 4Video: Podcast: Analysing the cuba missile crisisGraded: Policy Advice and PowerPoint PresentationIn this module, after a brief introduction, we will start our policy advice by defining the issue and finding sources. Check out our Resource section if you have not yet decided on an issue for your project. Perhaps you would like to use one of our cases and engage in a simulation?Video: Introduction to the CourseLeitura: Welcome to Leiden UniversityPrompt de discussão: Introduce YourselfLeitura: Being succesful in an international virtual learning environmentLeitura: Behaving in an academic wayLeitura: Tips for studying onlineVideo: Defining an IssueLeitura: Readings \"Defining an Issue\" (optional)Prompt de discussão: What issue are you interested in?Avaliação entre colegas: Checklist Exercise Defining an Issue (optional)Video: Finding Evidence and DataLeitura: Readings \"Finding Evidence and Data\" (optional)Teste para praticar: Mini Quiz Module 1Avaliação entre colegas: Checklist Exercise Finding Evidence and Data (optional)Prompt de discussão: Quantitative and Qualitative DataVideo: Podcast: Analysing Martin Luther's95 ThesesLeitura: How to use these sectionsLeitura: Historical Decision MakersLeitura: International RelationsLeitura: Practical PolicyLeitura: Military StrategiesLeitura: Business \u0026  ManagementLeitura: Skills Lab Module 1Video: Constructing an ArgumentLeitura: Readings \"Constructing an Argument\" (optional)Avaliação entre colegas: Checklist Exercise Constructing an Argument (optional)Video: Choosing a VisualisationLeitura: Readings \"Choosing a Visualisation\" (optional)Avaliação entre colegas: Checklist Exercise Choosing a Visualisation (optional)Teste para praticar: Mini Quiz Module 2Leitura: Skills Lab Module 2Video: Podcast: Analysing Florence  Nightingale's VisualisationVideo: SWOT Analysis and Risk AssessmentLeitura: Readings \"SWOT Analysis and Risk Assessment\" (optional)Avaliação entre colegas: Checklist Exercise SWOT Analysis and Risk Assessment (optional)Video: Writing the Policy AdviceLeitura: Readings \"Writing a Policy Advice\" (optional)Avaliação entre colegas: Checklist Exercise Writing the Policy Advice (optional)Teste para praticar: Mini Quiz Module 3Prompt de discussão: Disseminating Your Policy AdviceLeitura: Skills Lab Module 3Video: Podcast: Analysing NSC-68Video: Preparing Power Point PresentationLeitura: Readings \"Preparing a PowerPoint Presentation\" (optional)Video: The Real WorldLeitura: Readings \"The Real World\" (optional)Teste para praticar: Mini Quiz Module 4Prompt de discussão: Real-life Examples of Policy AdvicePrompt de discussão: Obstacles in the Policy CycleLeitura: Skills Lab Module 4Video: Podcast: Analysing the cuba missile crisisUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldMichigan State UniversityGathering and Developing the NewsMichigan State UniversityEffectively delivering the news to your audience",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/persuasive-writing",
    "Language": "English",
    "Commitment": "2-4 hours of study, 4-5 hours of active project work",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Security \u0026 Safety Challenges in a Globalized World",
    "Description": "About this course: Security and safety challenges rank among the most pressing issues of modern times. Challenges such as, cyber-crime, terrorism, and environmental disasters impact the lives of millions across the globe. These issues also rank high on the agenda of politicians, international organizations and businesses. They also feature prominently in the public conscience and in governmental policies. \n\nIn the current, interconnected world, security challenges are becoming increasingly complex. Facilitated by developments as globalization and the spread of networked and hyper-connected technologies, new safety and security challenges arise and impact local, national, regional and international levels, which dramatically increases their complexity and scale. As such, solutions to contemporary security challenges require a wide array of actors operating on multiple levels of governance.\n\nThe course will introduce you to the broad theme of security and safety in an increasingly complex world. Together we will search for answers to important questions: what is security and safety? How can we understand complex modern-day security and safety challenges?  And how do we deal with such challenges?  This course combines scholarly inquiry from multiple disciplines (ranging from terrorism studies, to crisis management, to medical science) with real-life cases to explore and understand complex modern-day safety and security challenges.WEEK 1IntroductionWelcome to the first module! This module features an introduction to the course and explains the main topic addressed, as well as introduces you to the teaching staff. Before you start with studying we invite you to first go through our introductory resources and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy the course!1 video, 5 readingsexpandVideo: Introduction to the courseReading: Meet the instructors \u0026 the teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfGlobal Challenges and Wicked ProblemsIn this module you will learn about global challenges. In the modern, interconnected world, security and safety challenges are increasingly complex, impacting local, national, regional and international levels. You will also learn why many of these challenges can be labeled as 'wicked problems'; they are challenges which are difficult or impossible to solve because they have many different causes, are difficult to describe, and don’t have a single 'right' answer. 3 videos, 2 readingsexpandVideo: Global ChallengesReading: Global Trends to 2030: Can the EU meet the challenges ahead?Discussion Prompt: Crowdsourcing ExerciseVideo: Wicked ProblemsReading: Rittel and Webber: Dilemmas in a General Theory of PlanningVideo: Crowdsourcing ExerciseGraded: Global Challenges and Wicked ProblemsWEEK 2Safety and SecurityIn this module, you will learn more about safety and security. Safety and security have now become buzz words for society, marking the top of the agendas of politicians, businesses and many other actors worldwide. But what do these concepts mean? In this module we address the difference between safety and security. In addition, you will learn about one of the most important approaches to dealing with issues of safety and security, namely risk management. 5 videos, 3 readingsexpandVideo: What is Safety and Security?Reading: Van den Berg and Hutten: Security and Safety: An IntroductionVideo: What Are We Protecting?Video: Risk ManagementReading: Renn: Concept of Risk: A ClassificationVideo: Risk Management: Critiques and AlternativesDiscussion Prompt: Assessing Risk Management Video: Recap and OutlookReading: Documentary: Seconds From Disaster - Hurricane KatrinaGraded: Safety and SecurityWEEK 3Perspectives and LevelsIn this module, you will learn more about the different actors and levels of governance involved in contemporary security and safety challenges. You will also learn a three-step approach which can be used to unravel modern-day safety and security challenges in an academic way. 3 videos, 1 readingexpandVideo: A Multi-level Perspective on Security and SafetyVideo: A Multi-actor Perspective on Security and SafetyReading: Dewulf: An introduction to multi-actor processesDiscussion Prompt: Multi-actor in Security and Safety? Video: The Three-step Approach: Explore, Understand, DoGraded: Case Study: Hurricane KatrinaWEEK 4Case StudiesIn this module, we will take a closer look at three specific cases of security and safety. Using the three-step approach from the previous module, we will unravel these cases to gain a deeper understanding and appreciation of modern-day safety and security challenges. 5 videos, 2 readingsexpandReading: Required DocumentariesVideo: Safety case: Kursk Submarine Disaster (I)Video: Safety case: Kursk Submarine Disaster (II)Reading: Turner: The Organizational and Interorganizational Development of DisastersVideo: Security Case: Boston Marathon BombingVideo: Security And Safety Case: Bhopal Disaster (I)Video: Security and Safety Case: Bhopal Disaster (II)Discussion Prompt: Failure of ForesightGraded: Test Your KnowledgeWEEK 5Security and Safety in PracticeIn this module, we will continue to take a closer look at real-life cases of security and safety. Through interviews with three experts, we will look at the different actors and perspectives that are involved in the management of a specific type of security incident, namely a breach of cyber security. 3 videos, 1 readingexpandReading: Important: Read FirstVideo: Expert Interview: Chief Information Security OfficerVideo: Expert Interview: Director Corporate CommunicationVideo: Expert Interview: Managing DirectorGraded: Expert Interviews: Perspectives and DilemmasWEEK 6Case Study: Explore, Understand, Do. In this final module, you will be asked to apply all the knowledge from the previous modules towards unraveling a real-life safety and security case. Using the three-step approach of Explore, Understand and Do from previous modules, you will analyze how this case unfolded, which actors and specific levels of governance were involved, and apply various academic perspectives.2 videosexpandVideo: Case Study: Explore, Understand, DoVideo: What Have We Learned?Graded: Explore, Understand and Do: Security and Safety CaseWelcome to the first module! This module features an introduction to the course and explains the main topic addressed, as well as introduces you to the teaching staff. Before you start with studying we invite you to first go through our introductory resources and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy the course!Video: Introduction to the courseReading: Meet the instructors \u0026 the teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfIn this module you will learn about global challenges. In the modern, interconnected world, security and safety challenges are increasingly complex, impacting local, national, regional and international levels. You will also learn why many of these challenges can be labeled as 'wicked problems'; they are challenges which are difficult or impossible to solve because they have many different causes, are difficult to describe, and don’t have a single 'right' answer. Video: Global ChallengesReading: Global Trends to 2030: Can the EU meet the challenges ahead?Discussion Prompt: Crowdsourcing ExerciseVideo: Wicked ProblemsReading: Rittel and Webber: Dilemmas in a General Theory of PlanningVideo: Crowdsourcing ExerciseIn this module, you will learn more about safety and security. Safety and security have now become buzz words for society, marking the top of the agendas of politicians, businesses and many other actors worldwide. But what do these concepts mean? In this module we address the difference between safety and security. In addition, you will learn about one of the most important approaches to dealing with issues of safety and security, namely risk management. Video: What is Safety and Security?Reading: Van den Berg and Hutten: Security and Safety: An IntroductionVideo: What Are We Protecting?Video: Risk ManagementReading: Renn: Concept of Risk: A ClassificationVideo: Risk Management: Critiques and AlternativesDiscussion Prompt: Assessing Risk Management Video: Recap and OutlookReading: Documentary: Seconds From Disaster - Hurricane KatrinaIn this module, you will learn more about the different actors and levels of governance involved in contemporary security and safety challenges. You will also learn a three-step approach which can be used to unravel modern-day safety and security challenges in an academic way. Video: A Multi-level Perspective on Security and SafetyVideo: A Multi-actor Perspective on Security and SafetyReading: Dewulf: An introduction to multi-actor processesDiscussion Prompt: Multi-actor in Security and Safety? Video: The Three-step Approach: Explore, Understand, DoIn this module, we will take a closer look at three specific cases of security and safety. Using the three-step approach from the previous module, we will unravel these cases to gain a deeper understanding and appreciation of modern-day safety and security challenges. Reading: Required DocumentariesVideo: Safety case: Kursk Submarine Disaster (I)Video: Safety case: Kursk Submarine Disaster (II)Reading: Turner: The Organizational and Interorganizational Development of DisastersVideo: Security Case: Boston Marathon BombingVideo: Security And Safety Case: Bhopal Disaster (I)Video: Security and Safety Case: Bhopal Disaster (II)Discussion Prompt: Failure of ForesightIn this module, we will continue to take a closer look at real-life cases of security and safety. Through interviews with three experts, we will look at the different actors and perspectives that are involved in the management of a specific type of security incident, namely a breach of cyber security. Reading: Important: Read FirstVideo: Expert Interview: Chief Information Security OfficerVideo: Expert Interview: Director Corporate CommunicationVideo: Expert Interview: Managing DirectorIn this final module, you will be asked to apply all the knowledge from the previous modules towards unraveling a real-life safety and security case. Using the three-step approach of Explore, Understand and Do from previous modules, you will analyze how this case unfolded, which actors and specific levels of governance were involved, and apply various academic perspectives.Video: Case Study: Explore, Understand, DoVideo: What Have We Learned?Sciences PoGeopolitics of EuropeUniversiteit LeidenThe Changing Global OrderUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political Science",
    "Creator": "Universiteit Leiden",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/security-safety-globalized-world",
    "Language": "English",
    "Commitment": "6 weeks of study, 3-5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Soul Beliefs: Causes and Consequences - Unit 1: Historical Foundations",
    "Description": "About this course: Throughout history, the vast majority of people around the globe have believed they have, however defined, a “soul.” While the question of whether the soul exists cannot be answered by science, what we can study are the causes and consequences of various beliefs about the soul and its prospects of surviving the death of the body. Why are soul and afterlife beliefs so common in human history? Are there adaptive advantages to assuming souls exist?  Are there brain structures that have been shaped by environmental pressures that provide the foundation of body/mind dualism that is such a prominent feature of many religions? How do these beliefs shape the worldviews of different cultures and our collective lives? What is the role of competing afterlife beliefs in religion, science, politics, and war? This course explores several facets of this relatively unexplored but profoundly important aspect of human thought and behavior.\n\nThe course consists mainly of 70 to 80 minute lectures, typically broken up into 3 segments, recorded from a course offered by Rutgers University School of Arts and Sciences.  These videos include slides and some embedded video clips.  Most lectures are accompanied by slides used during the lecture, also including recommended reading assignment which may provide additional opportunities to reflect on your studies.\n\nDue to the lengthiness of this class and natural progression, the online course has been separated into 3 units, this is Unit 1.WEEK 1Introduction to the Course1 video, 2 readingsexpandReading: Welcome to the CourseVideo: IntroductionReading: Learner SupportWEEK 2What I was Told to Believe3 videosexpandVideo: What I was Told to Believe Part IVideo: What I was Told to Believe Part IIVideo: What I was Told to Believe Part IIIWEEK 3Historical Foundations of Soul Beliefs #12 videos, 2 readingsexpandVideo: Historical Foundations of Soul Beliefs #1 Part IVideo: Historical Foundations of Soul Beliefs #1 Part IIReading: Reading ResourceReading: Reading ResourceWEEK 4Historical Foundations of Soul Beliefs #23 videos, 1 readingexpandVideo: Historical Foundations of Soul Beliefs #2 Part IVideo: Historical Foundations of Soul Beliefs #2 Part IIVideo: Historical Foundations of Soul Beliefs #2 Part IIIReading: Reading ResourceGraded: Quiz 1WEEK 5Historical Foundations of Soul Beliefs #33 videos, 1 readingexpandVideo: Historical Foundations of Soul Beliefs #3 Part IVideo: Historical Foundations of Soul Beliefs #3 Part IIVideo: Historical Foundations of Soul Beliefs #3 Part IIIReading: Reading ResourceWEEK 6Functions of Religion in Ancient \u0026 Modern Times3 videosexpandVideo: Functions of Religion in Ancient \u0026 Modern Times Part IVideo: Functions of Religion in Ancient \u0026 Modern Times Part IIVideo: Functions of Religion in Ancient \u0026 Modern Times Part IIIGraded: Quiz 2Graded: Peer Review: Religion in SocietiesWEEK 7Reactions to Scientific Evidence1 videoexpandVideo: Prelude to Second HalfWEEK 8Religions Under Attack4 videos, 1 readingexpandVideo: Religion Under Attack Part IVideo: Religion Under Attack Part IIVideo: Religion Under Attack Part IIIVideo: Additional Video - The Four Horsemen of AtheismReading: Additional Video LinkWEEK 9Big Ideas \u0026 Big Controversies3 videos, 1 readingexpandVideo: Big Ideas \u0026 Controversies Part IVideo: Big Ideas \u0026 Controversies Part IIVideo: Big Ideas \u0026 Controversies Part IIIReading: Reading ResourceGraded: Quiz 3Graded: Peer Review: Religious Conflict in the WorldWEEK 10Darwin's Dangerous Idea3 videos, 1 readingexpandVideo: Darwin's Dangerous Idea Part IVideo: Darwin's Dangerous Idea Part IIVideo: Darwin's Dangerous Idea Part IIIReading: Reading ResourceWEEK 11The Mind-Body Problem3 videos, 1 readingexpandVideo: The Mind-Body Problem Part IVideo: The Mind-Body Problem Part IIVideo: The Mind-Body Problem Part IIIReading: Reading ResourcesGraded: Quiz 4Graded: Peer Review: Darwin’s Theory and a New WorldviewReading: Welcome to the CourseVideo: IntroductionReading: Learner SupportVideo: What I was Told to Believe Part IVideo: What I was Told to Believe Part IIVideo: What I was Told to Believe Part IIIVideo: Historical Foundations of Soul Beliefs #1 Part IVideo: Historical Foundations of Soul Beliefs #1 Part IIReading: Reading ResourceReading: Reading ResourceVideo: Historical Foundations of Soul Beliefs #2 Part IVideo: Historical Foundations of Soul Beliefs #2 Part IIVideo: Historical Foundations of Soul Beliefs #2 Part IIIReading: Reading ResourceVideo: Historical Foundations of Soul Beliefs #3 Part IVideo: Historical Foundations of Soul Beliefs #3 Part IIVideo: Historical Foundations of Soul Beliefs #3 Part IIIReading: Reading ResourceVideo: Functions of Religion in Ancient \u0026 Modern Times Part IVideo: Functions of Religion in Ancient \u0026 Modern Times Part IIVideo: Functions of Religion in Ancient \u0026 Modern Times Part IIIVideo: Prelude to Second HalfVideo: Religion Under Attack Part IVideo: Religion Under Attack Part IIVideo: Religion Under Attack Part IIIVideo: Additional Video - The Four Horsemen of AtheismReading: Additional Video LinkVideo: Big Ideas \u0026 Controversies Part IVideo: Big Ideas \u0026 Controversies Part IIVideo: Big Ideas \u0026 Controversies Part IIIReading: Reading ResourceVideo: Darwin's Dangerous Idea Part IVideo: Darwin's Dangerous Idea Part IIVideo: Darwin's Dangerous Idea Part IIIReading: Reading ResourceVideo: The Mind-Body Problem Part IVideo: The Mind-Body Problem Part IIVideo: The Mind-Body Problem Part IIIReading: Reading ResourcesUniversity of PennsylvaniaAncient Philosophy: Aristotle and His SuccessorsUniversity of PennsylvaniaAncient Philosophy: Plato \u0026 His PredecessorsWesleyan UniversityThe Modern and the Postmodern (Part 1)Wesleyan UniversityThe Modern and the Postmodern (Part 2)Rutgers the State University of New JerseySoul Beliefs: Causes and Consequences - Unit 2: Belief Systems",
    "Creator": "Rutgers the State University of New Jersey",
    "Level": "",
    "URL": "https://coursera.org/learn/soulbeliefs",
    "Language": "English, Subtitles: Romanian",
    "Commitment": "15 hours of videos, quizzes and peer review",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Planning \u0026 Design of Sanitation Systems and Technologies",
    "Description": "About this course: Do you want to learn how to plan affordable and context-specific sanitation solutions? Do you want to be updated on the newest developments in urban sanitation planning and programming? Do you want to get insights about best practices examples of urban sanitation systems in low- and middle-income countries? If yes, this course is for you! \n\nThe course starts with an introduction about integrated sanitation planning, dealing with citywide planning as well as with planning for specific contexts such as informal settlements. After presenting different sanitation planning frameworks you will learn about the different systems and technologies – the key terminology and concepts and why systems’ thinking is crucial for urban environmental sanitation. The course covers the whole sanitation chain providing detailed information about appropriate sanitation systems (e.g. waterless pit-based, decentralized water-based, black water transport). \nEawag-Sandec and EPFL jointly offer this course with sanitation experts from the World Bank and WHO.\n\nLANGUAGES\nWe simultaneously offer this course in English and  French. The name of the French course is  « Planification \u0026 Design des Systèmes et Technologies d’Assainissement ». \n\nMOOC SERIES “SANITATION, WATER AND SOLID WASTE FOR DEVELOPMENT” \nThis course is one of four in the series “Sanitation, Water and Solid Waste for Development\".WEEK 1Introduction to sanitation planning \u0026 systems approachThe course will begin with an overview of why sanitation is important for human health and environmental protection, especially in urban areas. This is followed by a presentation of the importance of the Enabling Environment. It will then review existing state-of-the-art environmental sanitation planning approaches (Sanitation 21, CLUES, CLTS) that are currently being used in international development.    9 videos, 6 readingsexpandVideo: TrailerReading: Further readingsReading: About the courseReading: How to use the forumVideo: 1.1 Overview of the courseVideo: 1.2 City Sanitation Planning (Guest lecture)Reading: Sanitation 21 – City wide sanitation planning approachVideo: 1.3a City-wide sanitation diagnostic tools and planning frameworks [1] (Guest lecture)Video: 1.3b City-wide sanitation diagnostic tools and planning frameworks [2] (Guest lecture)Video: 1.4 Local Level Sanitation Planning [1]Reading: CLUES – Community-Led Urban Environmental SanitationVideo: 1.5 Local Level Sanitation Planning [2]Video: 1.6 Local Level Sanitation Planning [3]Video: 1.7 Summary Week 1Reading: Slides Week 1WEEK 2Sanitation systems \u0026 technologiesAfter presenting different sanitation planning frameworks you will learn about the systems approach to environmental sanitation – the key terminology and concepts and why systems’ thinking is crucial for urban environmental sanitation.11 videos, 2 readingsexpandVideo: 2.1 Introduction to the CompendiumReading: Compendium of Sanitation Systems and TechnologiesVideo: 2.2 Sanitation ProductsVideo: 2.3 Functional GroupsVideo: 2.4 User Interface TechnologiesVideo: 2.5 Collection and Storage/Treatment - Single Pit TechnologiesVideo: 2.6 Collection and Storage/Treatment - Double Pit TechnologiesVideo: 2.7 Collection and Storage/Treatment - Anaerobic TechnologiesVideo: 2.8 Conveyance - Container-based TechnologiesVideo: 2.9 Conveyance - Sewer-based TechnologiesVideo: 2.9b Conveyance - Condominial Sewerage SystemsVideo: 2.10 Summary Week 2Reading: Slides Week 2WEEK 3Sanitation systems \u0026 technologiesThe focus of week 3 provides a detailed overview of different sanitation systems, from simple the single pit system to more complex centralised treatment systems. The main treatment processes are then reviewed in detail, highlighting advantages and disadvantages of each.12 videos, 1 readingexpandVideo: 3.1 [Semi] Centralized Treatment - Treatment stagesVideo: 3.2 [Semi] Centralized Treatment - Anaerobic TechnologiesVideo: 3.3 [Semi] Centralized Treatment - Aerobic TechnologiesVideo: 3.4 [Semi] Centralized Treatment - Technologies for Sludge TreatmentVideo: 3.5 Use and/or Disposal - Agricultural Use as Fertilizer and Soil ConditionerVideo: 3.6 Use and/or Disposal - Effluent and other ProductsVideo: 3.7 Emerging Sanitation TechnologiesVideo: 3.8 Introduction to Sanitation SystemsVideo: 3.9 Waterless Pit-based SystemsVideo: 3.10 Decentralized Water-based SystemsVideo: 3.11 Black Water Transport SystemsVideo: 3.12 Summary Week 3Reading: Slides Week 3Graded: QuizWEEK 4Urban sanitation solutions -  Case studies In this week we’ll present case studies from Africa and Asia showing different sanitation solutions from neighbourhood to national scale.6 videos, 1 readingexpandVideo: 4.1 Case study Nala, Nepal -  Implementing CLUESVideo: 4.2a Case study Erdos, China - an eco-town pilot project [1]Video: 4.2b Case study Erdos, China - an eco-town pilot project [2]Video: 4.3a Case study Indonesia - How Sanitation in Indonesia was transformed [1]Video: 4.3b Case study Indonesia - How Sanitation in Indonesia was transformed [2]Video: 4.4 Case study Lusaka, Zambia - Sanitation service delivery through faecal sludge managementReading: Slides Week 4WEEK 5Urban sanitation toolsWeek 5 presents various urban sanitation tools, such a excreta flow diagrams (SFD’s) or sanitation safety planning. In February 2017, we updated this week with a series of modules from our colleagues from the World Bank Water and Sanitation Programme covering key topics of urban sanitation. 10 videos, 1 readingexpandVideo: 5.1 Shit Flow DiagramsVideo: 5.2 Introduction to Sanitation Safety Planning (Guest lecture)Video: 5.3 Sanitation from a gender perspectiveVideo: 5.4 Decision-making Support for Urban SanitationVideo: 5.5 Behavior Change in Urban SanitationVideo: 5.6 Tools for Institutional and Political Economy Analysis for Sanitation SolutionsVideo: 5.7 Integrated Urban Water ManagementVideo: 5.8 Institutional and financial options for sanitation service deliveryVideo: 5.9 Working within the project cycleVideo: 5.10 Results-based financing to deliver urban sanitation servicesReading: Slides Week 5Graded: Final examThe course will begin with an overview of why sanitation is important for human health and environmental protection, especially in urban areas. This is followed by a presentation of the importance of the Enabling Environment. It will then review existing state-of-the-art environmental sanitation planning approaches (Sanitation 21, CLUES, CLTS) that are currently being used in international development.    Video: TrailerReading: Further readingsReading: About the courseReading: How to use the forumVideo: 1.1 Overview of the courseVideo: 1.2 City Sanitation Planning (Guest lecture)Reading: Sanitation 21 – City wide sanitation planning approachVideo: 1.3a City-wide sanitation diagnostic tools and planning frameworks [1] (Guest lecture)Video: 1.3b City-wide sanitation diagnostic tools and planning frameworks [2] (Guest lecture)Video: 1.4 Local Level Sanitation Planning [1]Reading: CLUES – Community-Led Urban Environmental SanitationVideo: 1.5 Local Level Sanitation Planning [2]Video: 1.6 Local Level Sanitation Planning [3]Video: 1.7 Summary Week 1Reading: Slides Week 1Video: 2.1 Introduction to the CompendiumReading: Compendium of Sanitation Systems and TechnologiesVideo: 2.2 Sanitation ProductsVideo: 2.3 Functional GroupsVideo: 2.4 User Interface TechnologiesVideo: 2.5 Collection and Storage/Treatment - Single Pit TechnologiesVideo: 2.6 Collection and Storage/Treatment - Double Pit TechnologiesVideo: 2.7 Collection and Storage/Treatment - Anaerobic TechnologiesVideo: 2.8 Conveyance - Container-based TechnologiesVideo: 2.9 Conveyance - Sewer-based TechnologiesVideo: 2.9b Conveyance - Condominial Sewerage SystemsVideo: 2.10 Summary Week 2Reading: Slides Week 2The focus of week 3 provides a detailed overview of different sanitation systems, from simple the single pit system to more complex centralised treatment systems. The main treatment processes are then reviewed in detail, highlighting advantages and disadvantages of each.Video: 3.1 [Semi] Centralized Treatment - Treatment stagesVideo: 3.2 [Semi] Centralized Treatment - Anaerobic TechnologiesVideo: 3.3 [Semi] Centralized Treatment - Aerobic TechnologiesVideo: 3.4 [Semi] Centralized Treatment - Technologies for Sludge TreatmentVideo: 3.5 Use and/or Disposal - Agricultural Use as Fertilizer and Soil ConditionerVideo: 3.6 Use and/or Disposal - Effluent and other ProductsVideo: 3.7 Emerging Sanitation TechnologiesVideo: 3.8 Introduction to Sanitation SystemsVideo: 3.9 Waterless Pit-based SystemsVideo: 3.10 Decentralized Water-based SystemsVideo: 3.11 Black Water Transport SystemsVideo: 3.12 Summary Week 3Reading: Slides Week 3Video: 4.1 Case study Nala, Nepal -  Implementing CLUESVideo: 4.2a Case study Erdos, China - an eco-town pilot project [1]Video: 4.2b Case study Erdos, China - an eco-town pilot project [2]Video: 4.3a Case study Indonesia - How Sanitation in Indonesia was transformed [1]Video: 4.3b Case study Indonesia - How Sanitation in Indonesia was transformed [2]Video: 4.4 Case study Lusaka, Zambia - Sanitation service delivery through faecal sludge managementReading: Slides Week 4Week 5 presents various urban sanitation tools, such a excreta flow diagrams (SFD’s) or sanitation safety planning. In February 2017, we updated this week with a series of modules from our colleagues from the World Bank Water and Sanitation Programme covering key topics of urban sanitation. Video: 5.1 Shit Flow DiagramsVideo: 5.2 Introduction to Sanitation Safety Planning (Guest lecture)Video: 5.3 Sanitation from a gender perspectiveVideo: 5.4 Decision-making Support for Urban SanitationVideo: 5.5 Behavior Change in Urban SanitationVideo: 5.6 Tools for Institutional and Political Economy Analysis for Sanitation SolutionsVideo: 5.7 Integrated Urban Water ManagementVideo: 5.8 Institutional and financial options for sanitation service deliveryVideo: 5.9 Working within the project cycleVideo: 5.10 Results-based financing to deliver urban sanitation servicesReading: Slides Week 5University of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex ProblemsLund UniversityGreening the Economy: Sustainable CitiesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/sanitation",
    "Language": "English, Subtitles: French, Hindi, Spanish",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "An Introduction to Global Health",
    "Description": "About this course: This course will provide you with an overview of the most important health challenges facing the world today. You will gain insight into how challenges have changed over time, we will discuss the likely determinants of such changes and examine future projections. Successful international strategies and programs promoting human health will be highlighted and global health governance structures will be mapped and the role of the key actors explored.WEEK 1Defining and Measuring Global HealthWelcome to the first module of this global health course. In the first lesson we will introduce you to the overall concepts and definitions of global health and examine the question \"What are the biggest global health challenges?\". You'll get to hear some answers from fellow learners from around the world, and also have an opportunity to join the conversation here in the course discussion forums. We also have an interview with Professor Susan Whyte about the impact of health policy on a population's health. The second lesson deals with the central tools needed to measure global health burden. Together these two lessons will form the basis on which all the other topical modules are built. Enjoy!8 videos, 3 readingsexpandVideo: 1.1: Welcome to the Course (F Konradsen)Reading: Course InformationVideo: 1.2: Voxpop - What is the biggest global health challenge? (Your fellow students)Discussion Prompt: What is your opinion?Video: 1.3: How Changing Policies Impact Population's Health (S Whyte)Reading: Suggested readings and resourcesVideo: 2.1: Epidemiological and Demographic Transition (DW Meyrowitsch)Video: 2.2: Disability Adjusted Life Years (DALYs) (DW Meyrowitsch)Video: 2.3: Global Burden of Diseases (DW Meyrowitsch)Video: 2.4: Disease-specific Risk Factors, part 1 (IC Bygbjerg)Video: 2.5: Disease-specific Risk Factors, part 2 (IC Bygbjerg)Reading: Suggested readings and resourcesGraded: Defining and Measuring Global HealthWEEK 2Infectious DiseasesThe second module of this course is focussed on infectious diseases. Lesson 3 will introduce you to the concept of infectious diseases and their relation to poverty and development, and lesson 4 will go through three prominent examples of infectious diseases that are still unfinished agendas in large parts of the world.5 videos, 2 readings, 1 practice quizexpandVideo: 3.1: Infectious Diseases, part 1 (IC Bygbjerg)Video: 3.2: Infectious Diseases, part 2 (IC Bygbjerg)Practice Quiz: Online Activity: Infectious Diseases and Development GoalsReading: Suggested readings and resourcesVideo: 4.1: Infectious Diarrheal Diseases (S Tulsani)Video: 4.2: Malaria - The Transition (L Hviid)Video: 4.3: HIV in Global Health (J Lundgren)Reading: Suggested readings and resourcesGraded: Infectious DiseasesWEEK 3Non-Communicable Diseases and InjuriesIn the third module we'll have a closer look at non-communicable diseases, in short NCDs, and examine the forces that are behind the global epidemic rise of NCDs such as diabetes. The module also includes a lesson about mental health and injuries - two major global health challenges that are often ignored when dealing with NCDs. 7 videos, 2 readings, 2 practice quizzesexpandVideo: 5.1: NCDs explained (AR Demaio)Video: 5.2: The Global Burden of Disease - The Rise of NCDs (AR Demaio)Video: 5.3: Determinants and Drivers of NCDs (AR Demaio)Video: 5.4: Diabetes (V Narayan)Video: 5.5: Joint Risk Factors (IC Bygbjerg)Practice Quiz: Online Activity: Air PollutionReading: Suggested readings and resourcesVideo: 6.1: Mental Health in a Global Perspective (M Muijen)Video: 6.2: Pesticides and Self Harm in Sri Lanka (M Eddleston)Practice Quiz: Online Activity: Road Traffic InjuriesReading: Suggested readings and resourcesGraded: Non-Communicable Diseases and InjuriesWEEK 4Maternal and Child HealthThis fourth module deals with maternal and child health. The first focus will be on the important, and at times controversial, topic of sexual and reproductive health and rights, often shortened to SRHR. This is followed by a short lesson focussed on child health. 6 videos, 3 readingsexpandVideo: 7.1: Sexual and Reproductive Health and Rights (S Tellier)Video: 7.2: Components of Sexual and Reproductive Health (BL Sørensen)Video: 7.3: The Role of the United Nations Population Fund (UNFPA) (E Dupont)Video: 7.4: Abortion Stigma (T Gammeltoft)Reading: Suggested readings and resourcesVideo: 8.1: mHealth in Reproductive and Child Health (S Lund)Video: 8.2: Continuum of Care (C Schmiegelow)Reading: Suggested readings and resourcesReading: Join our challenge: Help us reach the United Nations Sustainable Development Goals (SDGs)!Discussion Prompt: UNFPA blog post on access to contraceptivesDiscussion Prompt: UNFPA blog post on child marriageDiscussion Prompt: UNFPA blog post on Female Genital Mutilation (FGM)Discussion Prompt: Share your UNFPA advocacy experienceGraded: Maternal and Child HealthWEEK 5Environment, Climate and MigrationIn the fifth module we are looking at some great global crises that profoundly impact the health of populations, namely environment, climate change, and migration. We will examine the health acpect of these mega trends - how are they influencing and challenging policy, health systems, and the health of individuals in both low and high income countries?6 videos, 2 readingsexpandVideo: 9.1: Environmental Health Challenges (F Konradsen)Video: 9.2: Main Environmental Challenges (R Bos)Video: 9.3: Climate Change and Health (P Furu)Reading: Suggested readings and resourcesVideo: 10.1: Refugees and Internally Displaced (S Tellier)Video: 10.2: Migrants and Health (S Tellier)Video: 10.3: Migration and Health in a Scandinavian Context (M Nørredam)Reading: Suggested readings and resourcesGraded: Environment, Climate and MigrationWEEK 6Food and WaterAccess to nutrituous food and clean water are fundamental to health and wellbeing. In the sixth module we are focussing on the role of nutrition and water, with some extra attention to the important role of sanitation and hygiene and their relation to human development. 4 videos, 2 readings, 1 practice quizexpandVideo: 11.1: Nutrition and Infectious Diseases (H Friis)Video: 11.2: Diabetes and Maternal and Child Health (KK Nielsen)Practice Quiz: Online Activity: Childhood MalnutritionReading: Suggested readings and resourcesVideo: 12.1: Sanitation and Development Goals (S Cairncross)Video: 12.2: Diseases Related to Water, Sanitation and Hygiene (W van Der Hoek)Reading: Suggested readings and resourcesGraded: Food and WaterWEEK 7Health Systems and Global Health GovernanceIn this final module of the course we will go full circle, with lessons about the role of health systems and the impact of policy. The last lesson of the course will focus on global health governance and the health aspects of the UN Sustainable Development Goals. 6 videos, 5 readings, 1 practice quizexpandPractice Quiz: Online Activity: Framework for Health SystemsVideo: 13.1: NCDs and Health Care Systems (G Galea)Video: 13.2: Financing Universal Health Coverage (A Bjerrum)Video: 13.3: Health Care Facilities in Burkina Faso (H Samuelsen)Video: 13.4: Health Systems in Fragile States (TA Dræbel)Reading: Suggested readings and resourcesVideo: 14.1: Global Health Governance (S Tellier)Video: 14.2: Framework Convention on Tobacco Control (K Mauer-Stender)Reading: Suggested readings and resourcesReading: Keep in touchReading: Learning MoreReading: LecturersGraded: Health Systems and Global Health GovernanceWelcome to the first module of this global health course. In the first lesson we will introduce you to the overall concepts and definitions of global health and examine the question \"What are the biggest global health challenges?\". You'll get to hear some answers from fellow learners from around the world, and also have an opportunity to join the conversation here in the course discussion forums. We also have an interview with Professor Susan Whyte about the impact of health policy on a population's health. The second lesson deals with the central tools needed to measure global health burden. Together these two lessons will form the basis on which all the other topical modules are built. Enjoy!Video: 1.1: Welcome to the Course (F Konradsen)Reading: Course InformationVideo: 1.2: Voxpop - What is the biggest global health challenge? (Your fellow students)Discussion Prompt: What is your opinion?Video: 1.3: How Changing Policies Impact Population's Health (S Whyte)Reading: Suggested readings and resourcesVideo: 2.1: Epidemiological and Demographic Transition (DW Meyrowitsch)Video: 2.2: Disability Adjusted Life Years (DALYs) (DW Meyrowitsch)Video: 2.3: Global Burden of Diseases (DW Meyrowitsch)Video: 2.4: Disease-specific Risk Factors, part 1 (IC Bygbjerg)Video: 2.5: Disease-specific Risk Factors, part 2 (IC Bygbjerg)Reading: Suggested readings and resourcesThe second module of this course is focussed on infectious diseases. Lesson 3 will introduce you to the concept of infectious diseases and their relation to poverty and development, and lesson 4 will go through three prominent examples of infectious diseases that are still unfinished agendas in large parts of the world.Video: 3.1: Infectious Diseases, part 1 (IC Bygbjerg)Video: 3.2: Infectious Diseases, part 2 (IC Bygbjerg)Practice Quiz: Online Activity: Infectious Diseases and Development GoalsReading: Suggested readings and resourcesVideo: 4.1: Infectious Diarrheal Diseases (S Tulsani)Video: 4.2: Malaria - The Transition (L Hviid)Video: 4.3: HIV in Global Health (J Lundgren)Reading: Suggested readings and resourcesIn the third module we'll have a closer look at non-communicable diseases, in short NCDs, and examine the forces that are behind the global epidemic rise of NCDs such as diabetes. The module also includes a lesson about mental health and injuries - two major global health challenges that are often ignored when dealing with NCDs. Video: 5.1: NCDs explained (AR Demaio)Video: 5.2: The Global Burden of Disease - The Rise of NCDs (AR Demaio)Video: 5.3: Determinants and Drivers of NCDs (AR Demaio)Video: 5.4: Diabetes (V Narayan)Video: 5.5: Joint Risk Factors (IC Bygbjerg)Practice Quiz: Online Activity: Air PollutionReading: Suggested readings and resourcesVideo: 6.1: Mental Health in a Global Perspective (M Muijen)Video: 6.2: Pesticides and Self Harm in Sri Lanka (M Eddleston)Practice Quiz: Online Activity: Road Traffic InjuriesReading: Suggested readings and resourcesThis fourth module deals with maternal and child health. The first focus will be on the important, and at times controversial, topic of sexual and reproductive health and rights, often shortened to SRHR. This is followed by a short lesson focussed on child health. Video: 7.1: Sexual and Reproductive Health and Rights (S Tellier)Video: 7.2: Components of Sexual and Reproductive Health (BL Sørensen)Video: 7.3: The Role of the United Nations Population Fund (UNFPA) (E Dupont)Video: 7.4: Abortion Stigma (T Gammeltoft)Reading: Suggested readings and resourcesVideo: 8.1: mHealth in Reproductive and Child Health (S Lund)Video: 8.2: Continuum of Care (C Schmiegelow)Reading: Suggested readings and resourcesReading: Join our challenge: Help us reach the United Nations Sustainable Development Goals (SDGs)!Discussion Prompt: UNFPA blog post on access to contraceptivesDiscussion Prompt: UNFPA blog post on child marriageDiscussion Prompt: UNFPA blog post on Female Genital Mutilation (FGM)Discussion Prompt: Share your UNFPA advocacy experienceIn the fifth module we are looking at some great global crises that profoundly impact the health of populations, namely environment, climate change, and migration. We will examine the health acpect of these mega trends - how are they influencing and challenging policy, health systems, and the health of individuals in both low and high income countries?Video: 9.1: Environmental Health Challenges (F Konradsen)Video: 9.2: Main Environmental Challenges (R Bos)Video: 9.3: Climate Change and Health (P Furu)Reading: Suggested readings and resourcesVideo: 10.1: Refugees and Internally Displaced (S Tellier)Video: 10.2: Migrants and Health (S Tellier)Video: 10.3: Migration and Health in a Scandinavian Context (M Nørredam)Reading: Suggested readings and resourcesAccess to nutrituous food and clean water are fundamental to health and wellbeing. In the sixth module we are focussing on the role of nutrition and water, with some extra attention to the important role of sanitation and hygiene and their relation to human development. Video: 11.1: Nutrition and Infectious Diseases (H Friis)Video: 11.2: Diabetes and Maternal and Child Health (KK Nielsen)Practice Quiz: Online Activity: Childhood MalnutritionReading: Suggested readings and resourcesVideo: 12.1: Sanitation and Development Goals (S Cairncross)Video: 12.2: Diseases Related to Water, Sanitation and Hygiene (W van Der Hoek)Reading: Suggested readings and resourcesIn this final module of the course we will go full circle, with lessons about the role of health systems and the impact of policy. The last lesson of the course will focus on global health governance and the health aspects of the UN Sustainable Development Goals. Practice Quiz: Online Activity: Framework for Health SystemsVideo: 13.1: NCDs and Health Care Systems (G Galea)Video: 13.2: Financing Universal Health Coverage (A Bjerrum)Video: 13.3: Health Care Facilities in Burkina Faso (H Samuelsen)Video: 13.4: Health Systems in Fragile States (TA Dræbel)Reading: Suggested readings and resourcesVideo: 14.1: Global Health Governance (S Tellier)Video: 14.2: Framework Convention on Tobacco Control (K Mauer-Stender)Reading: Suggested readings and resourcesReading: Keep in touchReading: Learning MoreReading: LecturersJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversitySystems Thinking In Public HealthUniversity of Manchester   An Introduction to Population Health",
    "Creator": "University of Copenhagen",
    "Level": "",
    "URL": "https://coursera.org/learn/global-health-introduction",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Sleep Deprivation: Habits, Solutions, and Strategies",
    "Description": "About this course: Sleep deprivation is a silent epidemic. Since the invention of the light bulb, we have obtained less sleep than our ancestors, prioritizing work, school, socializing, sports, screen time – just about everything – over sleep. Sleep is viewed as compressible, something that can be made up at any time, but rarely is. Most believe this poses little risk. Unfortunately, they could not be more wrong.\n\nThe truth is, an adequate amount of good-quality sleep is critical to good health. Lack of sleep leads to deadly crashes, reduces productivity, and harms quality of life. Insufficient or disordered sleep can increase risk for ADHD, depression, heart attack, stroke, arrhythmia, heart failure, and early death.\n\nThis Teach-Out can be your first step in doing something about sleep deprivation. Learn how sleep works, why it is important, and what bad sleep habits are. Hear solutions you can start tonight to sleep better for the rest of your life. Understand strategies to help family and friends improve their sleep. Learn to advocate for the sleep health of your community. This Teach-Out is intended to connect learners worldwide to the University of Michigan in conversation around sleep deprivation.\n\nA Teach-Out is:\n\n-an event – it takes place over a fixed, short period of time\n\n-an opportunity – it is open for free participation to everyone around the world\n\n-a community – it will be joined by a large number of diverse individuals\n\n-a conversation – an opportunity to give and take ideas and information from people\n\nThe University of Michigan Teach-Out Series provides just-in-time community learning events for participants around the world to come together in conversation with the U-M campus community, including faculty experts. The U-M Teach-Out Series is part of our deep commitment to engage the public in exploring and understanding the problems, events, and phenomena most important to society.\n\nTeach-Outs are short learning experiences, each focused on a specific current issue. Attendees will come together over a few days not only to learn about a subject or event but also to gain skills. Teach-Outs are open to the world and are designed to bring together individuals with wide-ranging perspectives in respectful and deep conversation. These events are an opportunity for diverse learners and a multitude of experts to come together to ask questions of one another and explore new solutions to the pressing concerns of our global community. Come, join the conversation!\n\nFind new opportunities at teach-out.org.WEEK 1Sleep Deprivation: Habits, Solutions, and Strategies18 videos, 11 readingsexpandVideo: What's a Teach-Out?Reading: History of the Teach-InReading: Ground rules for discussion and engagementDiscussion Prompt: Introduce Yourself!Video: Introduction to the Epidemic of Sleep DeprivationReading: Overview of Module 1Video: The Epidemic of Chronic Partial Sleep DeprivationDiscussion Prompt: Your Personal Sleep StoryVideo: The Mysteries of SleepVideo: Two-Process Sleep ModelVideo: Negative Consequences of Sleep Loss: Performance, Attention, and HealthReading: Negative Consequences of Sleep Loss: Performance, Attention, and HealthVideo: Self-Assessment (Part 1)Reading: Take the Epworth Sleepiness Test!Video: Self-Assessment (Part 2): Analyzing Your ResultsDiscussion Prompt: Your thoughts on the Mysteries of SleepDiscussion Prompt: Share Your Questions for Our Sleep Experts!Reading: Overview of Module 2Video: Introduction to SolutionsVideo: Sleep DurationVideo: Regularity of Schedule: An Interview with Dr. Olivia WalchVideo: Creating a Good Sleep Environment: An Interview with Dr. Jan Van den BulckVideo: Bedtime RoutineVideo: Introduction to the #SleepChallengeDiscussion Prompt: Take the #SleepChallenge!Reading: Overview of Module 3Video: Beyond Your Bedroom (Pay it Forward)Video: Sleep and Your Job: An Interview with Dr. Chris BarnesVideo: School Start Times and Sleep: An Interview with Dr. Judith OwensReading: Sweet DreamzzzVideo: Pay it Forward!Discussion Prompt: How will YOU Pay it Forward?Reading: The Sleep Teach-Out Team Responds to Your QuestionsReading: Additional ResourcesUngraded Plugin: End of Teach-Out SurveyReading: AcknowledgementsGraded: Check your Sleep IQVideo: What's a Teach-Out?Reading: History of the Teach-InReading: Ground rules for discussion and engagementDiscussion Prompt: Introduce Yourself!Video: Introduction to the Epidemic of Sleep DeprivationReading: Overview of Module 1Video: The Epidemic of Chronic Partial Sleep DeprivationDiscussion Prompt: Your Personal Sleep StoryVideo: The Mysteries of SleepVideo: Two-Process Sleep ModelVideo: Negative Consequences of Sleep Loss: Performance, Attention, and HealthReading: Negative Consequences of Sleep Loss: Performance, Attention, and HealthVideo: Self-Assessment (Part 1)Reading: Take the Epworth Sleepiness Test!Video: Self-Assessment (Part 2): Analyzing Your ResultsDiscussion Prompt: Your thoughts on the Mysteries of SleepDiscussion Prompt: Share Your Questions for Our Sleep Experts!Reading: Overview of Module 2Video: Introduction to SolutionsVideo: Sleep DurationVideo: Regularity of Schedule: An Interview with Dr. Olivia WalchVideo: Creating a Good Sleep Environment: An Interview with Dr. Jan Van den BulckVideo: Bedtime RoutineVideo: Introduction to the #SleepChallengeDiscussion Prompt: Take the #SleepChallenge!Reading: Overview of Module 3Video: Beyond Your Bedroom (Pay it Forward)Video: Sleep and Your Job: An Interview with Dr. Chris BarnesVideo: School Start Times and Sleep: An Interview with Dr. Judith OwensReading: Sweet DreamzzzVideo: Pay it Forward!Discussion Prompt: How will YOU Pay it Forward?Reading: The Sleep Teach-Out Team Responds to Your QuestionsReading: Additional ResourcesUngraded Plugin: End of Teach-Out SurveyReading: AcknowledgementsUniversiteit LeidenDe-Mystifying MindfulnessThe University of North Carolina at Chapel HillPositive Psychology Stanford UniversityStanford Introduction to Food and HealthIndian School of BusinessA Life of Happiness and FulfillmentCase Western Reserve UniversityDesigning Your Personal Weight Loss Plan",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/sleepdeprivation",
    "Language": "English",
    "Commitment": "1 week, 4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "The Internet and You",
    "Description": "About this course: Can the Internet be controlled? Should it be? How does the history of the Internet help predict what we should expect for its future? Is net neutrality a lost cause or something worth fighting for? The Internet continues to surprise us as a force for change and disruption in our daily lives and society at large. While it seems as though these significant disruptions are a recent phenomena, in reality we have seen these profound societal disruptions since the 1990s. In this Teach-Out, participants will learn how the Internet has affected human communication, the sharing and discovery of information, and social interactions. Discussions on current trends and potential ways the Internet will continue to affect society will also be explored, as well as how learners can empower their own productivity and impact in the ever-evolving landscape of the Internet.\n\nA Teach-Out is:\n\n-an event – it takes place over a fixed, short period of time\n\n-an opportunity – it is open for free participation to everyone around the world\n\n-a community – it will be joined by a large number of diverse individuals\n\n-a conversation – an opportunity to give and take ideas and information from people\n\nThe University of Michigan Teach-Out Series provides just-in-time community learning events for participants around the world to come together in conversation with the U-M campus community, including faculty experts. The U-M Teach-Out Series is part of our deep commitment to engage the public in exploring and understanding the problems, events, and phenomena most important to society.\n\nTeach-Outs are short learning experiences, each focused on a specific current issue. Attendees will come together over a few days not only to learn about a subject or event but also to gain skills. Teach-Outs are open to the world and are designed to bring together individuals with wide-ranging perspectives in respectful and deep conversation. These events are an opportunity for diverse learners and a multitude of experts to come together to ask questions of one another and explore new solutions to the pressing concerns of our global community. Come, join the conversation!\n\nFind new opportunities at teach-out.org.Stanford UniversityWriting in the SciencesNorthwestern UniversityEngagement \u0026 Nurture Marketing StrategiesUniversity of MichiganMaking Successful Decisions through the Strategy, Law \u0026 Ethics ModelRice UniversityIntroduction to Data Analysis Using ExcelRutgers the State University of New JerseySupply Chain Planning",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/teach-out-internet-and-you",
    "Language": "English",
    "Commitment": "1-4 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Global Diplomacy – Diplomacy in the Modern World",
    "Description": "About this course: The Global Diplomacy course is a unique offering to the MOOC environment. Bringing together cutting edge research in the broad fields of Diplomatic and International Studies, award winning distance learning delivery and the instructors previous experience of delivering a successful MOOC. Please see the volume Global Diplomacy: Theories, Types and Models authored with Dr Alison Holmes, (Westview, 2016), and the Understanding Research Methods MOOC from Coursera.   \n \nThe Global Diplomacy MOOC has a direct heritage in the University of London International Academy/SOAS Global Diplomacy MA Programme launched in April 2013 which have attracted hundreds of students from around the world. The Global Diplomacy MA Programme is provided by the Centre for International Studies and Diplomacy which has been teaching postgraduate courses in Diplomacy for over twenty five years.\nAfter completing the 'Global Diplomacy' MOOC, learners will have: \n1.\tThe ability to demonstrate a critical understanding of the nature and development of global diplomacy, drawing on a variety of relevant contributing disciplines in the broad field of International Studies. \n2.\tAn understanding of changes in diplomatic practices and procedures and the relationship of those changes to contemporary politics.\n3.\tA sound grounding in both theoretical and empirical approaches to debates in diplomacy  so that students have been exposed to the and skills needed to analyse global diplomacy.\n4.\tknowledge of issues in global diplomacy in historical and contemporary contexts.WEEK 1Welcome Welcome to Global Diplomacy: Diplomacy in the Modern World. 3 readingsexpandReading: Read Me FirstReading: Course OutlineReading: Classic Diplomatic TextsE-tivity1: What is Diplomacy?In this E-tivity we will question the nature of diplomacy and construct a definition. 2 videos, 2 readingsexpandReading: InstructionsVideo: What is Diplomacy?Reading: Hans Morgenthau, \"Diplomacy\"Video: Simon discusses the key characteristics of Global DiplomacyGraded: E-tivity One: What is diplomacy? WEEK 2E-tivity 2 Success and Failure in DiplomacyWelcome to the second week of Global Diplomacy: Diplomacy in the Modern World. This module will explore what constitutes Success and Failure in Diplomacy2 videos, 2 readingsexpandReading: InstructionsVideo: Success in DiplomacyVideo: Failure in DiplomacyReading: Robert Lansing - 'The Peace Negotiations'Graded: E-tivity 2 Success and Failure in DiplomacyWEEK 3E-tivity 3: The Qualities of a 'Good' DiplomatWelcome to the third week of Global Diplomacy: Diplomacy in the Modern World. This module will discuss qualities of a 'good' diplomat.3 videos, 2 readingsexpandReading: InstructionsVideo: What are the qualities of a good diplomat?Reading: Chas Freeman, Diplomacy as a ProfessionVideo: Simon identifies the key characteristics of a good diplomatVideo: Simon addresses the question of what is an Ambassador?Graded: E-tivity 3 The Qualities of a 'Good' Diplomat.WEEK 4E-tivity 4: Diplomacy in Action Welcome to the fourth week of Global Diplomacy: Diplomacy in the Modern World. This module will explore where we see diplomacy in action. 1 video, 2 readingsexpandReading: InstructionsVideo: Where have you seen diplomacy in action?Reading: Alan Henrikson, \"The Future of Diplomacy? Five Projective Visions\"Graded: E-tivity 4 Diplomacy in Action WEEK 5E-tivity 5: Reflections on DiplomacyWelcome to the final week of Global Diplomacy: Diplomacy in the Modern World. In this module we reflect on what we have learnt about diplomacy. This extra challenge exercise will add to your understanding.  12 videos, 3 readingsexpandReading: InstructionsVideo: Dr Michele AcutoVideo: Prof Jason DittmarVideo: Dr Dan PleschVideo: Mr John WorneVideo: Dr Martin BrownVideo: Prof Naoko ShimazuVideo: Baroness Valerie AmosVideo: Prof Stephen CaseyVideo: Prof Stephen HopgoodVideo: Mr Omah SalhaVideo: Dr Richard WoodwardVideo: Dr Mark LaffeyReading: Action Group for Syria Final CommuniquéReading: Rudin Harry R., 'Diplomacy, Democracy, Security: Two Centuries in Contrast'Peer Review: E-tivity 5: Reflections on DiplomacyReading: Read Me FirstReading: Course OutlineReading: Classic Diplomatic TextsReading: InstructionsVideo: What is Diplomacy?Reading: Hans Morgenthau, \"Diplomacy\"Video: Simon discusses the key characteristics of Global DiplomacyReading: InstructionsVideo: Success in DiplomacyVideo: Failure in DiplomacyReading: Robert Lansing - 'The Peace Negotiations'Reading: InstructionsVideo: What are the qualities of a good diplomat?Reading: Chas Freeman, Diplomacy as a ProfessionVideo: Simon identifies the key characteristics of a good diplomatVideo: Simon addresses the question of what is an Ambassador?Reading: InstructionsVideo: Where have you seen diplomacy in action?Reading: Alan Henrikson, \"The Future of Diplomacy? Five Projective Visions\"Reading: InstructionsVideo: Dr Michele AcutoVideo: Prof Jason DittmarVideo: Dr Dan PleschVideo: Mr John WorneVideo: Dr Martin BrownVideo: Prof Naoko ShimazuVideo: Baroness Valerie AmosVideo: Prof Stephen CaseyVideo: Prof Stephen HopgoodVideo: Mr Omah SalhaVideo: Dr Richard WoodwardVideo: Dr Mark LaffeyReading: Action Group for Syria Final CommuniquéReading: Rudin Harry R., 'Diplomacy, Democracy, Security: Two Centuries in Contrast'Peer Review: E-tivity 5: Reflections on DiplomacySciences PoGeopolitics of EuropeUniversiteit LeidenThe Changing Global OrderUniversiteit LeidenPolitical Economy of Institutions and DevelopmentUniversity of CopenhagenConstitutional Struggles in the Muslim WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political Science",
    "Creator": "University of London, SOAS University of London",
    "Level": "",
    "URL": "https://coursera.org/learn/global-diplomacy",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "5 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Terrorism and Counterterrorism: Comparing Theory and Practice",
    "Description": "About this course: Terrorism has arguably been one of the defining factors of our age. It frequently makes headlines, threatening or attacking governments, private business and ordinary citizens. And in many parts of the world, it has been one of the most important threats to peace, security and stability. But what does this exactly mean? What is the nature of this threat? Who or what is threatened, how, by whom and why? What can be done about it or how can we at least limit the impact of terrorism and make sure that terrorists do not make headlines and manage to scare us?\n\nThese are just a handful of questions that will be addressed in this course that consists of three parts. First it focuses on the essence of terrorism as an instrument to achieve certain goals, in addition to an exploration of this phenomenon and the difficulties in defining it. \n\nThe second part provides an overview of the state of the art in (counter) terrorism studies. Since ‘9/11’ terrorism studies have grown exponentially, reflecting the rise in perceived threats. But what has academia come up with? What theories, assumptions and conventional wisdom has it produced that could be of help in understanding terrorism and dealing with it? The most interesting results are examined and compared with empirical evidence with the aim to either stress their importance or to debunk them as myths. \n\nThe final part looks into the implications and possibilities for policy making. The course ends with a module specifically designed to address one of today's most topical issue: the foreign fighter phenomenon.WEEK 1Welcome \u0026 the essence of terrorism In this module, you can find all the information you need in order to be able to successfully complete the course.\n\nAfter you have familiarised yourself with the course, we move to the content of week 1. You will learn about the definition of terrorism. What exactly is terrorism? Who and where are its victims? After completing this module, you will understand why it is so difficult to arrive at a generally accepted definition of this term.8 videos, 6 readingsexpandVideo: Welcome to the Course!Reading: Meet the team \u0026 Leiden UniversityReading: Course OverviewReading: Course FormatReading: What do we expect from youReading: Don't forget to check out the extra material!Reading: ReadingsVideo: 1.1 IntroductionVideo: 1.2 History of TerrorismVideo: 1.3 Use of the Word TerrorismDiscussion Prompt: Defining TerrorismVideo: 1.4 Why There Are No Generally Accepted DefinitionsVideo: 1.5 Need For a Definition: Some AttemptsVideo: 1.6 Essence of TerrorismVideo: Interview with Prof. Alex Schmid about Defining TerrorismGraded: Definition and Essence of TerrorismGraded: Peer Reviewed Assignment 1: Definition of terrorismWEEK 2Researching Terrorism and CounterterrorismIn this module, you will learn more about terrorism and counterterrorism studies. It is a relatively new field of study that owes much to research in related disciplines. You will get an overview of where the key centres and scholars are located. Also, you will understand the three main approaches that are used in this academic field and recognize their strengths and weaknesses.6 videos, 2 readingsexpandReading: ReadingsVideo: 2.1 History of Terrorism StudiesVideo: 2.2 Disciplines \u0026 ApproachesVideo: 2.3 Key Authors \u0026 CentresReading: Key AuthorsDiscussion Prompt: Terrorism studies: biased?Video: 2.4 Challenges \u0026 DilemmasVideo: 2.5 Current State of the ArtVideo: Interview with Akinola Olojo about the Lack of Non-Western Researchers in Terrorism StudiesGraded: Researching Terrorism and CounterterrorismWEEK 35 Assumptions on TerrorismThe subject of terrorism often falls prey to unfounded assumptions. Media, politicians, but also scholars frequently make far-reaching claims about this topic, such as the notion that terrorism is caused by poverty. In this module, we will critically investigate some of these assumptions to see if they are indeed true, partly true, false or perhaps even a myth (a widely held belief that is nevertheless still false). 5 videos, 1 readingexpandReading: ReadingsVideo: 3.1 Assumption: Terrorism is caused by povertyVideo: 3.2 Assumption: Terrorists are crazyVideo: 3.3 Assumption: Terrorism is increasingly lethalVideo: 3.4 Assumption: Terrorism is predominantly anti-westernDiscussion Prompt: Anti-Western and foreign fighters?Video: 3.5 Assumption: Terrorism is successfulGraded: 5 Assumptions on TerrorismWEEK 45 Assumptions on CounterterrorismIn this module, we will continue the work of module 3 and look into five assumptions on counterterrorism. It is highly relevant to keep investigating assumptions that underlie CT-policy, both from an effectiveness perspective (is it really countering terrorism?) but also because these policies often have a large impact on societies and might also have unintended consequences. 7 videos, 1 readingexpandReading: ReadingsVideo: 4.1 Assumption: One can recognise a terroristVideo: 4.2 Assumption: Deradicalisation is possibleDiscussion Prompt: Deradicalisation or disengagementVideo: 4.3 Assumption: Decapitation of terrorist organisations worksVideo: 4.4 Assumption: Terrorism cannot be defeatedVideo: 4.5 Assumption: Terrorism can best be managed by a holistic approachVideo: Interview with Dr. Jamie Shea (NATO)Video: Video presentation of Quirine Eijkman of Amnesty International on Drone Strikes in PakistanGraded: 5 Assumptions on CounterterrorismGraded: Peer Reviewed Assignment 2: 11th assumptionWEEK 5Dealing with Terrorism and the FutureAfter having tested these assumptions, we will make up the balance sheet. What are some of the remaining “un- and underresearched” topics in (counter)terrorism studies? We will also explore the concepts of fear management and resilience. Finally, we will look into the future of terrorism: what can we expect in the years to come?6 videos, 1 readingexpandReading: ReadingsVideo: 5.1 Past Weeks \u0026 This WeekVideo: 5.2 Underresearched TopicsVideo: 5.3 Fear and ResilienceVideo: 5.4 Fear and Impact ManagementDiscussion Prompt: Impact management and resilience in your countryVideo: 5.5 Future of TerrorismVideo: Phil Gurski - Intelligence AnalysisGraded: Dealing with Terrorism and Future of TerrorismWEEK 6Making Headlines Today - Foreign FightersThe final module of this course will look into a highly topical and politically sensitive issue of today: foreign fighters. Since the beginning of the civil war, high numbers of foreign fighters have joined the struggle, including many from Western countries. In this module, we will see who these people are and why they are going. Also, we will discuss to what extent these fighters pose a threat and which policy options are available to address this phenomenon. \n6 videos, 2 readingsexpandReading: ReadingsVideo: 6.1 Why is it Making Headlines?Video: 6.2 Foreign Fighters in Syria: Who are They and Why do They Go?Video: 6.3 Fighting Groups in Syria and IraqVideo: 6.4 Foreign Fighters: A Threat?Video: 6.5 Policy OptionsDiscussion Prompt: Foreign fightersVideo: Interview Phil Gurski - Western Foreign FightersReading: Want to learn more?Graded: Foreign FightersGraded: Final Exam In this module, you can find all the information you need in order to be able to successfully complete the course.\n\nAfter you have familiarised yourself with the course, we move to the content of week 1. You will learn about the definition of terrorism. What exactly is terrorism? Who and where are its victims? After completing this module, you will understand why it is so difficult to arrive at a generally accepted definition of this term.Video: Welcome to the Course!Reading: Meet the team \u0026 Leiden UniversityReading: Course OverviewReading: Course FormatReading: What do we expect from youReading: Don't forget to check out the extra material!Reading: ReadingsVideo: 1.1 IntroductionVideo: 1.2 History of TerrorismVideo: 1.3 Use of the Word TerrorismDiscussion Prompt: Defining TerrorismVideo: 1.4 Why There Are No Generally Accepted DefinitionsVideo: 1.5 Need For a Definition: Some AttemptsVideo: 1.6 Essence of TerrorismVideo: Interview with Prof. Alex Schmid about Defining TerrorismIn this module, you will learn more about terrorism and counterterrorism studies. It is a relatively new field of study that owes much to research in related disciplines. You will get an overview of where the key centres and scholars are located. Also, you will understand the three main approaches that are used in this academic field and recognize their strengths and weaknesses.Reading: ReadingsVideo: 2.1 History of Terrorism StudiesVideo: 2.2 Disciplines \u0026 ApproachesVideo: 2.3 Key Authors \u0026 CentresReading: Key AuthorsDiscussion Prompt: Terrorism studies: biased?Video: 2.4 Challenges \u0026 DilemmasVideo: 2.5 Current State of the ArtVideo: Interview with Akinola Olojo about the Lack of Non-Western Researchers in Terrorism StudiesThe subject of terrorism often falls prey to unfounded assumptions. Media, politicians, but also scholars frequently make far-reaching claims about this topic, such as the notion that terrorism is caused by poverty. In this module, we will critically investigate some of these assumptions to see if they are indeed true, partly true, false or perhaps even a myth (a widely held belief that is nevertheless still false). Reading: ReadingsVideo: 3.1 Assumption: Terrorism is caused by povertyVideo: 3.2 Assumption: Terrorists are crazyVideo: 3.3 Assumption: Terrorism is increasingly lethalVideo: 3.4 Assumption: Terrorism is predominantly anti-westernDiscussion Prompt: Anti-Western and foreign fighters?Video: 3.5 Assumption: Terrorism is successfulIn this module, we will continue the work of module 3 and look into five assumptions on counterterrorism. It is highly relevant to keep investigating assumptions that underlie CT-policy, both from an effectiveness perspective (is it really countering terrorism?) but also because these policies often have a large impact on societies and might also have unintended consequences. Reading: ReadingsVideo: 4.1 Assumption: One can recognise a terroristVideo: 4.2 Assumption: Deradicalisation is possibleDiscussion Prompt: Deradicalisation or disengagementVideo: 4.3 Assumption: Decapitation of terrorist organisations worksVideo: 4.4 Assumption: Terrorism cannot be defeatedVideo: 4.5 Assumption: Terrorism can best be managed by a holistic approachVideo: Interview with Dr. Jamie Shea (NATO)Video: Video presentation of Quirine Eijkman of Amnesty International on Drone Strikes in PakistanAfter having tested these assumptions, we will make up the balance sheet. What are some of the remaining “un- and underresearched” topics in (counter)terrorism studies? We will also explore the concepts of fear management and resilience. Finally, we will look into the future of terrorism: what can we expect in the years to come?Reading: ReadingsVideo: 5.1 Past Weeks \u0026 This WeekVideo: 5.2 Underresearched TopicsVideo: 5.3 Fear and ResilienceVideo: 5.4 Fear and Impact ManagementDiscussion Prompt: Impact management and resilience in your countryVideo: 5.5 Future of TerrorismVideo: Phil Gurski - Intelligence AnalysisThe final module of this course will look into a highly topical and politically sensitive issue of today: foreign fighters. Since the beginning of the civil war, high numbers of foreign fighters have joined the struggle, including many from Western countries. In this module, we will see who these people are and why they are going. Also, we will discuss to what extent these fighters pose a threat and which policy options are available to address this phenomenon. \nReading: ReadingsVideo: 6.1 Why is it Making Headlines?Video: 6.2 Foreign Fighters in Syria: Who are They and Why do They Go?Video: 6.3 Fighting Groups in Syria and IraqVideo: 6.4 Foreign Fighters: A Threat?Video: 6.5 Policy OptionsDiscussion Prompt: Foreign fightersVideo: Interview Phil Gurski - Western Foreign FightersReading: Want to learn more?University of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversity of CopenhagenConstitutional Struggles in the Muslim WorldSciences PoGeopolitics of EuropeTel Aviv UniversityThe Emergence of the Modern Middle East - Part IIUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "Universiteit Leiden",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/terrorism",
    "Language": "English, Subtitles: Spanish, Ukrainian, French",
    "Commitment": "30 hours of videos, quizzes, and projects",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Moral Foundations of Politics",
    "Description": "About this course: When do governments deserve our allegiance, and when should they be denied it? \n\nThis course explores the main answers that have been given to this question in the modern West. We start with a survey of the major political theories of the Enlightenment: Utilitarianism, Marxism, and the social contract tradition. In each case we begin with a look of classical formulations, locating them in historical context, but then shift to the contemporary debates as they relate to politics today.\n\nNext we turn to the rejection of Enlightenment political thinking, again exploring both classical and contemporary formulations. The last part of the course deals with the nature of, and justifications for, democratic politics, and their relations to Enlightenment and Anti-Enlightenment political thinking.\n\nIn addition to exploring theoretical differences among the various authors discussed, considerable attention is devoted to the practical implications of their competing arguments. To this end, we discuss a variety of concrete problems, including debates about economic inequality, affirmative action and the distribution of health care, the limits of state power in the regulation of speech and religion, and difficulties raised by the emerging threat of global environmental decay.WEEK 1Welcome to Moral Foundations of Politics 3 videos, 5 readingsexpandVideo: Welcome to Moral Foundations of Politics!Материал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: Meet Your InstructorМатериал для самостоятельного изучения: ReadingsМатериал для самостоятельного изучения: Grading and LogisticsМатериал для самостоятельного изучения: Course CertificateVideo: The Shape of the CourseVideo: ExpectationsWEEK 2Enlightenment Political TheoryThis module explores what makes a government legitimate. More specifically, was the Third Reich illegitimate and was Eichmann breaking some kind of higher law here?5 videosexpandVideo: The Eichmann Case and Problem of Illegal but Legitimate ActsVideo: The Paradox of Discomfort and the Organization of the CourseVideo: Politics in the EnlightenmentVideo: Early vs. Mature EnlightenmentsVideo: The Workmanship IdealGraded: Mini Quiz - Enlightenment Political TheoryWEEK 3Utilitarianism: Classical and NeoclassicalClassical and neoclassical utilitarianism are examined in this module starting with the historical context. Professor Shapiro then shifts to the contemporary debates as they relate to politics today.15 videosexpandVideo: Elements of UtilitarianismVideo: The Theory of Classical UtilitarianismVideo: The Utility Monster and the Principle of Diminishing Marginal UtilityVideo: The Panopticon and Bentham on GovernmentVideo: Distribution and Diminishing Marginal UtilityVideo: Bentham on Equality and RightsVideo: Neoclassical Utilitarianism: The Philosophical Context BeginningVideo: Neoclassical Utilitarianism: The Economic ContextVideo: Ideological Stakes of the Transition from Classical to Neoclassical UtilitarianismVideo: Introduction and the Harm PrincipleVideo: Bentham, Mill, and The Rights-Utility SynthesisVideo: The Harm Principle in PracticeVideo: Harm ExamplesVideo: Is the Harm Principle Conservative?Video: Office Hours 1Graded: Utilitarianism: Classical and NeoclassicalWEEK 4Marxism, Its Failures and Its LegacyThis module on Marx's Enlightenment theory focuses on the foundations of capitalism theory and its major weaknesses. 10 videosexpandVideo: Marx IntroductionVideo: Marx as an Enlightenment ThinkerVideo: Marx's Challenge to Classical Political EconomyVideo: The Working ClassVideo: Exploitation - The Micro StoryVideo: Exploitation - The Macro Story and the Theory of CrisisVideo: Marx's Overall FailuresVideo: Failures in the Macro TheoryVideo: Rethinking the Labor Theory of ValueVideo: Office Hours 2Graded: Marxism, Its Failures and Its LegacyWEEK 5The Social Contract Tradition IThis module looks at classical formulations of the Social Contract Tradition, locating them in historical context, but then shifts to the contemporary debates as they relate to politics today.13 videosexpandVideo: Consent and Thomas HobbesVideo: John Locke and the Workmanship IdealVideo: Locke on ConsentVideo: Immanuel Kant's EthicsVideo: John Rawls IntroductionVideo: John Rawls's Enduring InnovationsVideo: The Veil of IgnoranceVideo: Principles of JusticeVideo: The Difference PrincipleVideo: Problems with RawlsVideo: Political Not MetaphysicalVideo: Political DisagreementVideo: The Overlapping ConsensusWEEK 6The Social Contract Tradition IIThis module looks at classical formulations of the Social Contract Tradition, locating them in historical context, but then shifts to the contemporary debates as they relate to politics today.10 videos, 1 readingexpandVideo: Introduction to NozickVideo: Features of Nozick's AccountVideo: The Invisible Hand Evolution of the StateVideo: Necessity and ObligationVideo: Incorporating IndependentsVideo: CompensationVideo: Liberty Upsets PatternsVideo: Markets and PowerVideo: It is Unjust for Chamberlain to Make So Much MoneyМатериал для самостоятельного изучения: Visit the forums!Video: Office Hours 3Graded: The Social Contract TraditionWEEK 7Anti-Enlightenment PoliticsThis module explores the rejection of Enlightenment political thinking, again exploring both classical and contemporary formulations.8 videosexpandVideo: Burke's ConservatismVideo: Devlin's ConservatismVideo: Introduction to MacIntyreVideo: Emotivist CultureVideo: PracticesVideo: Failure of the Enlightenment ProjectVideo: Concluding Anti-Enlightenment ThoughtVideo: Office Hours 4Graded: Anti-Enlightenment PoliticsWEEK 8DemocracyThis module deals with the nature of, and justifications for, democratic politics, and their relations to Enlightenment and Anti-Enlightenment political thinking.13 videosexpandVideo: Democracy and its CriticsVideo: The Federalist PapersVideo: The Republican TraditionVideo: Discovering the General WillVideo: Habermas' Deliberative IdealVideo: Deliberation in the Real WorldVideo: The Westminster System in PracticeVideo: The Majority RuleVideo: Competition and DemocracyVideo: Electoral SystemsVideo: Reviewing the EnlightenmentVideo: Democracy and Human FreedomVideo: Office Hours 5Graded: DemocracyVideo: Welcome to Moral Foundations of Politics!Материал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: Meet Your InstructorМатериал для самостоятельного изучения: ReadingsМатериал для самостоятельного изучения: Grading and LogisticsМатериал для самостоятельного изучения: Course CertificateVideo: The Shape of the CourseVideo: ExpectationsVideo: The Eichmann Case and Problem of Illegal but Legitimate ActsVideo: The Paradox of Discomfort and the Organization of the CourseVideo: Politics in the EnlightenmentVideo: Early vs. Mature EnlightenmentsVideo: The Workmanship IdealVideo: Elements of UtilitarianismVideo: The Theory of Classical UtilitarianismVideo: The Utility Monster and the Principle of Diminishing Marginal UtilityVideo: The Panopticon and Bentham on GovernmentVideo: Distribution and Diminishing Marginal UtilityVideo: Bentham on Equality and RightsVideo: Neoclassical Utilitarianism: The Philosophical Context BeginningVideo: Neoclassical Utilitarianism: The Economic ContextVideo: Ideological Stakes of the Transition from Classical to Neoclassical UtilitarianismVideo: Introduction and the Harm PrincipleVideo: Bentham, Mill, and The Rights-Utility SynthesisVideo: The Harm Principle in PracticeVideo: Harm ExamplesVideo: Is the Harm Principle Conservative?Video: Office Hours 1Video: Marx IntroductionVideo: Marx as an Enlightenment ThinkerVideo: Marx's Challenge to Classical Political EconomyVideo: The Working ClassVideo: Exploitation - The Micro StoryVideo: Exploitation - The Macro Story and the Theory of CrisisVideo: Marx's Overall FailuresVideo: Failures in the Macro TheoryVideo: Rethinking the Labor Theory of ValueVideo: Office Hours 2Video: Consent and Thomas HobbesVideo: John Locke and the Workmanship IdealVideo: Locke on ConsentVideo: Immanuel Kant's EthicsVideo: John Rawls IntroductionVideo: John Rawls's Enduring InnovationsVideo: The Veil of IgnoranceVideo: Principles of JusticeVideo: The Difference PrincipleVideo: Problems with RawlsVideo: Political Not MetaphysicalVideo: Political DisagreementVideo: The Overlapping ConsensusVideo: Introduction to NozickVideo: Features of Nozick's AccountVideo: The Invisible Hand Evolution of the StateVideo: Necessity and ObligationVideo: Incorporating IndependentsVideo: CompensationVideo: Liberty Upsets PatternsVideo: Markets and PowerVideo: It is Unjust for Chamberlain to Make So Much MoneyМатериал для самостоятельного изучения: Visit the forums!Video: Office Hours 3Video: Burke's ConservatismVideo: Devlin's ConservatismVideo: Introduction to MacIntyreVideo: Emotivist CultureVideo: PracticesVideo: Failure of the Enlightenment ProjectVideo: Concluding Anti-Enlightenment ThoughtVideo: Office Hours 4Video: Democracy and its CriticsVideo: The Federalist PapersVideo: The Republican TraditionVideo: Discovering the General WillVideo: Habermas' Deliberative IdealVideo: Deliberation in the Real WorldVideo: The Westminster System in PracticeVideo: The Majority RuleVideo: Competition and DemocracyVideo: Electoral SystemsVideo: Reviewing the EnlightenmentVideo: Democracy and Human FreedomVideo: Office Hours 5University of PennsylvaniaRevolutionary Ideas: Utility, Justice, Equality, FreedomUniversity of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, PrisonsUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldYale UniversityAmerica's Unwritten Constitution",
    "Creator": "Yale University",
    "Level": "",
    "URL": "https://coursera.org/learn/moral-politics",
    "Language": "English",
    "Commitment": "8 weeks of study, 12-15 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Social Norms, Social Change I",
    "Description": "About this course: This is a course on social norms, the rules that glue societies together. It teaches how to diagnose social norms, and how to distinguish them from other social constructs, like customs or conventions. These distinctions are crucial for effective policy interventions aimed to create new, beneficial norms or eliminate harmful ones. The course teaches how to measure social norms and the expectations that support them, and how to decide whether they cause specific behaviors.  The course is a joint Penn-UNICEF project, and it includes many examples of norms that sustain behaviors like child marriage, gender violence and sanitation practices. \n\nThis is Part 1 of the Social Norms, Social Change series. In these lectures, I introduce all the basic concepts and definitions, such as social expectations and conditional preferences, that help us distinguish between different types of social practices like customs, descriptive norms and social norms. Expectations and preferences can be measured, and these lectures explain how to measure them. Measurement is crucial to understanding the nature of the practice you are facing, as well as whether an intervention was or was not successful, and why. In Part 2, we will put into practice all we have learned in Part 1.\n\nNew!  Please use this link for a 30% discount on the recommended book that accompanies this course!\nhttps://global.oup.com/academic/product/9780190622053/?cc=us\u0026lang=en\u0026promocode=AAFLYG6WEEK 1Interdependent \u0026 Independent Actions + Empirical ExpectationsWelcome Social Norms, Social Change. This course aims to give you the tools to understand, measure, and change collective practices. This module focuses on two of the basic building blocks the theory of social norms is built on: the distinction between interdependent and independent behavior, and empirical expectations.13 videos, 7 readingsexpandVideo: Introduction to Interdependent and Independent BehaviorVideo: 1.1Video: 1.2Reading: What makes a behavior independent versus interdependent?Reading: What is a custom?Video: 1.3Reading: How do the concepts of interdependent and independent behavior apply in the wild?Video: 1.4Reading: What are social expectations?Video: 1.5Video: 1.6Discussion Prompt: Customs in practiceVideo: Introduction to Empirical ExpectationsVideo: 2.1Reading: What are empirical expectations?Video: 2.2Video: 2.3Video: 2.4Reading: How do unilateral and multilateral expectations relate to imitation and coordination?Video: 2.5Reading: What is a descriptive norm?Discussion Prompt: Descriptive norms in practiceGraded: Quiz #1: Independent and Interdependent BehaviorGraded: Quiz #2: Empirical ExpectationsWEEK 2Normative Expectations + Personal Normative BeliefsThis module adds two more of the basic building blocks of the theory: normative expectations and personal normative beliefs. Although both are \"normative\" — that is, both have a component dealing with a \"should\" — there are important differences between normative expectations and personal normative beliefs.9 videos, 6 readingsexpandVideo: Introduction to Normative ExpectationsVideo: 3.1Reading: What are Normative Expectations?Video: 3.2Reading: SanctionsVideo: 3.3Reading: Reference Network DependenceVideo: 3.4Discussion Prompt: Normative Expectations in PracticeVideo: Introduction to Personal Normative BeliefsVideo: 4.1Reading: Non-Prudential Personal Normative BeliefsVideo: 4.2Reading: Personal Normative Beliefs vs. Normative ExpectationsVideo: 4.3Reading: Attitudes vs. Personal Normative BeliefsDiscussion Prompt: Personal Normative Beliefs in PracticeGraded: Quiz 3: Normative ExpectationsGraded: Quiz 4: Personal Normative BeliefsWEEK 3Conditional Preferences + Social NormsIn this module we cover two topics: conditional preferences and social norms. Conditional preferences are the final basic building block of the theory of social norms. After studying all these building blocks, we can finally assemble them to understand what it means for a collective practice to be a social norm.11 videos, 4 readingsexpandVideo: Introduction to Conditional PreferencesVideo: 5.1Video: 5.2Reading: What makes a preference a conditional preference?Video: 5.3Video: 5.4Discussion Prompt: Conditional preferences in practiceVideo: Introduction to Social NormsVideo: 6.1Reading: What is a social norm?Video: 6.2Video: 6.3Reading: How do sanctions relate to social norms?Video: 6.4Video: 6.5Reading: How can we diagnose a collective practice?Discussion Prompt: Social norms in practiceGraded: Quiz 5: Conditional PreferencesGraded: Quiz 6: Social NormsWEEK 4Pluralistic Ignorance + Measuring NormsThis module covers two important topics: pluralistic ignorance and norm measurement. Sometimes individuals endorse their social norms, but sometimes they do not. Knowing when a norm is endorsed is crucial for intervention. But how do we know we are dealing with a social norm or whether it's endorsed? Measurement answers that question.12 videos, 9 readingsexpandVideo: Introduction to Pluralistic IgnoranceVideo: 7.1Reading: What is Pluralistic Ignorance?Video: 7.2Reading: Whether We are Facing Pluralistic Ignorance is an Empirical QuestionVideo: 7.3Reading: Possibilities for Tackling Pluralistic IgnoranceDiscussion Prompt: Pluralistic Ignorance in PracticeVideo: Introduction to Measuring NormsVideo: 8.1Reading: Measurement: From the Lab to the FieldVideo: 8.2Reading: Hypotheticals and Belief-Expectation ManipulationVideo: 8.3Reading: Measuring Beliefs and ExpectationsVideo: 8.4Reading: Measuring Social Conditionality of PreferenceVideo: 8.5Reading: Limits of Traditional Surveys and SolutionsVideo: 8.6Reading: VignettesVideo: ClosingDiscussion Prompt: Measuring Norms in PracticeGraded: Quiz 7: Pluralistic IgnoranceGraded: Quiz 8A: Measuring Norms, Part 1Graded: Quiz 8B: Measuring Norms, Part 2Welcome Social Norms, Social Change. This course aims to give you the tools to understand, measure, and change collective practices. This module focuses on two of the basic building blocks the theory of social norms is built on: the distinction between interdependent and independent behavior, and empirical expectations.Video: Introduction to Interdependent and Independent BehaviorVideo: 1.1Video: 1.2Reading: What makes a behavior independent versus interdependent?Reading: What is a custom?Video: 1.3Reading: How do the concepts of interdependent and independent behavior apply in the wild?Video: 1.4Reading: What are social expectations?Video: 1.5Video: 1.6Discussion Prompt: Customs in practiceVideo: Introduction to Empirical ExpectationsVideo: 2.1Reading: What are empirical expectations?Video: 2.2Video: 2.3Video: 2.4Reading: How do unilateral and multilateral expectations relate to imitation and coordination?Video: 2.5Reading: What is a descriptive norm?Discussion Prompt: Descriptive norms in practiceThis module adds two more of the basic building blocks of the theory: normative expectations and personal normative beliefs. Although both are \"normative\" — that is, both have a component dealing with a \"should\" — there are important differences between normative expectations and personal normative beliefs.Video: Introduction to Normative ExpectationsVideo: 3.1Reading: What are Normative Expectations?Video: 3.2Reading: SanctionsVideo: 3.3Reading: Reference Network DependenceVideo: 3.4Discussion Prompt: Normative Expectations in PracticeVideo: Introduction to Personal Normative BeliefsVideo: 4.1Reading: Non-Prudential Personal Normative BeliefsVideo: 4.2Reading: Personal Normative Beliefs vs. Normative ExpectationsVideo: 4.3Reading: Attitudes vs. Personal Normative BeliefsDiscussion Prompt: Personal Normative Beliefs in PracticeIn this module we cover two topics: conditional preferences and social norms. Conditional preferences are the final basic building block of the theory of social norms. After studying all these building blocks, we can finally assemble them to understand what it means for a collective practice to be a social norm.Video: Introduction to Conditional PreferencesVideo: 5.1Video: 5.2Reading: What makes a preference a conditional preference?Video: 5.3Video: 5.4Discussion Prompt: Conditional preferences in practiceVideo: Introduction to Social NormsVideo: 6.1Reading: What is a social norm?Video: 6.2Video: 6.3Reading: How do sanctions relate to social norms?Video: 6.4Video: 6.5Reading: How can we diagnose a collective practice?Discussion Prompt: Social norms in practiceThis module covers two important topics: pluralistic ignorance and norm measurement. Sometimes individuals endorse their social norms, but sometimes they do not. Knowing when a norm is endorsed is crucial for intervention. But how do we know we are dealing with a social norm or whether it's endorsed? Measurement answers that question.Video: Introduction to Pluralistic IgnoranceVideo: 7.1Reading: What is Pluralistic Ignorance?Video: 7.2Reading: Whether We are Facing Pluralistic Ignorance is an Empirical QuestionVideo: 7.3Reading: Possibilities for Tackling Pluralistic IgnoranceDiscussion Prompt: Pluralistic Ignorance in PracticeVideo: Introduction to Measuring NormsVideo: 8.1Reading: Measurement: From the Lab to the FieldVideo: 8.2Reading: Hypotheticals and Belief-Expectation ManipulationVideo: 8.3Reading: Measuring Beliefs and ExpectationsVideo: 8.4Reading: Measuring Social Conditionality of PreferenceVideo: 8.5Reading: Limits of Traditional Surveys and SolutionsVideo: 8.6Reading: VignettesVideo: ClosingDiscussion Prompt: Measuring Norms in PracticeThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive SciencesUniversity of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, PrisonsEmory UniversityUnderstanding ViolenceUniversity of PennsylvaniaRevolutionary Ideas: Utility, Justice, Equality, FreedomUniversitat Autònoma de BarcelonaEmotions: a Philosophical Introduction",
    "Creator": "University of Pennsylvania, Unicef",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/norms",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Greening the Economy: Sustainable Cities",
    "Description": "About this course: How can we shape urban development towards sustainable and prosperous futures?\n\nThis course will explore sustainable cities as engines for greening the economy. We place cities in the context of sustainable urban transformation and climate change. Sustainable urban transformation refers to structural transformation processes – multi-dimensional and radical change – that can effectively direct urban development towards ambitious sustainability and climate goals.\n\nWe will connect the key trends of urbanization, decarbonisation and sustainability. We will examine visions, experiments and innovations in urban areas. We will look at practices (what is happening in cities at present) and opportunities (what are the possibilities for cities going forwards into the future). We bring together a collection of diverse short films and key short readings on sustainable cities as well as interactive forums and a practical assignment to create an online learning community.\n\nThis course provides key examples of activities to promote sustainable cities in Scandinavia, Europe and around the world. We utilize films and reports by WWF, the Economist Intelligence Unit, ICLEI – Local Governments for Sustainability, UN-Habitat, C40 Climate Leadership Group, Arup, Sustainia, the Rockefeller Foundation, and ongoing research projects. This course is produced by Lund University in cooperation with WWF and ICLEI. It is available for free to everyone, everywhere!\n\nThe International Institute for Industrial Environmental Economics (IIIEE) at Lund University is an international centre of excellence on sustainable solutions. The IIIEE is ideally suited to understand and explain the interdisciplinary issues in sustainable cities and greening the economy utilising the diverse disciplinary backgrounds of its international staff. The IIIEE has been researching and teaching on sustainable solutions since the 1990s and it has extensive international networks connecting with a variety of organizations. \n\n5 hours/week\n5 weeks duration\n30 films\n10 teachersWEEK 1Sustainable Urban TransformationBy studying this module you can gain an increased knowledge and a deeper understanding of sustainable urban transformation and sustainable cities8 videos, 4 readingsexpandVideo: About the courseReading: Course syllabusReading: GradingReading: Readings Week 1Reading: About the teamVideo: Sustainable Urban TransformationVideo: Sustainable CitiesVideo: Urban Climate GovernanceVideo: The Efficient CityVideo: WWF HousingVideo: ICLEI Participatory Urban Agriculture in Quito, EcuadorVideo: The Urban Green – Part IGraded: Week 1WEEK 2Infrastructure and PlanningBy studying this module you can gain an increased knowledge and a deeper understanding of the role of infrastructure and planning in creating sustainable cities.7 videos, 2 readingsexpandVideo: Infrastructure and PlanningVideo: Building Standards in the Built EnvironmentVideo: Lighting the FutureVideo: Cities and ClimateVideo: WWF TransportVideo: ICLEI Building Urban Resilience in Boulder, USAVideo: The Urban Green - Part IIReading: Readings Week 2Reading: Green Urban Initiative: Example SubmissionsGraded: Week 2Graded: Green Urban InitiativeWEEK 3Urban Living LabsBy studying this module you can gain an increased knowledge and a deeper understanding of urban living labs and the role of experiments in sustainable cities.7 videos, 1 readingexpandVideo: Climate Governance and Urban ExperimentsVideo: Urban Living LabsVideo: Urban Innovation and Living LabsVideo: Governance of Urban Sustainability TransitionsVideo: WWF PositiveVideo: ICLEI Energy Housekeeping in Seoul, Republic of KoreaVideo: The Urban Green - Part IIIReading: Readings Week 3Graded: Week 3WEEK 4Future Urban VisionsBy studying this module you can gain an increased knowledge and a deeper understanding of visions for sustainable cities.7 videos, 1 readingexpandVideo: Visioning Cities for the FutureVideo: Smart Sustainable CitiesVideo: Earth Hour City ChallengeVideo: Visions and Pathways 2040Video: WWF FoodVideo: ICLEI Carbon Literacy in Manchester, UKVideo: The Green Urban - Part IReading: Readings Week 4Graded: Week 4WEEK 5Sustainable Urban LifestylesBy studying this module you can gain an increased knowledge and a deeper understanding of the relationship between sustainable urban lifestyles and sustainable cities.7 videos, 1 readingexpandVideo: Sustainable Urban LifestylesVideo: WWF and Sustainable CitiesVideo: Cities and the Sharing EconomyVideo: The Sustainability ChallengeVideo: WWF ConsumptionVideo: ICLEI Joint Climate Action in Joondalup, AustraliaVideo: The Green Urban - Part VReading: Readings Week 5Graded: Week 5Video: About the courseReading: Course syllabusReading: GradingReading: Readings Week 1Reading: About the teamVideo: Sustainable Urban TransformationVideo: Sustainable CitiesVideo: Urban Climate GovernanceVideo: The Efficient CityVideo: WWF HousingVideo: ICLEI Participatory Urban Agriculture in Quito, EcuadorVideo: The Urban Green – Part IVideo: Infrastructure and PlanningVideo: Building Standards in the Built EnvironmentVideo: Lighting the FutureVideo: Cities and ClimateVideo: WWF TransportVideo: ICLEI Building Urban Resilience in Boulder, USAVideo: The Urban Green - Part IIReading: Readings Week 2Reading: Green Urban Initiative: Example SubmissionsVideo: Climate Governance and Urban ExperimentsVideo: Urban Living LabsVideo: Urban Innovation and Living LabsVideo: Governance of Urban Sustainability TransitionsVideo: WWF PositiveVideo: ICLEI Energy Housekeeping in Seoul, Republic of KoreaVideo: The Urban Green - Part IIIReading: Readings Week 3Video: Visioning Cities for the FutureVideo: Smart Sustainable CitiesVideo: Earth Hour City ChallengeVideo: Visions and Pathways 2040Video: WWF FoodVideo: ICLEI Carbon Literacy in Manchester, UKVideo: The Green Urban - Part IReading: Readings Week 4Video: Sustainable Urban LifestylesVideo: WWF and Sustainable CitiesVideo: Cities and the Sharing EconomyVideo: The Sustainability ChallengeVideo: WWF ConsumptionVideo: ICLEI Joint Climate Action in Joondalup, AustraliaVideo: The Green Urban - Part VReading: Readings Week 5University of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementLund UniversityGreening the Economy: Lessons from ScandinaviaÉcole Polytechnique Fédérale de LausanneMunicipal Solid Waste Management in Developing Countries",
    "Creator": "Lund University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/gte-sustainable-cities",
    "Language": "English",
    "Commitment": "5 weeks of study, 5 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Global Diplomacy: the United Nations in the World",
    "Description": "About this course: The course offers a well-researched and broad-ranging primer to the United Nations system.  Consisting of an introduction to the complex UN family and its history, and a series of ‘snapshots’ of key UN functions, which are used to explore important UN themes and help learners develop important analysis, communication, and policy-based skills.\n\nThe course is aimed broadly at people interested in learning more about the United Nations system, assuming a level of interest but no necessary previous knowledge, whilst also offering offering sufficient up to date research and new critical perspectives that it will also be of interest to people with more expertise or academic familiarity with the topic as well. \n\nThe main aim of the course is to provide this wide-ranging introduction in a self-contained, but in-depth form, alongside the important practical skills necessary to understand and discuss UN affairs, and potentially lay the groundwork for greater engagement in future – either in civil society or in further study.WEEK 1Introduction An overview of the MOOC1 video, 3 readingsexpandVideo: Welcome to the MOOCReading: Read me firstReading: Course OutlineReading: General ReadingsWEEK 2The UN Today: what is it?This week will introduce the idea of the United Nations as a system of more-or-less connected agencies that exist to address a wide range of world problems, and provide an overview of how different parts fit together to constitute the modern United Nations system.2 videos, 1 readingexpandVideo: UN Today -  IntroductionVideo: What is the UN Today?Reading: The UN Today: what is it?Discussion Prompt: What is the UN today?Graded: The UN today, what is it? WEEK 3Where did the United Nations come from, and why?This week will provide an overview of the historical circumstances of the beginning of the UN – what early UN agencies were, what were the influential powers and groups at the early negotiations, and what values the UN was founded on, with comparisons to modern-day approaches.2 videos, 1 readingexpandVideo: Where did the UnitedNations come from, and why ? - IntroductionVideo: Where did the UN come from and why?Reading: Where did the United Nations come from, and why?Discussion Prompt: Where did the UN come from and why?Graded: Where did the UN Come from and Why?WEEK 4Power in international politics: how does the UN Security Council work?This week will use the UN Security Council as a primer to the issue of relative power in international institutions. After examining the structure and operations of the Council, it will encourage students to examine the fundamental issues that determine its existence, including the status of the five permanent members, its ability to carry out its function, and the prospects for reform.2 videos, 1 readingexpandVideo: How does the UN Security Council work - IntroductionVideo: How does the UN Security Council work?Reading: How does the UN Security Council work? - ReadingGraded: How the UN Security Council works? WEEK 5What is the place of human rights in international politics?This week will address the question of human rights at the UN, introducing the basic documents and declarations that underpin much UN activity. It will introduce the wide range of UN declarations on this topic, how they came about, and then examine potential criticisms of modern UN conceptions of human rights2 videos, 1 readingexpandVideo: Human rights in international politics? - IntroductionVideo: Human rights in international politics?Reading: Human rights in international politics? - ReadingGraded: What is the place of human rights in international politics?WEEK 6Emergency help: how does the UN respond to crises?This week will introduce the family of UN agencies involved in humanitarian work, and begin to unpack their relationships with each other and role in responding to conflict.2 videos, 1 readingexpandVideo: How does the UN respond to crises? - IntroductionVideo: How does the UN respond to crises?Reading: How does the UN respond to crises?  - ReadingGraded: Emergency help: how does the UN respond to crises?WEEK 7Where next for the UN? [OPTIONAL]In this week, students will have a chance to review and draw together what they have learned over the previous weeks, and develop analysis skills when assessing how different priorities. This exercise will also introduce the issue of practicality and organisational politics to it, giving students an opportunity to consider how the issues they have examined might be affected by the process of implementation.2 videos, 1 readingexpandVideo: Where next for the UN? - IntroductionVideo: Where next for the UN?Reading: Where next for the UN? - ReadingPeer Review: Where next for the UN?Video: Welcome to the MOOCReading: Read me firstReading: Course OutlineReading: General ReadingsThis week will introduce the idea of the United Nations as a system of more-or-less connected agencies that exist to address a wide range of world problems, and provide an overview of how different parts fit together to constitute the modern United Nations system.Video: UN Today -  IntroductionVideo: What is the UN Today?Reading: The UN Today: what is it?Discussion Prompt: What is the UN today?This week will provide an overview of the historical circumstances of the beginning of the UN – what early UN agencies were, what were the influential powers and groups at the early negotiations, and what values the UN was founded on, with comparisons to modern-day approaches.Video: Where did the UnitedNations come from, and why ? - IntroductionVideo: Where did the UN come from and why?Reading: Where did the United Nations come from, and why?Discussion Prompt: Where did the UN come from and why?This week will use the UN Security Council as a primer to the issue of relative power in international institutions. After examining the structure and operations of the Council, it will encourage students to examine the fundamental issues that determine its existence, including the status of the five permanent members, its ability to carry out its function, and the prospects for reform.Video: How does the UN Security Council work - IntroductionVideo: How does the UN Security Council work?Reading: How does the UN Security Council work? - ReadingThis week will address the question of human rights at the UN, introducing the basic documents and declarations that underpin much UN activity. It will introduce the wide range of UN declarations on this topic, how they came about, and then examine potential criticisms of modern UN conceptions of human rightsVideo: Human rights in international politics? - IntroductionVideo: Human rights in international politics?Reading: Human rights in international politics? - ReadingVideo: How does the UN respond to crises? - IntroductionVideo: How does the UN respond to crises?Reading: How does the UN respond to crises?  - ReadingIn this week, students will have a chance to review and draw together what they have learned over the previous weeks, and develop analysis skills when assessing how different priorities. This exercise will also introduce the issue of practicality and organisational politics to it, giving students an opportunity to consider how the issues they have examined might be affected by the process of implementation.Video: Where next for the UN? - IntroductionVideo: Where next for the UN?Reading: Where next for the UN? - ReadingPeer Review: Where next for the UN?Sciences PoGeopolitics of EuropeUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldUniversiteit LeidenThe Changing Global OrderUniversiteit LeidenPolitical Economy of Institutions and DevelopmentThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the World",
    "Creator": "University of London, SOAS University of London",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/global-diplomacy-un",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "International Women's Health and Human Rights",
    "Description": "About this course: This course focuses on women’s health and human rights issues from infancy through old age, including information about positive interventions relating to those issues.  Learners are encouraged to interact with each other through interactive discussions.  \n\nIt is important to us that this course be available to all learners.  We encourage you to apply for Coursera's financial aid (see link to left) if the cost of the course certificate is difficult for you to afford.  Please note that you may view all materials in this course, and participate in it, without purchasing a certificate.\n\nThe course was co-created by Consulting Professor Anne Firth Murray and Kevin Hsu. Anne Firth Murray is the Content Director of the course; Kevin Hsu is the Design Director of the course.WEEK 1Introduction1 video, 9 readingsexpandReading: Welcome!Reading: Who we areVideo: Welcome to the CourseReading: Our TextbookReading: AssignmentsReading: Complete a brief pre-course surveyReading: What resources are available to you?Reading: Visit internationalwomenshealth.orgReading: Sharing your workReading: Create a local groupGraded: Complete the surveyWomen's Rights = Human RightsLearning the basics of women's rights and human rights. Why do we use the lens of human rights to examine women's issues?6 videos, 8 readingsexpandReading: About this ModuleVideo: Why do we take a human rights lens?Reading: Women's Health, Poverty and Rights [Textbook]Discussion Prompt: What are my initial thoughts on these topics?Reading: About Akila RadhakrishnanVideo: Akila Radhakrishnan on Women \u0026 Human RightsReading: About Helen StacyVideo: Helen Stacy on Women's Health, Human Rights, and International LawDiscussion Prompt: CEDAW in your CountryReading: (optional) Additional ResourcesReading: WHO: Women and Health - Today's Evidence, Tomorrow's AgendaReading: [Optional] We Women Worry a Lot about our Husbands (Ghana)Discussion Prompt: Reflect and RespondVideo: Son Preference \u0026 DemographyReading: A Deadly PreferenceVideo: Son Preference ConclusionVideo: Week 1 Final RemarksGraded: Check Your Learning: Women's Rights = Human RightsGraded: Check Your Learning: A Deadly PreferenceGraded: Thought Question on Women's Rights and Human RightsWEEK 2Education5 videos, 10 readingsexpandReading: About this ModuleVideo: Introduction to EducationReading: Chapter 3. Childhood: the Hope of Education and the Persistence of DiscriminationReading: (optional) Additional ResourcesReading: New Lessons: the Power of Educating Adolescent GirlsReading: (optional) Additional Resources on Girls' EducationReading: What Works in Girls’ EducationReading: About Lynn MurphyVideo: Lynn Murphy on \"Learning vs. Schooling\"Reading: About Wu QingVideo: Professor Wu Qing from ChinaReading: About Wanjiru Kamau-RutenbergVideo: Dr. Wanjiru Kamau-Rutenberg from KenyaVideo: Week 2 Final RemarksReading: (optional) Add to Your PortfolioGraded: Check Your Learning: EducationGraded: Thought Question: EducationWEEK 3Childhood \u0026 Adolescence: Female Genital Mutilation4 videos, 10 readings, 1 practice quizexpandReading: Into a New World: Young Women's Sexual and Reproductive LivesReading: About this ModuleVideo: Female Genital MutilationReading: A Violent Practice: Female Genital Mutilation [Textbook]Reading: World Health OrganizationReading: UNICEFVideo: UNICEF: Speaking out on Female Genital Mutilation/CuttingReading: (optional) UNICEF DataReading: Female Genital Mutilation: Guide to Laws and PoliciesReading: Introduction to FGM in Sierra LeoneVideo: Isha Daramy on FGM in Sierra LeonePractice Quiz: Check-in on FGMVideo: UNICEF: FGM in Côte d'IvoireReading: [Optional] Cultural Perspective on FGMReading: (optional) Add to Your PortfolioGraded: Check Your Learning: Female Genital MutilationGraded: Thought Question on Female Genital MutilationWEEK 4Childhood \u0026 Adolescence: HIV/AIDS8 videos, 11 readings, 1 practice quizexpandReading: About this ModuleVideo: Vulnerability to HIV/AIDSReading: Adolescence, Change \u0026 Vulnerability [Textbook]Reading: Women, Poverty, and AIDSReading: Women Are Not Just TransmittersPractice Quiz: Check Your Learning: (Practice Quiz) HIV/AIDSReading: About Dr. Gene Richardson (Stanford)Video: Dr. Gene Richardson on Gender \u0026 HIV/AIDSVideo: Why South Africa?Reading: (optional) Additional ResourcesVideo: What is 'structural violence'?Video: Changing ParadigmsReading: About TeachAIDSVideo: About TeachAIDSVideo: TeachAIDS IndiaReading: About G.R.A.C.EVideo: Orphans in AfricaReading: (optional) Additional ResourcesReading: About this QuizReading: (optional) Add to Your PortfolioGraded: HIV/AIDSGraded: Thought Question: Structural Violence, HIV/AIDSWEEK 5Reproductive Health6 videos, 15 readingsexpandReading: About this ModuleVideo: Introduction to Reproductive HealthReading: Why Child Marriage PersistsReading: Adolescent Pregnancy and Its Outcomes Across CountriesReading: About Dr. Caitlin Gerdts (UCSF)Video: Dr. Caitilin Gerdts on Reproductive HealthReading: The Maternity Death Road: Reproductive and Sexual Health  [Textbook]Discussion Prompt: Responsibility for PregnancyReading: Spiraling Discourses of Reproductive and Sexual RightsReading: Activism for Sexual and Reproductive RightsReading: Advancing women's reproductive and sexual health rights: Using the International Human Rights systemDiscussion Prompt: Reflect \u0026 RespondVideo: Unwanted Pregnancy, Contraception, and AbortionReading: (optional) Additional ResourcesDiscussion Prompt: Reflect \u0026 RespondReading: About IpasVideo: Safe abortion in Nepal - a success storyReading: Outcomes in NepalReading: Lesbians, Health and Human RightsReading: The Maternity Death RoadVideo: Why Did Mrs. X Die?, RetoldReading: (optional) \"Birth of a Surgeon\" documentary film (Mozambique)Video: Final Remarks on Sexual HealthReading: (optional) Add to Your PortfolioGraded: Check Your Learning: Reproductive HealthGraded: Thought Question: Reproductive HealthEngage Your Community - Assignment #1One of two special assignments that will take you out to interact with members of your community2 readingsexpandReading: Engage Your Community - Assignment #1Reading: (optional) Add to Your PortfolioGraded: Engage Your Community #1WEEK 6Violence Against Women in the Home and Community3 videos, 16 readingsexpandReading: About this ModuleVideo: Violence Against WomenReading: \"Violence against Women: Abuse or Terrorism?\" [Textbook]Reading: WHO: Intimate partner and sexual violence against womenReading: (optional) Additional ResourcesReading: About Jacqueline Pitanguy (Brazil)Video: Jacqueline Pitanguy on Violence Against WomenDiscussion Prompt: Reflect \u0026 RespondReading: WHO: Going in DepthReading: (Optional) Reflections on Violence, Subordination \u0026 Sexual Control (India)Reading: About the FilmVideo: From Fear to FreedomReading: (Optional) SurveyReading: About the Women's Learning PartnershipReading: Impacts on Empowerment (Mexico)Reading: An Obstacle to Development (Global)Reading: WHO: Primary prevention strategiesReading: Ending Violence Against WomenReading: ConclusionReading: (optional) Add to Your PortfolioGraded: Check Your Learning: Violence Against WomenGraded: Thought Question: Violence Against Women in the Home \u0026 CommunityWEEK 7Women in War and Refugee Settings6 videos, 15 readings, 1 practice quizexpandReading: About this ModuleVideo: War \u0026 Refugee SettingsReading: Women Caught in Conflict and Refugee Situations [Textbook]Reading: Defining \"What is a refugee?\"Reading: Female refugeesReading: (optional) Additional Resources on \"Rape as a Weapon of War\"Reading: About Tiela ChalmersVideo: LGBTI RefugeesVideo: LGBIT Refugees (bonus)Reading: War and the Health of WomenReading: Forced Evictions in Situations of Armed Conflict (Middle East)Reading: Women, Violence and War (Balkans)Practice Quiz: Optional Reading QuizReading: About UN Special Representative Zainab BanguraVideo: Zainab BanguraReading: (optional) Additional ResourcesReading: About Marjan SaxVideo: Marjan Sax on Refugees in EuropeReading: About the Series \"Women, War, and Peace\" (2011)Reading: (optional) Film: \"Pray the Devil Back to Hell\"Discussion Prompt: Reflect \u0026 RespondVideo: Final Remarks on Women in War and Refugee SettingsReading: (optional) Add to Your PortfolioGraded: Check Your Learning: Women in War and Refugee SettingsGraded: Thought Question: Women in War \u0026 Refugee SettingsWEEK 8Women's Quest to Escape Poverty: Work \u0026 Economic Empowerment4 videos, 10 readingsexpandReading: About this ModuleVideo: Women in PovertyReading: Laboring in a Globalized WorldReading: UN WOMEN: Facts \u0026 Figures on Economic EmpowermentReading: (optional) Additional ResourcesReading: About Violeta KrasnicVideo: Violeta Krasnic on Women and WorkReading: The Global Gender GapVideo: The Global Gender GapVideo: Violeta's Comments on the VideoDiscussion Prompt: Reflect \u0026 RespondReading: UN WOMEN: Decent Work and Women's Economic EmpowermentReading: UNDP: \"Valuing Women's Work\"Reading: UN Special Rapporteur: Unpaid Care Work and Women's Human RightsDiscussion Prompt: Policy Frameworks for Gender EqualityReading: (optional) Add to Your PortfolioGraded: Check Your Learning: Women's Work and Economic EmpowermentGraded: Thought Question: Women's Quest to Escape Poverty - Work \u0026 Economic EmpowermentWEEK 9Women's Quest to Escape Poverty: Sex Work \u0026 Sex Trafficking3 videos, 7 readingsexpandReading: About this ModuleVideo: Introduction to Sex Work and Sex TraffickingReading: Sex Work and Sex TraffickingReading: About Katherine JolluckVideo: Katherine Jolluck on Human TraffickingReading: Trading women into sex and slaveryReading: International Trafficking in Women in the United StatesReading: Women in the Sex Trade in Calcutta (India)Video: Voluntary \u0026 Involuntary Sex WorkReading: (optional) Add to Your PortfolioGraded: Trading women into sex and slaveryGraded: International Trafficking in Women in the United StatesGraded: Women in the Sex Trade in Calcutta (India)Graded: Check Your Learning: Sex Work and Sex TraffickingGraded: Thought Question: Women's Quest to Escape Poverty - Sex Work \u0026 Sex TraffickingWEEK 10Women, Aging, and End of Life3 videos, 10 readingsexpandReading: About this ModuleVideo: Introduction to Women AgingReading: Aging in a Man's World [Textbook]Reading: UN WOMEN: Between Gender \u0026 AgingReading: About Dr. Carol Hutner Winograd (Stanford)Video: Dr. Carol Hutner Winograd on Aging and Demographic ChangeReading: (optional) Additional ResourcesReading: Aging in a Gendered World \u0026 Special Problems in Developing CountriesReading: Who Cares for the Caregivers?Reading: Dying and DeathReading: Grandmother PowerVideo: Final RemarksReading: (optional) Add to Your PortfolioGraded: Aging in a Gendered World \u0026 Special Problems in Developing CountriesGraded: Who cares for the caregivers?Graded: Check Your Learning: Women, Aging and End of LifeGraded: Thought Question: Women, Aging and End of LifeEngage Your Community - Assignment #2Second of two special assignments where you engage with members of your community2 readingsexpandReading: Engage Your Community - Assignment #2Reading: (optional) Add to Your PortfolioGraded: Engage Your Community - Assignment #2Choosing Priorities, Making a Difference5 videos, 11 readingsexpandReading: About this ModuleVideo: Women's Rights - Looking Back, Looking AheadReading: About Dr. Iman Bibars (Egypt)Video: Dr. Iman Bibars (Egypt)Reading: Turning the World Right-side Up [Textbook]Reading: About Ana María Enríquez (Colombia)Video: Ana María Enríquez (Colombia)Reading: How to Proceed from Concept to ActionReading: About Dr. Musimbi Kanyoro (Kenya)Video: Dr. Musimbi Kanyoro (Kenya)Reading: Women's Political Action (India)Reading: About Anne Firth MurrayVideo: Anne Firth Murray (New Zealand)Reading: (optional) Add to Your PortfolioReading: Post-Course SurveyReading: Our alumni community: internationalwomenshealth.orgGraded: Check Your Learning: Choosing Priorities, Making a DifferenceGraded: Thought Question: Choosing Priorities, Making a DifferenceReading: Welcome!Reading: Who we areVideo: Welcome to the CourseReading: Our TextbookReading: AssignmentsReading: Complete a brief pre-course surveyReading: What resources are available to you?Reading: Visit internationalwomenshealth.orgReading: Sharing your workReading: Create a local groupReading: About this ModuleVideo: Why do we take a human rights lens?Reading: Women's Health, Poverty and Rights [Textbook]Discussion Prompt: What are my initial thoughts on these topics?Reading: About Akila RadhakrishnanVideo: Akila Radhakrishnan on Women \u0026 Human RightsReading: About Helen StacyVideo: Helen Stacy on Women's Health, Human Rights, and International LawDiscussion Prompt: CEDAW in your CountryReading: (optional) Additional ResourcesReading: WHO: Women and Health - Today's Evidence, Tomorrow's AgendaReading: [Optional] We Women Worry a Lot about our Husbands (Ghana)Discussion Prompt: Reflect and RespondVideo: Son Preference \u0026 DemographyReading: A Deadly PreferenceVideo: Son Preference ConclusionVideo: Week 1 Final RemarksReading: About this ModuleVideo: Introduction to EducationReading: Chapter 3. Childhood: the Hope of Education and the Persistence of DiscriminationReading: (optional) Additional ResourcesReading: New Lessons: the Power of Educating Adolescent GirlsReading: (optional) Additional Resources on Girls' EducationReading: What Works in Girls’ EducationReading: About Lynn MurphyVideo: Lynn Murphy on \"Learning vs. Schooling\"Reading: About Wu QingVideo: Professor Wu Qing from ChinaReading: About Wanjiru Kamau-RutenbergVideo: Dr. Wanjiru Kamau-Rutenberg from KenyaVideo: Week 2 Final RemarksReading: (optional) Add to Your PortfolioReading: Into a New World: Young Women's Sexual and Reproductive LivesReading: About this ModuleVideo: Female Genital MutilationReading: A Violent Practice: Female Genital Mutilation [Textbook]Reading: World Health OrganizationReading: UNICEFVideo: UNICEF: Speaking out on Female Genital Mutilation/CuttingReading: (optional) UNICEF DataReading: Female Genital Mutilation: Guide to Laws and PoliciesReading: Introduction to FGM in Sierra LeoneVideo: Isha Daramy on FGM in Sierra LeonePractice Quiz: Check-in on FGMVideo: UNICEF: FGM in Côte d'IvoireReading: [Optional] Cultural Perspective on FGMReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Vulnerability to HIV/AIDSReading: Adolescence, Change \u0026 Vulnerability [Textbook]Reading: Women, Poverty, and AIDSReading: Women Are Not Just TransmittersPractice Quiz: Check Your Learning: (Practice Quiz) HIV/AIDSReading: About Dr. Gene Richardson (Stanford)Video: Dr. Gene Richardson on Gender \u0026 HIV/AIDSVideo: Why South Africa?Reading: (optional) Additional ResourcesVideo: What is 'structural violence'?Video: Changing ParadigmsReading: About TeachAIDSVideo: About TeachAIDSVideo: TeachAIDS IndiaReading: About G.R.A.C.EVideo: Orphans in AfricaReading: (optional) Additional ResourcesReading: About this QuizReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Introduction to Reproductive HealthReading: Why Child Marriage PersistsReading: Adolescent Pregnancy and Its Outcomes Across CountriesReading: About Dr. Caitlin Gerdts (UCSF)Video: Dr. Caitilin Gerdts on Reproductive HealthReading: The Maternity Death Road: Reproductive and Sexual Health  [Textbook]Discussion Prompt: Responsibility for PregnancyReading: Spiraling Discourses of Reproductive and Sexual RightsReading: Activism for Sexual and Reproductive RightsReading: Advancing women's reproductive and sexual health rights: Using the International Human Rights systemDiscussion Prompt: Reflect \u0026 RespondVideo: Unwanted Pregnancy, Contraception, and AbortionReading: (optional) Additional ResourcesDiscussion Prompt: Reflect \u0026 RespondReading: About IpasVideo: Safe abortion in Nepal - a success storyReading: Outcomes in NepalReading: Lesbians, Health and Human RightsReading: The Maternity Death RoadVideo: Why Did Mrs. X Die?, RetoldReading: (optional) \"Birth of a Surgeon\" documentary film (Mozambique)Video: Final Remarks on Sexual HealthReading: (optional) Add to Your PortfolioReading: Engage Your Community - Assignment #1Reading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Violence Against WomenReading: \"Violence against Women: Abuse or Terrorism?\" [Textbook]Reading: WHO: Intimate partner and sexual violence against womenReading: (optional) Additional ResourcesReading: About Jacqueline Pitanguy (Brazil)Video: Jacqueline Pitanguy on Violence Against WomenDiscussion Prompt: Reflect \u0026 RespondReading: WHO: Going in DepthReading: (Optional) Reflections on Violence, Subordination \u0026 Sexual Control (India)Reading: About the FilmVideo: From Fear to FreedomReading: (Optional) SurveyReading: About the Women's Learning PartnershipReading: Impacts on Empowerment (Mexico)Reading: An Obstacle to Development (Global)Reading: WHO: Primary prevention strategiesReading: Ending Violence Against WomenReading: ConclusionReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: War \u0026 Refugee SettingsReading: Women Caught in Conflict and Refugee Situations [Textbook]Reading: Defining \"What is a refugee?\"Reading: Female refugeesReading: (optional) Additional Resources on \"Rape as a Weapon of War\"Reading: About Tiela ChalmersVideo: LGBTI RefugeesVideo: LGBIT Refugees (bonus)Reading: War and the Health of WomenReading: Forced Evictions in Situations of Armed Conflict (Middle East)Reading: Women, Violence and War (Balkans)Practice Quiz: Optional Reading QuizReading: About UN Special Representative Zainab BanguraVideo: Zainab BanguraReading: (optional) Additional ResourcesReading: About Marjan SaxVideo: Marjan Sax on Refugees in EuropeReading: About the Series \"Women, War, and Peace\" (2011)Reading: (optional) Film: \"Pray the Devil Back to Hell\"Discussion Prompt: Reflect \u0026 RespondVideo: Final Remarks on Women in War and Refugee SettingsReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Women in PovertyReading: Laboring in a Globalized WorldReading: UN WOMEN: Facts \u0026 Figures on Economic EmpowermentReading: (optional) Additional ResourcesReading: About Violeta KrasnicVideo: Violeta Krasnic on Women and WorkReading: The Global Gender GapVideo: The Global Gender GapVideo: Violeta's Comments on the VideoDiscussion Prompt: Reflect \u0026 RespondReading: UN WOMEN: Decent Work and Women's Economic EmpowermentReading: UNDP: \"Valuing Women's Work\"Reading: UN Special Rapporteur: Unpaid Care Work and Women's Human RightsDiscussion Prompt: Policy Frameworks for Gender EqualityReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Introduction to Sex Work and Sex TraffickingReading: Sex Work and Sex TraffickingReading: About Katherine JolluckVideo: Katherine Jolluck on Human TraffickingReading: Trading women into sex and slaveryReading: International Trafficking in Women in the United StatesReading: Women in the Sex Trade in Calcutta (India)Video: Voluntary \u0026 Involuntary Sex WorkReading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Introduction to Women AgingReading: Aging in a Man's World [Textbook]Reading: UN WOMEN: Between Gender \u0026 AgingReading: About Dr. Carol Hutner Winograd (Stanford)Video: Dr. Carol Hutner Winograd on Aging and Demographic ChangeReading: (optional) Additional ResourcesReading: Aging in a Gendered World \u0026 Special Problems in Developing CountriesReading: Who Cares for the Caregivers?Reading: Dying and DeathReading: Grandmother PowerVideo: Final RemarksReading: (optional) Add to Your PortfolioReading: Engage Your Community - Assignment #2Reading: (optional) Add to Your PortfolioReading: About this ModuleVideo: Women's Rights - Looking Back, Looking AheadReading: About Dr. Iman Bibars (Egypt)Video: Dr. Iman Bibars (Egypt)Reading: Turning the World Right-side Up [Textbook]Reading: About Ana María Enríquez (Colombia)Video: Ana María Enríquez (Colombia)Reading: How to Proceed from Concept to ActionReading: About Dr. Musimbi Kanyoro (Kenya)Video: Dr. Musimbi Kanyoro (Kenya)Reading: Women's Political Action (India)Reading: About Anne Firth MurrayVideo: Anne Firth Murray (New Zealand)Reading: (optional) Add to Your PortfolioReading: Post-Course SurveyReading: Our alumni community: internationalwomenshealth.orgEmory UniversityHealth in Complex Humanitarian EmergenciesThe State University of New YorkGlobal Health DiplomacyJohns Hopkins UniversityCommunity Change in Public HealthUniversity of Manchester   Global Health and HumanitarianismJohns Hopkins UniversityPublic Health in Humanitarian Crises",
    "Creator": "Stanford University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/womens-health-human-rights",
    "Language": "English",
    "Commitment": "Depending on your pace, this course can be completed in 8-11 weeks.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Epidemiology in Public Health Practice",
    "Description": "About this course: Epidemiology is often described as the cornerstone science in public health. Epidemiology in public health practice uses study design and analyses to identify causes in an outbreak situation, guides interventions to improve population health, and evaluates programs and policies.\n\nIn this course, we'll define the role of the professional epidemiologist as it relates to public health services, functions, and competencies. With that foundation in mind, we'll introduce you to the problem solving methodology and demonstrate how it can be used in a wide variety of settings to identify problems, propose solutions, and evaluate interventions. This methodology depends on the use of reliable data, so we'll take a deep dive into the routine and public health data systems that lie at the heart of epidemiology and then conclude with how you can use that data to calculate measures of disease burden in populations.WEEK 1IntroductionIn the first module, we will differentiate professional epidemiology from etiologic epidemiology. This difference is important as it will help you to understand that the breadth of epidemiology goes beyond the public health practice setting. We will also introduce the essential concepts of public health services, functions, and competencies. From this module, you should have a more clear understanding of the role of an epidemiologist in public health practice.5 videos, 2 practice quizzesexpandVideo: Welcome and Module 1 IntroductionPractice Quiz: Module 1 Personal Learning GoalsVideo: Professional/Applied vs. Etiologic/Academic EpidemiologyVideo: Public Health Services, Functions \u0026 CompetenciesVideo: The Role of Professional Epidemiology in Public Health PracticeVideo: SummaryDiscussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 1 Learning Objectives and Personal Learning GoalsGraded: IntroductionWEEK 2MethodologyIn this module, we will introduce the problem solving methodology. This methodology is a powerful tool that can useful when identifying a public health problem, building the case that there truly is a problem, suggesting interventions, and suggestions ways to evaluate the interventions and disseminate the findings of the evaluation.10 videos, 2 practice quizzesexpandVideo: Welcome to Module 2Practice Quiz: Module 2 Personal Learning GoalsVideo: Introduction to MethodologyVideo: Problem Definition Part 1Video: Problem Definition Part 2Video: Magnitude of the ProblemVideo: Conceptual FrameworkVideo: Action PlanVideo: Actions and EvaluationsVideo: CommunicationVideo: SummaryDiscussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 2 Learning Objectives and Personal Learning GoalsGraded: MethodologyWEEK 3Routine and Public Health Information SystemsIn this module, we dive deeper into what lies at the heart of epidemiology: data! More specifically, we will look at routine and public health data systems. 9 videos, 2 practice quizzesexpandVideo: Welcome to Module 3Practice Quiz: Module 3 Personal Learning GoalsVideo: Data For Public Health PracticeVideo: Medical Record SystemsVideo: Administrative Record SystemsVideo: Assessing the Quality of Mortality Statistics in the AmericasVideo: Public Health information Systems: Population-based SurveysVideo: Public Health Information Systems: RegistriesVideo: Public Health Information Systems: Surveillance SystemsVideo: Common Problems of Routine and Public Health Information SystemsDiscussion Prompt: What you're wonderingDiscussion Prompt: What you've learnedPractice Quiz: Module 3 Learning Objectives and Personal Learning GoalsGraded: Routine and Public Health Information SystemsWEEK 4Measures of Disease BurdenIn this module we will use data from routine and public health information systems to measure the burden of disease in the population. We will calculate crude mortality rates, and then apply direct and indirect age standardization methods. 8 videos, 1 reading, 2 practice quizzesexpandVideo: Welcome to Module 4 and Thank YouPractice Quiz: Module 4 Personal Learning GoalsVideo: Measures of Disease BurdenReading: Direct Age Adjustment Exercise ResourcesVideo: Direct Age AdjustmentVideo: Indirect Age AdjustmentVideo: Years of Potential Life LostVideo: Life ExpectancyVideo: Disability-Adjusted Life Years (DALY)Video: Quality-Adjusted Life Years (QALY)Discussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 4 Learning Objectives and Personal Learning GoalsGraded: Measures of Disease BurdenIn the first module, we will differentiate professional epidemiology from etiologic epidemiology. This difference is important as it will help you to understand that the breadth of epidemiology goes beyond the public health practice setting. We will also introduce the essential concepts of public health services, functions, and competencies. From this module, you should have a more clear understanding of the role of an epidemiologist in public health practice.Video: Welcome and Module 1 IntroductionPractice Quiz: Module 1 Personal Learning GoalsVideo: Professional/Applied vs. Etiologic/Academic EpidemiologyVideo: Public Health Services, Functions \u0026 CompetenciesVideo: The Role of Professional Epidemiology in Public Health PracticeVideo: SummaryDiscussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 1 Learning Objectives and Personal Learning GoalsIn this module, we will introduce the problem solving methodology. This methodology is a powerful tool that can useful when identifying a public health problem, building the case that there truly is a problem, suggesting interventions, and suggestions ways to evaluate the interventions and disseminate the findings of the evaluation.Video: Welcome to Module 2Practice Quiz: Module 2 Personal Learning GoalsVideo: Introduction to MethodologyVideo: Problem Definition Part 1Video: Problem Definition Part 2Video: Magnitude of the ProblemVideo: Conceptual FrameworkVideo: Action PlanVideo: Actions and EvaluationsVideo: CommunicationVideo: SummaryDiscussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 2 Learning Objectives and Personal Learning GoalsVideo: Welcome to Module 3Practice Quiz: Module 3 Personal Learning GoalsVideo: Data For Public Health PracticeVideo: Medical Record SystemsVideo: Administrative Record SystemsVideo: Assessing the Quality of Mortality Statistics in the AmericasVideo: Public Health information Systems: Population-based SurveysVideo: Public Health Information Systems: RegistriesVideo: Public Health Information Systems: Surveillance SystemsVideo: Common Problems of Routine and Public Health Information SystemsDiscussion Prompt: What you're wonderingDiscussion Prompt: What you've learnedPractice Quiz: Module 3 Learning Objectives and Personal Learning GoalsVideo: Welcome to Module 4 and Thank YouPractice Quiz: Module 4 Personal Learning GoalsVideo: Measures of Disease BurdenReading: Direct Age Adjustment Exercise ResourcesVideo: Direct Age AdjustmentVideo: Indirect Age AdjustmentVideo: Years of Potential Life LostVideo: Life ExpectancyVideo: Disability-Adjusted Life Years (DALY)Video: Quality-Adjusted Life Years (QALY)Discussion Prompt: What you've learnedDiscussion Prompt: What you're wonderingPractice Quiz: Module 4 Learning Objectives and Personal Learning GoalsJohns Hopkins UniversityCommunity Change in Public HealthUniversity of GenevaGlobal Health: An Interdisciplinary OverviewThe State University of New YorkGlobal Health DiplomacyEmory UniversityHealth in Complex Humanitarian EmergenciesJohns Hopkins UniversitySystems Thinking In Public Health",
    "Creator": "Johns Hopkins University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/epidemiology-public-health",
    "Language": "English",
    "Commitment": "4 weeks, 2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "The Changing Global Order",
    "Description": "About this course: How are international power relations changing and how can global peace and stability be maintained? This course familiarizes you with some main theories of international relations, shows how the global order is gradually changing and discusses how selected international and regional organizations contribute to the maintenance of global peace and security. You learn what research findings tell us in terms of the capacity of international organizations and actors to help prevent or stop violent conflict, what tools are used to negotiate agreements and how foundations for sustainable peace are best created. We will also focus on the role of the European Union in terms of diplomacy and efforts to prevent conflict, the North Atlantic Treaty Organization and the contribution of organizations such as the African Union to the prevention of conflict and war. We will study the United Nations Security Council and see in which ways its membership could be adapted to more accurately reflect the power relations of the current global order. Through quizzes and exercises testing your knowledge of these subjects, you will understand crucial concepts and get insights into how the academic study of international relations and international organization contributes to the search for global stability and peace in practice.WEEK 1Welcome to the courseGreat that you are joining us! In this course you will learn about international relations, peace and security. Before you start with studying we invite you to first go through our introduction module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy the course!1 video, 5 readingsexpandVideo: Introduction to this courseReading: Meet the instructors \u0026 the teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfTheories of International RelationsIn this first week, we will discuss theories of international relations and in addition to this, we will have a first lecture on the United Nations Security Council. Theories may at times seem a bit ‘abstract’, or even ‘dry’, but you will see that they actually do matter; make sure to also have a look at our assigned and recommended readings to provide you with additional insights. 7 videos, 4 readingsexpandVideo: Overview of the WeekVideo: Introduction the United Nations Security Council  (Prof. dr. Van den Herik)Video: RealismReading: Waltz: Structural Realism after the Cold WarVideo: LiberalismReading: Keohane \u0026 Martin: The Promise of Institutionalist TheoryDiscussion Prompt: Comparing Realism and LiberalismVideo: ConstructivismReading: Snyder: Bridging the Realist Constructivist Divide: The Case of the Counterrevolution in Soviet Foreign Policy and the End of the Cold WarDiscussion Prompt: ConstructivismDiscussion Prompt: Analyzing Trump with IR TheoryVideo: Wrap UpVideo: Extra Video: Do Institutions Matter? Reading: Additional ReadingsGraded: Test your knowledgeWEEK 2The Changing World Order: Rising Powers and International InstitutionsThis week we will be looking into changing world power in more detail, mainly targeting the question: who are the rising powers? You will get lectures from two of our guest instructors: Professor Rob de Wijk and Professor André Gerrits. Topics covered are power politics, the rise of China and the role of Russia in the current global order.6 videos, 4 readingsexpandVideo: Overview of the WeekVideo: Power Politics (Prof. dr. Rob de Wijk)Reading: De Jong, Korteweg, Polchar \u0026 Usano: New Players, New Game? The Impact of Emerging Economies on Global GovernanceVideo: Rise of China (Prof. dr. Rob de Wijk)Video: The Role of Russia (Prof. dr. André Gerrits)Video: Russia in International Organizations (Prof. dr. André Gerrits)Discussion Prompt: The Role of RussiaReading: Monaghan: The New Russian Foreign Policy Concept: Evolving Continuity, Russia and EurasiaReading: Jones: Making Multilateralism Work: How the G-20 Can Help the United NationsVideo: Wrap UpReading: Additional ReadingsGraded: Test your knowledgeWEEK 3Conflict, Conflict Resolution and SecurityThis week, we will look at Conflict, Conflict Resolution and Security. We have a number of very interesting lectures as well as some additional interviews with experts in the field. Some of the topics include negotiation and mediation strategies, UN Security Council sanctions, the role of the International Criminal Court, and interviews on the practical implementation of these strategies and mechanisms. Additionally, for those of you completing the honors track, this week we have the peer review essay assignment. In this assignment, you will write about a conflict of your choice and apply the conflict resolution strategies to the conflict. Good luck on the assignment!9 videos, 3 readingsexpandVideo: Overview of the WeekVideo: Resolving Conflict Through Negotiation (Dr. Sinisa Vukovic)Video: Resolving Conflict Through Mediation (Dr. Sinisa Vukovic)Discussion Prompt: Resolving conflict through negotiation and mediationReading: Bercovitch \u0026 Lee: Mediating International Conflicts: Examining the Effectiveness of Directive StrategiesDiscussion Prompt: Conflict Resolution in SyriaVideo: Peace Enforcement Mechanisms: UNSC Sanctions (Prof dr. Larissa van den Herik)Video: International Criminal Court (Prof. dr. Larissa van den Herik)Discussion Prompt: Maintaining international peace and securityReading: Van den Herik: U.N. Peace-Enforcement Missions and International Criminal LawVideo: Wrap UpVideo: Extra Video: Interview Paul Meerts - Negotiation in Practice Video: Extra Video: Interview Carsten Stahn - International Law Video: Extra Video: Interview Gideon Shimshon \u0026 Ulrich Mans - Peace Informatics Lab Reading: Additional ReadingsGraded: Test your knowledgeGraded: Conflict Resolution and MediationWEEK 4Regional Organizations in Global AffairsThis week, we will look at regional organizations in global affairs in which we first focus on the European Union. Thereafter, Prof. dr. Giles Scott-Smith will familiarize us with the Shanghai Cooperation Organization and the Arctic Council. We will also present an additional interview with Prof. dr. Mohamed Salih about the African Union and an interview with Hetty Burgman about Cordaid. Lastly, also a guest lecture at Leiden University by Federica Mogherini, the current High Representative of the European Union for Foreign Affairs and Security Policy and Vice-President of the European Commission, is released. 10 videos, 3 readingsexpandVideo: Overview of the WeekVideo: The Development and Integration of the EU Over TimeDiscussion Prompt: The Future of the EUVideo: EU's Foreign PolicyReading: Vanhoonacker \u0026 Pomorska: The European External Action Service and Agenda-Setting in European Foreign PolicyDiscussion Prompt: European Regional CooperationVideo: Shanghai Cooperation Organization (Prof. dr. Giles Scott-Smith)Video: Arctic Council (Prof. dr. Giles Scott-Smith)Reading: Frost: The Collective Security Treaty Organization, the Shanghai Cooperation Organization, and Russia’s Strategic Goals in Central AsiaDiscussion Prompt: Regional Organization ModelsVideo: Wrap UpVideo: Extra Video: Interview Mohamed Salih - African Union Video: Extra video: Regionalism in Latin America - Joren SelleslaghsVideo: Extra Video: Interview with Hetty Burgman - Cordaid Video: Extra Video: Guest Lecture by Federica Mogherini at Leiden UniversityReading: Additional ReadingsGraded: Test your knowledgeWEEK 5NATO in a Changing World The topic addressed this week is NATO in a Changing World. There are two lectures by Prof. dr. Rob de Wijk. The first examines coercion and the second elucidates the new role of NATO in the international arena. Furthermore, there are also interesting interviews with several former Secretary Generals of NATO, including Jamie Shea, Jaap de Hoop Scheffer, and Rasmussen.7 videos, 4 readingsexpandVideo: Overview of the WeekVideo: Coercion (Prof. dr. Rob de Wijk)Reading: De Wijk: The Instruments of CoercionReading: De Wijk: The Strategies of CoercionVideo: The New Role of NATO (prof. dr. Rob de Wijk)Discussion Prompt: The adaptation of NATOReading: Kesselring: NATO - Towards a New Strategic ConceptVideo: Wrap UpVideo: Extra Video: Interview Jamie Shea - Deputy Secretary General NATO Video: Extra Video: Recording of the lecture of Secretary General of NATO Rasmussen Video: Extra Video: Interview Jaap de Hoop Scheffer - Former Secretary General NATO Reading: Additional ReadingsGraded: Test your knowledgeWEEK 6Reforming the UNSC: Strategies and ProposalsThis week, we will focus on the United Nations Security Council and Reform Proposals. The topics addressed are the history of the UNSC, its current structure, and how it can best be reformed. Additionally, there are two extra videos by Abiodun Williams and Edwin Bakker.8 videos, 4 readingsexpandVideo: Overview of the WeekVideo: The History of the UNSCVideo: The Current Composition of the UNSCDiscussion Prompt: The composition of the UNReading: Laub: The UN Security Council, Council on Foreign Relations.Video: Reforming the UNSC: Part IVideo: Reforming the UNSC: Part IIReading: Dörfler \u0026 Hosli: Reforming the United Nations Security Council: Proposals, Strategies and PreferencesDiscussion Prompt: Reforming the UNSCVideo: Wrap UpVideo: Extra Video: Interview with Abiodun Williams - The Hague Institute for Global Justice Video: Extra Video: Interview with Edwin Bakker - Cooperation in the Field of Counterterrorism Reading: Additional ReadingsReading: Assignment InstructionsGraded: Test your knowledgeGraded: Final ExamWEEK 7Handing in the UNSC Reform Groups ProposalsPlease note that during week 7, there are no lectures and assigned readings. The purpose of the week is for the students participating in the UN Security Council reform group assignment to hand in their proposals. The deadline is on Wednesday of this week at 13:00 CET.  If you were unable to participate in the group assignment but would like to in the future, in 6 weeks the assignment will be available again!1 readingexpandReading: Handing in the assignmentGreat that you are joining us! In this course you will learn about international relations, peace and security. Before you start with studying we invite you to first go through our introduction module and introduce yourself in the forum to meet your fellow learners. If you encounter any difficulties while studying, please let us know in the forum. For technical difficulties or questions regarding the course certificate, you can always contact the Coursera Learner Helpdesk. Good luck and we hope you will enjoy the course!Video: Introduction to this courseReading: Meet the instructors \u0026 the teamReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourselfIn this first week, we will discuss theories of international relations and in addition to this, we will have a first lecture on the United Nations Security Council. Theories may at times seem a bit ‘abstract’, or even ‘dry’, but you will see that they actually do matter; make sure to also have a look at our assigned and recommended readings to provide you with additional insights. Video: Overview of the WeekVideo: Introduction the United Nations Security Council  (Prof. dr. Van den Herik)Video: RealismReading: Waltz: Structural Realism after the Cold WarVideo: LiberalismReading: Keohane \u0026 Martin: The Promise of Institutionalist TheoryDiscussion Prompt: Comparing Realism and LiberalismVideo: ConstructivismReading: Snyder: Bridging the Realist Constructivist Divide: The Case of the Counterrevolution in Soviet Foreign Policy and the End of the Cold WarDiscussion Prompt: ConstructivismDiscussion Prompt: Analyzing Trump with IR TheoryVideo: Wrap UpVideo: Extra Video: Do Institutions Matter? Reading: Additional ReadingsThis week we will be looking into changing world power in more detail, mainly targeting the question: who are the rising powers? You will get lectures from two of our guest instructors: Professor Rob de Wijk and Professor André Gerrits. Topics covered are power politics, the rise of China and the role of Russia in the current global order.Video: Overview of the WeekVideo: Power Politics (Prof. dr. Rob de Wijk)Reading: De Jong, Korteweg, Polchar \u0026 Usano: New Players, New Game? The Impact of Emerging Economies on Global GovernanceVideo: Rise of China (Prof. dr. Rob de Wijk)Video: The Role of Russia (Prof. dr. André Gerrits)Video: Russia in International Organizations (Prof. dr. André Gerrits)Discussion Prompt: The Role of RussiaReading: Monaghan: The New Russian Foreign Policy Concept: Evolving Continuity, Russia and EurasiaReading: Jones: Making Multilateralism Work: How the G-20 Can Help the United NationsVideo: Wrap UpReading: Additional ReadingsThis week, we will look at Conflict, Conflict Resolution and Security. We have a number of very interesting lectures as well as some additional interviews with experts in the field. Some of the topics include negotiation and mediation strategies, UN Security Council sanctions, the role of the International Criminal Court, and interviews on the practical implementation of these strategies and mechanisms. Additionally, for those of you completing the honors track, this week we have the peer review essay assignment. In this assignment, you will write about a conflict of your choice and apply the conflict resolution strategies to the conflict. Good luck on the assignment!Video: Overview of the WeekVideo: Resolving Conflict Through Negotiation (Dr. Sinisa Vukovic)Video: Resolving Conflict Through Mediation (Dr. Sinisa Vukovic)Discussion Prompt: Resolving conflict through negotiation and mediationReading: Bercovitch \u0026 Lee: Mediating International Conflicts: Examining the Effectiveness of Directive StrategiesDiscussion Prompt: Conflict Resolution in SyriaVideo: Peace Enforcement Mechanisms: UNSC Sanctions (Prof dr. Larissa van den Herik)Video: International Criminal Court (Prof. dr. Larissa van den Herik)Discussion Prompt: Maintaining international peace and securityReading: Van den Herik: U.N. Peace-Enforcement Missions and International Criminal LawVideo: Wrap UpVideo: Extra Video: Interview Paul Meerts - Negotiation in Practice Video: Extra Video: Interview Carsten Stahn - International Law Video: Extra Video: Interview Gideon Shimshon \u0026 Ulrich Mans - Peace Informatics Lab Reading: Additional ReadingsThis week, we will look at regional organizations in global affairs in which we first focus on the European Union. Thereafter, Prof. dr. Giles Scott-Smith will familiarize us with the Shanghai Cooperation Organization and the Arctic Council. We will also present an additional interview with Prof. dr. Mohamed Salih about the African Union and an interview with Hetty Burgman about Cordaid. Lastly, also a guest lecture at Leiden University by Federica Mogherini, the current High Representative of the European Union for Foreign Affairs and Security Policy and Vice-President of the European Commission, is released. Video: Overview of the WeekVideo: The Development and Integration of the EU Over TimeDiscussion Prompt: The Future of the EUVideo: EU's Foreign PolicyReading: Vanhoonacker \u0026 Pomorska: The European External Action Service and Agenda-Setting in European Foreign PolicyDiscussion Prompt: European Regional CooperationVideo: Shanghai Cooperation Organization (Prof. dr. Giles Scott-Smith)Video: Arctic Council (Prof. dr. Giles Scott-Smith)Reading: Frost: The Collective Security Treaty Organization, the Shanghai Cooperation Organization, and Russia’s Strategic Goals in Central AsiaDiscussion Prompt: Regional Organization ModelsVideo: Wrap UpVideo: Extra Video: Interview Mohamed Salih - African Union Video: Extra video: Regionalism in Latin America - Joren SelleslaghsVideo: Extra Video: Interview with Hetty Burgman - Cordaid Video: Extra Video: Guest Lecture by Federica Mogherini at Leiden UniversityReading: Additional Readings The topic addressed this week is NATO in a Changing World. There are two lectures by Prof. dr. Rob de Wijk. The first examines coercion and the second elucidates the new role of NATO in the international arena. Furthermore, there are also interesting interviews with several former Secretary Generals of NATO, including Jamie Shea, Jaap de Hoop Scheffer, and Rasmussen.Video: Overview of the WeekVideo: Coercion (Prof. dr. Rob de Wijk)Reading: De Wijk: The Instruments of CoercionReading: De Wijk: The Strategies of CoercionVideo: The New Role of NATO (prof. dr. Rob de Wijk)Discussion Prompt: The adaptation of NATOReading: Kesselring: NATO - Towards a New Strategic ConceptVideo: Wrap UpVideo: Extra Video: Interview Jamie Shea - Deputy Secretary General NATO Video: Extra Video: Recording of the lecture of Secretary General of NATO Rasmussen Video: Extra Video: Interview Jaap de Hoop Scheffer - Former Secretary General NATO Reading: Additional ReadingsThis week, we will focus on the United Nations Security Council and Reform Proposals. The topics addressed are the history of the UNSC, its current structure, and how it can best be reformed. Additionally, there are two extra videos by Abiodun Williams and Edwin Bakker.Video: Overview of the WeekVideo: The History of the UNSCVideo: The Current Composition of the UNSCDiscussion Prompt: The composition of the UNReading: Laub: The UN Security Council, Council on Foreign Relations.Video: Reforming the UNSC: Part IVideo: Reforming the UNSC: Part IIReading: Dörfler \u0026 Hosli: Reforming the United Nations Security Council: Proposals, Strategies and PreferencesDiscussion Prompt: Reforming the UNSCVideo: Wrap UpVideo: Extra Video: Interview with Abiodun Williams - The Hague Institute for Global Justice Video: Extra Video: Interview with Edwin Bakker - Cooperation in the Field of Counterterrorism Reading: Additional ReadingsReading: Assignment InstructionsPlease note that during week 7, there are no lectures and assigned readings. The purpose of the week is for the students participating in the UN Security Council reform group assignment to hand in their proposals. The deadline is on Wednesday of this week at 13:00 CET.  If you were unable to participate in the group assignment but would like to in the future, in 6 weeks the assignment will be available again!Reading: Handing in the assignmentSciences PoGeopolitics of EuropeUniversity of London, SOAS University of LondonGlobal Diplomacy – Diplomacy in the Modern WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 2 – China and the WorldThe Hong Kong University of Science and TechnologyChinese Politics Part 1 – China and Political ScienceUniversiteit LeidenPolitical Economy of Institutions and Development",
    "Creator": "Universiteit Leiden",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/changing-global-order",
    "Language": "English, Subtitles: French",
    "Commitment": "4-7 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Classical Sociological Theory",
    "Description": "About this course: This Massive Open Online Course (MOOC) will offer the participants an introduction into the most important classical sociological readings between the 18th and 20th century. Highly influential social science scholars, such as Karl Marx, Max Weber and Emile Durkheim, will be discussed during 8 sessions. Combined with small tests, based on the video’s and recommended readings, the participants will be encouraged to dive deeply into the complex texts and get familiar with classical sociological concepts that are still very relevant today.WEEK 1Session 1: Classical Sociological Theory - An IntroductionIn this session the field of classical sociological theory will be introduced. It explains the historical roots of sociology. It shows you why classical sociological theories are still important in modern societies and it explains the Aims and Claims of this Course. 8 videos, 3 readings, 1 practice quizexpandReading: Welcome noteReading: TranscriptsVideo: 1.1 What is this course about?Video: 1.2 Implicit Theories in Everyday LifeVideo: 1.3 What is Sociological Theory?Video: 1.4 Founding FathersVideo: 1.5 Sociology in the Modern Industrial AgeVideo: 1.6 Linking Classical to Contemporary TheoriesVideo: 1.7 The Sociological Theoretical FieldVideo: 1.8 Aims and Claims of this CourseReading: Classical Sociological Theory - An IntroductionPractice Quiz: Classical Sociological Theory - An IntroductionWEEK 2Session 2: Bernard Mandeville (1670-1733) and Adam Smith (1723-1790)This session explains the work of Adam Smith. It shows you how a poem written by Bernard Mandeville inspired Adam Smith. Adam Smith's theory shines light on the consequences of industrialization. You will learn what the  consequences are of the Division of Labour.7 videos, 1 readingexpandVideo: 2.1 The Fable of the BeesVideo: 2.2 The Invisible HandVideo: 2.3 The Division of LabourVideo: 2.4 The Wealth of NationsVideo: 2.5 Exchange and Self-interestVideo: 2.6 Social StratificationVideo: 2.7 The Importance of Adam SmithReading: Bernard Mandeville (1670-1733) and Adam Smith (1723-1790)Graded: Bernard Mandeville (1670-1733) and Adam Smith (1723-1790)WEEK 3Session 3: Auguste Comte (1798-1857)This session will cover the author of the word “sociology”, August Comte. He often engaged in theorizing the social world in order to attempt to discover invariant laws. Terms like “positivism”, “the law of the three stages” and “Functionalism” are prominent topics in this session. Comte believed that positivism could both advance science (theory) and change the ways people live their lives (practice).8 videos, 1 readingexpandVideo: 3.1 Religious and Scientific KnowledgeVideo: 3.2 The Law of the Three Stages of the Human MindVideo: 3.3 Sociology as a Means to Establish Social HarmonyVideo: 3.4 The Law of the Classification of SciencesVideo: 3.5 Religious Thought as Starting PointVideo: 3.6 Comte’s Religion of HumanityVideo: 3.7 Early FunctionalismVideo: 3.8 The Importance of Auguste ComteReading: Auguste Comte (1798-1857)Graded: Auguste Comte (1798-1857)WEEK 4Session 4: Alexis de Tocqueville (1805-1859)Tocqueville’s works shaped 19th-century discussions of liberalism and equality, and were rediscovered in the 20th century as sociologists debated the causes and cures of tyranny and revolutions. His famous work “Democracy in America” remains widely read and even more widely quoted. This session will cover Tocqueville’s most important ideas.8 videos, 1 readingexpandVideo: 4.1 Tocqueville as a Precursor of Modern SociologyVideo: 4.2 An Aristocratic PerspectiveVideo: 4.3 On DemocratisationVideo: 4.4 The Dominance of the Middle-ClassVideo: 4.5 The Dangers of CentralisationVideo: 4.6 Grassroots Politics as the Heart of DemocracyVideo: 4.7 ‘Revolutions Will Become Rare’Video: 4.8 Tocqueville’s PredictionsReading: Alexis de Tocqueville (1805-1859)Graded: Alexis de Tocqueville (1805-1859)WEEK 5Session 5: Karl Marx (1818-1883)The German philosopher, radical economist, and revolutionary leader Karl Marx founded modern \"scientific\" socialism. His basic ideas, known as Marxism, form the foundation of socialist and communist movements throughout the world. Several topics like alienation, class struggle, and capitalism will be covered in this week's session.8 videos, 1 readingexpandVideo: 5.1 The Unexpected Force of Social ThoughtVideo: 5.2 Economic Chains of InterdependencyVideo: 5.3 Homo FaberVideo: 5.4 AlienationVideo: 5.5\tClass StruggleVideo: 5.6\tCaught in the Capitalist SystemVideo: 5.7 Class ConsciousnessVideo: 5.8 Marx’s PredictionsReading: Karl Marx (1818-1883)Graded: Karl Marx (1818-1883)WEEK 6Session 6: Émile Durkheim (1858-1917)When thinking of Durkheim, one thinks of social facts. According to Durkheim these social facts are the social structures and cultural norms and values that are external to, and coercive over, individuals. Durkheim argues that two social facts, in particular, influence suicide rates: integration, and regulation. This session will cover the views of Durkheim on topics like solidarity, suicide, and religion.8 videos, 1 readingexpandVideo: 6.1 Establishing a New ScienceVideo: 6.2\tMechanic and Organic SolidarityVideo: 6.3\tSocial FactsVideo: 6.4\tSuicide, a Sociological StudyVideo: 6.5 Egoistic and Altruistic SuicideVideo: 6.6\tAnomic and Fatalistic SuicideVideo: 6.7\tThe Elementary Forms of Religious LifeVideo: 6.8\tThe Social Functions of ReligionReading: Émile Durkheim (1858-1917)Graded: Émile Durkheim (1858-1917)WEEK 7Session 7: Max Weber (1864-1920)This week shines a light on the work of Max Weber. From social action, verstehen, and ideal types to rationalisation and his famous work on the Protestant Ethic. Weber's theory of society tried to account for the manner in which various symbolic factors take part in establishing social status, stratification and inequality. His influence still runs throughout the realms of politics, religion and economics.8 videos, 1 readingexpandVideo: 7.1\tValue-Free SociologyVideo: 7.2\tUnderstanding Social ActionVideo: 7.3 The Ideal TypeVideo: 7.4\tMethodological IndividualismVideo: 7.5\tThe Four Ideal Types of Social ActionVideo: 7.6\tThe Three Ideal Types of AuthorityVideo: 7.7\tRationalisationVideo: 7.8\tThe Protestant Ethic and The Spirit of CapitalismReading: Max Weber (1864-1920)Graded: Max Weber (1864-1920)WEEK 8Session 8: Norbert Elias (1897-1990)Elias is the last of the Classical Sociologists. Elias' theory focusses on long term trends, with his so called process or figurational sociology. He shows us how the civilisation proces can be explained in terms like Self-Constraint and Figurations. 8 videos, 1 readingexpandVideo: 8.1\tThe Last of the Great Classic SociologistsVideo: 8.2\tIntroduction to the Civilizing ProcessVideo: 8.3\tThe Social Constraint Towards Self-ConstraintVideo: 8.4\tThe Conditions of CivilisationVideo: 8.5\tThe Importance of Norbert EliasVideo: 8.6\tA Base for Contemporary StudiesVideo: 8.7\tFigurational ProcessesVideo: 8.8\tClassical Sociological Theories: a Focus on Long Term TrendsReading: Norbert Elias (1897-1990)Graded: Norbert Elias (1897-1990)Classical Sociological Theory Final TestThis is the final test. This test contains 87 question. To pass this test you need to answer at least 57 questions correct. Graded: Final TestIn this session the field of classical sociological theory will be introduced. It explains the historical roots of sociology. It shows you why classical sociological theories are still important in modern societies and it explains the Aims and Claims of this Course. Reading: Welcome noteReading: TranscriptsVideo: 1.1 What is this course about?Video: 1.2 Implicit Theories in Everyday LifeVideo: 1.3 What is Sociological Theory?Video: 1.4 Founding FathersVideo: 1.5 Sociology in the Modern Industrial AgeVideo: 1.6 Linking Classical to Contemporary TheoriesVideo: 1.7 The Sociological Theoretical FieldVideo: 1.8 Aims and Claims of this CourseReading: Classical Sociological Theory - An IntroductionPractice Quiz: Classical Sociological Theory - An IntroductionThis session explains the work of Adam Smith. It shows you how a poem written by Bernard Mandeville inspired Adam Smith. Adam Smith's theory shines light on the consequences of industrialization. You will learn what the  consequences are of the Division of Labour.Video: 2.1 The Fable of the BeesVideo: 2.2 The Invisible HandVideo: 2.3 The Division of LabourVideo: 2.4 The Wealth of NationsVideo: 2.5 Exchange and Self-interestVideo: 2.6 Social StratificationVideo: 2.7 The Importance of Adam SmithReading: Bernard Mandeville (1670-1733) and Adam Smith (1723-1790)This session will cover the author of the word “sociology”, August Comte. He often engaged in theorizing the social world in order to attempt to discover invariant laws. Terms like “positivism”, “the law of the three stages” and “Functionalism” are prominent topics in this session. Comte believed that positivism could both advance science (theory) and change the ways people live their lives (practice).Video: 3.1 Religious and Scientific KnowledgeVideo: 3.2 The Law of the Three Stages of the Human MindVideo: 3.3 Sociology as a Means to Establish Social HarmonyVideo: 3.4 The Law of the Classification of SciencesVideo: 3.5 Religious Thought as Starting PointVideo: 3.6 Comte’s Religion of HumanityVideo: 3.7 Early FunctionalismVideo: 3.8 The Importance of Auguste ComteReading: Auguste Comte (1798-1857)Tocqueville’s works shaped 19th-century discussions of liberalism and equality, and were rediscovered in the 20th century as sociologists debated the causes and cures of tyranny and revolutions. His famous work “Democracy in America” remains widely read and even more widely quoted. This session will cover Tocqueville’s most important ideas.Video: 4.1 Tocqueville as a Precursor of Modern SociologyVideo: 4.2 An Aristocratic PerspectiveVideo: 4.3 On DemocratisationVideo: 4.4 The Dominance of the Middle-ClassVideo: 4.5 The Dangers of CentralisationVideo: 4.6 Grassroots Politics as the Heart of DemocracyVideo: 4.7 ‘Revolutions Will Become Rare’Video: 4.8 Tocqueville’s PredictionsReading: Alexis de Tocqueville (1805-1859)The German philosopher, radical economist, and revolutionary leader Karl Marx founded modern \"scientific\" socialism. His basic ideas, known as Marxism, form the foundation of socialist and communist movements throughout the world. Several topics like alienation, class struggle, and capitalism will be covered in this week's session.Video: 5.1 The Unexpected Force of Social ThoughtVideo: 5.2 Economic Chains of InterdependencyVideo: 5.3 Homo FaberVideo: 5.4 AlienationVideo: 5.5\tClass StruggleVideo: 5.6\tCaught in the Capitalist SystemVideo: 5.7 Class ConsciousnessVideo: 5.8 Marx’s PredictionsReading: Karl Marx (1818-1883)When thinking of Durkheim, one thinks of social facts. According to Durkheim these social facts are the social structures and cultural norms and values that are external to, and coercive over, individuals. Durkheim argues that two social facts, in particular, influence suicide rates: integration, and regulation. This session will cover the views of Durkheim on topics like solidarity, suicide, and religion.Video: 6.1 Establishing a New ScienceVideo: 6.2\tMechanic and Organic SolidarityVideo: 6.3\tSocial FactsVideo: 6.4\tSuicide, a Sociological StudyVideo: 6.5 Egoistic and Altruistic SuicideVideo: 6.6\tAnomic and Fatalistic SuicideVideo: 6.7\tThe Elementary Forms of Religious LifeVideo: 6.8\tThe Social Functions of ReligionReading: Émile Durkheim (1858-1917)This week shines a light on the work of Max Weber. From social action, verstehen, and ideal types to rationalisation and his famous work on the Protestant Ethic. Weber's theory of society tried to account for the manner in which various symbolic factors take part in establishing social status, stratification and inequality. His influence still runs throughout the realms of politics, religion and economics.Video: 7.1\tValue-Free SociologyVideo: 7.2\tUnderstanding Social ActionVideo: 7.3 The Ideal TypeVideo: 7.4\tMethodological IndividualismVideo: 7.5\tThe Four Ideal Types of Social ActionVideo: 7.6\tThe Three Ideal Types of AuthorityVideo: 7.7\tRationalisationVideo: 7.8\tThe Protestant Ethic and The Spirit of CapitalismReading: Max Weber (1864-1920)Video: 8.1\tThe Last of the Great Classic SociologistsVideo: 8.2\tIntroduction to the Civilizing ProcessVideo: 8.3\tThe Social Constraint Towards Self-ConstraintVideo: 8.4\tThe Conditions of CivilisationVideo: 8.5\tThe Importance of Norbert EliasVideo: 8.6\tA Base for Contemporary StudiesVideo: 8.7\tFigurational ProcessesVideo: 8.8\tClassical Sociological Theories: a Focus on Long Term TrendsReading: Norbert Elias (1897-1990)University of PennsylvaniaRevolutionary Ideas: Borders, Elections, Constitutions, PrisonsYale UniversityMoral Foundations of Politics University of PennsylvaniaRevolutionary Ideas: Utility, Justice, Equality, FreedomUniversity of AmsterdamQualitative Research MethodsUniversity of AmsterdamQuantitative Methods",
    "Creator": "University of Amsterdam",
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    "URL": "https://coursera.org/learn/classical-sociological-theory",
    "Language": "English, Subtitles: Croatian",
    "Commitment": "20-25 hours",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Introduction to Communication Science",
    "Description": "About this course: Since Antiquity, scholars have appreciated the importance of communication: as social beings, we cannot exist without communication. We need to interact with people around us, to make sense of the world and to position ourselves in a wider social and cultural reality. In this course, we look at how and why communication evolved as a science and reflect on today’s dominant paradigms. The course also extends beyond the boundaries of communication science itself, exploring dimensions of history, sociology and psychology. Join our class, together with people all over the world.\n\nIntroduction to Communication Science explores some of the basic theories, models and concepts from the fields of mass, interpersonal and intrapersonal communication. The course begins with a consideration of several basic models, subsequently progressing to the history of communication theory, linear effect-oriented theories, the reception approach and, finally, exploring theories on the production and reinforcement of culture through communication. \n\nUpon completion of this course, students should:\n•\thave knowledge of the history and development of communication science; \n•\thave knowledge of the dominant theoretical approaches within communication science; \n•\thave knowledge and understanding of the most important models and concepts in this field. \n\nBeginning the week of February 16, 2015, you will be able to join Signature Track, a system that verifies your identity when you take an exam. This option will allow you to earn a Verified Certificate, which provides formal recognition of your achievements in the course and includes the University of Amsterdam logo. Before then, you can complete a “test run” of the exam. You can then re-take the exam after the Verified Certificate becomes available. For information regarding Verified Certificates, see https://courserahelp.zendesk.com/hc/en-us/articles/201212399-Verified-Certificates\"WEEK 1The Beginnings of Communication ScienceIn this introduction to the course I will briefly introduce the field of communication science and discuss some basic models that will serve as guidelines to the rest of the course. Also, they explore the historical roots of the science of communication. I will discuss the development of communication theory and the evolution of the media landscape in Antiquity, Medieval and Early Modern times.16 videos, 8 readingsexpandReading: Welcome to Introduction to Communication ScienceReading: About UsReading: About UvAReading: TranscriptsReading: Research in this MOOCReading: Survey 1Video: IntroductionVideo: What is Communication?Video: ConceptsVideo: TheoriesVideo: TransmissionVideo: Reception, Signs, and SignificationVideo: Cultural ApproachVideo: Three ApproachesReading: LBON: An Introduction to Communication ScienceVideo: A Short History of Communication ScienceVideo: Greek and Roman RhetoricaVideo: Two Schools of Classical Communication ScienceVideo: Rhetorical TheoryVideo: The Dark Ages of CommunicationVideo: A Renaissance of our FieldVideo: The Printing Press as an Agent of ChangeVideo: Towards a Modern Communication ScienceReading: LBON: A Short History of Communication ScienceGraded: An Introduction to Communication ScienceGraded: History of Communication ScienceWEEK 2Technical Approaches to Communication ScienceThe linear effect-oriented approach is discussed and how it developed in the twentieth century. Evolving from a belief in all-powerful effects after World War I to a more nuanced negotiated effects perspective in the sixties.16 videos, 3 readingsexpandVideo: IntroductionVideo: The Power of Propaganda and the All-powerful Media ParadigmVideo: Needles, Bullets, and MartiansVideo: Powerful Media Put to the TestVideo: Minimal EffectsVideo: Powerful Media RediscoveredVideo: A Revolution in the Media LandscapeVideo: Negotiated EffectsReading: LBON: The Linear Effect-Oriented ApproachReading: Survey 2Reading: LBON: The Reception and Significance PerspectiveVideo: An Introduction to the Reception and Signification PerspectiveVideo: Message ConstructionVideo: Active AudiencesVideo: Selective ProcessingVideo: Cognitive ShortcutsVideo: Central and Peripheral RouteVideo: Getting Through the FilterVideo: Encoding, Decoding, and the Construction of MeaningGraded: The Linear Effect-Oriented ApproachGraded: The Reception and Signification PerspectiveWEEK 3Cultural and Social Approaches to Communication ScienceThis covers theoretical approaches that understand communication processes as social and cultural forces, as building blocks of reality, and a binding element of power in society.16 videos, 2 readingsexpandVideo: Introduction to the Cultural ApproachVideo: Producing and Maintaining CultureVideo: Making Sense of the WorldVideo: Popular Culture: Reflection or Illusion?Video: Cultural Studies: Birmingham and TorontoVideo: Cultural GroupsVideo: How To Fit In?Video: Conclusion: Cultural Conformity and RelativismReading: LBON: The Cultural ApproachVideo: Introduction Question \u0026 AnswersVideo: MetaphorsVideo: The Role of Media in SocietyVideo: More Metaphors on the Role of Media in SocietyVideo: Primary and Secondary ResearchVideo: What's New About New Media?Video: Globalization: Village vs. TribesVideo: About the ExamReading: Survey 3Graded: The Cultural ApproachWEEK 4Final Exam1 video, 2 readingsexpandReading: Survey 4Video: Thank youReading: Final notesGraded: Exam Part 1Graded: Exam Part 2Graded: Exam Part 3Graded: Exam Part 4In this introduction to the course I will briefly introduce the field of communication science and discuss some basic models that will serve as guidelines to the rest of the course. Also, they explore the historical roots of the science of communication. I will discuss the development of communication theory and the evolution of the media landscape in Antiquity, Medieval and Early Modern times.Reading: Welcome to Introduction to Communication ScienceReading: About UsReading: About UvAReading: TranscriptsReading: Research in this MOOCReading: Survey 1Video: IntroductionVideo: What is Communication?Video: ConceptsVideo: TheoriesVideo: TransmissionVideo: Reception, Signs, and SignificationVideo: Cultural ApproachVideo: Three ApproachesReading: LBON: An Introduction to Communication ScienceVideo: A Short History of Communication ScienceVideo: Greek and Roman RhetoricaVideo: Two Schools of Classical Communication ScienceVideo: Rhetorical TheoryVideo: The Dark Ages of CommunicationVideo: A Renaissance of our FieldVideo: The Printing Press as an Agent of ChangeVideo: Towards a Modern Communication ScienceReading: LBON: A Short History of Communication ScienceVideo: IntroductionVideo: The Power of Propaganda and the All-powerful Media ParadigmVideo: Needles, Bullets, and MartiansVideo: Powerful Media Put to the TestVideo: Minimal EffectsVideo: Powerful Media RediscoveredVideo: A Revolution in the Media LandscapeVideo: Negotiated EffectsReading: LBON: The Linear Effect-Oriented ApproachReading: Survey 2Reading: LBON: The Reception and Significance PerspectiveVideo: An Introduction to the Reception and Signification PerspectiveVideo: Message ConstructionVideo: Active AudiencesVideo: Selective ProcessingVideo: Cognitive ShortcutsVideo: Central and Peripheral RouteVideo: Getting Through the FilterVideo: Encoding, Decoding, and the Construction of MeaningVideo: Introduction to the Cultural ApproachVideo: Producing and Maintaining CultureVideo: Making Sense of the WorldVideo: Popular Culture: Reflection or Illusion?Video: Cultural Studies: Birmingham and TorontoVideo: Cultural GroupsVideo: How To Fit In?Video: Conclusion: Cultural Conformity and RelativismReading: LBON: The Cultural ApproachVideo: Introduction Question \u0026 AnswersVideo: MetaphorsVideo: The Role of Media in SocietyVideo: More Metaphors on the Role of Media in SocietyVideo: Primary and Secondary ResearchVideo: What's New About New Media?Video: Globalization: Village vs. TribesVideo: About the ExamReading: Survey 3Reading: Survey 4Video: Thank youReading: Final notesUniversity of California, IrvineEffective Problem-Solving and Decision-MakingUniversity of California, IrvineCommunication in the 21st Century WorkplaceUniversity of California, IrvineThe Art of NegotiationUniversity of California, IrvineFundamentals of ManagementUniversity of California, IrvineWork Smarter, Not Harder: Time Management for Personal \u0026 Professional Productivity",
    "Creator": "University of Amsterdam",
    "Level": "",
    "URL": "https://coursera.org/learn/communication",
    "Language": "English, Subtitles: Spanish, Ukrainian, French, Chinese (Simplified)",
    "Commitment": "28 hours of videos and assignments",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Qualitative Research Methods",
    "Description": "About this course: In this course you will be introduced to the basic ideas behind the qualitative research in social science. You will learn about data collection, description, analysis and interpretation in qualitative research. Qualitative research often involves an iterative process. We will focus on the ingredients required for this process: data collection and analysis.\nYou won't learn how to use qualitative methods by just watching video's, so we put much stress on collecting data through observation and interviewing and on analysing and interpreting the collected data in other assignments.\nObviously, the most important concepts in qualitative research will be discussed, just as we will discuss quality criteria, good practices, ethics, writing some methods of analysis, and mixing methods.\nWe hope to take away some prejudice, and enthuse many students for qualitative research.WEEK 1Philosophy of Qualitative ResearchWelcome to the first week of the course. We start with an introduction, followed by two lessons on the  Philosophy of Qualitative Research.8 videos, 12 readingsexpandReading: A very warm welcome to Qualitative Research Methods!Video: 1.0 IntroductionReading: Course descriptionReading: Prerequisite knowledge neededReading: Course StructureReading: Standing on shoulders of giantsReading: TeamReading: On ElephantsVideo: 1.1 On ElephantsVideo: 1.2 Ontology for social actorsVideo: 1.3 Ontology for social researchersVideo: 1.4 EpistemologyReading: SlidesReading: ReferencesReading: How to never emerge from the library again...Video: 1.5 HermeneuticsVideo: 1.6 PhenomenologyVideo: 1.7 PragmatismReading: SlidesReading: ReferencesGraded: Assignment A: Is Silverman right?WEEK 2ObservationIn the first module we discussed the philosophy of qualitative research, explaining some basic notions and general philosophical approaches. In this second module we'll discuss observation as an important method within qualitative research. What types of observation are there? How do we observe? And how do we analyse and describe our data? 9 videos, 10 readingsexpandReading: Background of observation as a methodVideo: 2.1 EthnographyVideo: 2.2 Participant ObservationVideo: 2.3 Views on ObservationReading: SlidesReading: ReferencesReading: Focus and the assignmentVideo: 2.4 Observational FocusVideo: 2.5 Cyclists in AmsterdamVideo: 2.6 Privatizing Public SpaceReading: SlidesReading: ReferencesReading: Note taking and InterpretingVideo: 2.7 Field NotesVideo: 2.8 Fieldwork organisationVideo: 2.9 Observation and InterpretationReading: SlidesReading: ReferencesReading: Peer Review: Assignment B: instructionsGraded: Assignment B: Observing on waiting around the world: Privatising Public SpaceWEEK 3Good Practices \u0026 CriteriaWhat makes qualitative research 'good' is a rather difficult question. Different criteria are suggested, but within the field of qualitative research there is not much agreement on these criteria. However, there is quite some agreement on what good practices of qualitative research are. In this module we will start in lesson 1 with a  discussion of  good practices of qualitative research.9 videos, 9 readings, 1 practice quizexpandReading: Good practicesVideo: 3.1 FlexibilityVideo: 3.2 TriangulationVideo: 3.3 AbductionVideo: 3.4 Focus on Details and ContextVideo: 3.5 Look for ContradictionVideo: 3.6 ReflexivityReading: SlidesReading: ReferencesReading: Selecting CasesVideo: 3.7 How Many Cases Are EnoughVideo: 3.8 Theoretical SaturationReading: SlidesReading: ReferencesReading: Criteria for Research QualityVideo: 3.9 Criteria For Research QualityReading: SlidesReading: ReferencesPractice Quiz: Practice quizGraded: Midterm examWEEK 4Qualitative InterviewingIn this module we'll look at what a qualitative interview entails by trying to define it and by discussing different forms of interviewing behaviour. 7 videos, 9 readingsexpandReading: What is a qualitative interview?Video: 4.1 Visions of InterviewingVideo: 4.2 Typologies of InterviewsReading: SlidesReading: ReferencesReading: Interviewing BehaviourVideo: 4.3 Rapport in interviewingVideo: 4.4 Powergame or RoleplayingReading: SlidesReading: ReferencesReading: ProbingVideo: 4.5 Probing and promptingVideo: 4.6 Probing tacticsVideo: 4.7 Interviewing, a final thoughtReading: SlidesReading: ReferencesGraded: Assignment C Interviewing about Happiness around the worldWEEK 5Qualitative AnalysisIn previous modules we discussed how you should observe a social situation or conduct a qualitative interview. Now we will focus on what to do with your data, by discussing qualitative analysis. In this module you will try to do a qualitative analysis by interpreting your observed data and try to code it. 6 videos, 10 readingsexpandReading: Qualitative AnalysisVideo: 5.1 Qualitative AnalysisReading: SlidesReading: ReferencesReading: Deductive ApproachesVideo: 5.2 Code and RetrieveVideo: 5.3 Framework AnalysisReading: SlidesReading: ReferencesReading: Inductive ApproachesVideo: 5.4 Analytic InductionVideo: 5.5 Grounded TheoryVideo: 5.6 Versions of Grounded TheoryReading: SlidesReading: ReferencesReading: Optional: Interview with Kathy CharmazGraded: Assignment D: Analysis of Privatising Public Space around the worldWEEK 6Writing, mixing \u0026 ethicsIn this module I will discuss ideas on writing in qualitative research, I will discuss mixing methods  and talk about the ethical issues you should consider. 7 videos, 12 readingsexpandReading: WritingVideo: 6.1 Qualitative writingReading: SlidesReading: ReferencesReading: MixingVideo: 6.2 Mixing MethodsVideo: 6.3 How to mixReading: SlidesReading: ReferencesReading: EthicsVideo: 6.4 Five Focal Points in EthicsVideo: 6.5 Ethics - Visions \u0026 PracticesVideo: 6.6 Ethical Boards \u0026 Qualitative ResearchReading: SlidesReading: ReferencesReading: FraudVideo: 6.7 FraudReading: SlidesReading: ReferencesGraded: Assignment E: Writing about Happiness around the worldWEEK 7Catch up weekIn this module there's no new material. The only requirement in this module is that you finish up the final peer review assignment.1 readingexpandReading: Catch up? Or do some more!WEEK 8Exam weekThis is the final module, where you can apply everything you've learned up until now in the final exam. Please note that you can only take the final exam once every day, so make sure you are fully prepared to take the test. Please follow the honor code and do not communicate or confer with others taking this exam. Good luck! Once you've taken the exam, please consider doing the other courses in our specialisation track. I hope it was an enjoyable experience. If it was, please consider joining in with the Massive Open Online Research by my colleague Christian Bröer. Thanks for all your hard work, feedback and interpretations, the course team and your fellow learners really appreciate it!Graded: Final ExamReading: A very warm welcome to Qualitative Research Methods!Video: 1.0 IntroductionReading: Course descriptionReading: Prerequisite knowledge neededReading: Course StructureReading: Standing on shoulders of giantsReading: TeamReading: On ElephantsVideo: 1.1 On ElephantsVideo: 1.2 Ontology for social actorsVideo: 1.3 Ontology for social researchersVideo: 1.4 EpistemologyReading: SlidesReading: ReferencesReading: How to never emerge from the library again...Video: 1.5 HermeneuticsVideo: 1.6 PhenomenologyVideo: 1.7 PragmatismReading: SlidesReading: ReferencesIn the first module we discussed the philosophy of qualitative research, explaining some basic notions and general philosophical approaches. In this second module we'll discuss observation as an important method within qualitative research. What types of observation are there? How do we observe? And how do we analyse and describe our data? Reading: Background of observation as a methodVideo: 2.1 EthnographyVideo: 2.2 Participant ObservationVideo: 2.3 Views on ObservationReading: SlidesReading: ReferencesReading: Focus and the assignmentVideo: 2.4 Observational FocusVideo: 2.5 Cyclists in AmsterdamVideo: 2.6 Privatizing Public SpaceReading: SlidesReading: ReferencesReading: Note taking and InterpretingVideo: 2.7 Field NotesVideo: 2.8 Fieldwork organisationVideo: 2.9 Observation and InterpretationReading: SlidesReading: ReferencesReading: Peer Review: Assignment B: instructionsWhat makes qualitative research 'good' is a rather difficult question. Different criteria are suggested, but within the field of qualitative research there is not much agreement on these criteria. However, there is quite some agreement on what good practices of qualitative research are. In this module we will start in lesson 1 with a  discussion of  good practices of qualitative research.Reading: Good practicesVideo: 3.1 FlexibilityVideo: 3.2 TriangulationVideo: 3.3 AbductionVideo: 3.4 Focus on Details and ContextVideo: 3.5 Look for ContradictionVideo: 3.6 ReflexivityReading: SlidesReading: ReferencesReading: Selecting CasesVideo: 3.7 How Many Cases Are EnoughVideo: 3.8 Theoretical SaturationReading: SlidesReading: ReferencesReading: Criteria for Research QualityVideo: 3.9 Criteria For Research QualityReading: SlidesReading: ReferencesPractice Quiz: Practice quizReading: What is a qualitative interview?Video: 4.1 Visions of InterviewingVideo: 4.2 Typologies of InterviewsReading: SlidesReading: ReferencesReading: Interviewing BehaviourVideo: 4.3 Rapport in interviewingVideo: 4.4 Powergame or RoleplayingReading: SlidesReading: ReferencesReading: ProbingVideo: 4.5 Probing and promptingVideo: 4.6 Probing tacticsVideo: 4.7 Interviewing, a final thoughtReading: SlidesReading: ReferencesIn previous modules we discussed how you should observe a social situation or conduct a qualitative interview. Now we will focus on what to do with your data, by discussing qualitative analysis. In this module you will try to do a qualitative analysis by interpreting your observed data and try to code it. Reading: Qualitative AnalysisVideo: 5.1 Qualitative AnalysisReading: SlidesReading: ReferencesReading: Deductive ApproachesVideo: 5.2 Code and RetrieveVideo: 5.3 Framework AnalysisReading: SlidesReading: ReferencesReading: Inductive ApproachesVideo: 5.4 Analytic InductionVideo: 5.5 Grounded TheoryVideo: 5.6 Versions of Grounded TheoryReading: SlidesReading: ReferencesReading: Optional: Interview with Kathy CharmazReading: WritingVideo: 6.1 Qualitative writingReading: SlidesReading: ReferencesReading: MixingVideo: 6.2 Mixing MethodsVideo: 6.3 How to mixReading: SlidesReading: ReferencesReading: EthicsVideo: 6.4 Five Focal Points in EthicsVideo: 6.5 Ethics - Visions \u0026 PracticesVideo: 6.6 Ethical Boards \u0026 Qualitative ResearchReading: SlidesReading: ReferencesReading: FraudVideo: 6.7 FraudReading: SlidesReading: ReferencesReading: Catch up? Or do some more!This is the final module, where you can apply everything you've learned up until now in the final exam. Please note that you can only take the final exam once every day, so make sure you are fully prepared to take the test. Please follow the honor code and do not communicate or confer with others taking this exam. Good luck! Once you've taken the exam, please consider doing the other courses in our specialisation track. I hope it was an enjoyable experience. If it was, please consider joining in with the Massive Open Online Research by my colleague Christian Bröer. Thanks for all your hard work, feedback and interpretations, the course team and your fellow learners really appreciate it!University of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of MichiganSampling People, Networks and RecordsUniversity of AmsterdamQuantitative MethodsUniversity of MichiganQuestionnaire Design for Social Surveys",
    "Creator": "University of Amsterdam",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/qualitative-methods",
    "Language": "English",
    "Commitment": "8 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Municipal Solid Waste Management in Developing Countries",
    "Description": "About this course: Have you come across large piles of garbage in neighborhoods and streets, or smelly waste disposal sites polluting the environment of low and middle income countries? Are you also convinced that improvements are necessary and do you want to know what kind of sustainable solutions are appropriate to better manage waste and enhance recycling and recovery? If yes, this course is for you! \n\nThis course provides an overview of the municipal solid waste management situation in developing countries covering key elements of the waste management system, with its technical, environmental, social, financial and institutional aspects. Besides understanding the challenges you will learn about appropriate and already applied solutions through selected case studies. The course also covers strategic planning and policy issues discussing future visions for waste management and the aspect of a circular and green economy. Considering the importance of the organic waste fraction, the course covers several organic waste treatment technology options such as composting, anaerobic digestion, and some other innovative approaches. \n\nMOOC SERIES “SANITATION, WATER AND SOLID WASTE FOR DEVELOPMENT”\nThis course is one of four in the series “Sanitation, Water and Solid Waste for Development\". Please visit the course page for more information.WEEK 1Week 1: Introduction to Solid Waste Management in Developing CountriesThe course begins with an overview of the current waste situation in developing countries. We will introduce the Integrated Sustainable Waste Management (ISWM) framework that provides a general overview of SWM systems and will guide us though this course. The modules of this first week deal with the physical components of a SWM system. At the end of this week we expected you to understand the different steps in the municipal solid waste management chain, the key requirements for an appropriate management as well as the main challenges in developing countries. Real study case examples will be introduced to support the understanding.12 videos, 4 readingsexpandReading: About the courseReading: How to use the forumVideo: TrailerVideo: 1.1 Overview of the courseVideo: 1.2 Why is this course important?Video: 1.3 Municipal waste generation and characterizationVideo: 1.4 Waste collection and transportVideo: 1.5 Optimization of waste collection and transportVideo: 1.6 The special case of primary collectionVideo: 1.7 Recycling municipal wasteVideo: 1.8 Treatment OptionsVideo: 1.9 Waste disposal / Landfills - part 1Video: 1.10 Waste disposal / Landfills - part 2Video: 1.11 Key messages Week 1Reading: Suggested readings - Week 1Reading: Slides - Week 1WEEK 2Week 2: Introduction to Solid Waste Management in Developing CountriesIn the second week, the course will focus on the governance aspects also referred as the “soft” aspects of a municipal solid waste management (MSWM) system. The different stakeholders and their roles and responsibilities will be explained as well as legislative issues and financial mechanisms. 10 videos, 2 readingsexpandVideo: 2.1 Policies and legislationVideo: 2.2 The role of the public sectorVideo: 2.3 The role of the private sectorVideo: 2.4 Integrating the informal sectorVideo: 2.5 The Role of Community MembersVideo: 2.6 Public Awareness Campaigns - Case study IndiaVideo: 2.7 Financing Mechanisms - part 1Video: 2.8 Financing mechanisms - part 2Video: 2.9 Example of cost and tariff modelVideo: 2.10 Key messages Week 2Reading: Suggested readings - Week 2Reading: Slides - Week 2Graded: Week 1\u00262WEEK 3Week 3: Organic waste treatment technologiesThe third week will focus on the treatment of organic waste. In this week you will learn the basics of two very common organic waste treatment technologies: composting and anaerobic digestion. Study case examples will be presented as well as some practical exercises. This will help consolidate your knowledge to better understand the underlying treatment principles and processes, the key issues in operation and maintenance of such treatment facilities and the benefits of the value products from the treatment.10 videos, 2 readingsexpandVideo: 3.1 Science of compostingVideo: 3.2 Composting technologiesVideo: 3.3 Operating the Composting ProcessVideo: 3.4 Case Study Composting - Dhaka, BangladeshVideo: 3.5 Case Study Composting - Temesi, Bali, IndonesiaVideo: 3.6 The Basics of Anaerobic Digestion of BiowasteVideo: 3.7 Anaerobic Digestion Technologies and OperationVideo: 3.8 Using the Products of Anaerobic DigestionVideo: 3.9 Calculating the size of an anaerobic reactorVideo: 3.10 Key messages Week 3Reading: Suggested readings - Week 3Reading: Slides - Week 3WEEK 4Week 4: Organic waste treatment technologiesWeek four will continue with an introduction to other organic waste treatment technologies. Although currently less common in practice, the treatment by vermicomposting, Black Solider Fly larvae or options of thermochemical conversion are explained and their potential for waste management in developing countries are discussed. The week then ends with two modules on special waste types, hazardous and health care waste as well as electronic waste, explaining the key challenges and opportunities for improvement in a low and middle income setting. 6 videos, 2 readingsexpandVideo: 4.1 Vermicomposting of BiowasteVideo: 4.2 Biowaste Processing with Black Soldier Fly LarvaeVideo: 4.3 Thermochemical Conversion of BiomassVideo: 4.4 Hazardous Household Waste and Health Care WasteVideo: 4.5 E-wasteVideo: 4.6 Key messages Week 4Reading: Slides - Week 4Reading: Suggested readings - Week 4Graded: Week 3\u00264WEEK 5Week 5: Assessment and planning methods for Solid Waste ManagementDuring the last week, the modules will focus more on strategic aspects of MSWM. Methods on how to integrate organic waste management into the municipal SWM system will be explained. Furthermore a standardized method to evaluate and compare systems with regard to their performance will be presented as well as the relevance of waste management and its impacts on climate change. Finally, the course will conclude with some reflections on the future of waste management introducing the concept of circular economy.5 videos, 2 readingsexpandVideo: 5.1 Integrating biowaste management through strategic planningVideo: 5.2 Comparing cities' performanceVideo: 5.3 Waste and climate changeVideo: 5.4 Circular economy and solid waste managementVideo: 5.5 Key messages Week 5Reading: Suggested readings - Week 5Reading: Slides - Week 5Graded: Final examThe course begins with an overview of the current waste situation in developing countries. We will introduce the Integrated Sustainable Waste Management (ISWM) framework that provides a general overview of SWM systems and will guide us though this course. The modules of this first week deal with the physical components of a SWM system. At the end of this week we expected you to understand the different steps in the municipal solid waste management chain, the key requirements for an appropriate management as well as the main challenges in developing countries. Real study case examples will be introduced to support the understanding.Reading: About the courseReading: How to use the forumVideo: TrailerVideo: 1.1 Overview of the courseVideo: 1.2 Why is this course important?Video: 1.3 Municipal waste generation and characterizationVideo: 1.4 Waste collection and transportVideo: 1.5 Optimization of waste collection and transportVideo: 1.6 The special case of primary collectionVideo: 1.7 Recycling municipal wasteVideo: 1.8 Treatment OptionsVideo: 1.9 Waste disposal / Landfills - part 1Video: 1.10 Waste disposal / Landfills - part 2Video: 1.11 Key messages Week 1Reading: Suggested readings - Week 1Reading: Slides - Week 1In the second week, the course will focus on the governance aspects also referred as the “soft” aspects of a municipal solid waste management (MSWM) system. The different stakeholders and their roles and responsibilities will be explained as well as legislative issues and financial mechanisms. Video: 2.1 Policies and legislationVideo: 2.2 The role of the public sectorVideo: 2.3 The role of the private sectorVideo: 2.4 Integrating the informal sectorVideo: 2.5 The Role of Community MembersVideo: 2.6 Public Awareness Campaigns - Case study IndiaVideo: 2.7 Financing Mechanisms - part 1Video: 2.8 Financing mechanisms - part 2Video: 2.9 Example of cost and tariff modelVideo: 2.10 Key messages Week 2Reading: Suggested readings - Week 2Reading: Slides - Week 2The third week will focus on the treatment of organic waste. In this week you will learn the basics of two very common organic waste treatment technologies: composting and anaerobic digestion. Study case examples will be presented as well as some practical exercises. This will help consolidate your knowledge to better understand the underlying treatment principles and processes, the key issues in operation and maintenance of such treatment facilities and the benefits of the value products from the treatment.Video: 3.1 Science of compostingVideo: 3.2 Composting technologiesVideo: 3.3 Operating the Composting ProcessVideo: 3.4 Case Study Composting - Dhaka, BangladeshVideo: 3.5 Case Study Composting - Temesi, Bali, IndonesiaVideo: 3.6 The Basics of Anaerobic Digestion of BiowasteVideo: 3.7 Anaerobic Digestion Technologies and OperationVideo: 3.8 Using the Products of Anaerobic DigestionVideo: 3.9 Calculating the size of an anaerobic reactorVideo: 3.10 Key messages Week 3Reading: Suggested readings - Week 3Reading: Slides - Week 3Week four will continue with an introduction to other organic waste treatment technologies. Although currently less common in practice, the treatment by vermicomposting, Black Solider Fly larvae or options of thermochemical conversion are explained and their potential for waste management in developing countries are discussed. The week then ends with two modules on special waste types, hazardous and health care waste as well as electronic waste, explaining the key challenges and opportunities for improvement in a low and middle income setting. Video: 4.1 Vermicomposting of BiowasteVideo: 4.2 Biowaste Processing with Black Soldier Fly LarvaeVideo: 4.3 Thermochemical Conversion of BiomassVideo: 4.4 Hazardous Household Waste and Health Care WasteVideo: 4.5 E-wasteVideo: 4.6 Key messages Week 4Reading: Slides - Week 4Reading: Suggested readings - Week 4During the last week, the modules will focus more on strategic aspects of MSWM. Methods on how to integrate organic waste management into the municipal SWM system will be explained. Furthermore a standardized method to evaluate and compare systems with regard to their performance will be presented as well as the relevance of waste management and its impacts on climate change. Finally, the course will conclude with some reflections on the future of waste management introducing the concept of circular economy.Video: 5.1 Integrating biowaste management through strategic planningVideo: 5.2 Comparing cities' performanceVideo: 5.3 Waste and climate changeVideo: 5.4 Circular economy and solid waste managementVideo: 5.5 Key messages Week 5Reading: Suggested readings - Week 5Reading: Slides - Week 5Lund UniversityGreening the Economy: Sustainable CitiesUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyTechnical University of Denmark (DTU)Global Environmental ManagementUniversity of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 1: Understanding Complex Problems",
    "Creator": "École Polytechnique Fédérale de Lausanne",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/solid-waste-management",
    "Language": "English, Subtitles: Spanish, Indonesian, French",
    "Commitment": "5 weeks of study, 1-2 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The City and You: Find Your Best Place",
    "Description": "About this course: Welcome to The City and You: Find Your Best Place. I'm excited to have you in the class and look forward to your contributions to the other learners in our community.\n\nThis free course will provide the knowledge and  the tools needed to understand what cities do, why they matter, the forces shaping the greatest wave of urbanization in history, and how to pick the right place for you. The course will also help you develop critical thinking skills. We'll accomplish this by providing evidence of the importance of cities, and why and how they matter to you. Then we’ll ask you to apply what you’ve learned in an exercise which will help you assess your own community and find your best place.\n\n This course is accessible and open to anyone who is interested in learning more about cities and the ways they affect our lives. It is organized around five key modules: (1) Why Cities Matter,  (2) A World of Cities,  (3) The Creative City, (4) The Divided City and the New Urban Crisis, and (5) How to Find the Best Place for You.\n\n After completing the course, you will be able to:\n\n\n(1) Identify why cities are the drivers of economic prosperity;\n(2) Explain the drivers and implications of fast-growing urbanization worldwide;\n(3) Outline the key characteristics of a creative and innovative city;\n(4) Describe the social divides and challenges facing cities and the solutions cities are using to address them; and\n(5) Recognize the trade-offs of staying in your current city versus moving, and identify the best place for you and your family to live.\n\nGood luck as you get started, and I hope you enjoy the course!WEEK 1Why Cities MatterThis session will help you to understand the importance of cities to both the economy and society, and to you and your family. Today, more than three and a half billion people live in cities, more than half of the world's population. That figure is projected to rise to as many as 10 billion people, 85 percent of the world's population, over the next century. Cities are our premier platforms for generating new innovations, higher levels of economic growth, and new and better jobs. We will discuss why and how cities are important overall, and why picking the right city and right place to live is important to your career, well-being, and life.6 videos, 6 readingsexpandVideo: Course Overview - The City and You (Instructor Video)Video: What The City and You  is About \u0026 How It Will Benefit You (Instructor Video)Reading: Course SyllabusVideo: Why Cities Matter (Instructor Video)Discussion Prompt: What Do Cities Do?Reading: Why Cities MatterReading: What Makes for a Great CityReading: Triumph of the CityReading: Jane Jacobs - Who Changed the Way We Think About CitiesReading: OPTIONAL ACTIVITY: Where You Live Crowdsource MapVideo: Richard Florida Week 1 Follow-up - Cohort 1Video: Richard Florida Week 1 Follow-up - Cohort 2Video: Richard Florida Week 1 Follow-up - Cohort 3Graded: Pause and Reflect: Should You Stay or Move?Graded: Why Cities MatterWEEK 2A World of CitiesHere are some key questions to think about and share your thoughts on based on the challenges and opportunities of global urbanization in global cities. Global urbanization has the power to lift living standards, create economic opportunity and jobs, reduce pollution, improve energy efficiency, and make the world safer. But, many cities in the developing world remain poor, with millions of people crowded into global slums. This session will help you understand the opportunities and challenges of urbanization around the world.5 videos, 6 readingsexpandVideo: A World of Cities (Instructor Video)Video: Opportunities \u0026 Challenges of Global Cities (Instructor Video: includes discussion of the exercise for this week)Discussion Prompt: What is a Global City?Reading: The World is SpikyReading: Planet of CitiesReading: Urbanization Without GrowthReading: The Problem of Global SlumsReading: Why Cities Matter in the Developing WorldReading: OPTIONAL ACTIVITY: Population Density MapVideo: Richard Florida Week 2 Follow-up - Cohort 1Video: Richard Florida Week 2 Follow-up - Cohort 2Video: Richard Florida Week 2 Follow-up - Cohort 3Graded: Pause and Reflect: Tell Us about Your Global CityGraded: A World of CitiesWEEK 3The Creative CityHere are some key questions about creative cities, both historically and in our contemporary time. Cities have been the fonts of creativity since the dawn of civilization. The clustering of creative people in them and the diversity they bring is what drives key advances in arts, culture, and technology. These wellsprings of human progress have always occurred in our great cities from Athens and Rome to London, New York, and the emerging economies in Asia. This session will help you better understand how the clustering of diverse groups of creative people in cities spurs artistic achievement, scientific and technological advance, and human progress.6 videos, 5 readingsexpandVideo: The Creative City (Instructor Video)Video: Technology, Talent and Tolerance in the Creative City (Instructor Video)Video: How Cities Spur Creativity (Instructor Video: includes discussion of the exercise for this week)Discussion Prompt: What Makes Cities Creative?Reading: Creativity and CitiesReading: The City as Innovation MachineReading: Global Startup CitiesReading: The Urban Tech RevolutionReading: OPTIONAL ACTIVITY: The Creative City Crowdsource MapVideo: Richard Florida Week 3 Follow-up- Cohort 1Video: Richard Florida Week 3 Follow-up- Cohort 2Video: Richard Florida Week 3 Follow-up- Cohort 3Graded: Pause and Reflect: Your Creative CityGraded: On the Creative CityWEEK 4The Divided City and the New Urban CrisisHere are some key questions about the challenges of gentrification, inequality, and housing affordability facing cities today. This session will help you better understand the New Urban Crisis and the growing economic divides that challenge cities today. In the second half of the 20th century, society was divided between poorer cities and richer suburbs. But, over the past decade or so, affluent and educated people have flocked back to urban centers pushing poverty out to the suburbs. Today, middle-class neighborhoods are in decline and our societies are defined by small areas of concentrated advantaged surrounded by much larger areas of concentrated disadvantage spanning the city and its suburb alike.5 videos, 5 readingsexpandVideo: The New Urban Crisis (Instructor Video)Video: Gentrification and the Divided City (Instructor Video: includes discussion of the exercise for this module)Discussion Prompt: To What Degree are Our Cities Becoming More Divided and Unequal? Reading: Winner-Take-AllReading: How Expensive Housing is Stifling of Creativity of CitiesReading: The Divided CityReading: Confronting the New Urban CrisisReading: OPTIONAL ACTIVITY: Wealth DividesVideo: Richard Florida Week 4 Follow-Up- Cohort 1Video: Richard Florida Week 4 Follow-Up Cohort 2Video: Richard Florida Week 4 Follow-Up Cohort 3Graded: Pause and Reflect: The Divides and Challenges of Your CityGraded: The Divided CityWEEK 5How to Find the Place That Is Best for YouIn this forum, we want you to think about, discuss, and share ideas on how to find the best place (city and neighborhood) for you and for your family. This session will help you understand the importance of where you live to your life and career.  We each make three big decisions in our lives: our career, our choice of life-partner, and the place (city and neighborhood) where we live. We get lots of advice on the first two, but little on the third. Yet, choosing where to live is the most important decision of all. It shapes and influences the kinds of careers that we pursue and the kinds of people we will meet. This session provides you with the tools and a framework for choosing the place that is best for you and your family.6 videos, 4 readingsexpandVideo: How to Find the Place That Is Best for You (Instructor Video)Video: Use the Place-Finder Tool to Find the Place That Is Best for You (Instructor Video: includes discussion of the final assignment)Discussion Prompt: How to Think About Finding the Best Place for YouReading: How to Love the Place You LiveReading: On How to Choose the Place That Is Best for YouVideo: Richard Florida Week 5 Follow-up and Final Remarks - Cohort 1Video: Richard Florida Week 5 Follow-up - Cohort 2Video: Richard Florida Final Remarks - Cohort 2Video: Richard Florida Week 5 Follow- Up - Cohort 3Reading: Peer Assignment Option: Story Map TourReading: Optional Final Activity: Best Places for You - Crowdsource MapGraded: Find the Best Place for You - Capstone ActivityThis session will help you to understand the importance of cities to both the economy and society, and to you and your family. Today, more than three and a half billion people live in cities, more than half of the world's population. That figure is projected to rise to as many as 10 billion people, 85 percent of the world's population, over the next century. Cities are our premier platforms for generating new innovations, higher levels of economic growth, and new and better jobs. We will discuss why and how cities are important overall, and why picking the right city and right place to live is important to your career, well-being, and life.Video: Course Overview - The City and You (Instructor Video)Video: What The City and You  is About \u0026 How It Will Benefit You (Instructor Video)Reading: Course SyllabusVideo: Why Cities Matter (Instructor Video)Discussion Prompt: What Do Cities Do?Reading: Why Cities MatterReading: What Makes for a Great CityReading: Triumph of the CityReading: Jane Jacobs - Who Changed the Way We Think About CitiesReading: OPTIONAL ACTIVITY: Where You Live Crowdsource MapVideo: Richard Florida Week 1 Follow-up - Cohort 1Video: Richard Florida Week 1 Follow-up - Cohort 2Video: Richard Florida Week 1 Follow-up - Cohort 3Here are some key questions to think about and share your thoughts on based on the challenges and opportunities of global urbanization in global cities. Global urbanization has the power to lift living standards, create economic opportunity and jobs, reduce pollution, improve energy efficiency, and make the world safer. But, many cities in the developing world remain poor, with millions of people crowded into global slums. This session will help you understand the opportunities and challenges of urbanization around the world.Video: A World of Cities (Instructor Video)Video: Opportunities \u0026 Challenges of Global Cities (Instructor Video: includes discussion of the exercise for this week)Discussion Prompt: What is a Global City?Reading: The World is SpikyReading: Planet of CitiesReading: Urbanization Without GrowthReading: The Problem of Global SlumsReading: Why Cities Matter in the Developing WorldReading: OPTIONAL ACTIVITY: Population Density MapVideo: Richard Florida Week 2 Follow-up - Cohort 1Video: Richard Florida Week 2 Follow-up - Cohort 2Video: Richard Florida Week 2 Follow-up - Cohort 3Here are some key questions about creative cities, both historically and in our contemporary time. Cities have been the fonts of creativity since the dawn of civilization. The clustering of creative people in them and the diversity they bring is what drives key advances in arts, culture, and technology. These wellsprings of human progress have always occurred in our great cities from Athens and Rome to London, New York, and the emerging economies in Asia. This session will help you better understand how the clustering of diverse groups of creative people in cities spurs artistic achievement, scientific and technological advance, and human progress.Video: The Creative City (Instructor Video)Video: Technology, Talent and Tolerance in the Creative City (Instructor Video)Video: How Cities Spur Creativity (Instructor Video: includes discussion of the exercise for this week)Discussion Prompt: What Makes Cities Creative?Reading: Creativity and CitiesReading: The City as Innovation MachineReading: Global Startup CitiesReading: The Urban Tech RevolutionReading: OPTIONAL ACTIVITY: The Creative City Crowdsource MapVideo: Richard Florida Week 3 Follow-up- Cohort 1Video: Richard Florida Week 3 Follow-up- Cohort 2Video: Richard Florida Week 3 Follow-up- Cohort 3Here are some key questions about the challenges of gentrification, inequality, and housing affordability facing cities today. This session will help you better understand the New Urban Crisis and the growing economic divides that challenge cities today. In the second half of the 20th century, society was divided between poorer cities and richer suburbs. But, over the past decade or so, affluent and educated people have flocked back to urban centers pushing poverty out to the suburbs. Today, middle-class neighborhoods are in decline and our societies are defined by small areas of concentrated advantaged surrounded by much larger areas of concentrated disadvantage spanning the city and its suburb alike.Video: The New Urban Crisis (Instructor Video)Video: Gentrification and the Divided City (Instructor Video: includes discussion of the exercise for this module)Discussion Prompt: To What Degree are Our Cities Becoming More Divided and Unequal? Reading: Winner-Take-AllReading: How Expensive Housing is Stifling of Creativity of CitiesReading: The Divided CityReading: Confronting the New Urban CrisisReading: OPTIONAL ACTIVITY: Wealth DividesVideo: Richard Florida Week 4 Follow-Up- Cohort 1Video: Richard Florida Week 4 Follow-Up Cohort 2Video: Richard Florida Week 4 Follow-Up Cohort 3In this forum, we want you to think about, discuss, and share ideas on how to find the best place (city and neighborhood) for you and for your family. This session will help you understand the importance of where you live to your life and career.  We each make three big decisions in our lives: our career, our choice of life-partner, and the place (city and neighborhood) where we live. We get lots of advice on the first two, but little on the third. Yet, choosing where to live is the most important decision of all. It shapes and influences the kinds of careers that we pursue and the kinds of people we will meet. This session provides you with the tools and a framework for choosing the place that is best for you and your family.Video: How to Find the Place That Is Best for You (Instructor Video)Video: Use the Place-Finder Tool to Find the Place That Is Best for You (Instructor Video: includes discussion of the final assignment)Discussion Prompt: How to Think About Finding the Best Place for YouReading: How to Love the Place You LiveReading: On How to Choose the Place That Is Best for YouVideo: Richard Florida Week 5 Follow-up and Final Remarks - Cohort 1Video: Richard Florida Week 5 Follow-up - Cohort 2Video: Richard Florida Final Remarks - Cohort 2Video: Richard Florida Week 5 Follow- Up - Cohort 3Reading: Peer Assignment Option: Story Map TourReading: Optional Final Activity: Best Places for You - Crowdsource MapThe Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 2The Hong Kong University of Science and TechnologySocial Science Approaches to the Study of Chinese Society Part 1The Hong Kong University of Science and TechnologyUnderstanding China, 1700-2000: A Data Analytic Approach, Part 2University of Manchester   Water Supply and Sanitation Policy in Developing Countries Part 2: Developing Effective InterventionsUniversity of California, San DiegoLeveraging the Power of Professional Communities",
    "Creator": "University of Toronto",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/city-and-you-find-best-place",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "The French Revolution",
    "Description": "About this course: The French Revolution was one of the most important upheavals in world history. This course examines its origins, course and outcomes. \n\nThis course is designed for you to work through successfully on your own. However you will not be alone on this journey. Use the resources included in the course and take part in the suggested learning activities to get the most out of your learning.  To successfully complete this course, it is recommended that you devote at least six hours to every module over the six weeks of the course. In that time you should watch the video lectures, reflect and respond to in-video pause points, and complete the quizzes.\n\nAs part of the required reading for this course, during each week of this course you will have free access to a chapter of Peter McPhee's textbook, The French Revolution, which is also available for purchase as an e-book.\n\nView the MOOC promotional video here: http://tinyurl.com/gstw4vvWEEK 1Week 1 - France in the 1780sWe begin this course with an introduction to the French Revolution. We will examine the social and institutional structures of the Old Regime. We will look at the main occupational groups and the roles of the First and Second estates (the clergy and nobility) in particular. We will also consider the relationship between Paris and the provinces in Old Regime France. Finally, you will be introduced to the Enlightenment and we will reflect on its significance and its possible revolutionary implications.7 videos, 4 readingsexpandVideo: Welcome to the French Revolution MOOCМатериал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: Your teaching teamМатериал для самостоятельного изучения: Start of course surveyVideo: 1.1 An Introduction to the French RevolutionVideo: 1.2 The Essentials of Eighteenth-Century FranceVideo: 1.3 The First \u0026 Second Estates: Clergy and NobilityVideo: 1.4 Paris and the ProvincesVideo: 1.5 The 'Enlightenment': 'from above'Video: 1.6 The 'Enlightenment': 'from below'Материал для самостоятельного изучения: France in the 1780sВопрос для обсуждения: What was the Old Regime?Graded: Week one quiz - 12% of final gradeWEEK 2Week 2 - The Revolution of 1789This week we look at the Revolution of 1789 and its causes. We will explore the tensions and conflicts that led to the crisis of the Old Regime. The focus will be on the Third Estate and the revolt of the bourgeoisie, the 'menu peuple' and the peasantry. We will look at the Declaration of the Rights of Man and citizen and you will be asked to reflect on its 'universal' significance.6 videos, 1 readingexpandVideo: 2.1 An Atlantic crisisVideo: 2.2 A fiscal crisis and its repercussionsVideo: 2.3 The Third Estate in revolt: bourgeoisie and menu peopleVideo: 2.4 The Third Estate in revolt: the peasantryVideo: 2.5 The Declaration of the Rights of Man and the August DecreesVideo: 2.6 The October Days - the end of the Revolution?Материал для самостоятельного изучения: The Revolution of 1789Вопрос для обсуждения: Was 1789 inevitable?Graded: Week two quiz - 12% of final gradeWEEK 3Week 3 - The Reconstruction of France, 1789-92Week three of this MOOC deals with the reforms introduced in 1789-91. We look at the institutional and administrative reorganisation of France. We will then consider three critical turning points of the Revolution: the Civil Constitution of the Clergy, the King's attempted flight in 1791 and the outbreak of war in 1792. Finally we will look at the fate of the King and the ultimate failure of the monarchy. You will be asked to reflect on the immediate effects and longer-term consequences of these events.6 videos, 1 readingexpandVideo: 3.1 Making the new nation 1789-91Video: 3.2 The Revolution dividesVideo: 3.3 Turning-point 1: Church reformVideo: 3.4 Turning-point 2: the King's flight June 1791Video: 3.5 Turning-point 3: The outbreak of war April 1792Video: 3.6 A second revolution: 10 August 1792Материал для самостоятельного изучения: Reform, conflict, and a second Revolution, 1789-1792Вопрос для обсуждения: Why was Louis executed?Graded: Week three quiz - 12% of final gradeWEEK 4Week 4  - The Republic in crisis 1792-93Week four deals with the crisis of the Republic in 1792-93. We will examine the conflicts and disunity within the National Convention and consider the balance between revolutionary and counter-revolutionary forces by mid-1793. We will explore the civil war in the Vendee region of Western France and attempt to make sense of the growing revolutionary violence. We will look at the origins of the 'Terror', its institutions and its ideology, and students will be asked to reflect more broadly not he role of violence during the Revolution.10 videos, 1 readingexpandVideo: 4.1 September 1792: blood and deathVideo: 4.2 September 1792: republican unity and disunity in the National ConventionVideo: 4.3 Revolution and counter-revolution: the balance of forcesVideo: 4.4 The crisis of 1793Video: 4.5 Emergency measures: the implementation of 'terror'Video: 4.6 How to end 'terror', December 1793Материал для самостоятельного изучения: The crisis of 1792-1793: war and terrorВопрос для обсуждения: The Terror - Necessary emergency measures or revolutionary violence?Video: Interview with Dr Marisa Linton Video: Interview with Professor Timothy TackettVideo: Interview with Professor Ian Germani Video: Interview with Charles WaltonGraded: Week four quiz - 12% of final gradeWEEK 5Week 5 - Ending the Terror and Ending the RevolutionThis week we look at the ideology and culture of the 'Terror' and the nature of the Jacobin and sans-culottes alliance. We will consider possible explanations for the increasing intensity of revolutionary violence and ask whether such violence was a proportionate, emergency response to the growing counter-revolutionary threat. This module also deals with the end of the 'Terror', and the overthrow of Robespierre and the ensuing 'Thermidorian reaction'. Finally we look at the 'settlement' of 1795 and ask whether the Revolution was indeed over.6 videos, 1 readingexpandVideo: 5.1 Robespierre and 'virtue'Video: 5.2 The ideology and culture of the TerrorVideo: 5.3 The Jacobin and sans-culottes allianceVideo: 5.4 Emergency measures or revolutionary violence?Video: 5.5 Thermidor Year II - 27 July 1794Video: 5.6 The 'settlement' of 1795: the end of the Revolution?Материал для самостоятельного изучения: Ending the terror, ending the revolution, 1794-1799Вопрос для обсуждения: What was the nature of the ideology of the 'Terror'? Вопрос для обсуждения: Why were Robespierre and his associates overthrown in July 1794? Graded: Week five quiz - 12% of final gradeWEEK 6Week 6 - Change and continuity: How revolutionary was the Revolution?This final week of the course offers you the opportunity to reflect broadly on the significance of the Revolution. We begin by looking at Napoleon Bonaparte and the Restoration of the monarchy in 1814-15. We then consider the ways in which the revolutionary experience affected the lives of women and slaves. We will discuss the Revolution's global implications and ask whether or not 1789 can be understood more broadly, as part of an international 'Age of Revolution'. Finally we explore the 'minimalist' and 'maximalist' approaches to the significance of the Revolution and you will be asked to reflect on the impact of the Revolution on the lives of French citizens. 7 videos, 3 readingsexpandVideo: 6.1 Napoleon Bonaparte and the RestorationVideo: 6.2 The 'minimalist' approach to the signifance of the RevolutionVideo: 6.3 Who is a citizen? The experience of womenVideo: 6.4 Who is a citizen? The experience of slavesVideo: 6.5 The international repercussions: a global crisis?Video: 6.6 The 'maximalist' approach: the turning-point of the modern worldМатериал для самостоятельного изучения: The significance of the French RevolutionВопрос для обсуждения: How revolutionary was The French Revolution?Video: Assignment videoМатериал для самостоятельного изучения: Academic integrityМатериал для самостоятельного изучения: End of course surveyGraded: Peer assessed writing assignment -  40% of final gradeWe begin this course with an introduction to the French Revolution. We will examine the social and institutional structures of the Old Regime. We will look at the main occupational groups and the roles of the First and Second estates (the clergy and nobility) in particular. We will also consider the relationship between Paris and the provinces in Old Regime France. Finally, you will be introduced to the Enlightenment and we will reflect on its significance and its possible revolutionary implications.Video: Welcome to the French Revolution MOOCМатериал для самостоятельного изучения: Course OverviewМатериал для самостоятельного изучения: Your teaching teamМатериал для самостоятельного изучения: Start of course surveyVideo: 1.1 An Introduction to the French RevolutionVideo: 1.2 The Essentials of Eighteenth-Century FranceVideo: 1.3 The First \u0026 Second Estates: Clergy and NobilityVideo: 1.4 Paris and the ProvincesVideo: 1.5 The 'Enlightenment': 'from above'Video: 1.6 The 'Enlightenment': 'from below'Материал для самостоятельного изучения: France in the 1780sВопрос для обсуждения: What was the Old Regime?This week we look at the Revolution of 1789 and its causes. We will explore the tensions and conflicts that led to the crisis of the Old Regime. The focus will be on the Third Estate and the revolt of the bourgeoisie, the 'menu peuple' and the peasantry. We will look at the Declaration of the Rights of Man and citizen and you will be asked to reflect on its 'universal' significance.Video: 2.1 An Atlantic crisisVideo: 2.2 A fiscal crisis and its repercussionsVideo: 2.3 The Third Estate in revolt: bourgeoisie and menu peopleVideo: 2.4 The Third Estate in revolt: the peasantryVideo: 2.5 The Declaration of the Rights of Man and the August DecreesVideo: 2.6 The October Days - the end of the Revolution?Материал для самостоятельного изучения: The Revolution of 1789Вопрос для обсуждения: Was 1789 inevitable?Week three of this MOOC deals with the reforms introduced in 1789-91. We look at the institutional and administrative reorganisation of France. We will then consider three critical turning points of the Revolution: the Civil Constitution of the Clergy, the King's attempted flight in 1791 and the outbreak of war in 1792. Finally we will look at the fate of the King and the ultimate failure of the monarchy. You will be asked to reflect on the immediate effects and longer-term consequences of these events.Video: 3.1 Making the new nation 1789-91Video: 3.2 The Revolution dividesVideo: 3.3 Turning-point 1: Church reformVideo: 3.4 Turning-point 2: the King's flight June 1791Video: 3.5 Turning-point 3: The outbreak of war April 1792Video: 3.6 A second revolution: 10 August 1792Материал для самостоятельного изучения: Reform, conflict, and a second Revolution, 1789-1792Вопрос для обсуждения: Why was Louis executed?Week four deals with the crisis of the Republic in 1792-93. We will examine the conflicts and disunity within the National Convention and consider the balance between revolutionary and counter-revolutionary forces by mid-1793. We will explore the civil war in the Vendee region of Western France and attempt to make sense of the growing revolutionary violence. We will look at the origins of the 'Terror', its institutions and its ideology, and students will be asked to reflect more broadly not he role of violence during the Revolution.Video: 4.1 September 1792: blood and deathVideo: 4.2 September 1792: republican unity and disunity in the National ConventionVideo: 4.3 Revolution and counter-revolution: the balance of forcesVideo: 4.4 The crisis of 1793Video: 4.5 Emergency measures: the implementation of 'terror'Video: 4.6 How to end 'terror', December 1793Материал для самостоятельного изучения: The crisis of 1792-1793: war and terrorВопрос для обсуждения: The Terror - Necessary emergency measures or revolutionary violence?Video: Interview with Dr Marisa Linton Video: Interview with Professor Timothy TackettVideo: Interview with Professor Ian Germani Video: Interview with Charles WaltonThis week we look at the ideology and culture of the 'Terror' and the nature of the Jacobin and sans-culottes alliance. We will consider possible explanations for the increasing intensity of revolutionary violence and ask whether such violence was a proportionate, emergency response to the growing counter-revolutionary threat. This module also deals with the end of the 'Terror', and the overthrow of Robespierre and the ensuing 'Thermidorian reaction'. Finally we look at the 'settlement' of 1795 and ask whether the Revolution was indeed over.Video: 5.1 Robespierre and 'virtue'Video: 5.2 The ideology and culture of the TerrorVideo: 5.3 The Jacobin and sans-culottes allianceVideo: 5.4 Emergency measures or revolutionary violence?Video: 5.5 Thermidor Year II - 27 July 1794Video: 5.6 The 'settlement' of 1795: the end of the Revolution?Материал для самостоятельного изучения: Ending the terror, ending the revolution, 1794-1799Вопрос для обсуждения: What was the nature of the ideology of the 'Terror'? Вопрос для обсуждения: Why were Robespierre and his associates overthrown in July 1794? This final week of the course offers you the opportunity to reflect broadly on the significance of the Revolution. We begin by looking at Napoleon Bonaparte and the Restoration of the monarchy in 1814-15. We then consider the ways in which the revolutionary experience affected the lives of women and slaves. We will discuss the Revolution's global implications and ask whether or not 1789 can be understood more broadly, as part of an international 'Age of Revolution'. Finally we explore the 'minimalist' and 'maximalist' approaches to the significance of the Revolution and you will be asked to reflect on the impact of the Revolution on the lives of French citizens. Video: 6.1 Napoleon Bonaparte and the RestorationVideo: 6.2 The 'minimalist' approach to the signifance of the RevolutionVideo: 6.3 Who is a citizen? The experience of womenVideo: 6.4 Who is a citizen? The experience of slavesVideo: 6.5 The international repercussions: a global crisis?Video: 6.6 The 'maximalist' approach: the turning-point of the modern worldМатериал для самостоятельного изучения: The significance of the French RevolutionВопрос для обсуждения: How revolutionary was The French Revolution?Video: Assignment videoМатериал для самостоятельного изучения: Academic integrityМатериал для самостоятельного изучения: End of course surveyTel Aviv UniversityThe History of Modern Israel – Part I: From an Idea to a StateYeshiva UniversityArch of Titus: Rome and the MenorahWesleyan UniversityThe Ancient GreeksTel Aviv UniversityThe Fall and Rise of JerusalemTel Aviv University, Yad Vashem The Holocaust - An Introduction (II): The Final Solution",
    "Creator": "The University of Melbourne",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/french-revolution",
    "Language": "English",
    "Commitment": "6 weeks of study, 4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Russian Trademark Law in Global Perspective",
    "Description": "About this course: Learn about legal framework of trademark registration, protection and enforcement in Russia. You can also compare Russian approach with international standards enshrined in relevant treaties and discover problematic arears of trademark protection in the Russia.\n\nThis course is on legal regulation of trademark protection in Russia. It explains the process of acquiring trademark in Russia, alternatives to trademark protection (such as firm names, trade names, names of origins), requirements for trademark validity, conditions under which trademarks are protected in Russia, scope of excusive trademark rights protection, peculiarities of assignment and licensing practice in Russia. The course also focuses on issues of trademark infringement, criteria applied by the Russian courts and relevant practice of the Russian Intellectual Property Court. It describes different remedies available to the trademark holders, including calculation of statutory damages under the Russian law for trademark infringement. \n\nRussian trademark legislation and case law do not have long historical roots. This is the reason why this area of the Russian law may be characterized as very dynamic. Examples will be given to illustrate successful legal solutions (for example, trademark protection in domain names, exhaustion of trademark rights) and ongoing search for proper and balanced regulation (for example, regulation of parallel imports, antitrust regulation in trademark law, application of fair use doctrine o trademarks).WEEK 1Trademarks and Other Means of Individualization This lecture provides a general overview of different means of individualization (identifiers) under the Russian law, such as trade names, firm names, designations of places of origin and trademarks. Each of them has its own unique function, special regulation, conditions of protection, scope of protection, remedies available to their right holders, as well as advantages and disadvantages.6 videosexpandVideo: Introductory lectureVideo: Trade names in RussiaVideo: Firm names in RussiaVideo: Designations of Places of OriginVideo: Trademarks in Russia:IntroductionVideo: Trademarks in Russia: Part IIGraded: Trademarks and Other Means of IndividualizationWEEK 2Acquiring trademark rightsThis lecture explains process of acquiring trademark. We will see what signs can be registered as trademarks, explain different legal grounds when registration of a trademark can be denied. We will also discuss in detail absolute and relative grounds for refusal to register trademarks, in particular concept of distinctiveness, acquiring trademarks rights through use, immoral trademarks, interrelation of trademarks and prior rights of third parties and others. Specific rules and procedures for acquiring protection of well-known and foreign trademarks will be described as well.7 videosexpandVideo: Distinctiveness requirments for trademark registration:Part IVideo: Distinctiveness requirment for trademark registration: Part IIVideo: Absolute grounds for refusal to register a trademark under the Russian lawVideo: Relative grounds for refusal to register a trademark under the Russian law:Part IVideo: Relative grounds for refusal to register a trademark: Part IIVideo: Acquiring rights to well-known trademarks in RussiaVideo: Protection of foreign trademarks in RussiaGraded: Acquiring Trademark RightsWEEK 3Trademark InfringementDuring this lecture we will discuss conditions under which actions of third parties using similar sign are regarded as infringement of trademark rights according to the Russian Civil Code. Russian courts developed their own approach to consider trademark infringement disputes called sometimes as \"triangle rule\". Case studies and examples explaining the logic of the Russian case-law will be provided. Besides, there are some instances when defendants may be allowed to use another’s trademark without permission and without payment of any royalties. The lecture covers such legal defenses as well.  7 videosexpandVideo: Trademark Infringement: Part IVideo: Trademark Infringement: Part IIVideo: Trademark Infringement: Part IIIVideo: Exceptions to \"Triangle\" Rule:Part IVideo: Exceptions to \"Triangle Rule\": Part IIVideo: Defenses to Trademark Infringement: Part IVideo: Defenses to Trademark Infringement: Part IIGraded: Trademark InfringementWEEK 4Termination of Trademark RightsTrademark rights are not timeless or absolute; they may be terminated, revoked or invalidated if necessary legal grounds are present. What are these grounds?  This lecture answers this question and provides for relevant illustrations when trademark rights may be removed from the Register of trademarks on voluntary or involuntary basis. Among them are expiration of trademark rights, waiver of rights, change of trademark owner’s legal status, opposition of third parties regarding breach of absolute or relative grounds for refusal to register trademarks, bad faith registration and unfair competition, non-use of trademarks and loss of distinctiveness.5 videosexpandVideo: Termination of Trademark RightsVideo: InvalidationVideo: Non-use of trademarks: Part IVideo: Non-use of trademarks: Part IIVideo: Revocation of trademarks that have become generic termsGraded: Termination of Trademark RightsWEEK 5Commercial Exploitation of TrademarksTrademark owner has many options to exploit its trademark. Among them are self-exploitation, assignment, license contracts, franchising, distributorships agreements and many others. Russian law contains several imperative requirements that parties to such transactions must comply with. They concern form of a contract, registration of transfer of rights, financial provisions and some others. Failure to take them into account may lead to invalidity of a contract or ineffectiveness of transfer of rights.6 videosexpandVideo: Commercial Exploitation of Trademarks: General Overview and Assignment: Part IVideo: Commercial Exploitation of Trademarks: General Overview and Assignment: Part IIVideo: License Agreements: Part IVideo: License Agreements: Part IIVideo: Franchise Agreements: Part IVideo: Franchise Agreements: Part IIGraded: Commercial Exploitation of TrademarksWEEK 6Enforcement of Trademark RightsEnforcement plays huge role in effective protection of trademark rights. Under Russian law trademark owners may resort to different remedies and procedures to protect their rights against violation, including civil, administrative and criminal ones. We will briefly describe Russian enforcement and court system and turn to discussion of specific provisions of Civil Code, Code of Administrative Offences, Customs Code of the Eurasian Union and Criminal Code that relate to enforcement of trademark rights.5 videosexpandVideo: Procedures and Remedies: IntroductionVideo: Civil LitigationVideo: Civil Remedies against Trademark InfringementVideo: Administrative Remedies and ProceduresVideo: Administrative and Criminal Liability for Trademark InfringementGraded: Enforcement of Trademark RightsWEEK 7Final assignmentThis module consists of final assignment, which will help to estimate your gained knowledge about Russian trademark law.\nWe hope you have enjoyed the course and will continue your development in sphere of trademark rights!Graded: Final assignmentThis lecture provides a general overview of different means of individualization (identifiers) under the Russian law, such as trade names, firm names, designations of places of origin and trademarks. Each of them has its own unique function, special regulation, conditions of protection, scope of protection, remedies available to their right holders, as well as advantages and disadvantages.Video: Introductory lectureVideo: Trade names in RussiaVideo: Firm names in RussiaVideo: Designations of Places of OriginVideo: Trademarks in Russia:IntroductionVideo: Trademarks in Russia: Part IIThis lecture explains process of acquiring trademark. We will see what signs can be registered as trademarks, explain different legal grounds when registration of a trademark can be denied. We will also discuss in detail absolute and relative grounds for refusal to register trademarks, in particular concept of distinctiveness, acquiring trademarks rights through use, immoral trademarks, interrelation of trademarks and prior rights of third parties and others. Specific rules and procedures for acquiring protection of well-known and foreign trademarks will be described as well.Video: Distinctiveness requirments for trademark registration:Part IVideo: Distinctiveness requirment for trademark registration: Part IIVideo: Absolute grounds for refusal to register a trademark under the Russian lawVideo: Relative grounds for refusal to register a trademark under the Russian law:Part IVideo: Relative grounds for refusal to register a trademark: Part IIVideo: Acquiring rights to well-known trademarks in RussiaVideo: Protection of foreign trademarks in RussiaDuring this lecture we will discuss conditions under which actions of third parties using similar sign are regarded as infringement of trademark rights according to the Russian Civil Code. Russian courts developed their own approach to consider trademark infringement disputes called sometimes as \"triangle rule\". Case studies and examples explaining the logic of the Russian case-law will be provided. Besides, there are some instances when defendants may be allowed to use another’s trademark without permission and without payment of any royalties. The lecture covers such legal defenses as well.  Video: Trademark Infringement: Part IVideo: Trademark Infringement: Part IIVideo: Trademark Infringement: Part IIIVideo: Exceptions to \"Triangle\" Rule:Part IVideo: Exceptions to \"Triangle Rule\": Part IIVideo: Defenses to Trademark Infringement: Part IVideo: Defenses to Trademark Infringement: Part IITrademark rights are not timeless or absolute; they may be terminated, revoked or invalidated if necessary legal grounds are present. What are these grounds?  This lecture answers this question and provides for relevant illustrations when trademark rights may be removed from the Register of trademarks on voluntary or involuntary basis. Among them are expiration of trademark rights, waiver of rights, change of trademark owner’s legal status, opposition of third parties regarding breach of absolute or relative grounds for refusal to register trademarks, bad faith registration and unfair competition, non-use of trademarks and loss of distinctiveness.Video: Termination of Trademark RightsVideo: InvalidationVideo: Non-use of trademarks: Part IVideo: Non-use of trademarks: Part IIVideo: Revocation of trademarks that have become generic termsTrademark owner has many options to exploit its trademark. Among them are self-exploitation, assignment, license contracts, franchising, distributorships agreements and many others. Russian law contains several imperative requirements that parties to such transactions must comply with. They concern form of a contract, registration of transfer of rights, financial provisions and some others. Failure to take them into account may lead to invalidity of a contract or ineffectiveness of transfer of rights.Video: Commercial Exploitation of Trademarks: General Overview and Assignment: Part IVideo: Commercial Exploitation of Trademarks: General Overview and Assignment: Part IIVideo: License Agreements: Part IVideo: License Agreements: Part IIVideo: Franchise Agreements: Part IVideo: Franchise Agreements: Part IIEnforcement plays huge role in effective protection of trademark rights. Under Russian law trademark owners may resort to different remedies and procedures to protect their rights against violation, including civil, administrative and criminal ones. We will briefly describe Russian enforcement and court system and turn to discussion of specific provisions of Civil Code, Code of Administrative Offences, Customs Code of the Eurasian Union and Criminal Code that relate to enforcement of trademark rights.Video: Procedures and Remedies: IntroductionVideo: Civil LitigationVideo: Civil Remedies against Trademark InfringementVideo: Administrative Remedies and ProceduresVideo: Administrative and Criminal Liability for Trademark InfringementLund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Competing in EuropeUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "Higher School of Economics",
    "Level": "",
    "URL": "https://coursera.org/learn/russian-trademark-law",
    "Language": "English",
    "Commitment": "8 weeks, 1-2 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Human Rights for Open Societies",
    "Description": "About this course: Human rights are under pressure in many places across the globe. Peaceful protests are violently quashed. Voting is tampered with. And minorities are often excluded from decision-making. All of this threatens the ideal of an open society in which each of us can be free and participate equally. A solid protection of human rights is needed for an open society to exist and to flourish. But it is often an uphill battle to work towards that ideal. Equip yourself and learn more about what human rights are and how they work. \n\nIn this course, we will introduce you to one of the world’s most intricate human rights systems: the European Convention on Human Rights. You will see when and how people can turn to the European Court of Human Rights to complain about human rights violations. You will learn how the Court tries to solve many of the difficult human rights dilemmas of today. We will look, amongst other things, at the freedom of expression and demonstration, the right to vote, and the prohibition of discrimination. And we will address the rights of migrants, refugees, and other vulnerable groups. And, of course, we will see whether it is possible to restrict rights and if so under what conditions. You will even encounter watchdogs and ice cream in this course. We invite you to follow us on a journey of discovery into the European Convention!WEEK 1Introduction to the ECHRThe protection of human rights is closely linked to the idea of open societies. In an open society, people enjoy freedom and they are to a large extent free to live their lives as they wish. This week, we explore the idea of open societies and see how it relates to the protection of human rights. We also introduce you to the European Convention on Human Rights. This document forms the foundation for one of the world’s most intricate international human rights systems. Finally, you learn about the background and history of the Convention, the rights that are protected therein and the procedure which individuals can use to lodge a complaint with the European Court of Human Rights.3 videos, 5 readingsexpandVideo: Open societies and the ECHRReading: The birth of the ECHRVideo: The foundations of the ECHRReading: The European Convention on Human RightsReading: The institutions of the Council of EuropeReading: Articles 34 and 35 ECHRVideo: The admissibility requirementsReading: Procedure in Strasbourg and execution of judgmentsGraded: The linkages between the ECHR and an open societyGraded: Where to find rights in the ECHR?Graded: The admissibility checklist of the ECtHR appliedGraded: Test your knowledge on the foundations of the ECHRWEEK 2General principlesWhen someone complains that his or her right to privacy or right to freedom of expression has been violated, the European Court of Human Rights has to assess whether that is truly the case. But how does it do this? In this part of the course, we will focus on the general principles and methods the Court uses in order to assess whether a State has violated the Convention. We will see how the Court approaches human rights cases and learn about the dilemmas it faces in this regard in the context of open societies.5 videos, 2 readingsexpandVideo: How does the ECtHR consider a fundamental rights case?Video: The principles and methods of interpretationReading: Additional reading on principles and methods of interpretationReading: Positive and negative obligationsVideo: Categories of rights in the ECHR and possibilities for limitationVideo: Conditions for restriction of ECHR rightsVideo: The intensity of review of restrictions and the margin of appreciation doctrineGraded: How to interpret the ECHR in a concrete case?Graded: Determining States' obligations in practiceGraded: The justification of restrictions - a practical exerciseGraded: The impact of the margin of appreciation in concrete casesGraded: Test your knowledge on the consideration of fundamental rights cases by the ECtHRWEEK 3Human rights and democracyOpen societies require a democratic form of government. But how are human rights and democracy linked? In this part of the course, we focus on what democracy entails from a human rights perspective. We also address what voting rights are and how political parties are protected under the European Convention on Human Rights. Finally, we take a look at the protection of political rights in countries in transitions from war to peace and from dictatorship to democracy.3 videos, 2 readingsexpandVideo: The protection of human rights in a democratic societyReading: The right to vote and the right to stand for electionReading: Article 11 ECHR - the freedom of assembly and associationVideo: Political partiesVideo: Human rights in transitions to democracyGraded: Voting rights for people with a mental disabilityGraded: Restricting the freedom of associationGraded: Test your knowledge on the connection between human rights and democracyWEEK 4Insiders and outsiders: non-discrimination, vulnerable groups, migrants and asylum seekersOpen societies are all about inclusion. In an open society, everyone should be allowed to participate on an equal footing. No one should be excluded. Equally, human rights should be enjoyed by all people and discrimination is prohibited. Yet, even in an open society, universality of human rights and the prohibition of discrimination may raise many questions. For example, what about the rights of people who are not (yet) citizens of that society, such as asylum seekers? On the one hand, asylum seekers find themselves in the extremely difficult and vulnerable position of being in transit. For that reason, their needs deserve extra consideration. For example, they may need special protection against hostile responses by the local population, they may need food, education and housing, and they must be protected against discrimination. On the other hand, not being citizens, the question is often raised to what extent they should be included and benefit from the rights and freedoms guaranteed in the European Convention on Human Rights. Finding the right balance and solving such dilemmas is crucial in open societies. In this week, we focus on (1) the rights and freedoms of insiders and outsiders under the European Convention, (2) non-discrimination and (3) the protection of vulnerable groups. To illustrate, we pay special attention to the rights of migrants and asylum seekers, as well as of other minority groups.4 videos, 2 readingsexpandVideo: The ECHR and the universal protection of human rightsReading: Article 14 ECHR - the prohibition of discriminationVideo: Non-discriminationReading: Suspect grounds of discrimination and the very weighty reasons testVideo: Vulnerable groupsVideo: The rights of migrants and asylum seekers under the ECHRGraded: Grounds of discrimination - a practical exerciseGraded: The protection and definition of vulnerable groups under the ECHRGraded: Test your knowledge on the inclusion and exclusion of vulnerable groups, migrants and asylum seekers under the ECHRWEEK 5Freedom of expression and public protest The right to freely express yourself, the freedom of the press to report news and the right to protest are essential in an open society. The freedom of expression enables you to gather information about public issues and to let others know what you think. The media plays an important role in conveying information about matters of general interest. And public protest enables you to publicly support a cause you believe in. Together, these rights provide the essential conditions for the free and peaceful sharing of thoughts and ideas. Nevertheless, the unlimited freedom to say whatever you want and the freedom to protest might also undermine the openness of society. Hate speech and discriminatory speech, for example, might contribute to the exclusion of minority groups. In this learning unit, we take a closer look at the right to freedom of expression and the right to freedom of assembly. Thereby, we also address the limits of these rights in an open society. 3 videos, 2 readings, 1 practice quizexpandReading: Article 10 ECHR - the freedom of expressionVideo: Freedom of expression in a democratic societyVideo: The ECHR and the role of the mediaReading: The importance of the freedom of expression in the political arenaPractice Quiz: ECHR criteria for freedom of expression for politiciansVideo: The freedom of public protestGraded: ECHR criteria for protection of the mediaWEEK 6ClosureThis is the final assignment of the course on Human Rights for Open Societies. In this assignment, the various topics of the course are brought together. The first aim is to help you test the knowledge and insights you have acquired during the course. The second aim is to help you understand the interrelatedness of the main topics discussed.2 readingsexpandReading: MOOCs survey about peer feedback and deep learningReading: Final SurveyGraded: The case of Jacob ScholtenGraded: ReflectionThe protection of human rights is closely linked to the idea of open societies. In an open society, people enjoy freedom and they are to a large extent free to live their lives as they wish. This week, we explore the idea of open societies and see how it relates to the protection of human rights. We also introduce you to the European Convention on Human Rights. This document forms the foundation for one of the world’s most intricate international human rights systems. Finally, you learn about the background and history of the Convention, the rights that are protected therein and the procedure which individuals can use to lodge a complaint with the European Court of Human Rights.Video: Open societies and the ECHRReading: The birth of the ECHRVideo: The foundations of the ECHRReading: The European Convention on Human RightsReading: The institutions of the Council of EuropeReading: Articles 34 and 35 ECHRVideo: The admissibility requirementsReading: Procedure in Strasbourg and execution of judgmentsWhen someone complains that his or her right to privacy or right to freedom of expression has been violated, the European Court of Human Rights has to assess whether that is truly the case. But how does it do this? In this part of the course, we will focus on the general principles and methods the Court uses in order to assess whether a State has violated the Convention. We will see how the Court approaches human rights cases and learn about the dilemmas it faces in this regard in the context of open societies.Video: How does the ECtHR consider a fundamental rights case?Video: The principles and methods of interpretationReading: Additional reading on principles and methods of interpretationReading: Positive and negative obligationsVideo: Categories of rights in the ECHR and possibilities for limitationVideo: Conditions for restriction of ECHR rightsVideo: The intensity of review of restrictions and the margin of appreciation doctrineOpen societies require a democratic form of government. But how are human rights and democracy linked? In this part of the course, we focus on what democracy entails from a human rights perspective. We also address what voting rights are and how political parties are protected under the European Convention on Human Rights. Finally, we take a look at the protection of political rights in countries in transitions from war to peace and from dictatorship to democracy.Video: The protection of human rights in a democratic societyReading: The right to vote and the right to stand for electionReading: Article 11 ECHR - the freedom of assembly and associationVideo: Political partiesVideo: Human rights in transitions to democracyOpen societies are all about inclusion. In an open society, everyone should be allowed to participate on an equal footing. No one should be excluded. Equally, human rights should be enjoyed by all people and discrimination is prohibited. Yet, even in an open society, universality of human rights and the prohibition of discrimination may raise many questions. For example, what about the rights of people who are not (yet) citizens of that society, such as asylum seekers? On the one hand, asylum seekers find themselves in the extremely difficult and vulnerable position of being in transit. For that reason, their needs deserve extra consideration. For example, they may need special protection against hostile responses by the local population, they may need food, education and housing, and they must be protected against discrimination. On the other hand, not being citizens, the question is often raised to what extent they should be included and benefit from the rights and freedoms guaranteed in the European Convention on Human Rights. Finding the right balance and solving such dilemmas is crucial in open societies. In this week, we focus on (1) the rights and freedoms of insiders and outsiders under the European Convention, (2) non-discrimination and (3) the protection of vulnerable groups. To illustrate, we pay special attention to the rights of migrants and asylum seekers, as well as of other minority groups.Video: The ECHR and the universal protection of human rightsReading: Article 14 ECHR - the prohibition of discriminationVideo: Non-discriminationReading: Suspect grounds of discrimination and the very weighty reasons testVideo: Vulnerable groupsVideo: The rights of migrants and asylum seekers under the ECHRThe right to freely express yourself, the freedom of the press to report news and the right to protest are essential in an open society. The freedom of expression enables you to gather information about public issues and to let others know what you think. The media plays an important role in conveying information about matters of general interest. And public protest enables you to publicly support a cause you believe in. Together, these rights provide the essential conditions for the free and peaceful sharing of thoughts and ideas. Nevertheless, the unlimited freedom to say whatever you want and the freedom to protest might also undermine the openness of society. Hate speech and discriminatory speech, for example, might contribute to the exclusion of minority groups. In this learning unit, we take a closer look at the right to freedom of expression and the right to freedom of assembly. Thereby, we also address the limits of these rights in an open society. Reading: Article 10 ECHR - the freedom of expressionVideo: Freedom of expression in a democratic societyVideo: The ECHR and the role of the mediaReading: The importance of the freedom of expression in the political arenaPractice Quiz: ECHR criteria for freedom of expression for politiciansVideo: The freedom of public protestThis is the final assignment of the course on Human Rights for Open Societies. In this assignment, the various topics of the course are brought together. The first aim is to help you test the knowledge and insights you have acquired during the course. The second aim is to help you understand the interrelatedness of the main topics discussed.Reading: MOOCs survey about peer feedback and deep learningReading: Final SurveyUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in Europe",
    "Creator": "Utrecht University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/humanrights",
    "Language": "English",
    "Commitment": "6 Weeks of study, approximately 2-3 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "An Introduction to American Law",
    "Description": "About this course: This course will give you a glimpse into six different areas of American law: Tort Law, Contract Law, Property, Constitutional Law, Criminal Law, and Civil Procedure. You will gain insight into the complexities and dilemmas that arise from the application of law in different settings, and what is distinctive about American approaches.WEEK 1Welcome 3 readingsexpandLeitura: About UsLeitura: SyllabusLeitura: Grading Policy and LogisticsTort LawTort law governs how people may sue each other civilly (as opposed to criminally) in order to receive compensation for harms or injuries other people caused them. In this module, Professor Allen will explore the goals of tort law through a historic case. She will address what makes tort law distinct and issues surrounding negligence and liability.6 videos, 2 readingsexpandLeitura: Key Tort Law TermsLeitura: Supplemental ReadingVideo: Tort Law: Part 1 Video: Tort Law: Part 2 Video: Tort Law: Part 3Video: Tort Law: Part 4 Video: Tort Law: Part 5 Video: Tort Law: Part 6 Graded: Tort Law QuizWEEK 2Contract LawContract law governs how promises between two individuals are enforced. Few areas of law impact our daily lives as much as contract law, and in this module you will gain a deeper understanding of what a contract is and what makes it enforceable. Professor Wilkinson-Ryan will address what constitutes a contract, why the law enforces them, the legal meanings of words in contracts, and the important requirement of consideration. Expectation damages, or the amount a court orders someone who breached a contract to pay will also be explored, all through hypothetical and real cases.4 videos, 2 readingsexpandLeitura: Key Contract Law TermsLeitura: Supplemental ReadingVideo: Contract Law: Part 1Video: Contract Law: Part 2Video: Contract Law: Part 3Video: Contract Law: Part 4Graded: Contract QuizWEEK 3Property LawProperty law governs the relationship between individuals and things, known as property. In this module, Professor Balganesh will explore the differences between property and tort and contract law and about several specific examples of property law in action: adverse possession, landlord/tenant, and licenses. You will learn about what makes U.S. property law distinct - its origins in common law, imprint of legal realism, and pragmatism.4 videos, 2 readingsexpandLeitura: Key Property Law TermsLeitura: Supplemental ReadingVideo: Property Law: Part 1Video: Property Law: Part 2 Video: Property Law: Part 3 Video: Property Law: Part 4 Graded: Property Law QuizWEEK 4Constitutional LawThe study of constitutional law is among the most exciting parts of the law because it provides for the structure and functioning of the U.S. government. In this module, Dean Ruger will address the document itself, how it has been applied over time, the history of the document, and what makes it unique. The structure of  the U.S. government as a government of limited, separated powers will be explored along with the important individual rights the Constitution provides and how the U.S. Constitution compares to others around the world. 4 videos, 2 readingsexpandLeitura: Key Constitutional Law TermsLeitura: Supplemental ReadingVideo: Constitutional Law: Part 1 Video: Constitutional Law: Part 2 Video: Constitutional Law: Part 3 Video: Constitutional Law: Part 4 Graded: Constitutional Law QuizWEEK 5Criminal LawIn this module, Professor Morse will focus on the basics of criminal law, an area of law so exciting that countless TV shows and movies have been based on it. The major aspects of criminal law will be discussed - why we impose punishment, when we impose the most punishment, and how the state proves a criminal case. Defenses to criminal charges, which are divided into justifications and excuses will also be addressed.4 videos, 2 readingsexpandLeitura: Key Criminal Law TermsLeitura: Supplemental ReadingVideo: Criminal Law: Part 1 Video: Criminal Law: Part 2 Video: Criminal Law: Part 3 Video: Criminal Law: Part 4 Graded: Criminal Law QuizWEEK 6Civil ProcedureIn this module, Professor Wolff will introduce us to some of the major issues in civil procedure law. Civil procedure is the study of the rules of court that must be followed by the judge and parties in civil cases (as opposed to criminal cases – criminal procedure is a whole other area of the law, but law students learn civil procedure first because it gives the structure of typical trials). The essence of a law school civil procedure course is the study of the Federal Rules of Civil Procedure. A copy of these is linked in the syllabus for you to scan. The rules tell you how to file a lawsuit and how the court must function while it is considering a lawsuit. Professor Wolff will introduce you to the doctrinal area of procedure and will highlight some of the major modern issues in procedure law.4 videos, 2 readingsexpandLeitura: Key Civil Procedure TermsLeitura: Supplemental ReadingVideo: Civil Procedure: Part 1 Video: Civil Procedure: Part 2 Video: Civil Procedure: Part 3 Video: Civil Procedure: Part 4 Graded: Civil Procedure QuizWEEK 7Final ExamGraded: Final ExamLeitura: About UsLeitura: SyllabusLeitura: Grading Policy and LogisticsTort law governs how people may sue each other civilly (as opposed to criminally) in order to receive compensation for harms or injuries other people caused them. In this module, Professor Allen will explore the goals of tort law through a historic case. She will address what makes tort law distinct and issues surrounding negligence and liability.Leitura: Key Tort Law TermsLeitura: Supplemental ReadingVideo: Tort Law: Part 1 Video: Tort Law: Part 2 Video: Tort Law: Part 3Video: Tort Law: Part 4 Video: Tort Law: Part 5 Video: Tort Law: Part 6 Contract law governs how promises between two individuals are enforced. Few areas of law impact our daily lives as much as contract law, and in this module you will gain a deeper understanding of what a contract is and what makes it enforceable. Professor Wilkinson-Ryan will address what constitutes a contract, why the law enforces them, the legal meanings of words in contracts, and the important requirement of consideration. Expectation damages, or the amount a court orders someone who breached a contract to pay will also be explored, all through hypothetical and real cases.Leitura: Key Contract Law TermsLeitura: Supplemental ReadingVideo: Contract Law: Part 1Video: Contract Law: Part 2Video: Contract Law: Part 3Video: Contract Law: Part 4Property law governs the relationship between individuals and things, known as property. In this module, Professor Balganesh will explore the differences between property and tort and contract law and about several specific examples of property law in action: adverse possession, landlord/tenant, and licenses. You will learn about what makes U.S. property law distinct - its origins in common law, imprint of legal realism, and pragmatism.Leitura: Key Property Law TermsLeitura: Supplemental ReadingVideo: Property Law: Part 1Video: Property Law: Part 2 Video: Property Law: Part 3 Video: Property Law: Part 4 The study of constitutional law is among the most exciting parts of the law because it provides for the structure and functioning of the U.S. government. In this module, Dean Ruger will address the document itself, how it has been applied over time, the history of the document, and what makes it unique. The structure of  the U.S. government as a government of limited, separated powers will be explored along with the important individual rights the Constitution provides and how the U.S. Constitution compares to others around the world. Leitura: Key Constitutional Law TermsLeitura: Supplemental ReadingVideo: Constitutional Law: Part 1 Video: Constitutional Law: Part 2 Video: Constitutional Law: Part 3 Video: Constitutional Law: Part 4 In this module, Professor Morse will focus on the basics of criminal law, an area of law so exciting that countless TV shows and movies have been based on it. The major aspects of criminal law will be discussed - why we impose punishment, when we impose the most punishment, and how the state proves a criminal case. Defenses to criminal charges, which are divided into justifications and excuses will also be addressed.Leitura: Key Criminal Law TermsLeitura: Supplemental ReadingVideo: Criminal Law: Part 1 Video: Criminal Law: Part 2 Video: Criminal Law: Part 3 Video: Criminal Law: Part 4 In this module, Professor Wolff will introduce us to some of the major issues in civil procedure law. Civil procedure is the study of the rules of court that must be followed by the judge and parties in civil cases (as opposed to criminal cases – criminal procedure is a whole other area of the law, but law students learn civil procedure first because it gives the structure of typical trials). The essence of a law school civil procedure course is the study of the Federal Rules of Civil Procedure. A copy of these is linked in the syllabus for you to scan. The rules tell you how to file a lawsuit and how the court must function while it is considering a lawsuit. Professor Wolff will introduce you to the doctrinal area of procedure and will highlight some of the major modern issues in procedure law.Leitura: Key Civil Procedure TermsLeitura: Supplemental ReadingVideo: Civil Procedure: Part 1 Video: Civil Procedure: Part 2 Video: Civil Procedure: Part 3 Video: Civil Procedure: Part 4 Lund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueYale UniversityAmerica's Unwritten Constitution",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/american-law",
    "Language": "English",
    "Commitment": "1 hour/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "A Law Student's Toolkit",
    "Description": "About this course: Whether you are an advanced law student looking to review the basics, or an aspiring law student looking for head start, this course will help you build the foundation you will need to succeed in law school and beyond. This course will introduce you to terminology, concepts, and tools lawyers and legal academics use to make their arguments. It will help you follow these arguments—and make arguments of your own.\n\nThis course consists of a series of short lectures and assignments. A reading list complements each lesson, providing you with a roadmap to help you explore the subject matter more deeply on your own. Although the lessons may cross-reference each other, they are modular in nature: you should feel free to approach them in whatever order fits your schedule, interests, and needs.WEEK 1IntroductionAn overview of what you will learn, how it will help you, and how to get the most from it.1 video, 2 readingsexpandVideo: IntroductionReading: Before You BeginReading: Reading - Basic Legal TermsCategories and DistinctionsDichotomies and oppositions that will help you categorize legal rules and frame policy questions.11 videos, 8 readingsexpandVideo: 2.1 LectureReading: 2.1 - ReadingVideo: 2.2 - LectureVideo: 2.3 - LectureReading: 2.3 - ReadingVideo: 2.4 - LectureReading: 2.4 - ReadingVideo: 2.5 - LectureVideo: 2.6 - LectureVideo: 2.7 - LectureReading: 2.7 - ReadingVideo: 2.8 - LectureReading: 2.8 - ReadingVideo: 2.9 - LectureReading: 2.9 - ReadingVideo: 2.10 - LectureReading: 2.10 - ReadingVideo: 2.11 - LectureReading: 2.11 - ReadingGraded: Normative vs. PositiveGraded: Applying the BoxGraded: Paternalism vs. ExternalitiesGraded: Substance vs. ProcedureWEEK 2Law and . . .Interactions between the law and academic disciplines such as economics, philosophy, and psychology.10 videos, 10 readingsexpandVideo: 3.1 - LectureReading: 3.1 - ReadingVideo: 3.2 - LectureReading: 3.2 - ReadingVideo: 3.3 - LectureReading: 3.3 - ReadingVideo: 3.4 - LectureReading: 3.4 - ReadingVideo: 3.5 - LectureReading: 3.5 - ReadingVideo: 3.6 - LectureReading: 3.6 - ReadingVideo: 3.7 - LectureReading: 3.7 - ReadingVideo: 3.8 - LectureReading: 3.8 - ReadingVideo: 3.9 - LectureReading: 3.9 - ReadingVideo: 3.10 - LectureReading: 3.10 - ReadingGraded: Rawlsian Veil of IgnoranceLegal StructuresFundamental frameworks of legal analysis and procedure.4 videos, 4 readingsexpandVideo: 4.1 - LectureReading: 4.1 - ReadingVideo: 4.2 - LectureReading: 4.2 - ReadingVideo: 4.3 - LectureReading: 4.3 - ReadingVideo: 4.4 - LectureReading: 4.4 - ReadingGraded: Enforcing Money Judgments and Security InterestsWEEK 3Evidentiary ToolsConcepts from the law of evidence that can help you respond to questions and make compelling arguments2 videos, 2 readingsexpandVideo: 5.1 - LectureReading: 5.1 - ReadingVideo: 5.2 - LectureReading: 5.2 - ReadingPreparation ToolsThe tools you need to get the most out of law school.4 videos, 2 readingsexpandVideo: 6.1 - LectureReading: 6.1 - ReadingVideo: 6.2 - LectureReading: 6.2 - ReadingVideo: 6.3 - LectureVideo: 6.4 - LectureGraded: Statutory InterpretationGraded: Tools to Read a StatutePostscript2 videos, 1 readingexpandVideo: PostscriptReading: ReadingVideo: Hillel Investment AdviceVideo: IntroductionReading: Before You BeginReading: Reading - Basic Legal TermsVideo: 2.1 LectureReading: 2.1 - ReadingVideo: 2.2 - LectureVideo: 2.3 - LectureReading: 2.3 - ReadingVideo: 2.4 - LectureReading: 2.4 - ReadingVideo: 2.5 - LectureVideo: 2.6 - LectureVideo: 2.7 - LectureReading: 2.7 - ReadingVideo: 2.8 - LectureReading: 2.8 - ReadingVideo: 2.9 - LectureReading: 2.9 - ReadingVideo: 2.10 - LectureReading: 2.10 - ReadingVideo: 2.11 - LectureReading: 2.11 - ReadingVideo: 3.1 - LectureReading: 3.1 - ReadingVideo: 3.2 - LectureReading: 3.2 - ReadingVideo: 3.3 - LectureReading: 3.3 - ReadingVideo: 3.4 - LectureReading: 3.4 - ReadingVideo: 3.5 - LectureReading: 3.5 - ReadingVideo: 3.6 - LectureReading: 3.6 - ReadingVideo: 3.7 - LectureReading: 3.7 - ReadingVideo: 3.8 - LectureReading: 3.8 - ReadingVideo: 3.9 - LectureReading: 3.9 - ReadingVideo: 3.10 - LectureReading: 3.10 - ReadingVideo: 4.1 - LectureReading: 4.1 - ReadingVideo: 4.2 - LectureReading: 4.2 - ReadingVideo: 4.3 - LectureReading: 4.3 - ReadingVideo: 4.4 - LectureReading: 4.4 - ReadingVideo: 5.1 - LectureReading: 5.1 - ReadingVideo: 5.2 - LectureReading: 5.2 - ReadingVideo: 6.1 - LectureReading: 6.1 - ReadingVideo: 6.2 - LectureReading: 6.2 - ReadingVideo: 6.3 - LectureVideo: 6.4 - LectureVideo: PostscriptReading: ReadingVideo: Hillel Investment AdviceLund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueYale UniversityAmerica's Unwritten Constitution",
    "Creator": "Yale University",
    "Level": "",
    "URL": "https://coursera.org/learn/law-student",
    "Language": "English",
    "Commitment": "3 weeks of study, 5-7 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Introduction to International Criminal Law",
    "Description": "About this course: -- About the Course --\n\nFrom the Nuremberg trial to the case against Saddam Hussein, from the prosecution of Al-Qaeda terrorists to the trial of Somali pirates – no area of law is as important to world peace and security as international criminal law.  Taught by one of the world’s leading experts in the field, this course will educate students about the fundamentals of international criminal law and policy.  We will explore the contours of international crimes such as genocide, war crimes, terrorism, and piracy.  We will examine unique modes of international criminal liability and specialized defenses.  And we will delve into the challenges of obtaining custody of the accused and maintaining control of the courtroom.\n\n-- Course Syllabus --\n\nThis course comprises eight units (or \"modules\"). Each will include an assigned reading, typically an article or book chapter, as well as a simulation designed to bring the readings to life.\n\nI will also offer video lectures on each of the topics, accompanied by slides.  In addition, there will be online role-play exercises and debates, enabling the students to share their own insights. \n\nThe order of class sessions will be:\n\n(1)     History: From Nuremberg to The Hague\n\n(2)     International Crimes Part 1: War Crimes, Genocide, Crimes against Humanity, and Torture\n\n(3)     International Crimes Part 2: Terrorism and Piracy\n\n(4)     Special modes of liability: command responsibility, co-perpetration, and incitement\n\n(5)      Special defenses: insanity, obedience to orders, duress, and head of state immunity\n\n(6)      Gaining custody of the accused: extradition, luring, abduction, and targeted killing\n\n(7)      Pre-Trial Issues: plea bargaining, self-representation, and exclusion of torture evidence\n\n(8)      Maintaining control of the courtroom    \n\n-- Recommended Background --\n\nYou don’t have to be a lawyer and there are no prerequisites for this course. However, the course will be conducted at the level expected of advanced undergraduate students. Therefore, for all participants, reading and writing comfortably in English at the undergraduate college level is desirable. \n\n-- Suggested Readings --\n\nStudents should read the assigned online materials for each unit in advance of the class session.  \n\nIn addition, students are invited to subscribe to “War Crimes Prosecution Watch,” a free bi-weekly e-newsletter that summarizes the latest developments in the field of international criminal law.\n\n-- Course Format --\n\nThis course is made up of eight content units. Each unit is based on an online reading assignment, a video lecture of about one hour in length, and one or more role play exercises to stimulate on-line discussion. The course also offers in-video enrichment quizzes (ungraded) for each unit, a ten question multiple choice midterm diagnostics exam (ungraded), and a ten question True/False Final Exam.   \n\n-- FAQ--\n\nHow will this course be graded? \n\nThis course is graded on completion. In order to complete the course each student must: (1) finish each module (or “lesson”); (2) write at least one essay response of 200 words or more for at least one simulation throughout the course; and (3) get a score of 6 out of 10 or better on the Final Exam.\n\nWhat resources will I need for this course?\n\nFor this course, all you need is an Internet connection, and the time to read and discuss the exciting materials available online.\n\nWhat is the coolest thing about this course?\n\nThe topics we will be discussing are ripped from the headlines.  The topics are often controversial and thought-provoking, and always exciting.WEEK 1IntroductionThis introduction will give the learner a brief outline as to how the course is structured, how it will be graded and the ideal pace at which the course should be completed. This module includes a primer on international law that will introduce students with limited backgrounds on international law to the basic foundations of the field. This lesson also includes a video lecture and readings that outline the brief history of international criminal law starting with the Nuremberg Trials. Lastly, this module explores the legacy of the Nuremberg Court and lets students apply the lessons learned from Nuremberg to a fictional fact pattern through a set of simulations.1 video, 12 readingsexpandReading: About the CourseReading: Online SimulationsReading: A Primer on International LawReading: Is International Law Really Law?Reading: The Sources of International LawReading: TreatiesReading: Customary International LawReading: The United Nations and the Formation of International LawVideo: From Nuremberg to the HagueReading: Reading MaterialsReading: Online Simulation 1Reading: Online Simulation 2Reading: Online Simulation 3WEEK 2Peace Versus JusticeThis lesson includes a video lecture and readings that elaborate on the tensions between peace and justice in international law and diplomacy. This lesson specifically explores the limits placed on the international duty to prosecute certain crimes and surveys the breaches of international law that require a duty to prosecute.1 video, 1 readingexpandReading: Reading MaterialsVideo: Peace Versus JusticeWEEK 3Terrorism and PiracyThis lesson includes a video lecture and readings that discuss the international definition of terrorism and why reaching such a definition has become a divisive issue in international law. This lesson further discusses the intricacies of the modern international classifications of piracy.  Lastly, this lesson includes a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional UN conference.1 video, 2 readingsexpandVideo: Terrorism and PiracyReading: Reading MaterialsReading: Online Simulation 4WEEK 4Unique Modes of LiabilityThis lesson contains a video lecture and readings that explore the unique attributes of different forms of criminal responsibility in international law including command responsibility, joint criminal liability, control of the crime doctrine and incitement. This lesson also involves a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional fact pattern.1 video, 2 readings, 1 practice quizexpandVideo: Unique Modes of LiabilityReading: Reading MaterialsReading: Online Simulation 5Practice Quiz: Mid-Term Multiple Choice ExamWEEK 5Specialized DefensesThis lesson includes a video lecture and readings that discuss the different defenses that exist for accused persons tried under international law. This lesson specifically explores the defenses of mental defect, intoxication, obedience to orders and head of state immunity. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to two real life scenarios.1 video, 3 readingsexpandVideo: Specialized DefensesReading: Reading MaterialsReading: Online Simulation 6Reading: Online Simulation 7WEEK 6Gaining Custody of the AccusedThis lesson includes a video lecture and readings that explore the options countries have in attempting to gain custody over an accused person under international law. Specifically, the lesson discusses countries’ use of tactics like abduction, luring, extradition and targeted killing. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to one fictional fact pattern and one real life scenario.1 video, 3 readingsexpandReading: Reading MaterialsVideo: Gaining Custody of the AccusedReading: Online Simulation 8Reading: Online Simulation 9WEEK 7Pre-Trial IssuesThis lesson includes a video lecture and readings that examine the major pre-trial issues that are presented in international courts.  Specifically, this lesson analyzes the problems that come from self-representation, plea-bargaining and the exclusion of evidence. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to two real life issues that have come before international tribunals.1 video, 3 readingsexpandReading: Reading MaterialsVideo: Pre-Trial IssuesReading: Online Simulation 10Reading: Online Simulation 11WEEK 8Maintaining Control of the CourtroomThis lesson includes a video lecture and readings on how, in the face of the problems discussed in the previous lesson, order is maintained in modern international courtrooms. The lesson also includes a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional fact pattern.1 video, 2 readingsexpandVideo: Maintaining Control of the CourtroomReading: Reading MaterialsReading: Online Simulation 12Graded: Final ExamThis introduction will give the learner a brief outline as to how the course is structured, how it will be graded and the ideal pace at which the course should be completed. This module includes a primer on international law that will introduce students with limited backgrounds on international law to the basic foundations of the field. This lesson also includes a video lecture and readings that outline the brief history of international criminal law starting with the Nuremberg Trials. Lastly, this module explores the legacy of the Nuremberg Court and lets students apply the lessons learned from Nuremberg to a fictional fact pattern through a set of simulations.Reading: About the CourseReading: Online SimulationsReading: A Primer on International LawReading: Is International Law Really Law?Reading: The Sources of International LawReading: TreatiesReading: Customary International LawReading: The United Nations and the Formation of International LawVideo: From Nuremberg to the HagueReading: Reading MaterialsReading: Online Simulation 1Reading: Online Simulation 2Reading: Online Simulation 3This lesson includes a video lecture and readings that elaborate on the tensions between peace and justice in international law and diplomacy. This lesson specifically explores the limits placed on the international duty to prosecute certain crimes and surveys the breaches of international law that require a duty to prosecute.Reading: Reading MaterialsVideo: Peace Versus JusticeThis lesson includes a video lecture and readings that discuss the international definition of terrorism and why reaching such a definition has become a divisive issue in international law. This lesson further discusses the intricacies of the modern international classifications of piracy.  Lastly, this lesson includes a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional UN conference.Video: Terrorism and PiracyReading: Reading MaterialsReading: Online Simulation 4This lesson contains a video lecture and readings that explore the unique attributes of different forms of criminal responsibility in international law including command responsibility, joint criminal liability, control of the crime doctrine and incitement. This lesson also involves a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional fact pattern.Video: Unique Modes of LiabilityReading: Reading MaterialsReading: Online Simulation 5Practice Quiz: Mid-Term Multiple Choice ExamThis lesson includes a video lecture and readings that discuss the different defenses that exist for accused persons tried under international law. This lesson specifically explores the defenses of mental defect, intoxication, obedience to orders and head of state immunity. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to two real life scenarios.Video: Specialized DefensesReading: Reading MaterialsReading: Online Simulation 6Reading: Online Simulation 7This lesson includes a video lecture and readings that explore the options countries have in attempting to gain custody over an accused person under international law. Specifically, the lesson discusses countries’ use of tactics like abduction, luring, extradition and targeted killing. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to one fictional fact pattern and one real life scenario.Reading: Reading MaterialsVideo: Gaining Custody of the AccusedReading: Online Simulation 8Reading: Online Simulation 9This lesson includes a video lecture and readings that examine the major pre-trial issues that are presented in international courts.  Specifically, this lesson analyzes the problems that come from self-representation, plea-bargaining and the exclusion of evidence. This lesson also includes a set of simulations that allow students to apply the issues discussed in the readings and lecture to two real life issues that have come before international tribunals.Reading: Reading MaterialsVideo: Pre-Trial IssuesReading: Online Simulation 10Reading: Online Simulation 11This lesson includes a video lecture and readings on how, in the face of the problems discussed in the previous lesson, order is maintained in modern international courtrooms. The lesson also includes a simulation that allows students to apply the issues discussed in the readings and lecture to a fictional fact pattern.Video: Maintaining Control of the CourtroomReading: Reading MaterialsReading: Online Simulation 12Lund UniversityEuropean Business Law: Understanding the FundamentalsUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "Case Western Reserve University",
    "Level": "",
    "URL": "https://coursera.org/learn/international-criminal-law",
    "Language": "English, Subtitles: Spanish",
    "Commitment": "7-8 hours of lectures and assessments",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "English Common Law: Structure and Principles",
    "Description": "About this course: The Common Law of England and Wales is one of the major global legal traditions. In order to understand the common law, we need to deal with its history, and the development of its characteristic institutions like the jury, judge made law, parliamentary sovereignty and due process. We also need to ask some critical questions. What role does democracy play in the development of the common law? To what extent are human rights central to the modern common law? How does the common law of England and Wales relate to the law of the European Union? Answering these questions will give us insights into the current challenges the law faces and its possible futures.WEEK 1Week One: Dead Kings and Presidents: A Brief History of the Common LawWeek one introduces you to the history of the Common Law, from armies and kings through to modern family life. We will journey through the evolution of the Common Law to the system we see today. By the end of this week, hopefully you'll understand more about: 1. Understand some of the process involved in the Justice System 2. Understand the history of the development of the common law. 9 videos, 4 readingsexpandМатериал для самостоятельного изучения: Start hereVideo: Introducing the course Материал для самостоятельного изучения: Introduction to the courseМатериал для самостоятельного изучения: About Professor GeareyМатериал для самостоятельного изучения: Language helpVideo: An IntroductionVideo: The History of the Common Law Video: After the Civil WarVideo: Fairness in the Common Law Video: Due Process Video: Learning the Common Law Video: What is a case? Video: A Common Thread in the Common Law Graded: Week 1 ExamWEEK 2Week Two: See You In Court: The Court System and the Common LawWelcome to week 2 of English Common Law. Learning outcomes this week: 1. Describe the Hierarchy of the UK Courts, the Judges who sit there and their Judicial role6 videosexpandVideo: Lecture 2 : Introduction Video: An Introduction to the courts Video: The Civil Courts Video: The Criminal Courts Video: The Supreme Court Video: Precedent : How Courts influence each other Graded: Week 2 ExamWEEK 3Week Three: Supreme Power: Parliamentary Sovereignty and Law Making Welcome to week 3 of English Common Law. Learning outcomes this week: 1. Explain the concept of Parliamentary Sovereignty 2. Describe the journey of a Bill12 videosexpandVideo: Introduction Video: From Putney to Parliament Video: Where does the Law come from? Video: Statutes : the rise of Parliament Video: The Powers of Parliament Video: Parliament and Europe Video: Human rights come home Video: Judges and Parliament Video: What is the House of Commons Video: What is the House of Lords Video: What is the Separation of Powers Video: The Passage of a BillGraded: Week 3 ExamWEEK 4Week Four: Wigs and Pens: Judicial Law Making and the doctrine of Precedent  Welcome to week 4 of English Common Law. Learning Outcomes this week: 1. Explain the Court Hierarchy in relation to precedent 2. Identify ways in which precedent may be avoided 3. Discuss the advantages and disadvantages of precedent9 videosexpandVideo: Lecture 4 : Introduction Video: What is PrecedentVideo: How is precedent implemented? Video: Precedent - Post 1966 Video: When precedent doesn't bind Video: When precedent shouldn't bind Video: Are judges making law Video: The Common Law, Human Rights and Judges Video: The European Courts and precedent Graded: Week 4 ExamWEEK 5Week Five: Reading the Riot Act: How Statutes are Interpreted Welcome to week 5 of English Common Law. Learning Outcomes this week: 1. Explain the role of Judges in interpreting the law 2. Compare the rules of interpretation and identify the rules of language9 videosexpandVideo: Lecture 5 : Introduction Video: How laws are interpreted Video: How Judges read laws Video: Presumptions Video: The case of Pepper V Hart Video: The case of Bulmer V Bollinger Video: New methods of interpretation Video: Cultural changes in interpretation Video: Interpretation and the human rights act Graded: Week 5 ExamWEEK 6Week Six: After the War, Before the Peace: The European Union and Human RightsWelcome to week 6 of English Common Law. Learning Outcomes: 1. Explain the effect of the European Communities Act 1972 on Parliamentary Sovereignty 2. Identify the effect on precedent and statutory interpretation 3. Discuss the effect of the Human Rights Act 1998  14 videosexpandVideo: Lecture 6 : Introduction  Video: The roots of the European Union  Video: Fundamental rights  Video: The Values of the European Union   Video: The Common heritage Video: Institutions of the EU  Video: EU Law  Video: The European Convention of Human Rights  Video: The rights of man and human rights Video: The Rights in the Convention  Video: The Structure of a right Video: The right to life Video: The right to freedom of assembly and association Video: Goodbye and Good LuckGraded: Week 6 ExamGraded: End of course exam: Acts of Parliament ExamGraded: End of course exam: Dealing with a case ExamWeek one introduces you to the history of the Common Law, from armies and kings through to modern family life. We will journey through the evolution of the Common Law to the system we see today. By the end of this week, hopefully you'll understand more about: 1. Understand some of the process involved in the Justice System 2. Understand the history of the development of the common law. Материал для самостоятельного изучения: Start hereVideo: Introducing the course Материал для самостоятельного изучения: Introduction to the courseМатериал для самостоятельного изучения: About Professor GeareyМатериал для самостоятельного изучения: Language helpVideo: An IntroductionVideo: The History of the Common Law Video: After the Civil WarVideo: Fairness in the Common Law Video: Due Process Video: Learning the Common Law Video: What is a case? Video: A Common Thread in the Common Law Video: Lecture 2 : Introduction Video: An Introduction to the courts Video: The Civil Courts Video: The Criminal Courts Video: The Supreme Court Video: Precedent : How Courts influence each other Video: Introduction Video: From Putney to Parliament Video: Where does the Law come from? Video: Statutes : the rise of Parliament Video: The Powers of Parliament Video: Parliament and Europe Video: Human rights come home Video: Judges and Parliament Video: What is the House of Commons Video: What is the House of Lords Video: What is the Separation of Powers Video: The Passage of a BillVideo: Lecture 4 : Introduction Video: What is PrecedentVideo: How is precedent implemented? Video: Precedent - Post 1966 Video: When precedent doesn't bind Video: When precedent shouldn't bind Video: Are judges making law Video: The Common Law, Human Rights and Judges Video: The European Courts and precedent Video: Lecture 5 : Introduction Video: How laws are interpreted Video: How Judges read laws Video: Presumptions Video: The case of Pepper V Hart Video: The case of Bulmer V Bollinger Video: New methods of interpretation Video: Cultural changes in interpretation Video: Interpretation and the human rights act Welcome to week 6 of English Common Law. Learning Outcomes: 1. Explain the effect of the European Communities Act 1972 on Parliamentary Sovereignty 2. Identify the effect on precedent and statutory interpretation 3. Discuss the effect of the Human Rights Act 1998  Video: Lecture 6 : Introduction  Video: The roots of the European Union  Video: Fundamental rights  Video: The Values of the European Union   Video: The Common heritage Video: Institutions of the EU  Video: EU Law  Video: The European Convention of Human Rights  Video: The rights of man and human rights Video: The Rights in the Convention  Video: The Structure of a right Video: The right to life Video: The right to freedom of assembly and association Video: Goodbye and Good LuckLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "University of London",
    "Level": "",
    "URL": "https://coursera.org/learn/common-law",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Children's Human Rights - An Interdisciplinary Introduction",
    "Description": "About this course: Drawing on the contributions of several academic disciplines including law, psychology, sociology, history, educational and health sciences, economy and anthropology, an interdisciplinary approach guides the student into a selection of critical issues concerning children’s rights. Participants will gain insight relative to the development of this specific human rights category, as well as to the evolution of the challenges faced by children over time and society’s efforts to respond. Successful international strategies and programs promoting children’s rights will be highlighted, as well as the role of key actors involved in international organizations working in this field. This open online course provides an overview of the most important features of children’s human rights. A central portion of the MOOC will consist of a presentation of the international and regional standards on children’s rights and the related international and regional judicial and quasi-judicial bodies designed to ensure their implementation. \n\nNo prerequisites or specific background is required to register for this MOOC. The course is conceived as an introductory level program, but participants, who wish to deepen their knowledge in the field of children’s rights, or already have some prior knowledge, will have access to additional reading material on a weekly basis. Participants who successfully complete the class activities and final assessment may request a Statement of Accomplishment signed by the Instructor and the main professors responsible for the program. However, no credits are awarded.\n\nThe course consists of seven topical modules distributed on 4 weeks. English is the only language of instruction.WEEK 1 International standards and monitoring systems The module begins with the presentation of the background, origins and main content of the UN Convention on the Rights of the Child (CRC), and provides details about the preparatory work and the international political context in which the Convention was drafted. The content of international human rights norms are discussed using the subdivision between civil and political rights on the one hand, and economic, social and cultural rights on the other. Furthermore, the general UN human rights monitoring mechanisms will be introduced, followed by the presentation of the CRC monitoring system. A discussion on the importance of regional human rights monitoring systems for children in Africa, Asia and Latin America will be the subject of a specific round table. Within the monitoring framework a particular attention is dedicated to role of key actors: Independent National Human Rights Institutions (INHRIs) on Children’s rights, Non-Governmental organizations (NGOs) and children.11 videos, 1 readingexpandVideo: General PresentationReading: SyllabusVideo: 1.1 IntroductionVideo: 1.2 The United Nations Convention on the Rights of the Child: from drafting to reception.Video: 1.2bis CRC General PrinciplesVideo: 1.3 Main content of the CRC and the related States obligationsVideo: 1.4 UN Committee on the right of the child: role, structure, functioning and method of worksVideo: 1.5 The CRC Communications procedureVideo: 1.6 Overview regional monitoring systemVideo: 1.7 The role of the INHRIs on Children’s rights in the monitoring process at national and local levelVideo: 1.8 NGOs’ role in the monitoring processVideo: 1.9 Children's subjective indicators: children’s participation in monitoringGraded: Quiz of Module 1WEEK 2The history of children’s rights in the context of human rightsThis module provides an overview of the evolution of children's rights before the adoption of the United Nations Convention on the Rights of the Child. Based on a chronological approach, it is a comprehensive social and cultural history of children's rights, of the way they developed over the course of the last centuries. While not building on a strict history of diplomatic relations, this module provides an international perspective on this evolution. It aims to underline the multiplicity of actors, networks and organizations involved in the defense and promotion of children's rights, over time. Also, it emphasizes crucial moments of this history, such as the adoption of international legal instruments on the rights of the child, the two World Wars, etc. \nThis module will nonetheless challenge common understandings of the history of children's rights. For instance, instead of describing it as a linear success story, it will highlight progress as well as failures. Also, the idea that the rights of the child are a 20th Century invention will be balanced. By doing so, we aim to provide a complex understanding of the history of children's rights and detailed contexts for the topics they cover (e.g. child labor, juvenile justice, etc.) and that will be studied later in this MOOC.\n\n7 videosexpandVideo: 2.1 IntroductionVideo: 2.2 History of childhood: a state of the artVideo: 2.3 Children and Health from the Renaissance to the RevolutionVideo: 2.4 Children during the industrial revolutionVideo: 2.5 Saving the children after WWI and the Geneva DeclarationVideo: 2.6 International Organizations and Human rights: From Protection Rights to Children’s Human RightsVideo: 2.7 Regional evolution of children's rights: voices from a recent past - IntroductionGraded: Quiz of Module 2WEEK 3Interdisciplinary Children’s Rights StudiesThe module will provide a general introduction to the field of children’s rights studies. It will emphasize the interdisciplinary outlook of the field and will present schools of thought in children’s rights. Furthermore, we will show the links between children’s rights and the sociology and anthropology of childhood and provide some examples of recent children’s rights research and practice.6 videosexpandVideo: 3.1 IntroductionVideo: 3.2 Interdisciplinary children's rights studiesVideo: 3.3 Fruits, salads, and smoothies: working together for understanding children's rightsVideo: 3.4 Schools of thought in children's rightsVideo: 3.5 Agency and structure in childhood studiesVideo: 3.6 The anthropology of childhoodGraded: Quiz of Module 3WEEK 4Juvenile justiceThe field of Juvenile Justice (JJ) or of systems of Justice specialized for children in conflict with the law, is the field of children’s rights where the international community has drafted the largest amount of legislation (national, regional and international). It is obviously a very sensitive field where child rights violations are numerous, where violence in institutions must be deplored, and where the response is not always child-friendly, and does not systematically favor individual child development. It is moreover a domain where the State exerts its power in response to child offenses, very often through the deprivation of liberty ; and where the State’s interference also represses non-criminal behavior (running away, breaking disciplinary rules, breaking curfews, …), all of these actions would not be legally reprehensible if committed by an adult (status offence). And, alas this field of JJ sometimes accounts for violations of children’s rights at the hands of States themselves: in the arrest phase, in administrative detention, in the execution of judiciary sentences, but also in institutional care. The issue of JJ also includes children victims and witnesses.9 videosexpandVideo: 4.1 IntroductionVideo: 4.2 Overview of the international legal framework on juvenile justice and child protectionVideo: 4.3 Interview on the Council of Europe Guidelines on child friendly justice: background and motivationVideo: 4.4 Minimum age of criminal responsibilityVideo: 4.5 Protecting children's rights in JJ systems / “What works”: Effective methods to reduce juvenile delinquencyVideo: 4.6 Deprivation of LibertyVideo: 4.7 Children as victims and witnessesVideo: 4.8 Restorative Juvenile JusticeVideo: 4.9 TortureGraded: Quiz of Module 4WEEK 5 Violence against childrenProtection is a central pillar in the field of children’s rights and a dimension that probably, along with health and education, captures most of society’s financial outlays in favour of children. Because of their young age and their physical status, children are much more vulnerable than other social groups and indeed the victimisation of children around the world reaches staggering proportions. In this module, we will examine various forms of age-old and emerging forms of violence against children, the institutional and professional responses to the phenomenon.8 videosexpandVideo: 5.1 IntroductionVideo: 5.2 Violence against children: An overviewVideo: 5.3 The vulnerable child: A historical perspectiveVideo: 5.4 Ending corporal punishment of childrenVideo: 5.5 Emerging challenges in the protection of childrenVideo: 5.6 Internet, social media and violence against childrenVideo: 5.7 Combatting child traffickingVideo: 5.8 A revolution in pofessional practicesGraded: Quiz of Module 5WEEK 6Children’s right to participationArt. 12 to 17 and art. 31 UNCRC are considered to refer to “participation rights”. These rights are considered the most “revolutionary” under the provisions of the UNCRC because they challenge traditional and tokenistic conceptions of childhood. The challenge however also lies in the balance to be found, in all settings, between structural adaptations necessary to favour child participation and the evolving capacities of the children themselves, who can only progressively exert their own rights directly. Another aspect is participation of children as individuals or as groups, notably their collective decision-making capacity. It looks like practice has outstripped theory. The difference between the child as a subject of rights and the child’s real agency as a social actor needs more theoretical frameworks, as the problem of implementation is also a problem of our own understanding of agency. Among the modes of recognition, rights are only a limited part of the reality experienced by children mainly in terms of affection and esteem. The challenges of implementing children’s participation rights in a series of settings, as recommended by CRC General Comment Nr 12, are therefore conveying an analysis of the terms used (maturity, freely expressed views, etc.) that may include children’s own perspectives on these issues. Examples of procedures for the implementation of children’s participation rights highlight all these challenges and the difficulties of defining good indicators of child participation. Besides, child participation should also be guaranteed even when children are viewed as “deviant” or “delinquent”: the respect for child participation in judicial settings highlights the complex interplay between one’s status and one’s rights in practice. Eventually, as child participation should be guaranteed in all settings, research itself should be child-friendly and participative and ethical principles for researchers must be specified when dealing with children.10 videosexpandVideo: 6.1 IntroductionVideo: 6.2 Introduction to participation rightsVideo: 6.3 The right of the child to be heard: General Comment no.12Video: 6.4 Children’s Rights and RecognitionVideo: 6.5 Children's participation as social actorsVideo: 6.6 Sampling of implementation procedureVideo: 6.7 Childhood policy and children's subjective indicatorsVideo: 6.8 The rights to be heard in judicial settingsVideo: 6.9 Ethical research proceduresVideo: 6.10 Child participation in researchGraded: Quiz of Module 6WEEK 7Children’s rights and global healthHealth is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (Preamble to the Constitution of the World Health Organization 22 July 1946). Certain traditional practices committed on children compromise sometimes severely both their physical and moral development and thus affect their health. These practices while explicitly prohibited by the Convention on the Rights of the Child (CRC) at. art. 24.3 CRC are widely committed in quasi total impunity. Even if some traditional harmful practices concern more specific regions of the globe, due to migratory movements, in fine every State is concerned. Global health is a universal concept of human rights and contributes to, the realization of many other children’s rights such as the right of non-discrimination (art. 2 CRC), the right to life, survival and development (art.6 CRC), the right to participation (art. 12 CRC) the right to privacy (art. 16 CRC) or the right to access to information (art. 17 CRC).  Placing children’s rights in the context of traditional harmful practices and global health, adopting a child’s rights based approach, contributes to a better understanding of the problem and thus to a better care of the victims.8 videosexpandVideo: 7.1 IntroductionVideo: 7.2 Overview on the traditional practices phenomenonVideo: 7.3 Child witchcraft allegation: invented traditional practicesVideo: 7.4 FGM: the girl childVideo: 7.5 Global health, human rights and ethicsVideo: 7.6 Children's rights and global mental healthVideo: 7.7 Children’s right and the obesity epidemicVideo: 7.8 Children’s health and wellbeing: Issues and challenges from a human rights perspectiveGraded: Quiz of Module 7The module begins with the presentation of the background, origins and main content of the UN Convention on the Rights of the Child (CRC), and provides details about the preparatory work and the international political context in which the Convention was drafted. The content of international human rights norms are discussed using the subdivision between civil and political rights on the one hand, and economic, social and cultural rights on the other. Furthermore, the general UN human rights monitoring mechanisms will be introduced, followed by the presentation of the CRC monitoring system. A discussion on the importance of regional human rights monitoring systems for children in Africa, Asia and Latin America will be the subject of a specific round table. Within the monitoring framework a particular attention is dedicated to role of key actors: Independent National Human Rights Institutions (INHRIs) on Children’s rights, Non-Governmental organizations (NGOs) and children.Video: General PresentationReading: SyllabusVideo: 1.1 IntroductionVideo: 1.2 The United Nations Convention on the Rights of the Child: from drafting to reception.Video: 1.2bis CRC General PrinciplesVideo: 1.3 Main content of the CRC and the related States obligationsVideo: 1.4 UN Committee on the right of the child: role, structure, functioning and method of worksVideo: 1.5 The CRC Communications procedureVideo: 1.6 Overview regional monitoring systemVideo: 1.7 The role of the INHRIs on Children’s rights in the monitoring process at national and local levelVideo: 1.8 NGOs’ role in the monitoring processVideo: 1.9 Children's subjective indicators: children’s participation in monitoringThis module provides an overview of the evolution of children's rights before the adoption of the United Nations Convention on the Rights of the Child. Based on a chronological approach, it is a comprehensive social and cultural history of children's rights, of the way they developed over the course of the last centuries. While not building on a strict history of diplomatic relations, this module provides an international perspective on this evolution. It aims to underline the multiplicity of actors, networks and organizations involved in the defense and promotion of children's rights, over time. Also, it emphasizes crucial moments of this history, such as the adoption of international legal instruments on the rights of the child, the two World Wars, etc. \nThis module will nonetheless challenge common understandings of the history of children's rights. For instance, instead of describing it as a linear success story, it will highlight progress as well as failures. Also, the idea that the rights of the child are a 20th Century invention will be balanced. By doing so, we aim to provide a complex understanding of the history of children's rights and detailed contexts for the topics they cover (e.g. child labor, juvenile justice, etc.) and that will be studied later in this MOOC.\n\nVideo: 2.1 IntroductionVideo: 2.2 History of childhood: a state of the artVideo: 2.3 Children and Health from the Renaissance to the RevolutionVideo: 2.4 Children during the industrial revolutionVideo: 2.5 Saving the children after WWI and the Geneva DeclarationVideo: 2.6 International Organizations and Human rights: From Protection Rights to Children’s Human RightsVideo: 2.7 Regional evolution of children's rights: voices from a recent past - IntroductionThe module will provide a general introduction to the field of children’s rights studies. It will emphasize the interdisciplinary outlook of the field and will present schools of thought in children’s rights. Furthermore, we will show the links between children’s rights and the sociology and anthropology of childhood and provide some examples of recent children’s rights research and practice.Video: 3.1 IntroductionVideo: 3.2 Interdisciplinary children's rights studiesVideo: 3.3 Fruits, salads, and smoothies: working together for understanding children's rightsVideo: 3.4 Schools of thought in children's rightsVideo: 3.5 Agency and structure in childhood studiesVideo: 3.6 The anthropology of childhoodThe field of Juvenile Justice (JJ) or of systems of Justice specialized for children in conflict with the law, is the field of children’s rights where the international community has drafted the largest amount of legislation (national, regional and international). It is obviously a very sensitive field where child rights violations are numerous, where violence in institutions must be deplored, and where the response is not always child-friendly, and does not systematically favor individual child development. It is moreover a domain where the State exerts its power in response to child offenses, very often through the deprivation of liberty ; and where the State’s interference also represses non-criminal behavior (running away, breaking disciplinary rules, breaking curfews, …), all of these actions would not be legally reprehensible if committed by an adult (status offence). And, alas this field of JJ sometimes accounts for violations of children’s rights at the hands of States themselves: in the arrest phase, in administrative detention, in the execution of judiciary sentences, but also in institutional care. The issue of JJ also includes children victims and witnesses.Video: 4.1 IntroductionVideo: 4.2 Overview of the international legal framework on juvenile justice and child protectionVideo: 4.3 Interview on the Council of Europe Guidelines on child friendly justice: background and motivationVideo: 4.4 Minimum age of criminal responsibilityVideo: 4.5 Protecting children's rights in JJ systems / “What works”: Effective methods to reduce juvenile delinquencyVideo: 4.6 Deprivation of LibertyVideo: 4.7 Children as victims and witnessesVideo: 4.8 Restorative Juvenile JusticeVideo: 4.9 TortureProtection is a central pillar in the field of children’s rights and a dimension that probably, along with health and education, captures most of society’s financial outlays in favour of children. Because of their young age and their physical status, children are much more vulnerable than other social groups and indeed the victimisation of children around the world reaches staggering proportions. In this module, we will examine various forms of age-old and emerging forms of violence against children, the institutional and professional responses to the phenomenon.Video: 5.1 IntroductionVideo: 5.2 Violence against children: An overviewVideo: 5.3 The vulnerable child: A historical perspectiveVideo: 5.4 Ending corporal punishment of childrenVideo: 5.5 Emerging challenges in the protection of childrenVideo: 5.6 Internet, social media and violence against childrenVideo: 5.7 Combatting child traffickingVideo: 5.8 A revolution in pofessional practicesArt. 12 to 17 and art. 31 UNCRC are considered to refer to “participation rights”. These rights are considered the most “revolutionary” under the provisions of the UNCRC because they challenge traditional and tokenistic conceptions of childhood. The challenge however also lies in the balance to be found, in all settings, between structural adaptations necessary to favour child participation and the evolving capacities of the children themselves, who can only progressively exert their own rights directly. Another aspect is participation of children as individuals or as groups, notably their collective decision-making capacity. It looks like practice has outstripped theory. The difference between the child as a subject of rights and the child’s real agency as a social actor needs more theoretical frameworks, as the problem of implementation is also a problem of our own understanding of agency. Among the modes of recognition, rights are only a limited part of the reality experienced by children mainly in terms of affection and esteem. The challenges of implementing children’s participation rights in a series of settings, as recommended by CRC General Comment Nr 12, are therefore conveying an analysis of the terms used (maturity, freely expressed views, etc.) that may include children’s own perspectives on these issues. Examples of procedures for the implementation of children’s participation rights highlight all these challenges and the difficulties of defining good indicators of child participation. Besides, child participation should also be guaranteed even when children are viewed as “deviant” or “delinquent”: the respect for child participation in judicial settings highlights the complex interplay between one’s status and one’s rights in practice. Eventually, as child participation should be guaranteed in all settings, research itself should be child-friendly and participative and ethical principles for researchers must be specified when dealing with children.Video: 6.1 IntroductionVideo: 6.2 Introduction to participation rightsVideo: 6.3 The right of the child to be heard: General Comment no.12Video: 6.4 Children’s Rights and RecognitionVideo: 6.5 Children's participation as social actorsVideo: 6.6 Sampling of implementation procedureVideo: 6.7 Childhood policy and children's subjective indicatorsVideo: 6.8 The rights to be heard in judicial settingsVideo: 6.9 Ethical research proceduresVideo: 6.10 Child participation in researchHealth is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (Preamble to the Constitution of the World Health Organization 22 July 1946). Certain traditional practices committed on children compromise sometimes severely both their physical and moral development and thus affect their health. These practices while explicitly prohibited by the Convention on the Rights of the Child (CRC) at. art. 24.3 CRC are widely committed in quasi total impunity. Even if some traditional harmful practices concern more specific regions of the globe, due to migratory movements, in fine every State is concerned. Global health is a universal concept of human rights and contributes to, the realization of many other children’s rights such as the right of non-discrimination (art. 2 CRC), the right to life, survival and development (art.6 CRC), the right to participation (art. 12 CRC) the right to privacy (art. 16 CRC) or the right to access to information (art. 17 CRC).  Placing children’s rights in the context of traditional harmful practices and global health, adopting a child’s rights based approach, contributes to a better understanding of the problem and thus to a better care of the victims.Video: 7.1 IntroductionVideo: 7.2 Overview on the traditional practices phenomenonVideo: 7.3 Child witchcraft allegation: invented traditional practicesVideo: 7.4 FGM: the girl childVideo: 7.5 Global health, human rights and ethicsVideo: 7.6 Children's rights and global mental healthVideo: 7.7 Children’s right and the obesity epidemicVideo: 7.8 Children’s health and wellbeing: Issues and challenges from a human rights perspectiveUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International CrimesLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in Europe",
    "Creator": "University of Geneva",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/childrens-rights",
    "Language": "English, Subtitles: Slovak",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "International Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Description": "About this course: International Law in Action explains the functions of each international court and tribunal present in The Hague, and it looks at how these institutions address contemporary problems. On the basis of selected cases, and through interviews with judges and lawyers, you will explore the role of these courts and tribunals and their potential to contribute to global justice. \n\nThe first module of the course will investigate how judicial settlement is different from other more political forms of dispute settlement, such as negotiation and mediation. It offers a brief historical overview and introduces the judicial and arbitral bodies based in The Hague. In the remaining modules you will learn about the functions of these courts and tribunals, and some of the challenges and prospects that they face. Three cross-cutting themes tie together all of these modules: (i) The interaction between law and politics; (ii) The continuing role of State consent; and (iii) The ability of international courts and tribunals to protect the public interest and global values.\n\nThis course offers you an opportunity to gain a better insight into the functions and features of the courts and tribunals present in The Hague. You will gain a familiarity with each court or tribunal. You will develop realistic expectations of their capacity to address contemporary problems and an awareness of their limitations. You will also be able to discuss some of their most prominent cases. \n\nIf you would like to have a better understanding of international law in action in The Hague, this is definitely the course for you!\n\nThis course is free to join and to participate in. There is the possibility to get a verified certificate for the course, which is a paid option. If you want a certificate, but are unable to pay for it, you can request financial aid via CourseraWEEK 1An introduction to the International Courts and Tribunals in The HagueWelcome to this first week in which we will enter the world of the international judiciary with you. We will discuss the evolution of international dispute settlement in our international legal order. The leading question is: why did people start thinking about creating international courts? We will also introduce the community of international courts present in The Hague today. 7 videos, 8 readingsexpandVideo: TrailerVideo: Introduction to the CourseReading: Meet the instructor \u0026 her teamReading: How to pass this course \u0026 obtain your certificateReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning environmentReading: Behaving in an academic wayDiscussion Prompt: Introduce yourself!Video: IntroductionVideo: The History of International Dispute Settlement in The HagueVideo: Diplomatic versus Judicial International Dispute SettlementVideo: Overview of the International Courts and Tribunals in The HagueVideo: The Course Themes: Law and Politics, State Consent, Global ValuesReading: Required ReadingReading: Recommended ReadingGraded: An Introduction to the International Courts and Tribunals in The HagueWEEK 2The International Court of Justice (ICJ)This week we are going to explore the principle judicial organ of the United Nations—the International Court of Justice. This Court has dual functions as an institution that settles disputes between States, and as an advice giver within the UN system. We will explore the limitations that the Court faces in its fulfilment of these functions as well as its potential as an institution, particularly in the context of disputes involving the protection of the environment. From this week onwards, you will also be able to start working on the peer assignment. All relevant information with regard to the peer assignment can be find below. We look forward to reading how you view the future of the international courts and tribunals in The Hague! 5 videos, 2 readingsexpandVideo: An Introduction to the International Court of JusticeVideo: The ICJ's Contentious JurisdictionVideo: Advisory Opinions of the International Court of JusticeVideo: The International Court of Justice and the Protection of the EnvironmentVideo: Interview with Judge Christopher GreenwoodReading: Required ReadingReading: Recommended ReadingPeer Review: The Future of International Courts and Tribunals in The HagueGraded: The International Court of JusticeWEEK 3The Arbitration of International DisputesThis week, we will explore the world of international arbitration. More specifically, we will focus on the Permanent court of arbitration, inter-state arbitration and investor-state arbitration. Through our videos, you will discover the history and characteristics of arbitration and you will understand how its functioning is impacted by the dynamics at play within the international and domestic societies. You will also come to realize the importance of public interests in the disputes settled through arbitration and you will learn how they are taken into account in international arbitration.5 videos, 2 readingsexpandVideo: Arbitration and the Permanent Court of ArbitrationVideo: Introduction to Inter-State ArbitrationVideo: Introduction to Investor-state ArbitrationVideo: Investment Arbitration and Public Interests: Human HealthVideo: Interview with Brooks W. DalyReading: Required ReadingReading: Recommended ReadingGraded: The Arbitration of International DisputesWEEK 4International Criminal Courts and TribunalsThis week examines a relatively new type of international courts, namely international criminal courts, with a focus on the ICC. We will discuss ongoing cases and debates, including sensitive issues such as the prosecution of sitting Heads of States. We will also inquire whether the international community is in need of a new dedicated international terrorism tribunal. 5 videos, 3 readingsexpandVideo: From Nuremberg to The Hague: The Renaissance of International Criminal LawVideo: The International Criminal CourtVideo: Interview with ICC Prosecutor Fatou BensoudaVideo: International Criminal Courts and Global Values: The ICC and DemocracyVideo: Towards an International Terrorism Tribunal?Reading: Required ReadingReading: Recommended ReadingReading: Documents for ReferenceGraded: International Criminal Courts and TribunalsWEEK 5Conclusions of the three Course ThemesThis week, we will directly focus on the three course themes that have structured our discussions in the previous modules: law and politics, state consent and global values. For each of these themes, the videos of this module will give you the opportunity to synthetize the knowledge that you have acquired over the course and to compare the various courts and tribunals that have been analyzed through the lenses of the course themes. The videos in this module will also offer you some concluding observations and insights which will stimulate you to continue to reflect on these three themes and the international courts in The Hague more generally. This week, you will also take the final exam of this course; good luck on this!3 videosexpandVideo: Course Theme I: Law and PoliticsVideo: Course Theme II: State ConsentVideo: Course Theme III: Global ValuesGraded: Final ExamWelcome to this first week in which we will enter the world of the international judiciary with you. We will discuss the evolution of international dispute settlement in our international legal order. The leading question is: why did people start thinking about creating international courts? We will also introduce the community of international courts present in The Hague today. Video: TrailerVideo: Introduction to the CourseReading: Meet the instructor \u0026 her teamReading: How to pass this course \u0026 obtain your certificateReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning environmentReading: Behaving in an academic wayDiscussion Prompt: Introduce yourself!Video: IntroductionVideo: The History of International Dispute Settlement in The HagueVideo: Diplomatic versus Judicial International Dispute SettlementVideo: Overview of the International Courts and Tribunals in The HagueVideo: The Course Themes: Law and Politics, State Consent, Global ValuesReading: Required ReadingReading: Recommended ReadingThis week we are going to explore the principle judicial organ of the United Nations—the International Court of Justice. This Court has dual functions as an institution that settles disputes between States, and as an advice giver within the UN system. We will explore the limitations that the Court faces in its fulfilment of these functions as well as its potential as an institution, particularly in the context of disputes involving the protection of the environment. From this week onwards, you will also be able to start working on the peer assignment. All relevant information with regard to the peer assignment can be find below. We look forward to reading how you view the future of the international courts and tribunals in The Hague! Video: An Introduction to the International Court of JusticeVideo: The ICJ's Contentious JurisdictionVideo: Advisory Opinions of the International Court of JusticeVideo: The International Court of Justice and the Protection of the EnvironmentVideo: Interview with Judge Christopher GreenwoodReading: Required ReadingReading: Recommended ReadingPeer Review: The Future of International Courts and Tribunals in The HagueThis week, we will explore the world of international arbitration. More specifically, we will focus on the Permanent court of arbitration, inter-state arbitration and investor-state arbitration. Through our videos, you will discover the history and characteristics of arbitration and you will understand how its functioning is impacted by the dynamics at play within the international and domestic societies. You will also come to realize the importance of public interests in the disputes settled through arbitration and you will learn how they are taken into account in international arbitration.Video: Arbitration and the Permanent Court of ArbitrationVideo: Introduction to Inter-State ArbitrationVideo: Introduction to Investor-state ArbitrationVideo: Investment Arbitration and Public Interests: Human HealthVideo: Interview with Brooks W. DalyReading: Required ReadingReading: Recommended ReadingThis week examines a relatively new type of international courts, namely international criminal courts, with a focus on the ICC. We will discuss ongoing cases and debates, including sensitive issues such as the prosecution of sitting Heads of States. We will also inquire whether the international community is in need of a new dedicated international terrorism tribunal. Video: From Nuremberg to The Hague: The Renaissance of International Criminal LawVideo: The International Criminal CourtVideo: Interview with ICC Prosecutor Fatou BensoudaVideo: International Criminal Courts and Global Values: The ICC and DemocracyVideo: Towards an International Terrorism Tribunal?Reading: Required ReadingReading: Recommended ReadingReading: Documents for ReferenceThis week, we will directly focus on the three course themes that have structured our discussions in the previous modules: law and politics, state consent and global values. For each of these themes, the videos of this module will give you the opportunity to synthetize the knowledge that you have acquired over the course and to compare the various courts and tribunals that have been analyzed through the lenses of the course themes. The videos in this module will also offer you some concluding observations and insights which will stimulate you to continue to reflect on these three themes and the international courts in The Hague more generally. This week, you will also take the final exam of this course; good luck on this!Video: Course Theme I: Law and PoliticsVideo: Course Theme II: State ConsentVideo: Course Theme III: Global ValuesLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitLund UniversityEuropean Business Law: Doing Business in EuropeUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law In Action: Investigating and Prosecuting International Crimes",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/international-law-in-action",
    "Language": "English, Subtitles: French",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Rethinking International Tax Law",
    "Description": "About this course: In recent years, the international tax planning strategies of multinationals have become a source of – often heated – debate. This course provides learners with the tools to become fully informed participants in the debate by explaining the foundations and practice of international tax law as well as addressing current developments and the ethical aspects of tax planning.WEEK 1International tax planning – base caseIn this first week, we will start on our journey into the world of international taxation. We will see that the tax planning activities of multinationals have attracted a lot of attention during the past few years. We will examine why planning strategies are now in the public eye, what the public debate is really about and who the key players are. We will also go to the core of international tax planning and build a base case, the elements of which we will study throughout the course. 8 videos, 15 readings, 1 practice quizexpandVideo: Welcome to this course!Reading: Meet the instructor \u0026 his team !Reading: Course SyllabusReading: How to pass this course \u0026 obtain your certificateReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourself!Video: The DebateReading: Optional: Recording - Public Accounts Committee hearing on taxation of multinational corporationsReading: Resources: Media on the international tax planning debateVideo: Background \u0026 key stakeholdersVideo: The OECD \u0026 the EUReading: Required readingReading: Recommended readingVideo: Introduction base caseVideo: Optional: Introduction to symbolsPractice Quiz: Exercise 1Video: Interview: Prof. dr. Kees van RaadVideo: Introduction to BEPSReading: Required readingReading: Database BEPSReading: Video transcripts - module 1Reading: OECD \u0026 UN model tax conventionsGraded: Base CaseGraded: Peer Assignment 1WEEK 2Design of corporate tax law systemsIn this second module, we will start breaking down our tax planning base case. To that end, we will study the design of corporate tax law systems during this module. In the videos and (recommended) reading materials, we analyse the typical design elements of corporate tax law systems. 8 videos, 5 readings, 3 practice quizzesexpandVideo: Introduction to Corporate Income TaxReading: Required ReadingVideo: Taxable base \u0026 ratePractice Quiz: Exercises 1-3Video: Taxable base \u0026 rate: tax havens \u0026 preferential tax regimesVideo: Taxable base \u0026 rate: intercompany dividends \u0026 capital gainsPractice Quiz: Exercise 4Video: Taxation of corporate groupsVideo: Withholding TaxPractice Quiz: Exercise 5Video: Interview prof. dr. Kees van RaadVideo: Advanced Track: Interest deductions and other financial paymentsReading: Required ReadingReading: Recommended ReadingReading: Video transcripts - module 2Reading: Optional: Local country corporate tax features surveyGraded: Design of corporate tax law systemsWEEK 3Principles of international taxation \u0026 tax treatiesIn this third module, we will continue to analyze our tax planning base case. To that end, in module 2, we studied the typical design of corporate tax law systems. In this module, we will look at international aspects of corporate tax law systems (CFC, qualification mismatches). We will also get to the core of international tax law and study double tax treaties.8 videos, 7 readings, 2 practice quizzesexpandVideo: Controlled foreign company regimesReading: Recommended readingVideo: Hybrid mismatchesReading: Recommended readingVideo: Introduction to international tax lawReading: Required readingPractice Quiz: Exercise 1Video: Double taxationVideo: Distributive rulesPractice Quiz: Exercise 2Video: OECD \u0026 BEPSReading: Optional: OECD BEPS Project - 2013 Initial Report and 2015 Final ReportsVideo: Interview prof. dr. Kees van RaadReading: Recommended readingVideo: Advanced Track: Hybrid mismatch arrangements \u0026 preventing treaty abuseReading: Required readingReading: Video transcripts - module 3Graded: Principles of international taxation \u0026 tax treatiesGraded: Peer Assignment 2WEEK 4Transfer pricingIn this fourth module, we will be focusing on transfer pricing, a technique which is used to allocate the profits made by a group of companies to the individual group members. Transfer pricing is an area of tax law which is becoming increasingly important. Our study will focus on the basics of transfer pricing: the 'arm's length principle', comparability and transfer pricing methods, but will also address business restructurings and include a case study. 10 videos, 8 readings, 2 practice quizzesexpandVideo: Intro - Transfer PricingVideo: Introduction to transfer pricing and why it is importantReading: Required readingReading: Recommended readingVideo: The arm’s length principle: legal frameworkReading: Recommended readingPractice Quiz: Exercise 1Video: Traditional transaction methodsVideo: Transactional profit methodsReading: Required readingPractice Quiz: Exercise 2Video: Business restructuringReading: Recommended readingVideo: Apple caseVideo: Outro - Transfer PricingReading: Recommended readingVideo: Interview Prof. Dr. Kees van RaadVideo: Advanced Track - Transfer pricing of intangiblesReading: Required readingReading: Video transcripts - module 4Graded: Transfer pricingWEEK 5European Union law \u0026 fiscal state aidIn this fifth module, we will take a look at the developments in the area of corporate tax planning within the EU, focusing on recent developments and the actions which have been taken within the EU to ensure that international tax planning of multinationals does not negatively affect corporate taxation within its territory. Also, we will discuss the limits which EU tax law places on domestic and international measures to counter aggressive tax planning and BEPS. 9 videos, 5 readings, 1 practice quizexpandVideo: Introduction EU \u0026 corporate tax planningReading: Required readingVideo: Tax competition \u0026 tax planningVideo: Introduction to state aid lawReading: Required readingVideo: State aid \u0026 tax planningVideo: Adjustment P/S DirectiveVideo: EU Free Movement Law (I)Practice Quiz: Exercise 1Video: EU Free Movement Law (II)Video: Interview Prof. Dr. Kees van RaadVideo: Advanced track - Draft Commission notice on the notion of state aidReading: Required readingReading: Recommended readingReading: Video transcripts - module 5Graded: European Union law \u0026 fiscal state aidGraded: Peer Assignment 3WEEK 6Tax planning \u0026 ethical dimensionsThis sixth and last module will be about the ethical aspects of tax planning. Prof. Douma will be interviewing a number of key stakeholders in the current debate to reflect on what we have learned in the previous modules. In addition, you will find the final exam which will enable you to complete the course. 11 videos, 6 readingsexpandVideo: Introduction on tax planning \u0026 ethical dimensionsReading: Required readingReading: Optional: pre week 6 surveyVideo: Interview Pascal Saint-AmansVideo: Interview Marlies de RuiterVideo: Interview Paul MortonVideo: Interview Antonio RussoVideo: Interview Tanja BenderVideo: Interview Robert StackVideo: Interview Giuseppe van der HelmVideo: Interview prof. dr. Kees van RaadVideo: Outro - tax planning \u0026 ethical dimensionsReading: Optional: post week 6 surveyVideo: Advanced Track - BEPS \u0026 developing countriesReading: Required readingReading: Recommended readingReading: Video transcripts - module 6Graded: Tax planning \u0026 ethical dimensionsGraded: Final examIn this first week, we will start on our journey into the world of international taxation. We will see that the tax planning activities of multinationals have attracted a lot of attention during the past few years. We will examine why planning strategies are now in the public eye, what the public debate is really about and who the key players are. We will also go to the core of international tax planning and build a base case, the elements of which we will study throughout the course. Video: Welcome to this course!Reading: Meet the instructor \u0026 his team !Reading: Course SyllabusReading: How to pass this course \u0026 obtain your certificateReading: Welcome to Leiden UniversityReading: Tips for studying onlineReading: Being successful in an international virtual learning communityReading: Behaving in an academic wayDiscussion Prompt: Introduce yourself!Video: The DebateReading: Optional: Recording - Public Accounts Committee hearing on taxation of multinational corporationsReading: Resources: Media on the international tax planning debateVideo: Background \u0026 key stakeholdersVideo: The OECD \u0026 the EUReading: Required readingReading: Recommended readingVideo: Introduction base caseVideo: Optional: Introduction to symbolsPractice Quiz: Exercise 1Video: Interview: Prof. dr. Kees van RaadVideo: Introduction to BEPSReading: Required readingReading: Database BEPSReading: Video transcripts - module 1Reading: OECD \u0026 UN model tax conventionsIn this second module, we will start breaking down our tax planning base case. To that end, we will study the design of corporate tax law systems during this module. In the videos and (recommended) reading materials, we analyse the typical design elements of corporate tax law systems. Video: Introduction to Corporate Income TaxReading: Required ReadingVideo: Taxable base \u0026 ratePractice Quiz: Exercises 1-3Video: Taxable base \u0026 rate: tax havens \u0026 preferential tax regimesVideo: Taxable base \u0026 rate: intercompany dividends \u0026 capital gainsPractice Quiz: Exercise 4Video: Taxation of corporate groupsVideo: Withholding TaxPractice Quiz: Exercise 5Video: Interview prof. dr. Kees van RaadVideo: Advanced Track: Interest deductions and other financial paymentsReading: Required ReadingReading: Recommended ReadingReading: Video transcripts - module 2Reading: Optional: Local country corporate tax features surveyIn this third module, we will continue to analyze our tax planning base case. To that end, in module 2, we studied the typical design of corporate tax law systems. In this module, we will look at international aspects of corporate tax law systems (CFC, qualification mismatches). We will also get to the core of international tax law and study double tax treaties.Video: Controlled foreign company regimesReading: Recommended readingVideo: Hybrid mismatchesReading: Recommended readingVideo: Introduction to international tax lawReading: Required readingPractice Quiz: Exercise 1Video: Double taxationVideo: Distributive rulesPractice Quiz: Exercise 2Video: OECD \u0026 BEPSReading: Optional: OECD BEPS Project - 2013 Initial Report and 2015 Final ReportsVideo: Interview prof. dr. Kees van RaadReading: Recommended readingVideo: Advanced Track: Hybrid mismatch arrangements \u0026 preventing treaty abuseReading: Required readingReading: Video transcripts - module 3In this fourth module, we will be focusing on transfer pricing, a technique which is used to allocate the profits made by a group of companies to the individual group members. Transfer pricing is an area of tax law which is becoming increasingly important. Our study will focus on the basics of transfer pricing: the 'arm's length principle', comparability and transfer pricing methods, but will also address business restructurings and include a case study. Video: Intro - Transfer PricingVideo: Introduction to transfer pricing and why it is importantReading: Required readingReading: Recommended readingVideo: The arm’s length principle: legal frameworkReading: Recommended readingPractice Quiz: Exercise 1Video: Traditional transaction methodsVideo: Transactional profit methodsReading: Required readingPractice Quiz: Exercise 2Video: Business restructuringReading: Recommended readingVideo: Apple caseVideo: Outro - Transfer PricingReading: Recommended readingVideo: Interview Prof. Dr. Kees van RaadVideo: Advanced Track - Transfer pricing of intangiblesReading: Required readingReading: Video transcripts - module 4In this fifth module, we will take a look at the developments in the area of corporate tax planning within the EU, focusing on recent developments and the actions which have been taken within the EU to ensure that international tax planning of multinationals does not negatively affect corporate taxation within its territory. Also, we will discuss the limits which EU tax law places on domestic and international measures to counter aggressive tax planning and BEPS. Video: Introduction EU \u0026 corporate tax planningReading: Required readingVideo: Tax competition \u0026 tax planningVideo: Introduction to state aid lawReading: Required readingVideo: State aid \u0026 tax planningVideo: Adjustment P/S DirectiveVideo: EU Free Movement Law (I)Practice Quiz: Exercise 1Video: EU Free Movement Law (II)Video: Interview Prof. Dr. Kees van RaadVideo: Advanced track - Draft Commission notice on the notion of state aidReading: Required readingReading: Recommended readingReading: Video transcripts - module 5This sixth and last module will be about the ethical aspects of tax planning. Prof. Douma will be interviewing a number of key stakeholders in the current debate to reflect on what we have learned in the previous modules. In addition, you will find the final exam which will enable you to complete the course. Video: Introduction on tax planning \u0026 ethical dimensionsReading: Required readingReading: Optional: pre week 6 surveyVideo: Interview Pascal Saint-AmansVideo: Interview Marlies de RuiterVideo: Interview Paul MortonVideo: Interview Antonio RussoVideo: Interview Tanja BenderVideo: Interview Robert StackVideo: Interview Giuseppe van der HelmVideo: Interview prof. dr. Kees van RaadVideo: Outro - tax planning \u0026 ethical dimensionsReading: Optional: post week 6 surveyVideo: Advanced Track - BEPS \u0026 developing countriesReading: Required readingReading: Recommended readingReading: Video transcripts - module 6Lund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "Universiteit Leiden",
    "Level": "",
    "URL": "https://coursera.org/learn/international-taxation",
    "Language": "English",
    "Commitment": "4-12 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Introduction to Environmental Law and Policy",
    "Description": "About this course: Environmental law may be the one institution standing between us and planetary exhaustion. It is also an institution that needs to be reconciled with human liberty and economic aspirations. This course considers these issues and provides a tour though existing legal regimes governing pollution, water law, endangered species, toxic substances, environmental impact analyses, and environmental risk.WEEK 1Common-Law Approaches to Environmental ProblemsAs the course does not presume any previous knowledge of the law or legal experience, it begins by teaching students how to “read” cases, to learn from judicial opinions in real-life disputes how judges articulate and apply legal principles. We focus on the law of nuisance, starting with cases involving simple disputes between neighbors, and then move to cases involving air and water pollution and even a very recent case on the introduction of exotic species into a river system! We end the week, as we’ll end every week, with a session spent on legal theory and policy, considering, this week, the relative strengths and weakness of the court system as an institution addressing environmental problems, in comparison to other institutions such as administrative regulators and the free-market system.7 videos, 3 readingsexpandVideo: 1.1 Lecture VideoReading: 1.1 Case ReadingsVideo: 1.1 One Minute LawyerVideo: 1.2 Lecture VideoReading: 1.2 Case ReadingsVideo: 1.2 One Minute Lawyer Video: 1.3 Lecture VideoReading: 1.3 Case ReadingsVideo: 1.3 One Minute Lawyer Video: 1.4 Lecture VideoGraded: Week 1 QuizWEEK 2Property and the EnvironmentIt’s impossible to understand environmental law without also understanding the important role that private property plays in people’s lives and the way in which property law recognizes these values. After using two cases involving property rights to water to introduce ourselves to property law, we’ll use the American constitutional approach to “takings” of property to determine when governments are forced to pay property-holders when environmental requirements infringe too much on private property rights. These cases are at the crux of an evolving philosophical dispute between whether we look at land merely as a personal commodity or as part of larger ecosystems that, often, demand recognition and require changes in personal behavior. In our “theory” session, we’ll introduce ourselves to a very powerful and famous economic model, the tragedy-of-the-commons model, that explains why markets often cannot adequately protect commonly held resources such as the oceans and atmosphere, and how legal regimes may be needed to correct the problem. We also post this week a peer-review essay exercise, which is mandatory for students wishing to obtain a Statement of Accomplishment with Distinction.7 videos, 4 readingsexpandVideo: 2.1 Lecture VideoReading: 2.1 Case ReadingVideo: 2.1 One Minute LawyerVideo: 2.2 Lecture VideoReading: 2.2 Case ReadingVideo: 2.2 One Minute LawyerVideo: 2.3 Lecture VideoReading: 2.3 Case ReadingVideo: 2.3 One Minute LawyerVideo: 2.4 Lecture VideoReading: 2.4 Case ReadingPeer Review: (Optional) Peer ReviewGraded: Week 2 QuizWEEK 3Two Famous Statutory Programs: Environmental Impact Analysis and Endangered-Species ProtectionThis week we start with perhaps the most influential American environmental statute ever enacted, the National Environmental Policy Act (\"NEPA\"), and its requirement for environmental impact analysis of certain actions that might significantly affect the environment. Over 70 countries have enacted programs similar to this one. Then, we study perhaps the strongest American environmental statute ever enacted, the federal Endangered Species Act (“ESA”) and study cases under the ESA that are, among other things, at the cutting edge in the tension between private property and environmental protection. In our theory session, we begin to discuss issues of politics and political economy, and consider a range of topics in the political economy of environmental law.7 videos, 3 readingsexpandVideo: 3.1 Lecture VideoReading: 3.1 Case ReadingVideo: 3.1 One Minute LawyerVideo: 3.2 Lecture VideoReading: 3.2 Case ReadingVideo: 3.2 One Minute LawyerVideo: 3.3 Lecture VideoReading: 3.3 Case ReadingVideo: 3.3 One Minute LawyerVideo: 3.4 Lecture VideoGraded: Week 3 QuizWEEK 4Risk Analysis and Toxic Substances: Pesticides, Trade Disputes over Synthetic Hormones, and the Cleanup of Contaminated SitesThis week we shift from land-use-related issues to the central role that “risk” plays in the regulation of toxic substances, pollution-control, and environmental law generally. We begin with an analysis of a regulatory decision involving 2,4,5-T, the active ingredient in herbicides (and in the notorious “Agent Orange” herbicide used by the United States in the Vietnam War), and learn how concerns over the “risk” of harm amplify the power of environmental law. We then analyze the role risk played in an ongoing dispute between the United States and Canada (on the one hand) and the European Community (on the other) over synthetic growth hormones given to cattle in North America. We shift to considerations of risk in the clean-up of sites contaminated with hazardous substances under a famous American statute, the so-called “Superfund” statute. in our theory session, we look at two economic dimensions of risk that explain why people rationally concern themselves with worst-case possibilities and also concern themselves with how risk is fairly (or unfairly) distributed.7 videos, 3 readingsexpandVideo: 4.1 Lecture VideoReading: 4.1 Case ReadingVideo: 4.1 One Minute LawyerVideo: 4.2 Lecture VideoReading: 4.2 Case ReadingVideo: 4.2 One Minute LawyerVideo: 4.3 Lecture Video Reading: 4.3 Case ReadingVideo: 4.3 One Minute LawyerVideo: 4.4 Lecture VideoGraded: Week 4 Quiz WEEK 5Environmental Justice, Water Pollution, Claims to a Human Right to Drinking Water, Fracking, and Insights from an Economic Model of Regulatory Cost-EffectivenessThis week, we pivot mostly into issues involving fresh water and water pollution, but not before continuing our discussion of risk distribution by exploring further the concept of environmental justice. We start with legal approaches to transboundary shipments of waste, using both the United States and international trade as case histories, using both examples to illustrate the challenge posed to environmental law by claims of environmental racism and injustice. Shifting to drinking water, we introduce ourselves to the American Safe Drinking Water Act and to recent United Nations measures articulating a human right to drinking water, and also consider the worldwide phenomenon of hydraulic fracturing (“fracking”) and its intersection with fresh water resources. We introduce ourselves to the technology-based regulatory design of the American Clean Water Act. In our theory session, we explore the concept of economic cost-effectiveness and its role in pollution-control regimes generally and in the Clean Water Act in particular. We also see how this concept explains some of the interest in the design of “markets” for pollution control. This is also a week in which we post a research exercise, especially relevant for those interested in obtaining a Statement of Accomplishment with Distinction.7 videos, 3 readingsexpandVideo: 5.1 Lecture Video Reading: 5.1 Case ReadingVideo: 5.1 One Minute LawyerVideo: 5.2 Lecture Video Reading: 5.2 Case ReadingVideo: 5.2 One Minute LawyerVideo: 5.3 Lecture Video Reading: 5.3 Case ReadingVideo: 5.3 One Minute LawyerVideo: 5.4 Lecture Video Graded: Week 5 QuizWEEK 6Pollution, Climate Change and Course ConclusionThis week, we continue discussing aspects of water-quality regulation, including especially elements other than the technology-based systems in the American Clean Water Act. We then shift to air-pollution control, not only introducing the environmental-quality-based philosophy of this landmark statute, but also explaining how it coordinates with common-law approaches to pollution that we studied at the very beginning of the course. We then introduce ourselves to the dawning era of greenhouse-gas regulation under both the Clean Air Act and embryonic international climate-change efforts. In our theory session, we highlight the strengths and weaknesses overall of current systems of environmental law, and underscore the need for more effective, more insightful, and more resilient systems.7 videos, 3 readingsexpandVideo: 6.1 Lecture VideoReading: 6.1 Case ReadingVideo: 6.1 One Minute LawyerVideo: 6.2 Lecture VideoReading: 6.2 Case ReadingVideo: 6.2 One Minute LawyerVideo: 6.3  Lecture VideoReading: 6.3 Case ReadingVideo: 6.3 One Minute LawyerVideo: 6.4 Lecture VideoGraded: Week 6 Quiz(Optional) Research ExerciseThis module is optional.3 readings, 1 practice quizexpandReading: InstructionsReading: QuestionsReading: Legal DatabasesPractice Quiz: Research Exercise As the course does not presume any previous knowledge of the law or legal experience, it begins by teaching students how to “read” cases, to learn from judicial opinions in real-life disputes how judges articulate and apply legal principles. We focus on the law of nuisance, starting with cases involving simple disputes between neighbors, and then move to cases involving air and water pollution and even a very recent case on the introduction of exotic species into a river system! We end the week, as we’ll end every week, with a session spent on legal theory and policy, considering, this week, the relative strengths and weakness of the court system as an institution addressing environmental problems, in comparison to other institutions such as administrative regulators and the free-market system.Video: 1.1 Lecture VideoReading: 1.1 Case ReadingsVideo: 1.1 One Minute LawyerVideo: 1.2 Lecture VideoReading: 1.2 Case ReadingsVideo: 1.2 One Minute Lawyer Video: 1.3 Lecture VideoReading: 1.3 Case ReadingsVideo: 1.3 One Minute Lawyer Video: 1.4 Lecture VideoIt’s impossible to understand environmental law without also understanding the important role that private property plays in people’s lives and the way in which property law recognizes these values. After using two cases involving property rights to water to introduce ourselves to property law, we’ll use the American constitutional approach to “takings” of property to determine when governments are forced to pay property-holders when environmental requirements infringe too much on private property rights. These cases are at the crux of an evolving philosophical dispute between whether we look at land merely as a personal commodity or as part of larger ecosystems that, often, demand recognition and require changes in personal behavior. In our “theory” session, we’ll introduce ourselves to a very powerful and famous economic model, the tragedy-of-the-commons model, that explains why markets often cannot adequately protect commonly held resources such as the oceans and atmosphere, and how legal regimes may be needed to correct the problem. We also post this week a peer-review essay exercise, which is mandatory for students wishing to obtain a Statement of Accomplishment with Distinction.Video: 2.1 Lecture VideoReading: 2.1 Case ReadingVideo: 2.1 One Minute LawyerVideo: 2.2 Lecture VideoReading: 2.2 Case ReadingVideo: 2.2 One Minute LawyerVideo: 2.3 Lecture VideoReading: 2.3 Case ReadingVideo: 2.3 One Minute LawyerVideo: 2.4 Lecture VideoReading: 2.4 Case ReadingPeer Review: (Optional) Peer ReviewThis week we start with perhaps the most influential American environmental statute ever enacted, the National Environmental Policy Act (\"NEPA\"), and its requirement for environmental impact analysis of certain actions that might significantly affect the environment. Over 70 countries have enacted programs similar to this one. Then, we study perhaps the strongest American environmental statute ever enacted, the federal Endangered Species Act (“ESA”) and study cases under the ESA that are, among other things, at the cutting edge in the tension between private property and environmental protection. In our theory session, we begin to discuss issues of politics and political economy, and consider a range of topics in the political economy of environmental law.Video: 3.1 Lecture VideoReading: 3.1 Case ReadingVideo: 3.1 One Minute LawyerVideo: 3.2 Lecture VideoReading: 3.2 Case ReadingVideo: 3.2 One Minute LawyerVideo: 3.3 Lecture VideoReading: 3.3 Case ReadingVideo: 3.3 One Minute LawyerVideo: 3.4 Lecture VideoThis week we shift from land-use-related issues to the central role that “risk” plays in the regulation of toxic substances, pollution-control, and environmental law generally. We begin with an analysis of a regulatory decision involving 2,4,5-T, the active ingredient in herbicides (and in the notorious “Agent Orange” herbicide used by the United States in the Vietnam War), and learn how concerns over the “risk” of harm amplify the power of environmental law. We then analyze the role risk played in an ongoing dispute between the United States and Canada (on the one hand) and the European Community (on the other) over synthetic growth hormones given to cattle in North America. We shift to considerations of risk in the clean-up of sites contaminated with hazardous substances under a famous American statute, the so-called “Superfund” statute. in our theory session, we look at two economic dimensions of risk that explain why people rationally concern themselves with worst-case possibilities and also concern themselves with how risk is fairly (or unfairly) distributed.Video: 4.1 Lecture VideoReading: 4.1 Case ReadingVideo: 4.1 One Minute LawyerVideo: 4.2 Lecture VideoReading: 4.2 Case ReadingVideo: 4.2 One Minute LawyerVideo: 4.3 Lecture Video Reading: 4.3 Case ReadingVideo: 4.3 One Minute LawyerVideo: 4.4 Lecture VideoThis week, we pivot mostly into issues involving fresh water and water pollution, but not before continuing our discussion of risk distribution by exploring further the concept of environmental justice. We start with legal approaches to transboundary shipments of waste, using both the United States and international trade as case histories, using both examples to illustrate the challenge posed to environmental law by claims of environmental racism and injustice. Shifting to drinking water, we introduce ourselves to the American Safe Drinking Water Act and to recent United Nations measures articulating a human right to drinking water, and also consider the worldwide phenomenon of hydraulic fracturing (“fracking”) and its intersection with fresh water resources. We introduce ourselves to the technology-based regulatory design of the American Clean Water Act. In our theory session, we explore the concept of economic cost-effectiveness and its role in pollution-control regimes generally and in the Clean Water Act in particular. We also see how this concept explains some of the interest in the design of “markets” for pollution control. This is also a week in which we post a research exercise, especially relevant for those interested in obtaining a Statement of Accomplishment with Distinction.Video: 5.1 Lecture Video Reading: 5.1 Case ReadingVideo: 5.1 One Minute LawyerVideo: 5.2 Lecture Video Reading: 5.2 Case ReadingVideo: 5.2 One Minute LawyerVideo: 5.3 Lecture Video Reading: 5.3 Case ReadingVideo: 5.3 One Minute LawyerVideo: 5.4 Lecture Video This week, we continue discussing aspects of water-quality regulation, including especially elements other than the technology-based systems in the American Clean Water Act. We then shift to air-pollution control, not only introducing the environmental-quality-based philosophy of this landmark statute, but also explaining how it coordinates with common-law approaches to pollution that we studied at the very beginning of the course. We then introduce ourselves to the dawning era of greenhouse-gas regulation under both the Clean Air Act and embryonic international climate-change efforts. In our theory session, we highlight the strengths and weaknesses overall of current systems of environmental law, and underscore the need for more effective, more insightful, and more resilient systems.Video: 6.1 Lecture VideoReading: 6.1 Case ReadingVideo: 6.1 One Minute LawyerVideo: 6.2 Lecture VideoReading: 6.2 Case ReadingVideo: 6.2 One Minute LawyerVideo: 6.3  Lecture VideoReading: 6.3 Case ReadingVideo: 6.3 One Minute LawyerVideo: 6.4 Lecture VideoReading: InstructionsReading: QuestionsReading: Legal DatabasesPractice Quiz: Research Exercise Lund UniversityGreening the Economy: Sustainable CitiesLund UniversityEuropean Business Law: Understanding the FundamentalsUniversity of Cape TownClimate Change Mitigation in Developing CountriesUniversity of GenevaWater Resources Management and PolicyYale UniversityA Law Student's Toolkit",
    "Creator": "The University of North Carolina at Chapel Hill",
    "Level": "",
    "URL": "https://coursera.org/learn/environmental-law",
    "Language": "English",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "European Business Law: Understanding the Fundamentals",
    "Description": "About this course: The European Union is one of the world’s largest and most important economies. This five week course is the first in a series of three that will provide students with an insight into European Business Law. The series ranges from considering the basic structures and principles of the European Union to focusing on various specialized areas of law. Each course will give the students an understanding of the laws and policies that regulate the internal market of European Union, as well as relevant case law and useful inputs from leading practitioners in the field. \n\nAt the end of this course series, you will have a basic understanding of how to:\n\n•\tNavigate EU legal sources\n\n•\tUnderstand relevant laws and regulations governing the internal European Union market\n\n•\tApply the fundamental principles of EU law within the EU legal framework\n\n•\tUtilize the rules of freedom of movement and their impacts on trade in the EU\n\n•\tRelate EU law with national laws\n\n•\tUnderstand EU policies and their influence on foreign trade and investment\n\n\nAbout the Series\n\nIn the first course, Understanding the Fundamentals, we will examine the core structures and principles of the European Union as well as the main sources of law. In the second course, Doing business in Europe, we will focus on the main laws that regulate various aspects of establishing and running a business within the European Union. In the final course, Competing in Europe, we will go into more depth about how to compete on the internal market and protect your brand, product or invention. \n\nTo keep up to speed on the course series, visit our Facebook page at:\n\nhttps://www.facebook.com/eblmooc/\n\n\nSyllabus and Format\n\nEach course consists of a number of modules where one module represents about one week of work. A module includes a number of lectures and readings, and finishes with a voluntary assessment – a quiz, a small peer graded assignment or a case law review. The assessments are intended to encourage learning and ensure that you understand the material of the course. Participating in forum discussions is voluntary. \n\nCourse I - Understanding the Fundamentals\n\nModule 1.\tIntroduction to EU law\nModule 2.\tLegal Method and Sources \nModule 3.\tConstitutional Freedoms and Fundamental principles \nModule 4.\tFreedom of Movement \nModule 5.\tThe External Dimension \n\nCourse II - Doing Business in Europe \n\nModule 1. \tMaking Business Transactions\nModule 2. \tEstablishing a Company\nModule 3. \tEmploying and Working in Europe\nModule 4. \tPaying Taxes and Complying with Environmental Standards \nModule 5. \tCase Clinic\nModule 6. \tResolving Cross-border Disputes \n\nCourse III - Competing in Europe\n\nModule 1. \tTrademarks as Essential Assets\nModule 2. \tDefending Patents \nModule 3. \tCompetition: Illegal Agreements \nModule 4. \tCompetition: Abuse of Dominance and Mergers \nModule 5. \tAdvocacy and Legal Writing \nModule 6. \tSelling to the State and State Aid \n\n\nLund University\n\nLund University was founded in 1666 and has for a number of years been ranked among the world’s top 100 universities. The University has 47 700 students and 7 500 staff based in Lund, Sweden. Lund University unites tradition with a modern, dynamic, and highly international profile. With eight different faculties and numerous research centers and specialized institutes, Lund is the strongest research university in Sweden and one of Scandinavia's largest institutions for education and research. The university annually attracts a large number of international students and offers a wide range of courses and programmes taught in English. \n\nThe Faulty of Law is one of Lund University’s four original faculties, dating back to 1666. It is a modern faculty with an international profile, welcoming both international and Swedish students. Education, research and interaction with the surrounding community are the main focus of the Faculty’s work. The connection between the three is particularly apparent in the programmes and courses offered by the university, including the university’s MOOC course in European Business Law. The students get the chance to engross themselves in traditional legal studies, while interacting with both researchers and professionally active lawyers with qualifications and experience from various areas of law.\nThe faculty offers three international Masters: two 2-year Master’s programmes in International Human Rights Law and European Business Law, and a 1-year Master’s in European and International Tax Law. Students from around 40 countries take part in the programmes which offer a unique subject specialization within each field, with highly qualified researchers and professional legal practitioners engaged in the teaching. \n\nThe Master’s programme in European Business Law provides an in-depth understanding of both the practical and the theoretical aspects of business law within the European Union. The programme provides both general and specific knowledge of the European Union legal framework, which is necessary for students intending to work as legal advisors or business decision-makers. The programme is delivered in English and is open to students with at least a three year degree in Law (Bachelor, LL.B, or equivalent) who want to specialise in European economic and business law.\nThe MOOC course in European Business Law is a great course to start with for students intending to apply for the Master’s programme in European Business Law. Even though the MOOC course does not grant credits previous knowledge of the subject is considered upon admission to the master’s programme. For more information about the Master’s programme in European Business Law see https://www.law.lu.se/#!mebWEEK 1Introduction to EU lawWelcome to the first week of Understanding the Fundamentals. This first module will help you to build a solid foundation for the coming lectures on EU law. The module provides a brief introduction to the history and the institutions of the EU, as well as the judicial branch i.e. the Court of Justice of the EU. The module will also go into some detail about the most fundamental EU treaties, namely the Treaty on the European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU).7 videos, 7 readingsexpandVideo: WelcomeReading: Course InstructionsReading: SynopsisVideo: The History of the EU- A Changing EuropeReading: The History of the EU- A Changing EuropeVideo: The Institutions of the EUReading: The Institutions of the EUVideo: The Court of Justice of the EUReading: The Court of Justice of the EUVideo: Treaties of the European UnionReading: Treaties of the European UnionVideo: The Treaty on the Functioning of the European Union, Part IVideo: The Treaty on the Functioning of the European Union, Part IIReading: The Treaty of the Functioning of the European Union, part I and IIGraded: Introduction to EU LawWEEK 2Sources and MethodThe second module will give you a practical introduction to the legal sources and method of EU law. It will provide you with some skills that are crucial when dealing with EU law, such as navigating the vast databases of official publications, legislation and case law. The module provides an overview of the available online resources and EU legal databases. It provides suggestions on how to search the official journals, including the case law of the ECJ. In addition, the module explains what treaties, regulations and directives actually are, and where to find them online. Keep in mind that the module can be used as reference if you continue your studies of European Business Law.5 videos, 5 readingsexpandVideo: The Legal Sources and the Legal Method of the EUReading: The Legal Sources and the Legal Method of the EUVideo: Introduction to EU Law SourcesReading: Introduction to EU Law SourcesVideo: Treaties and LegislationReading: Treaties and LegislationVideo: Case LawReading: Case LawVideo: Commission DocumentsReading: Commission DocumentsGraded: Legal ResourcesWEEK 3Fundamental PrinciplesIn the third module you will learn about the fundamental principles and constitutional foundations of EU Law. The dynamic and interaction of the national law of the Member States and the EU will be covered in some detail. This includes the three categories of competence – exclusive, shared and supporting. The effects of the exercise of competence are discussed, as well as relevant case law. A brief historical background is given to the principle of fundamental rights along with its application in contemporary Europe. Finally some of the main principles of EU law are discussed, including the principles of proportionality, non-discrimination and legal certainty.6 videos, 6 readingsexpandVideo: Conferral and SubsidiarityReading: Conferral and SubsidiarityVideo: The Effects of EU LawReading: The Effects of the EUVideo: The Charter of Fundamental RightsReading: The Charter of Fundamental RightsVideo: The Principle of ProportionalityReading: The Principle of ProportionalityVideo: The Principle of Non-discriminationReading: The Principle of Non-discriminationVideo: The Principle of Legal CertaintyReading: The Principle of Legal CertaintyGraded: Fundamental PrinciplesWEEK 4The Economic FreedomsModule 4 introduces the four freedoms, including free movement of services, goods, persons and capital. These economic freedoms are at the very heart of EU Law and crucial to understanding the law from a business perspective. The module considers the relevant legal provisions and the key case law. It continues to introduce the right to establishment and discusses the harmonisation of EU law in the national law of member states. In the end of this module you will be given the chance to do a peer graded assignment and earn an honors certificate. You will find the assignment under \"Assessments.\" 5 videos, 5 readingsexpandVideo: Free Movement of GoodsReading: Free Movement of GoodsVideo: Free Movement of WorkersReading: Free Movement of WorkersVideo: Freedom of EstablishmentReading: Freedom of EstablishmentVideo: Free Movement of ServicesReading: Free Movement of ServicesVideo: Free Movement of CapitalReading: Free Movement of CapitalGraded: The Economic FreedomsGraded: Legal PaperWEEK 5The External DimensionModule 5 focuses on the common European foreign policy and its institutional setup. This is a complex field where the policies of the individual Member States and the EU overlap and interact. The external dimension is important for anyone conducting international trade or upholding relations with the EU. The division of competence is discussed in the module, followed by a review of the seven main EU institutions and players and their respective role relating to foreign policy. The module gives a thorough overview of the six fields in the external dimension of EU Law: Common commercial policy; EU development policy; Foreign and Security Policy; Security and Defence Policy; Energy Market; Freedom, Security and Justice. Finally, the module gives a brief history of the EEA Agreement, as well as its application.5 videos, 3 readingsexpandVideo: Principles and Institutional SetupReading: Principles and Institutional SetupVideo: Fields of the External Dimension, Part IVideo: Fields of the External Dimension, Part IIVideo: Fields of the External Dimension, Part IIIReading: Fields of the External Dimension, part I, II and IIIVideo: The EEA AgreementReading: The EEA AgreementGraded: The External DimensionWelcome to the first week of Understanding the Fundamentals. This first module will help you to build a solid foundation for the coming lectures on EU law. The module provides a brief introduction to the history and the institutions of the EU, as well as the judicial branch i.e. the Court of Justice of the EU. The module will also go into some detail about the most fundamental EU treaties, namely the Treaty on the European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU).Video: WelcomeReading: Course InstructionsReading: SynopsisVideo: The History of the EU- A Changing EuropeReading: The History of the EU- A Changing EuropeVideo: The Institutions of the EUReading: The Institutions of the EUVideo: The Court of Justice of the EUReading: The Court of Justice of the EUVideo: Treaties of the European UnionReading: Treaties of the European UnionVideo: The Treaty on the Functioning of the European Union, Part IVideo: The Treaty on the Functioning of the European Union, Part IIReading: The Treaty of the Functioning of the European Union, part I and IIThe second module will give you a practical introduction to the legal sources and method of EU law. It will provide you with some skills that are crucial when dealing with EU law, such as navigating the vast databases of official publications, legislation and case law. The module provides an overview of the available online resources and EU legal databases. It provides suggestions on how to search the official journals, including the case law of the ECJ. In addition, the module explains what treaties, regulations and directives actually are, and where to find them online. Keep in mind that the module can be used as reference if you continue your studies of European Business Law.Video: The Legal Sources and the Legal Method of the EUReading: The Legal Sources and the Legal Method of the EUVideo: Introduction to EU Law SourcesReading: Introduction to EU Law SourcesVideo: Treaties and LegislationReading: Treaties and LegislationVideo: Case LawReading: Case LawVideo: Commission DocumentsReading: Commission DocumentsIn the third module you will learn about the fundamental principles and constitutional foundations of EU Law. The dynamic and interaction of the national law of the Member States and the EU will be covered in some detail. This includes the three categories of competence – exclusive, shared and supporting. The effects of the exercise of competence are discussed, as well as relevant case law. A brief historical background is given to the principle of fundamental rights along with its application in contemporary Europe. Finally some of the main principles of EU law are discussed, including the principles of proportionality, non-discrimination and legal certainty.Video: Conferral and SubsidiarityReading: Conferral and SubsidiarityVideo: The Effects of EU LawReading: The Effects of the EUVideo: The Charter of Fundamental RightsReading: The Charter of Fundamental RightsVideo: The Principle of ProportionalityReading: The Principle of ProportionalityVideo: The Principle of Non-discriminationReading: The Principle of Non-discriminationVideo: The Principle of Legal CertaintyReading: The Principle of Legal CertaintyModule 4 introduces the four freedoms, including free movement of services, goods, persons and capital. These economic freedoms are at the very heart of EU Law and crucial to understanding the law from a business perspective. The module considers the relevant legal provisions and the key case law. It continues to introduce the right to establishment and discusses the harmonisation of EU law in the national law of member states. In the end of this module you will be given the chance to do a peer graded assignment and earn an honors certificate. You will find the assignment under \"Assessments.\" Video: Free Movement of GoodsReading: Free Movement of GoodsVideo: Free Movement of WorkersReading: Free Movement of WorkersVideo: Freedom of EstablishmentReading: Freedom of EstablishmentVideo: Free Movement of ServicesReading: Free Movement of ServicesVideo: Free Movement of CapitalReading: Free Movement of CapitalModule 5 focuses on the common European foreign policy and its institutional setup. This is a complex field where the policies of the individual Member States and the EU overlap and interact. The external dimension is important for anyone conducting international trade or upholding relations with the EU. The division of competence is discussed in the module, followed by a review of the seven main EU institutions and players and their respective role relating to foreign policy. The module gives a thorough overview of the six fields in the external dimension of EU Law: Common commercial policy; EU development policy; Foreign and Security Policy; Security and Defence Policy; Energy Market; Freedom, Security and Justice. Finally, the module gives a brief history of the EEA Agreement, as well as its application.Video: Principles and Institutional SetupReading: Principles and Institutional SetupVideo: Fields of the External Dimension, Part IVideo: Fields of the External Dimension, Part IIVideo: Fields of the External Dimension, Part IIIReading: Fields of the External Dimension, part I, II and IIIVideo: The EEA AgreementReading: The EEA AgreementLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Competing in Europe",
    "Creator": "Lund University",
    "Level": "",
    "URL": "https://coursera.org/learn/european-law-fundamentals",
    "Language": "English",
    "Commitment": "10-15 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Internet Giants: The Law and Economics of Media Platforms",
    "Description": "About this course: This seven-week course will explore the relationship between law and technology with a strong focus on the law of the United States with some comparisons to laws around the world, especially in Europe. Tech progress is an important source of economic growth and raises broader questions about the human condition, including how culture evolves and who controls that evolution. Technology also matters in countless other ways as it often establishes the framework in which governments interact with their citizens, both in allowing speech and blocking it and in establishing exactly what the boundaries are between private life and the government.  And technology itself is powerfully shaped by the laws that apply in areas as diverse as copyright, antitrust, patents, privacy, speech law and the regulation of networks.\n\n The course will explore seven topics:\n\n 1.      Microsoft: The Desktop vs. The Internet. We will start with a look at the technology path that led to the first personal computer in early 1975, the Altair 8800. That path starts with the vacuum tube, moves to transistors, then to integrated circuits and finally to the microprocessor. We will look at the early days of software on the personal computer and the competition between selling software and open-source approaches as well as the problem of software piracy. We will discus the public good nature of software. The 1981 launch of the IBM PC revolutionized the personal computer market and started the path to Microsoft's powerful position and eventual monopoly in that market with the selection of MS-DOS. We then turn to four antitrust cases against Microsoft: (1) the 1994 U.S. case relating to MS-DOS licensing practices; (2) the U.S. antitrust middleware case over Microsoft’s response to Netscape Navigator; (3) the European Union case regarding Windows Media Player; and (4) the EU browser case over Internet Explorer. These disputes arose at the point of maximal competition between the free-standing personal computer and the Internet world that would come after it and we may know enough now to assess how these cases influenced that competition.\n\n 2.      Google Emerges (and the World Responds). Google has emerged as one of the dominant platforms of the Internet era and that has led to corresponding scrutiny by regulators throughout the world. Decisions that Google makes about its algorithm can be life altering. Individuals are finding it more difficult to put away past mistakes, as Google never forgets, and businesses can find that their sales plummet if Google moves them from the first page of search results to a later page. With great power comes scrutiny and we will look at how government regulators have evaluated how Google has exercised its power. Both the U.S. Federal Trade Commission and the European Union have undertaken substantial investigations of Google’s practices and we will look at both of those.\n\n 3.      Smartphones. The Internet started on the desktop but the Internet is increasingly mobile and people are seemingly tethered to their smartphones and tablets. And we have seen an interesting shift in that market away from Nokia handsets and the Blackberry to Apple's iPhone and its iOS platform and to the Android platform. The legal infrastructure of smartphones and tablets is extraordinarily complex. We will start by looking at U.S. spectrum policy and the effort to free up 500 megahertz of spectrum. We will look at the activities of standard setting organizations, including the IEEE and the creation of the 802.11 standard and Wi-Fi (or, if you prefer, wifi), the creation of patent pools and the regulation of standard essential patents. We will look at the FTC action against Google/Motorola Mobility and Apple's lawsuit against Samsung over utility and design patents relating to the iPhone. Finally, we will take a brief look at the European Commission's investigation into the Android platform.\n\n 4.      Nondiscrimination and Network Neutrality. Facebook has more than 1 billion users and measure that against a world population of roughly 7 billion and a total number of Internet users of roughly 2.5 billion. A course on law and technology simply has to grapple with the basic framework for regulating the Internet and a key idea there is the notion of network neutrality. Nondiscrimination obligations are frequent in regulated network industries, but at the same, discrimination can be an important tool of design for communication networks. We will start our look at the Internet by looking at the great first communications network of the United States, the post office and will look in particular at the Post Office Act of 1845.   We will then move to modern times and will consider efforts by the U.S. Federal Communications Commission to produce sensible and sustainable nondiscrimination conditions for the Internet and will touch briefly on comparisons from around the world.\n\n 5.      The Day the Music Died? In many ways, the Internet came first to music with the rise of peer-to-peer (p2p) music sharing through Napster and its successors. We start with a look into music platform history and the devices that brought recorded music into the home: the phonograph and the player piano. We turn to radio and the legal regime that puts music on the airwaves, the performing rights organizations like ASCAP and BMI. We look at the antitrust issues associated with the blanket license. We consider a failed music platform, digital audio tape, and the complicated legal regime associated with it, the Audio Home Recording Act of 1992. We will consider the copyright issues raised by the creation and distribution of music and the litigation over the p2p technologies such as Napster and Grokster. The music industry responded to p2p technology by adding digital rights management tools to CDs. As music distribution switched from physical media to digital distribution, we entered the world of Apple and the iPod and iTunes. We consider the DRM issues associated with Apple's music platform as seen by Steve Jobs. We conclude by looking at emerging subscription services like Spotify and the service that Apple is building based on its purchase of Beats.\n\n 6.      Video: Listening and Watching. Images are some of the most powerful ways in which ideas and speech are communicated and video has long been regulated by the state. That starts as a communications law issue with government regulation of the radio spectrum, but also leads to the design of the television system with the assignment of channels and eventually the definition of digital television. And with the emergence first of cable TV and subsequently the VCR critical copyright roadblocks had to be overcome for new distribution technologies to emerge. We will consider the legal engineering that led to the DVD platform, which was an exercise in patent pools and trademark creation. We will sort through the creation of the digital TV platform and will also look at the copyright underpinnings for Netflix. And we will consider the question of technology neutrality in the content of the copyright fight over a new video distribution entrant, Aereo. Finally, we close the week with a brief look at the incentive spectrum auctions and the possible end of broadcast television.\n\n 7.      The Mediated Book. Gutenberg revolutionized books with his printing press and for academics, books are sacred objects. But the printed book is on the run and with the rise of the ebook, we are entering a new era, the era of the mediated book. This is more than just a change in technology. We will look at the issues created by the rise of the ebook, issues about control over content and licensing and of the privacy of thought itself. We will also look at the legal skirmishes over this space, including the copyright fair use litigation over Google Books, the Apple e-book antitrust case. And we will look at the Amazon Kindle platform.WEEK 1Introduction to the CourseThis is a course on the law and economics of media platforms. Media delivery is frequently organized around a set of tools that bring together different parties to interact. Edison’s phonograph and wax cylinders did that, bringing together music producers and consumers wanting to listen to music at home, but so does Microsoft Windows, which sits between software developers and computer users.2 videos, 1 readingexpandReading: Welcome to the Course!Video: TrailerVideo: Course OverviewWEEK 2Microsoft: The Desktop v. The InternetIn this module, we will focus on Microsoft and its arc from start up to dominance and repeated antitrust target. We will look at the technology leading to the personal computer and the release of the IBM PC in August, 1981 and then the rise of Microsoft from there. We will turn to antitrust actions against Microsoft, first in the United States in 1994 for its MS-DOS licensing practices and then again in the United States in 1998 for its response to the Internet and Netscape Navigator. We will then turn to two competition policy actions against Microsoft in Europe.18 videos, 16 readings, 6 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleReading: Lesson OverviewVideo: Very Very Fast 0s and 1sVideo: The 1956 AT\u0026T SettlementVideo: The Path to the CPUReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Building BASICVideo: Selling Software?Video: The Rise of Microsoft and the Personal Computer EraReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The 1994 Licensing Case: Microsoft's MonopolyVideo: The 1994 Licensing Case: Anticompetitive LicensesVideo: The 1994 Licensing Case: Anticompetitive Licenses: AnalyticsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Rise of the Internet and Netscape Part OneVideo: The Rise of the Internet and Netscape Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The U.S. Sues Microsoft (Again) Part OneVideo: The U.S. Sues Microsoft (Again) Part TwoVideo: Resolution in the U.S.Video: Remedies: How Do You Solve a Problem Like Microsoft?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Windows Media Player in EuropeVideo: Europe Looks at Internet ExplorerReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementGraded: Graded QuizWEEK 3Google Emerges (and the World Responds)In this module, we will focus on Google and its arc from 1998 start up to dominance and repeated antitrust target. We will look at the underlying tech, two-sided markets and auctions and then at antitrust investigations in the U.S. and the EU.26 videos, 16 readings, 6 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: OverviewReading: Lesson OverviewVideo: The State of the Internet Circa 2000Video: A Brief Tour of the Federal Trade CommissionVideo: Regulating Search Engines 1.0 Part OneVideo: Regulating Search Engines 1.0 Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Inventing Google? Part OneVideo: Inventing Google? Part TwoVideo: Building GoogleVideo: Monetizing GoogleReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The PageRank Algorithm Part OneVideo: The PageRank Algorithm Part TwoVideo: Two-Sided Markets Part OneVideo: Two-Sided Markets Part TwoVideo: Auctions and Monopoly PowerReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Google EvolvesVideo: Competition and GoogleReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The European Competition Investigation of GoogleVideo: The FTC and Google Part OneVideo: The FTC and Google Part TwoVideo: Back to EuropeReading: Extra Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Shopping on GoogleVideo: Google Shopping: A New Data ModelVideo: 15 April 2015: The EU Statement of ObjectionsVideo: 15 April 2015: Google's ResponseReading: Extra Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementVideo: Video Chat, Friday, 31 July 2015Graded: Graded QuizWEEK 4SmartphonesIn this module, we will focus on the emergence of the smartphones platform. That is an interesting mix of government policy (especially regarding spectrum), collective private activity (standard setting, such as that for the 802.11 standard and for Wi-Fi), and individual private actions (such as that leading to the Apple iPhone and the Android platform).22 videos, 14 readings, 5 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Controlling the SpectrumVideo: Finding More SpectrumVideo: The Smartphone Platform ShiftsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Standard Setting Externalities Part OneVideo: Standard Setting Externalities Part TwoVideo: Winner-Take-All Markets I Part OneVideo: Winner-Take-All Markets I  Part TwoVideo: Winner-Take-All Markets IIVideo: Patent Royalty StackingReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Defining StandardsVideo: Standard Essential PatentsVideo: SSOs and Market PowerVideo: Standard Setting v. CartelizationReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Other FTC Action against Google Part OneVideo: The Other FTC Action against Google Part TwoVideo: The IEEE Updates its Patent PolicyReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The iOS PlatformVideo: Apple v SamsungVideo: The Android PlatformVideo: The EU Investigation of AndroidReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and Corrections (Last Update: 11 July 2015)Reading: Sources and Copyright StatementGraded: Graded QuizWEEK 5Nondiscrimination and NeutralityIn this module, we will focus on the issue of network neutrality, or, as the U.S. Federal Communications Commission likes to put it, the open Internet.22 videos, 12 readings, 4 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: The Post Office: A National Communications SystemVideo: The Post Office: Cross-Subsidization and Cream SkimmingVideo: The Postal Act of 1845 Part OneVideo: The Postal Act of 1845 Part TwoVideo: The Commerce Act of 1887Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Classifying Cable ISPsVideo: Cable ISP Classification in the Supreme CourtVideo: What Counts as an Offer?Video: Delivering PizzaReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: An Open Internet?Video: What Can You Do with Your Internet Connection?Video: Poster Child No. 2Video: Why Did Comcast Do This?Video: Fast Forward: 2010-2014 Part OneVideo: Fast Forward: 2010-2014 Part TwoVideo: Fast Forward: 2010-2014 Part ThreeReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: 2015 FCC Open Internet Order  Part OneVideo: 2015 FCC Open Internet Order  Part TwoVideo: Framing Net Neutrality Part OneVideo: Framing Net Neutrality Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementGraded: Graded QuizWEEK 6The Day the Music Died?In this module, we will focus on different platforms for distributing music. That will start with the great home technology of the early 1900s—the phonograph and the player piano—before turning to radio and the ASCAP and BMI licensing regime for public performances. We then will turn to a failed technology and legal regime, digital audio tape and the Audio Home Recording Act of 1992. We will then switch to MP3 players, from the relatively obscure (the Diamond Rio) to the ubiquitous (the iPod) and to Apple’s digital rights management regime. We will then switch to the issues raised by peer-to-peer software like Napster and Grokster and then close with an examination of the switch from physical distribution media to digital and subscriptions like Spotify.21 videos, 16 readings, 6 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: The Great Unlocking (and Relocking?) Part OneVideo: The Great Unlocking (and Relocking?) Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Making Music Circa 1871Video: A Tech Revolution in MusicVideo: What is a Copy?Video: Control at a DistanceReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: A Little Radio HistoryVideo: Performing Music on the RadioVideo: The Blanket LicenseReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Next Big Music Platform (in 1990): Digital Audio TapeVideo: The MP3 Player Arrives (and it isn't an iPod)Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Internet: A Perfect Copying and Distribution Machine?Video: The Internet Routes Around: GroksterVideo: Locking the Music: The DMCA and Sony BMG DRMReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Day the (Physical) Music DiedVideo: DRM and iTunes: Steve Jobs on Music Part OneVideo: DRM and iTunes: Steve Jobs on Music Part TwoVideo: Our Subscription Future? Part OneVideo: Our Subscription Future? Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementGraded: Graded QuizWEEK 7Video: Listening and WatchingIn this module, we will focus on the different platforms for delivering video to the home. We will start with the history of TV in the U.S. in the 1940s and then jump to the copyright issues associated with the creation of cable TV in the 1960s and 1970s. We will then switch to considering two devices (the VCR and the DVD player), two services (Netflix and Aereo) and then creation of digital TV.21 videos, 12 readings, 4 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Television?Video: The Checkerboard in the SkyVideo: Sharing Signals (CATV)Video: (Copyright) Regulating Cable TVReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Betamax and the Boston Strangler Part OneVideo: The Betamax and the Boston Strangler Part TwoVideo: The Betamax Case in the U.S. Supreme CourtVideo: Secondary Liability for Sony?Video: Substantial Noninfringing Uses of the VCRVideo: The Dissenting Opinion Part OneVideo: The Dissenting Opinion Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Building the DVD Platform Part OneVideo: Building the DVD Platform Part TwoVideo: DTV: Bringing 0s and 1s to TelevisionVideo: Netflix and the First-Sale DoctrineReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Aereo: An Exercise in Triangulation Part OneVideo: Aereo: An Exercise in Triangulation Part TwoVideo: Aereo: An Exercise in Triangulation Part ThreeVideo: Ending TV Broadcasting?: Incentive Spectrum AuctionsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementGraded: Graded QuizWEEK 8The Mediated BookIn this module, we will focus on the emergence of digital books and digital libraries. Three topics loom large: (1) Google’s efforts to copy millions of books and bring them online through Google Books; (2) Amazon’s creation of the Kindle ebook platform; and (3) Apple’s launch of the iPad with its associated bookstore and the resulting antitrust lawsuit over that launch.20 videos, 12 readings, 4 practice quizzesexpandReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Google Launches the Digital LibraryVideo: Google's Usage GuidelinesVideo: Google Gets SuedVideo: A Settlement?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Google Books and Fair UseVideo: The HathiTrust Digital LibraryVideo: The HathiTrust LawsuitVideo: Google Books on Appeal: BriefsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Kindle LaunchesVideo: The Kindle as ServiceVideo: Advertising-Supported Books?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Apple Gets Sued: eBooks and the iPadVideo: Dinner in New YorkVideo: Apple Enters the eBook MarketVideo: Reading E-Mails (and Draft Agreements) Part OneVideo: Reading E-Mails (and Draft Agreements) Part TwoVideo: What Did Apple Do Wrong?Video: How Do You Break the Antitrust Law with a 0% Market Share? (Or: What about Amazon?)Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and Corrections (Last Update: 11 July 2015)Reading: Sources and Copyright StatementGraded: Graded QuizWEEK 9Course ReviewWe review the entire course in this last module.7 videos, 3 readingsexpandReading: Slides for ModuleVideo: Course Review: Microsoft: The Desktop v. The InternetVideo: Course Review: Google Emerges (and the World Responds)Video: Course Review: SmartphonesVideo: Course Review: Nondiscrimination and NeutralityVideo: Course Review: The Day the Music Died?Video: Course Review: Video: Listening and WatchingVideo: Course Review:  The Mediated BookReading: Updates and CorrectionsReading: The End of the Course!Graded: Final ExamInternet Giants: ExperimentalDone with the course? Wondering what comes next? Me, too, but this is where the experimental module comes in. A module to test other ways to interact and to explore ideas that might appear in future versions of the course.2 readingsexpandReading: Key ReadingsReading: IGP1: Introducing the Internet Giants PodcastMandatory Continuing Legal Education InformationThis course has been approved for continuing legal education credit in Illinois and this section describes the process for obtaining that credit.1 readingexpandReading: [TBA]This is a course on the law and economics of media platforms. Media delivery is frequently organized around a set of tools that bring together different parties to interact. Edison’s phonograph and wax cylinders did that, bringing together music producers and consumers wanting to listen to music at home, but so does Microsoft Windows, which sits between software developers and computer users.Reading: Welcome to the Course!Video: TrailerVideo: Course OverviewIn this module, we will focus on Microsoft and its arc from start up to dominance and repeated antitrust target. We will look at the technology leading to the personal computer and the release of the IBM PC in August, 1981 and then the rise of Microsoft from there. We will turn to antitrust actions against Microsoft, first in the United States in 1994 for its MS-DOS licensing practices and then again in the United States in 1998 for its response to the Internet and Netscape Navigator. We will then turn to two competition policy actions against Microsoft in Europe.Reading: Top ReadingsReading: Slides for ModuleReading: Lesson OverviewVideo: Very Very Fast 0s and 1sVideo: The 1956 AT\u0026T SettlementVideo: The Path to the CPUReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Building BASICVideo: Selling Software?Video: The Rise of Microsoft and the Personal Computer EraReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The 1994 Licensing Case: Microsoft's MonopolyVideo: The 1994 Licensing Case: Anticompetitive LicensesVideo: The 1994 Licensing Case: Anticompetitive Licenses: AnalyticsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Rise of the Internet and Netscape Part OneVideo: The Rise of the Internet and Netscape Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The U.S. Sues Microsoft (Again) Part OneVideo: The U.S. Sues Microsoft (Again) Part TwoVideo: Resolution in the U.S.Video: Remedies: How Do You Solve a Problem Like Microsoft?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Windows Media Player in EuropeVideo: Europe Looks at Internet ExplorerReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementReading: Top ReadingsReading: Slides for ModuleVideo: OverviewReading: Lesson OverviewVideo: The State of the Internet Circa 2000Video: A Brief Tour of the Federal Trade CommissionVideo: Regulating Search Engines 1.0 Part OneVideo: Regulating Search Engines 1.0 Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Inventing Google? Part OneVideo: Inventing Google? Part TwoVideo: Building GoogleVideo: Monetizing GoogleReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The PageRank Algorithm Part OneVideo: The PageRank Algorithm Part TwoVideo: Two-Sided Markets Part OneVideo: Two-Sided Markets Part TwoVideo: Auctions and Monopoly PowerReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Google EvolvesVideo: Competition and GoogleReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The European Competition Investigation of GoogleVideo: The FTC and Google Part OneVideo: The FTC and Google Part TwoVideo: Back to EuropeReading: Extra Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Shopping on GoogleVideo: Google Shopping: A New Data ModelVideo: 15 April 2015: The EU Statement of ObjectionsVideo: 15 April 2015: Google's ResponseReading: Extra Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementVideo: Video Chat, Friday, 31 July 2015In this module, we will focus on the emergence of the smartphones platform. That is an interesting mix of government policy (especially regarding spectrum), collective private activity (standard setting, such as that for the 802.11 standard and for Wi-Fi), and individual private actions (such as that leading to the Apple iPhone and the Android platform).Reading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Controlling the SpectrumVideo: Finding More SpectrumVideo: The Smartphone Platform ShiftsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Standard Setting Externalities Part OneVideo: Standard Setting Externalities Part TwoVideo: Winner-Take-All Markets I Part OneVideo: Winner-Take-All Markets I  Part TwoVideo: Winner-Take-All Markets IIVideo: Patent Royalty StackingReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Defining StandardsVideo: Standard Essential PatentsVideo: SSOs and Market PowerVideo: Standard Setting v. CartelizationReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Other FTC Action against Google Part OneVideo: The Other FTC Action against Google Part TwoVideo: The IEEE Updates its Patent PolicyReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The iOS PlatformVideo: Apple v SamsungVideo: The Android PlatformVideo: The EU Investigation of AndroidReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and Corrections (Last Update: 11 July 2015)Reading: Sources and Copyright StatementReading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: The Post Office: A National Communications SystemVideo: The Post Office: Cross-Subsidization and Cream SkimmingVideo: The Postal Act of 1845 Part OneVideo: The Postal Act of 1845 Part TwoVideo: The Commerce Act of 1887Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Classifying Cable ISPsVideo: Cable ISP Classification in the Supreme CourtVideo: What Counts as an Offer?Video: Delivering PizzaReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: An Open Internet?Video: What Can You Do with Your Internet Connection?Video: Poster Child No. 2Video: Why Did Comcast Do This?Video: Fast Forward: 2010-2014 Part OneVideo: Fast Forward: 2010-2014 Part TwoVideo: Fast Forward: 2010-2014 Part ThreeReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: 2015 FCC Open Internet Order  Part OneVideo: 2015 FCC Open Internet Order  Part TwoVideo: Framing Net Neutrality Part OneVideo: Framing Net Neutrality Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementIn this module, we will focus on different platforms for distributing music. That will start with the great home technology of the early 1900s—the phonograph and the player piano—before turning to radio and the ASCAP and BMI licensing regime for public performances. We then will turn to a failed technology and legal regime, digital audio tape and the Audio Home Recording Act of 1992. We will then switch to MP3 players, from the relatively obscure (the Diamond Rio) to the ubiquitous (the iPod) and to Apple’s digital rights management regime. We will then switch to the issues raised by peer-to-peer software like Napster and Grokster and then close with an examination of the switch from physical distribution media to digital and subscriptions like Spotify.Reading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: The Great Unlocking (and Relocking?) Part OneVideo: The Great Unlocking (and Relocking?) Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Making Music Circa 1871Video: A Tech Revolution in MusicVideo: What is a Copy?Video: Control at a DistanceReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: A Little Radio HistoryVideo: Performing Music on the RadioVideo: The Blanket LicenseReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Next Big Music Platform (in 1990): Digital Audio TapeVideo: The MP3 Player Arrives (and it isn't an iPod)Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Internet: A Perfect Copying and Distribution Machine?Video: The Internet Routes Around: GroksterVideo: Locking the Music: The DMCA and Sony BMG DRMReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Day the (Physical) Music DiedVideo: DRM and iTunes: Steve Jobs on Music Part OneVideo: DRM and iTunes: Steve Jobs on Music Part TwoVideo: Our Subscription Future? Part OneVideo: Our Subscription Future? Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementIn this module, we will focus on the different platforms for delivering video to the home. We will start with the history of TV in the U.S. in the 1940s and then jump to the copyright issues associated with the creation of cable TV in the 1960s and 1970s. We will then switch to considering two devices (the VCR and the DVD player), two services (Netflix and Aereo) and then creation of digital TV.Reading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Television?Video: The Checkerboard in the SkyVideo: Sharing Signals (CATV)Video: (Copyright) Regulating Cable TVReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Betamax and the Boston Strangler Part OneVideo: The Betamax and the Boston Strangler Part TwoVideo: The Betamax Case in the U.S. Supreme CourtVideo: Secondary Liability for Sony?Video: Substantial Noninfringing Uses of the VCRVideo: The Dissenting Opinion Part OneVideo: The Dissenting Opinion Part TwoReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Building the DVD Platform Part OneVideo: Building the DVD Platform Part TwoVideo: DTV: Bringing 0s and 1s to TelevisionVideo: Netflix and the First-Sale DoctrineReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Aereo: An Exercise in Triangulation Part OneVideo: Aereo: An Exercise in Triangulation Part TwoVideo: Aereo: An Exercise in Triangulation Part ThreeVideo: Ending TV Broadcasting?: Incentive Spectrum AuctionsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and CorrectionsReading: Sources and Copyright StatementIn this module, we will focus on the emergence of digital books and digital libraries. Three topics loom large: (1) Google’s efforts to copy millions of books and bring them online through Google Books; (2) Amazon’s creation of the Kindle ebook platform; and (3) Apple’s launch of the iPad with its associated bookstore and the resulting antitrust lawsuit over that launch.Reading: Top ReadingsReading: Slides for ModuleVideo: Module OverviewReading: Lesson OverviewVideo: Google Launches the Digital LibraryVideo: Google's Usage GuidelinesVideo: Google Gets SuedVideo: A Settlement?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Google Books and Fair UseVideo: The HathiTrust Digital LibraryVideo: The HathiTrust LawsuitVideo: Google Books on Appeal: BriefsReading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: The Kindle LaunchesVideo: The Kindle as ServiceVideo: Advertising-Supported Books?Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizReading: Lesson OverviewVideo: Apple Gets Sued: eBooks and the iPadVideo: Dinner in New YorkVideo: Apple Enters the eBook MarketVideo: Reading E-Mails (and Draft Agreements) Part OneVideo: Reading E-Mails (and Draft Agreements) Part TwoVideo: What Did Apple Do Wrong?Video: How Do You Break the Antitrust Law with a 0% Market Share? (Or: What about Amazon?)Reading: Extra-Depth ReadingsPractice Quiz: Brief Practice QuizVideo: Wrap Up: What Have We Learned?Reading: Updates and Corrections (Last Update: 11 July 2015)Reading: Sources and Copyright StatementReading: Slides for ModuleVideo: Course Review: Microsoft: The Desktop v. The InternetVideo: Course Review: Google Emerges (and the World Responds)Video: Course Review: SmartphonesVideo: Course Review: Nondiscrimination and NeutralityVideo: Course Review: The Day the Music Died?Video: Course Review: Video: Listening and WatchingVideo: Course Review:  The Mediated BookReading: Updates and CorrectionsReading: The End of the Course!Reading: Key ReadingsReading: IGP1: Introducing the Internet Giants PodcastReading: [TBA]Lund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "The University of Chicago",
    "Level": "",
    "URL": "https://coursera.org/learn/internetgiants",
    "Language": "English",
    "Commitment": "About 23 hours of videos and assessments",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "European Business Law: Doing Business in Europe",
    "Description": "About this course: This six-week course titled Doing Business in Europe is the second in a series of three exploring some of the main business aspects of European Union law. Besides providing learners with a sound knowledge base of European laws and regulations relevant to establishing and managing a company within the European Union, the course also explores business considerations within a broader perspective by including inputs from leading law practitioners in the field. More specifically, the course discusses strategic and financial considerations within Company law, as well as Labour law issues such as restructuring enterprises, working conditions and handling crises situations. The course also examines other legal areas such as Tax law, Environmental law and Private International law, and how they tie in to doing business in Europe.\n\nAt the end of this course, you will have a basic understanding of how to:\n\n· Understand the relevant regulations governing the internal European Union market\n\n· Establish and run a company within the European Union\n\n· Employ staff and recognize workers’ rights and obligations\n\n· Comply with tax regulations and environmental standards\n\n· Set up agreements and resolve cross-border disputes\n\n· Successfully analyse EU case law and draft case reports\n\n\nAbout the Series\n\nThe Lund series in European Business Law ranges from considering the basic structures and principles of the European Union to focusing on specialized areas of European Union law. The first course, Understanding the Fundamentals, examines the core structures and principles of the European Union. The third and final course, Competing in Europe, goes into depth concerning how to compete on the internal market and protect your brand, product or invention. All three courses can be taken independently or in sequence depending on your needs and preferences.\n\nTo keep up to speed on the course series, visit our Facebook page at:\n\nhttps://www.facebook.com/eblmooc/\n\n\nSyllabus and Format\n\nEach course consists of a number of modules where one module represents about one week of work. A module includes a number of lectures and readings, and finishes with an assessment – a quiz or a peer graded assignment. The assessments are intended to encourage learning and ensure that you understand the material of the course. Participating in forum discussions is voluntary. \n\nCourse I - Understanding the Fundamentals\n\nModule 1.\tIntroduction \nModule 2.\tLegal Method and Sources \nModule 3.\tConstitutional Freedoms and Fundamental principles \nModule 4.\tFreedom of Movement \nModule 5.\tThe External Dimension \n\nCourse II - Doing Business in Europe \n\nModule 1. \tMaking Business Transactions\nModule 2. \tEstablishing a Company\nModule 3. \tEmploying and Working in Europe\nModule 4. \tPaying Taxes and Complying with Environmental Standards \nModule 5. \tCase Clinic\nModule 6. \tResolving Cross-border Disputes \n\nCourse III - Competing in Europe\n\nModule 1. \tTrademarks as essential Assets\nModule 2. \tDefending Patents \nModule 3. \tCompetition: Illegal Agreements \nModule 4. \tCompetition: Abuse of Dominance and Mergers \nModule 5. \tLegal Writing and Argumentation\nModule 6. \tSelling to the State and State Aid \n\n\nLund University\n\nLund University was founded in 1666 and has for a number of years been ranked among the world’s top 100 universities. The University has 47 700 students and 7 500 staff based in Lund, Sweden. Lund University unites tradition with a modern, dynamic, and highly international profile. With eight different faculties and numerous research centers and specialized institutes, Lund is the strongest research university in Sweden and one of Scandinavia's largest institutions for education and research. The university annually attracts a large number of international students and offers a wide range of courses and programmes taught in English. \n\nThe Faulty of Law is one of Lund University’s four original faculties, dating back to 1666. It is a modern faculty with an international profile, welcoming both international and Swedish students. Education, research and interaction with the surrounding community are the main focus of the Faculty’s work. The connection between the three is particularly apparent in the programmes and courses offered by the university, including the university’s MOOC course in European Business Law. The students get the chance to engross themselves in traditional legal studies, while interacting with both researchers and professionally active lawyers with qualifications and experience from various areas of law.\nThe faculty offers three international Masters: two 2-year Master’s programmes in International Human Rights Law and European Business Law, and a 1-year Master’s in European and International Tax Law. Students from around 40 countries take part in the programmes which offer a unique subject specialization within each field, with highly qualified researchers and professional legal practitioners engaged in the teaching. \n\nThe Master’s programme in European Business Law provides an in-depth understanding of both the practical and the theoretical aspects of business law within the European Union. The programme provides both general and specific knowledge of the European Union legal framework, which is necessary for students intending to work as legal advisors or business decision-makers. The programme is delivered in English and is open to students with at least a three year degree in Law (Bachelor, LL.B, or equivalent) who want to specialise in European economic and business law.\nThe MOOC course in European Business Law is a great course to start with for students intending to apply for the Master’s programme in European Business Law. Even though the MOOC course does not grant credits previous knowledge of the subject is considered upon admission to the master’s programme. For more information about the Master’s programme in European Business Law see https://www.law.lu.se/#!mebWEEK 1Making Business TransactionsThe first module examines general business considerations as well as specific legal areas that are relevant when establishing and managing a company. It examines the complexities that arise when contracts have international components and the benefits of collaborating with middlemen. It concludes by considering contracts of transportation and its relationship with sale contracts. 7 videos, 7 readingsexpandVideo: Welcome to the CourseReading: Course InstructionsReading: SynopsisVideo: Strategic ChoicesReading: Strategic ChoicesVideo: Contractual Arrangements in EuropeReading: Contractual Arrangements in EuropeVideo: General International Sales ConditionsReading: General International Sales ConditionsVideo: Operating through MiddlemenReading: Operating through MiddlemenVideo: Transportation and InsuranceReading: Transportation and InsuranceVideo: A Practitioner's View-Anders SteenGraded: Making Business TransactionsWEEK 2Establishing a CompanyThe second module examines the foundations of company theory and the agency theory. It looks into the distinction between a company’s internal/external relations, as well as public/private corporations. Finally, the module examines the harmonisation of company law on a EU level, including company law directives as well as the effect of the free-movement/establishment provisions on national company laws.  6 videos, 5 readingsexpandVideo: Developing a StrategyReading: Developing a StrategyVideo: Fundamental Company Law ConceptsReading: Fundamental Company Law ConceptsVideo: The European Framework for Company LawReading: The European Framework for Company LawVideo: Running a CompanyReading: Running a CompanyVideo: Company Governance and ControlReading: Company Governance and ControlVideo: A Practitioner's View-Mikael WahlgrenGraded: Establishing a CompanyWEEK 3Employing and Working in EuropeThe third module places Labour law within a wider EU framework. It explores the important relationship between the internal market, the fundamental freedoms and national Labour law regulations. It focuses on the freedom to provide services, the freedom of establishment and the right to collective action. It also goes into further detail about how Labour law regulates employment rights and Equality law.7 videos, 5 readingsexpandVideo: IntroductionReading: IntroductionVideo: Restructuring Enterpises and InformationReading: Restructuring of EnterprisesVideo: Equality LawReading: Equality LawVideo: Flexible Working ConditionsReading: Flexible Working ConditionsVideo: Freedom to Provide ServicesReading: Freedom to Provide ServicesVideo: CrisisVideo: A Practitoner's View-Jenny Welander WadströmGraded: Employing and Working in EuropeWEEK 4Paying Taxes and Complying with Environmental StandardsThe fourth module covers Tax and Environmental law issues within the framework of doing business in Europe. It describes the EU law principles on the area of tax and the conditions that need to be fulfilled by national taxation measures to comply with EU law. The module includes a final lecture on Environmental law and how its provisions depending on the situation might both create barriers to trade and/or enhance economic prosperity.7 videos, 6 readingsexpandVideo: Tax Law PolicyReading: Tax Law PolicyVideo: Regulating taxation in the EUReading: Regulating Taxation in the EUVideo: Indirect TaxationReading: Indirect taxationVideo: Direct TaxationReading: Direct TaxationVideo: Complying with Environmental StandardsReading: Complying with Environmental StandardsVideo: Identifying Environmental StandardsReading: Identifying Environmental StandardsVideo: A Practitoner's View- Tonie PerssonGraded: Paying Taxes and Complying with Environmental StandardsWEEK 5Case ClinicThe Case Clinic will equip learners with the necessary skills to read and understand case law, and in particular the case law of the European Union. It will present techniques on how to read cases and the most commonly used format to write case reports. The module will develop the learners’ analytical and drafting skills, requesting them to analyze a case and draft a summary.  The module concludes with a voluntary peer-graded assignment in the form of a case report. 5 videos, 2 readingsexpandReading: Compendium Week 5Video: Introduction to the Case ClinicVideo: Reading CasesVideo: How to Write a Case ReportVideo: A Summary of the CaseVideo: A Practitioner's View- Jeffrey AtikReading: Courage vs. CrehanGraded: Case ClinicWEEK 6Resolving Cross-border DisputesThe sixth module discusses how Private International law considerations are necessary for the proper functioning of the internal market. It also examines the legal basis of EU’s legislative competence regarding Private International law. Business relationships and disputes often have international implications. Therefore, the module examines how to determine which country’s legal system is applicable and the regulations guarding procedural situations that have an international character.6 videos, 5 readingsexpandVideo: What is Private International Law?Reading: What is Private International Law?Video: Is there a Truly European Private International Law?Reading: Is there truly European Private International Law?Video: Which Courts have Jurisdiction?Reading: Which Courts have Jurisdiction?Video: Which Law Applies?Reading: Which Law Applies?Video: Concluding RemarksReading: Concluding RemarksVideo: A Practitioner's View-Christoffer MonellGraded: Resolving Cross-border DisputesThe first module examines general business considerations as well as specific legal areas that are relevant when establishing and managing a company. It examines the complexities that arise when contracts have international components and the benefits of collaborating with middlemen. It concludes by considering contracts of transportation and its relationship with sale contracts. Video: Welcome to the CourseReading: Course InstructionsReading: SynopsisVideo: Strategic ChoicesReading: Strategic ChoicesVideo: Contractual Arrangements in EuropeReading: Contractual Arrangements in EuropeVideo: General International Sales ConditionsReading: General International Sales ConditionsVideo: Operating through MiddlemenReading: Operating through MiddlemenVideo: Transportation and InsuranceReading: Transportation and InsuranceVideo: A Practitioner's View-Anders SteenThe second module examines the foundations of company theory and the agency theory. It looks into the distinction between a company’s internal/external relations, as well as public/private corporations. Finally, the module examines the harmonisation of company law on a EU level, including company law directives as well as the effect of the free-movement/establishment provisions on national company laws.  Video: Developing a StrategyReading: Developing a StrategyVideo: Fundamental Company Law ConceptsReading: Fundamental Company Law ConceptsVideo: The European Framework for Company LawReading: The European Framework for Company LawVideo: Running a CompanyReading: Running a CompanyVideo: Company Governance and ControlReading: Company Governance and ControlVideo: A Practitioner's View-Mikael WahlgrenThe third module places Labour law within a wider EU framework. It explores the important relationship between the internal market, the fundamental freedoms and national Labour law regulations. It focuses on the freedom to provide services, the freedom of establishment and the right to collective action. It also goes into further detail about how Labour law regulates employment rights and Equality law.Video: IntroductionReading: IntroductionVideo: Restructuring Enterpises and InformationReading: Restructuring of EnterprisesVideo: Equality LawReading: Equality LawVideo: Flexible Working ConditionsReading: Flexible Working ConditionsVideo: Freedom to Provide ServicesReading: Freedom to Provide ServicesVideo: CrisisVideo: A Practitoner's View-Jenny Welander WadströmThe fourth module covers Tax and Environmental law issues within the framework of doing business in Europe. It describes the EU law principles on the area of tax and the conditions that need to be fulfilled by national taxation measures to comply with EU law. The module includes a final lecture on Environmental law and how its provisions depending on the situation might both create barriers to trade and/or enhance economic prosperity.Video: Tax Law PolicyReading: Tax Law PolicyVideo: Regulating taxation in the EUReading: Regulating Taxation in the EUVideo: Indirect TaxationReading: Indirect taxationVideo: Direct TaxationReading: Direct TaxationVideo: Complying with Environmental StandardsReading: Complying with Environmental StandardsVideo: Identifying Environmental StandardsReading: Identifying Environmental StandardsVideo: A Practitoner's View- Tonie PerssonThe Case Clinic will equip learners with the necessary skills to read and understand case law, and in particular the case law of the European Union. It will present techniques on how to read cases and the most commonly used format to write case reports. The module will develop the learners’ analytical and drafting skills, requesting them to analyze a case and draft a summary.  The module concludes with a voluntary peer-graded assignment in the form of a case report. Reading: Compendium Week 5Video: Introduction to the Case ClinicVideo: Reading CasesVideo: How to Write a Case ReportVideo: A Summary of the CaseVideo: A Practitioner's View- Jeffrey AtikReading: Courage vs. CrehanThe sixth module discusses how Private International law considerations are necessary for the proper functioning of the internal market. It also examines the legal basis of EU’s legislative competence regarding Private International law. Business relationships and disputes often have international implications. Therefore, the module examines how to determine which country’s legal system is applicable and the regulations guarding procedural situations that have an international character.Video: What is Private International Law?Reading: What is Private International Law?Video: Is there a Truly European Private International Law?Reading: Is there truly European Private International Law?Video: Which Courts have Jurisdiction?Reading: Which Courts have Jurisdiction?Video: Which Law Applies?Reading: Which Law Applies?Video: Concluding RemarksReading: Concluding RemarksVideo: A Practitioner's View-Christoffer MonellLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Competing in Europe",
    "Creator": "Lund University",
    "Level": "",
    "URL": "https://coursera.org/learn/eu-law-doing-business",
    "Language": "English",
    "Commitment": "6 weeks of study, 10-15 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "America's Unwritten Constitution",
    "Description": "About this course: An introduction to basic techniques of constitutional interpretation.WEEK 1IntroductionHello everyone and welcome to America’s Unwritten Constitution!  This course is designed to teach you some of the basic tool and techniques for constitutional interpretation.  Over the next 13 modules, Professor Akhil Amar will teach you how to go beyond the text of the U.S. Constitution, while still remaining faithful to it. Please, take some time to watch the two introductory videos and read through some of the course information below. Enjoy!2 videos, 6 readingsexpandVideo: Welcome!Video: America's Unwritten Constitution IntroductionReading: Begin HereReading: Meet the InstructorReading: Grading and LogisticsReading: Bonus MaterialReading: Suggested ReadingsReading: The United States ConstitutionHeeding the DeedHeeding the Deed, refers to the technique of understanding the Constitution further by looking at issues the nation was dealing with at the time of the passage's adoption. Another way to say this could be; putting yourself in the framer's shoes. 2 videosexpandVideo: Heeding the Deed, Part 1Video: Heeding the Deed, Part 2Reading Between the LinesThis module teaches the interpretive technique of reading between the lines. This involves extracting, from the text, things that are implicit, but not expressly stated. 2 videosexpandVideo: Reading Between the Lines, Part 1Video: Reading Between the Lines, Part 2WEEK 2Hearing the PeopleIn this module, we explore a number of unenumerated rights that exist simply because Americans embody these rights in their everyday lives. Owning pets, using contraception, testifying at one’s own trial, none of these are explicitly mentioned in the text of the Constitution, yet today, they are recognized as protected fundamental rights. Professor Amar explains why.2 videosexpandVideo: Hearing the People, Part 1Video: Hearing the People, Part 2Confronting Modern Case LawThe \"Confronting Modern Case Law\" lectures take a closer look at the Warren-lead Supreme Court.  Spanning from 1953 to 1969, his court decided many of the most influential cases is U.S. history. Brown v. Board of Education, Miranda v. Arizona, Griswold v. Connecticut to name a few. Professor Amar, will discuss how the court arrived at their decisions, how these rulings changed American society at the time and how they are still affecting it today.2 videosexpandVideo: Confronting Modern Case Law, Part 1Video: Confronting Modern Case Law, Part 2Graded: Mastery Quiz 1WEEK 3Putting Precedent in its PlaceProfessor Amar discusses the role that precedent—that is, prior court decisions—plays in our understanding of the document. He will answer questions about how far courts should go when interpreting the Constitution, and what courts might do when they believe that a prior decision was incorrect.2 videosexpandVideo: Putting Precedent in Its Place, Part 1Video: Putting Precedent in Its Place, Part 2Honoring the IconsHere we'll examine documents outside of the Constitution that influence our understanding of the founding text—things like the Declaration of Independence, The Federalist papers, Lincoln’s Gettysburg Address, and Martin Luther King’s I Have a Dream speech. Professor Amar will explain how these sources have offered meaning and guidance in constitutional interpretation.2 videosexpandVideo: Honoring the Icons, Part 1Video: Honoring the Icons, Part 2Graded: Writing Assignment 1WEEK 4Remembering the LadiesThese lectures explore the profound changes American society underwent immediately following the  ratification of the 19th amendment. The reverberations of women's enfranchisement are still being strongly felt today. Prof. Amar will highlight some legislation, he believes, directly or indirectly owe their existence to the 19th amendment.2 videosexpandVideo: \"Remembering the Ladies,\" Part 1Video: \"Remembering the Ladies,\" Part 2Following Washington's LeadUndoubtedly, the figure who looms largest in U.S. political history is George Washington. His actions before, during, and after the Presidency set precedents for the executive office which are still observed today.  Prof. Amar will explain why Article II of the Constitution was custom written for our first president. 2 videosexpandVideo: Following Washington's Lead, Part 1Video: Following Washington's Lead, Part 2Graded: Mastery Quiz 2WEEK 5Interpreting Government Practices This module delves into how the actual structure of each government branch inherently effects their interactions with one another. The framers purposefully under-specified sections of the Constitution, leaving room for flexibility. They rightly assumed future law makers would fill these “gaps” in procedure as need arose. Indeed they have, each time a gap is discovered and bridged, a new precedent is set. Professor Amar will highlight several examples of these powers-set-by-precendent, for each branch of government2 videosexpandVideo: Interpreting Government Practices, Part 1Video: Interpreting Government Practices, Part 2Joining the PartyIn this module, Prof. Amar chronicles the adoption and evolution of the two party system in America. You'll learn which framers founded each party and how the creation of the parties caused great friction in government. The lectures go on to explain how the Constitution changed to accommodate the two party system and how these changes have made to the two party system inextricably codified into the Document. 2 videosexpandVideo: Joining the Party, Part 1Video: Joining the Party, Part 2Graded: Writing Assignment 2WEEK 6Doing the Right ThingThis module discusses the role of conscience in government. It is important for us to remember, the Constitution did not implement itself. It was implemented by human beings with minds, hearts, and consciences. Understanding the interaction between these “human elements” and the text is fundamental to proper interpretation of the Constitution. We’ll go over several codified manifestations of the \"human element\" in the Constitution, such as the veto and juror nullification. 2 videosexpandVideo: Doing the Right Thing, Part 1Video: Doing the Right Thing, Part 2Envisioning the FutureIn the course’s final lectures, we’ll look to the future and ask, \"what will the constitution look like in 25 years? 50 years? 100?\" Might we soon see an amendment allowing for a foreign born president? Or the dissolution of the Electoral College? Prof. Amar will discuss the idea of \"constitutional  trajectory,\" and the factors which affect it.  We’ll go over how today’s legislators can be looked at as \"framers of the future.” Which will lead to the very interesting topic of “sunrise legislation.\"2 videosexpandVideo: Envisioning the Future, Part 1Video: Envisioning the Future, Part 2Graded: Mastery Quiz 3Bonus Content ArchiveThis content is not tied to the assessment materials in any way but it is interesting, entertaining, and informative nonetheless. We encourage all learners to take some time to watch these videos and post about them in the discussion forums!5 videosexpandVideo: Bonus Content: Racial Discrimination in HousingVideo: Bonus Content: Same-Sex Marriage Video: Modalities of Constitutional Interpretation Video: Bonus Content: 4th Amendment Exclusionary RuleVideo: Bonus Video: Walker v. Sons Of Confederate VeteransConclusion Prof. Amar recapitulate concepts learned in this course and discuss his hopes for you all; the matriculants of America’s Unwritten Constitution. We sincerely hope you all have enjoyed the course and learned something along the way! Thank you so much for your time and effort.1 videoexpandVideo: ConclusionHello everyone and welcome to America’s Unwritten Constitution!  This course is designed to teach you some of the basic tool and techniques for constitutional interpretation.  Over the next 13 modules, Professor Akhil Amar will teach you how to go beyond the text of the U.S. Constitution, while still remaining faithful to it. Please, take some time to watch the two introductory videos and read through some of the course information below. Enjoy!Video: Welcome!Video: America's Unwritten Constitution IntroductionReading: Begin HereReading: Meet the InstructorReading: Grading and LogisticsReading: Bonus MaterialReading: Suggested ReadingsReading: The United States ConstitutionVideo: Heeding the Deed, Part 1Video: Heeding the Deed, Part 2Video: Reading Between the Lines, Part 1Video: Reading Between the Lines, Part 2In this module, we explore a number of unenumerated rights that exist simply because Americans embody these rights in their everyday lives. Owning pets, using contraception, testifying at one’s own trial, none of these are explicitly mentioned in the text of the Constitution, yet today, they are recognized as protected fundamental rights. Professor Amar explains why.Video: Hearing the People, Part 1Video: Hearing the People, Part 2The \"Confronting Modern Case Law\" lectures take a closer look at the Warren-lead Supreme Court.  Spanning from 1953 to 1969, his court decided many of the most influential cases is U.S. history. Brown v. Board of Education, Miranda v. Arizona, Griswold v. Connecticut to name a few. Professor Amar, will discuss how the court arrived at their decisions, how these rulings changed American society at the time and how they are still affecting it today.Video: Confronting Modern Case Law, Part 1Video: Confronting Modern Case Law, Part 2Professor Amar discusses the role that precedent—that is, prior court decisions—plays in our understanding of the document. He will answer questions about how far courts should go when interpreting the Constitution, and what courts might do when they believe that a prior decision was incorrect.Video: Putting Precedent in Its Place, Part 1Video: Putting Precedent in Its Place, Part 2Here we'll examine documents outside of the Constitution that influence our understanding of the founding text—things like the Declaration of Independence, The Federalist papers, Lincoln’s Gettysburg Address, and Martin Luther King’s I Have a Dream speech. Professor Amar will explain how these sources have offered meaning and guidance in constitutional interpretation.Video: Honoring the Icons, Part 1Video: Honoring the Icons, Part 2These lectures explore the profound changes American society underwent immediately following the  ratification of the 19th amendment. The reverberations of women's enfranchisement are still being strongly felt today. Prof. Amar will highlight some legislation, he believes, directly or indirectly owe their existence to the 19th amendment.Video: \"Remembering the Ladies,\" Part 1Video: \"Remembering the Ladies,\" Part 2Undoubtedly, the figure who looms largest in U.S. political history is George Washington. His actions before, during, and after the Presidency set precedents for the executive office which are still observed today.  Prof. Amar will explain why Article II of the Constitution was custom written for our first president. Video: Following Washington's Lead, Part 1Video: Following Washington's Lead, Part 2This module delves into how the actual structure of each government branch inherently effects their interactions with one another. The framers purposefully under-specified sections of the Constitution, leaving room for flexibility. They rightly assumed future law makers would fill these “gaps” in procedure as need arose. Indeed they have, each time a gap is discovered and bridged, a new precedent is set. Professor Amar will highlight several examples of these powers-set-by-precendent, for each branch of governmentVideo: Interpreting Government Practices, Part 1Video: Interpreting Government Practices, Part 2In this module, Prof. Amar chronicles the adoption and evolution of the two party system in America. You'll learn which framers founded each party and how the creation of the parties caused great friction in government. The lectures go on to explain how the Constitution changed to accommodate the two party system and how these changes have made to the two party system inextricably codified into the Document. Video: Joining the Party, Part 1Video: Joining the Party, Part 2This module discusses the role of conscience in government. It is important for us to remember, the Constitution did not implement itself. It was implemented by human beings with minds, hearts, and consciences. Understanding the interaction between these “human elements” and the text is fundamental to proper interpretation of the Constitution. We’ll go over several codified manifestations of the \"human element\" in the Constitution, such as the veto and juror nullification. Video: Doing the Right Thing, Part 1Video: Doing the Right Thing, Part 2In the course’s final lectures, we’ll look to the future and ask, \"what will the constitution look like in 25 years? 50 years? 100?\" Might we soon see an amendment allowing for a foreign born president? Or the dissolution of the Electoral College? Prof. Amar will discuss the idea of \"constitutional  trajectory,\" and the factors which affect it.  We’ll go over how today’s legislators can be looked at as \"framers of the future.” Which will lead to the very interesting topic of “sunrise legislation.\"Video: Envisioning the Future, Part 1Video: Envisioning the Future, Part 2Video: Bonus Content: Racial Discrimination in HousingVideo: Bonus Content: Same-Sex Marriage Video: Modalities of Constitutional Interpretation Video: Bonus Content: 4th Amendment Exclusionary RuleVideo: Bonus Video: Walker v. Sons Of Confederate Veterans Prof. Amar recapitulate concepts learned in this course and discuss his hopes for you all; the matriculants of America’s Unwritten Constitution. We sincerely hope you all have enjoyed the course and learned something along the way! Thank you so much for your time and effort.Video: ConclusionLund UniversityEuropean Business Law: Understanding the FundamentalsYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueLund UniversityEuropean Business Law: Doing Business in Europe",
    "Creator": "Yale University",
    "Level": "",
    "URL": "https://coursera.org/learn/unwritten-constitution",
    "Language": "English, Subtitles: Chinese (Simplified)",
    "Commitment": "12-15 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "European Business Law: Competing in Europe",
    "Description": "About this course: About this Course\n\nThis six-week course titled Competing in Europe is the third in a series of three exploring some of the main business aspects of European Union law. Besides providing learners with a sound knowledge base of European laws and regulations, the series explores business considerations within a broader perspective by including inputs from leading law practitioners in the field. More specifically, the third course discusses how to compete on the internal market and protect your brand, product or invention. It includes legal disciplines such as Intellectual Property law (IP law), Competition law and specific branches within Public law, such as public procurement and state aid. \n\nAt the end of this course, you will have a basic understanding of how to:\n\n•\tFind and understand relevant laws and regulations governing the internal European Union market\n\n•\tProtect and defend a company’s products, brands and inventions by obtaining and licensing trademarks and patents\n\n•\tCreate a competitive edge for a company and apply the basic principles of EU competition law\n\n•\tConstruct and present a persuasive legal argument\n\n\nAbout the Series\n\nThe Lund series in European Business Law ranges from considering the basic structures and principles of the European Union to focusing on specialized areas of European Union law. The first course, Understanding the Fundamentals, examines the core structures and principles of the European Union. The second course, Doing Business in Europe, examines legal areas such as Company law, Labour law, Tax law, Environmental law and Private International law, and how they tie in to doing business in Europe. All three courses can be taken independently or in sequence depending on your needs and preferences.\n\nTo keep up to speed on the course series, visit our Facebook page at:\n\nhttps://www.facebook.com/eblmooc/\n\n\nSyllabus and Format\n\nEach course consists of a number of modules where one module represents about one week of work. A module includes a number of lectures and readings, and finishes with an assessment – a quiz or a peer graded assignment. The assessments are intended to encourage learning and ensure that you understand the material of the course. Participating in forum discussions is voluntary. \n\nCourse I - Understanding the Fundamentals\n\nModule 1.\tIntroduction \nModule 2.\tLegal Method and Sources \nModule 3.\tConstitutional Freedoms and Fundamental principles \nModule 4.\tFreedom of Movement \nModule 5.\tThe External Dimension \n\nCourse II - Doing Business in Europe \n\nModule 1. \tMaking Business Transactions\nModule 2. \tEstablishing a Company\nModule 3. \tEmploying and Working in Europe\nModule 4. \tPaying Taxes and Complying with Environmental Standards \nModule 5. \tCase Clinic\nModule 6. \tResolving Cross-border Disputes \n\nCourse III - Competing in Europe\n\nModule 1. \tObtaining Trademarks\nModule 2. \tDefending Patents \nModule 3. \tCompetition: Illegal Agreements \nModule 4. \tCompetition: Abuse of Dominance and Mergers \nModule 5. \tAdvocacy and Legal Writing \nModule 6. \tSelling to the State and State Aid\n\n\nLund University\n\nLund University was founded in 1666 and has for a number of years been ranked among the world’s top 100 universities. The University has 47 700 students and 7 500 staff based in Lund, Sweden. Lund University unites tradition with a modern, dynamic, and highly international profile. With eight different faculties and numerous research centers and specialized institutes, Lund is the strongest research university in Sweden and one of Scandinavia's largest institutions for education and research. The university annually attracts a large number of international students and offers a wide range of courses and programmes taught in English. \n\nThe Faulty of Law is one of Lund University’s four original faculties, dating back to 1666. It is a modern faculty with an international profile, welcoming both international and Swedish students. Education, research and interaction with the surrounding community are the main focus of the Faculty’s work. The connection between the three is particularly apparent in the programmes and courses offered by the university, including the university’s MOOC course in European Business Law. The students get the chance to engross themselves in traditional legal studies, while interacting with both researchers and professionally active lawyers with qualifications and experience from various areas of law.\nThe faculty offers three international Masters: two 2-year Master’s programmes in International Human Rights Law and European Business Law, and a 1-year Master’s in European and International Tax Law. Students from around 40 countries take part in the programmes which offer a unique subject specialization within each field, with highly qualified researchers and professional legal practitioners engaged in the teaching. \n\nThe Master’s programme in European Business Law provides an in-depth understanding of both the practical and the theoretical aspects of business law within the European Union. The programme provides both general and specific knowledge of the European Union legal framework, which is necessary for students intending to work as legal advisors or business decision-makers. The programme is delivered in English and is open to students with at least a three year degree in Law (Bachelor, LL.B, or equivalent) who want to specialise in European economic and business law.\nThe MOOC course in European Business Law is a great course to start with for students intending to apply for the Master’s programme in European Business Law. Even though the MOOC course does not grant credits previous knowledge of the subject is considered upon admission to the master’s programme. For more information about the Master’s programme in European Business Law see https://www.law.lu.se/#!mebWEEK 1Trademarks as Essential AssetsThe first module examines trademarks, one of the most valuable assets that a company actually has. It gives a brief description of the history of intellectual property law (IP) protection. The module considers the main sources of law, case law and pertinent trademark strategies. It also looks at how a proprietor can exercise their trademark rights in a useful way, successfully preventing a third party from using an identical or similar sign. 7 videos, 7 readingsexpandVideo: Welcome to the CourseReading: Course instructionsReading: SynopsisVideo: Brand and Trademark StrategyReading: Brand and Trademark StrategyVideo: Trademark Law and Global HarmonizationReading: Trademark Law and Global HarmonizationVideo: Introducing European Trademark LawReading: Introducing European Trademark LawVideo: Obtaining and managing EU Trademark ProtectionReading: Obtaining and Managing EU Trademark ProtectionVideo: Safeguarding EU Trademark ProtectionReading: Safeguarding EU Trademark ProtectionVideo: A Practitioner's View- Kristina FredlundGraded: Trademarks as Essential AssetsWEEK 2Defending PatentsThe second module examines the role patents play in business transactions. It examines strategies and advantages/disadvantages of patent protection. The module looks into the substantive rules regarding the requirements for patent protection and how to obtain a patent. It introduces strategies to capitalize and possibilities to license rights to third parties. Finally, it discusses potential ways to misuse a patent. 6 videos, 5 readingsexpandVideo: Patents as a Strategic ToolReading: Patents as a Strategic ToolVideo: European Patent ProtectionReading: European Patent ProtectionVideo: Protecting a Solution to a ProblemReading: Protecting a Solution to a ProblemVideo: Capitalizing from your PatentReading: Capitalizing your PatentVideo: Antitrust Infringement and Patent MisuseReading: Antitrust Infringement and Patent MisuseVideo: A Practitioners View- Maria StenbäckGraded: Defending PatentsWEEK 3Competition: Illegal CooperationThe third module gives an overview of the European competition regime. Competition is a key element of an open market economy that stimulates European economic performance. The module describes the three core regulations pertinent to European competition law, including article 101 and 102 TFEU, as well as the European Merger Regulation. It considers how particular agreements or behaviour is anti-competitive and the four main aspects when establishing a breach of article 101 TFEU. 6 videos, 5 readingsexpandVideo: Introduction to European Competition LawReading: Introduction to European Competition LawVideo: Why Competition Law?Reading: Why Competition Law?Video: Defining the MarketReading: Defining the MarketVideo: Anti-competitive behaviour Part IReading: Anti-competitive Behaviour Part IVideo: Anti-competitive behaviour Part IIReading: Anti-competitive Behaviour Part IIVideo: A Practitioners View- Marcus GladerGraded: Competition: Illegal CooperationWEEK 4Competition: Abuse of Dominance and Mergers The module examines article 102 TFEU, which prohibits the abuse of a dominant position within the internal market. It also provides an overview of secondary law and EU merger regulations.  The module provides a brief history of merger regulations in the EU, the substantive elements and finally, the procedural rules in merger cases. The last three lectures provides practical aspects of competition law, looking at how the Commission carries out an investigation, its powers to reach a conclusion and to implement sanctions. 6 videos, 5 readingsexpandVideo: Abusing a Dominant PositionReading: Abusing a Dominant PositionVideo: Merging BusinessesReading: Merging BusinessesVideo: Competition ProcedureReading: Competition ProcedureVideo: Inquiries and Investigations by the CommissionReading: Inquiries and Investigation by the CommissionVideo: Penalties and SanctionsReading: Penalties and SanctionsVideo: A Practitioners View- Marcus GladerGraded: Competition: Abuse of Dominance and MergersWEEK 5Legal Writing and Argumentation (optional)The module includes a series of lectures on how to create a legal argument and present it to a court.  It focuses on universally applicable advocacy strategies, without regard to the particular legal system in which the learner practice or study.  It includes classical rhetoric while also considering practical aspects of constructing a persuasive written argument. It concludes with a lecture on structuring an oral argument and its delivery. 6 videos, 4 readingsexpandReading: Compendium Week 5Video: Introduction to Advocacy and Legal writingVideo: Writing a Persuasive Legal Memorandum Part I: Laying the FoundationVideo: Writing a Persuasive Legal Memorandum Part II: Substance, Structure and StyleVideo: Keys to Maximizing PersuasionVideo: Crafting a Persuasive Oral ArgumentVideo: A Practitioner's View- Rosa KimReading: Article 101 TFEUReading: Sample Objective MemoReading: The Hagen CaseGraded: Legal ArgumentationWEEK 6Selling to the State and State AidThe final module addresses some of the key interactions taking place between law, politics and economics. It considers the role Public Procurement law plays within the EU and the main legal framework. It outlines the State aid control system and the procedural elements of the State aid assessment. 7 videos, 6 readingsexpandVideo: What is State Aid?Reading: What is State Aid?Video: How to Control State AidReading: How to Control State AidVideo: Services of General Economic InterestReading: Services of General Economic InterestVideo: The Framework of Selling to the StateReading: The Framework of Selling to the StateVideo: Publications to Contract SigningReading: Publications to Contract SigningVideo: Environmental and Social ClausesReading: Environmental and Social ClausesVideo: A Practitioner's View- Martin LevinsohnGraded: Selling to the State and State AidThe first module examines trademarks, one of the most valuable assets that a company actually has. It gives a brief description of the history of intellectual property law (IP) protection. The module considers the main sources of law, case law and pertinent trademark strategies. It also looks at how a proprietor can exercise their trademark rights in a useful way, successfully preventing a third party from using an identical or similar sign. Video: Welcome to the CourseReading: Course instructionsReading: SynopsisVideo: Brand and Trademark StrategyReading: Brand and Trademark StrategyVideo: Trademark Law and Global HarmonizationReading: Trademark Law and Global HarmonizationVideo: Introducing European Trademark LawReading: Introducing European Trademark LawVideo: Obtaining and managing EU Trademark ProtectionReading: Obtaining and Managing EU Trademark ProtectionVideo: Safeguarding EU Trademark ProtectionReading: Safeguarding EU Trademark ProtectionVideo: A Practitioner's View- Kristina FredlundThe second module examines the role patents play in business transactions. It examines strategies and advantages/disadvantages of patent protection. The module looks into the substantive rules regarding the requirements for patent protection and how to obtain a patent. It introduces strategies to capitalize and possibilities to license rights to third parties. Finally, it discusses potential ways to misuse a patent. Video: Patents as a Strategic ToolReading: Patents as a Strategic ToolVideo: European Patent ProtectionReading: European Patent ProtectionVideo: Protecting a Solution to a ProblemReading: Protecting a Solution to a ProblemVideo: Capitalizing from your PatentReading: Capitalizing your PatentVideo: Antitrust Infringement and Patent MisuseReading: Antitrust Infringement and Patent MisuseVideo: A Practitioners View- Maria StenbäckThe third module gives an overview of the European competition regime. Competition is a key element of an open market economy that stimulates European economic performance. The module describes the three core regulations pertinent to European competition law, including article 101 and 102 TFEU, as well as the European Merger Regulation. It considers how particular agreements or behaviour is anti-competitive and the four main aspects when establishing a breach of article 101 TFEU. Video: Introduction to European Competition LawReading: Introduction to European Competition LawVideo: Why Competition Law?Reading: Why Competition Law?Video: Defining the MarketReading: Defining the MarketVideo: Anti-competitive behaviour Part IReading: Anti-competitive Behaviour Part IVideo: Anti-competitive behaviour Part IIReading: Anti-competitive Behaviour Part IIVideo: A Practitioners View- Marcus GladerThe module examines article 102 TFEU, which prohibits the abuse of a dominant position within the internal market. It also provides an overview of secondary law and EU merger regulations.  The module provides a brief history of merger regulations in the EU, the substantive elements and finally, the procedural rules in merger cases. The last three lectures provides practical aspects of competition law, looking at how the Commission carries out an investigation, its powers to reach a conclusion and to implement sanctions. Video: Abusing a Dominant PositionReading: Abusing a Dominant PositionVideo: Merging BusinessesReading: Merging BusinessesVideo: Competition ProcedureReading: Competition ProcedureVideo: Inquiries and Investigations by the CommissionReading: Inquiries and Investigation by the CommissionVideo: Penalties and SanctionsReading: Penalties and SanctionsVideo: A Practitioners View- Marcus GladerThe module includes a series of lectures on how to create a legal argument and present it to a court.  It focuses on universally applicable advocacy strategies, without regard to the particular legal system in which the learner practice or study.  It includes classical rhetoric while also considering practical aspects of constructing a persuasive written argument. It concludes with a lecture on structuring an oral argument and its delivery. Reading: Compendium Week 5Video: Introduction to Advocacy and Legal writingVideo: Writing a Persuasive Legal Memorandum Part I: Laying the FoundationVideo: Writing a Persuasive Legal Memorandum Part II: Substance, Structure and StyleVideo: Keys to Maximizing PersuasionVideo: Crafting a Persuasive Oral ArgumentVideo: A Practitioner's View- Rosa KimReading: Article 101 TFEUReading: Sample Objective MemoReading: The Hagen CaseThe final module addresses some of the key interactions taking place between law, politics and economics. It considers the role Public Procurement law plays within the EU and the main legal framework. It outlines the State aid control system and the procedural elements of the State aid assessment. Video: What is State Aid?Reading: What is State Aid?Video: How to Control State AidReading: How to Control State AidVideo: Services of General Economic InterestReading: Services of General Economic InterestVideo: The Framework of Selling to the StateReading: The Framework of Selling to the StateVideo: Publications to Contract SigningReading: Publications to Contract SigningVideo: Environmental and Social ClausesReading: Environmental and Social ClausesVideo: A Practitioner's View- Martin LevinsohnLund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The HagueUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "Lund University",
    "Level": "",
    "URL": "https://coursera.org/learn/eu-competition-law",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Making Successful Decisions through the Strategy, Law \u0026 Ethics Model",
    "Description": "About this course: Successful decision making is based on three key pillars:  strategy, law and ethics.  After taking this course you will be able to use a practical framework based on these three elements to make successful business, personal and leadership decisions.  \n\nThis course opens with an example of a leadership decision:  President Barack Obama’s strategic decision to capture or kill Osama bin Laden.  The course then shows how the three elements can be used to prevent a tragedy when making a personal decision.  \n\nThe rest of the course focuses on making successful business decisions.  In essence, to achieve business and career success, you must create value (strategy) and manage risk (law) in a responsible manner (ethics). \n\nBecause the Law Pillar plays a central role in the three pillar model, the course includes practical legal briefings (with many examples) on the key elements of business success.  Specifically, the course shows you how to: \n\n•\tattract the best employees, \n•\tdevelop successful products, \n•\tcreate new business models, \n•\tprotect intellectual property, \n•\tcreate contracts that achieve business goals, and \n•\tuse dispute resolution processes that improve business relationships. \n\nUsing a global perspective, the course also provides an introduction to international business culture for learners from the United States, and an introduction to the U.S. business culture for learners from outside the U.S.WEEK 1Welcome to Making Successful Decisions through the Strategy, Law \u0026 Ethics Model!This course will enable you to use the Three Pillar model to manage business risk and create value in an ethical manner.  You will also be able to use the model when making personal decisions.  After completing this introductory module, you will understand the course goal and game plan.2 videos, 6 readingsexpandVideo: Course Goal and Game PlanReading: How to Succeed in this CourseReading: Help us learn more about you!Reading: Earning a Course CertificateVideo: Introduction to the University of MichiganReading: About the ProfessorReading: SyllabusReading: Suggested ReadingsWEEK 2Use the Three Pillar Model for Personal, Leadership and Business DecisionsIn this module you will learn the basic structure of the Three Pillar model and the importance of thinking globally in today’s business world.  You will also learn a practical decision making tool that you can begin to use immediately for personal and business decisions.  Suggestion: The videos are viewed by learners from around the world. English is not the primary language for many of these learners. As a result, when shooting the videos I have attempted to speak in a slow and deliberate manner. If English is your native language, I recommend that you increase the speed to at least 1.25x.\n8 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Use the Three Pillars for Personal and Leadership DecisionsVideo: Use the Three Pillars for Business DecisionsVideo: Recognize the Gap Between the Strategy Pillar and the Law PillarVideo: Close the Gap:  Become a Legally Savvy LeaderVideo: Course Organization and a Practical Decision-Making ToolVideo: Develop a Global MindsetVideo: Understand Litigation from a Global PerspectiveVideo: Beware of the Impact of “Discovery” on Your Daily WorkWEEK 3Use Employment Law to Attract and Retain the Best Business TalentYour ability to attract and retain the best employees is essential to business success. This requires an understanding of employment law. The videos in this module cover two of the most important and controversial areas of employment law:  the ability of a business to fire employees and sex discrimination. After watching the videos, you will be able to manage employment risks in these areas, while also attracting the best talent to your business.  8 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Employee Legal Rights:  The Big PictureVideo: Understand Wrongful Discharge Law: US vs Other CountriesVideo: Beware of Exceptions to the Employment at Will RuleVideo: Manage Your Wrongful Discharge RisksVideo: Manage Your Defamation RisksVideo: Understand Anti-Discrimination Laws and Sexual HarassmentVideo: Manage Sex Discrimination Risks:  A Case StudyVideo: Value Creation:  Attract and Retain the Best TalentWEEK 4Meet Your Customers’ Needs: Transform Product Liability into Product InnovationIn a fast-changing world, your ability to develop new products is an important source of competitive advantage.  The videos in this module provide you with methods for managing product liability risks.  You can use these same methods for consumer research and new product development. \n12 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand the Intentional Tort “Baggage” that Can Destroy a BusinessVideo: Understand Your Risks from Negligence and Strict LiabilityVideo: Recognize the Business Liability Risks That Arise From Actions of EmployeesVideo: Manage Your Risks Caused by Employee Torts:  A Cell Phone ExampleVideo: The “Two Hats” You Wear When Dealing with Product LiabilityVideo: Exercise Care When Giving WarrantiesVideo: Override the Implied Warranties That Accompany Your ProductsVideo: Understand the Dramatic Impact of Strict Liability on Your BusinessVideo: Balance Risk and Benefits When You Design ProductsVideo: Create a Corporate Veil to Manage Your Product Liability RisksVideo: Use a Product Safety Team to Minimize Your Product LiabilityVideo: Use Your Product Liability Process to Create Value Through New Product DevelopmentWEEK 5Create Business Opportunities Through Government RegulationGovernment regulation plays an important role in determining the success of businesses around the world.  In this module you will learn how to manage government regulatory risk by shaping the law and through compliance.  You will also learn how to create business opportunities by anticipating regulation (the Regulatory Frontier Strategy) and by developing business models based on gaps in regulation (the Regulatory Gap Strategy).  \n5 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand  These Fundamentals of Government RegulationVideo: Beware of the Government’s Administrative ProcessVideo: Use These Strategies and Tactics to Influence Development of the LawVideo: Focus on Compliance and the Fifth “P” of Marketing to Manage Regulatory RiskVideo: Value Creation:  Use the Regulatory Frontier Strategy and the Regulatory Gap Strategy to Develop New Products and New Business ModelsWEEK 6Use Your Intellectual Property to Create Shareholder ValueWhether you are an entrepreneur starting your own business or a manager in a major international corporation, intellectual property is one of your key business assets.  In this module, guest lecturer Susan Kornfield, a leading intellectual property lawyer, will explain how to create, protect and use your intellectual property in the US and internationally.  The module is divided into the four key areas of intellectual property:  trademarks, copyrights, trade secrets, and patents.  Although these areas can be technical and complex, she brings them to life with many fascinating examples.  Each of the four sections concludes with a summary of a lawyer’s perspective on intellectual property (which tends to focus on risk management) and a business perspective (which focuses on value creation). \n12 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand the Value of Intellectual Property in Your BusinessVideo: Understand How Trademarks Affect Your Business SuccessVideo: Build Your Brand with These Types of MarksVideo: Avoid These Trademark ProblemsVideo: Decide When to Use Copyright ProtectionVideo: Use Lessons from “The Social Network” and Other ExamplesVideo: Know When Your “Fair Use” of Copyrighted Works is AllowedVideo: Use This Checklist  of “Reasonable” Efforts to Protect Your Trade SecretsVideo: Understand How Trade Secret Rights AriseVideo: Use These Key Lessons to Create and Protect Your Trade SecretsVideo: Use the Power of Patents to Protect Your Discoveries and InventionsVideo: Understand the Seven Step Process Before Deciding to Obtain a PatentWEEK 7Develop Contracts that Create Value for Both SidesSuccessful contracts are the key to value creation for businesses.  This module provides a contracting checklist of the key elements anyone in business should understand when negotiating contracts.  These elements are necessary to minimize risk by creating a “perfect” contract.  However, because a legally perfect contract can also be harmful to business success, the module also covers how to focus your contracts on business objectives and how to visualize contract terms to increase your understanding. \n7 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Introduction to the Contract ModuleVideo: Understand International, Business, and Personal Perspectives on ContractingVideo: Know the Sources of Contract LawVideo: Enter into an AgreementVideo: Include Consideration and Determine LegalityVideo: Avoid Traps from Contract Writing RequirementsVideo: Focus Your Contracts on Business Objectives for Value CreationWEEK 8Use Dispute Resolution Processes for Value CreationThis module focuses on the processes that you will use to resolve disputes and build relationships that are key to business success.  Short videos demonstrate arbitration and mediation processes.   The module includes discussion of practical management tools you can use immediately to manage risks relating to business disputes:  a corporate pledge, screens, contract clauses, and online resources.  The module also shows you how to dispute resolution for value creation, including using the power of apology and a life goals analysis. \n9 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand Why Dispute Resolution Is Important to Business SuccessVideo: Prevent Business DisputesVideo: Understand ADR ConceptsVideo: Use These ADR Management ToolsVideo: Resolve Your Disputes Through ArbitrationVideo: Resolve Your Disputes Through Arbitration (Conclusion)Video: Resolve Your Disputes Through MediationVideo: Resolve Your Disputes Through Mediation (Conclusion)Video: Closing Thoughts:  Create Value and Build Relationships through the Power of Apology and a Life Goals AnalysisWEEK 9Create and Lead an Ethical BusinessThis module focuses on the Ethics Pillar of decision making by addressing three questions that are important to your career success:  (1) What decision-making process should you use when facing an ethical dilemma?  (2)  What guidelines should you consider when analyzing the dilemma?  (3)  How can your best serve as an ethical leader in you organization?  In answering these questions, the module shows how you can use the Law Pillar and the Strategy Pillar to embed ethical standards into your business and create an ethical organization.  4 videos, 2 readings, 1 practice quizexpandReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Do Your Ethical Decisions Depend on Your Situation or on Character?Video: Use This Process When Making Ethical DecisionsVideo: Consider This Checklist of Guidelines When You Face Ethical DilemmasVideo: “Walk the Talk”: How to Lead an Ethical OrganizationWEEK 10Final ExaminationThis module includes the final examination, including both the relevant instructions and honor code.  2 readingsexpandReading: Final Examination: Instructions and Honor CodeReading: Post-course SurveyGraded: Final ExamThis course will enable you to use the Three Pillar model to manage business risk and create value in an ethical manner.  You will also be able to use the model when making personal decisions.  After completing this introductory module, you will understand the course goal and game plan.Video: Course Goal and Game PlanReading: How to Succeed in this CourseReading: Help us learn more about you!Reading: Earning a Course CertificateVideo: Introduction to the University of MichiganReading: About the ProfessorReading: SyllabusReading: Suggested ReadingsIn this module you will learn the basic structure of the Three Pillar model and the importance of thinking globally in today’s business world.  You will also learn a practical decision making tool that you can begin to use immediately for personal and business decisions.  Suggestion: The videos are viewed by learners from around the world. English is not the primary language for many of these learners. As a result, when shooting the videos I have attempted to speak in a slow and deliberate manner. If English is your native language, I recommend that you increase the speed to at least 1.25x.\nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Use the Three Pillars for Personal and Leadership DecisionsVideo: Use the Three Pillars for Business DecisionsVideo: Recognize the Gap Between the Strategy Pillar and the Law PillarVideo: Close the Gap:  Become a Legally Savvy LeaderVideo: Course Organization and a Practical Decision-Making ToolVideo: Develop a Global MindsetVideo: Understand Litigation from a Global PerspectiveVideo: Beware of the Impact of “Discovery” on Your Daily WorkYour ability to attract and retain the best employees is essential to business success. This requires an understanding of employment law. The videos in this module cover two of the most important and controversial areas of employment law:  the ability of a business to fire employees and sex discrimination. After watching the videos, you will be able to manage employment risks in these areas, while also attracting the best talent to your business.  Reading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Employee Legal Rights:  The Big PictureVideo: Understand Wrongful Discharge Law: US vs Other CountriesVideo: Beware of Exceptions to the Employment at Will RuleVideo: Manage Your Wrongful Discharge RisksVideo: Manage Your Defamation RisksVideo: Understand Anti-Discrimination Laws and Sexual HarassmentVideo: Manage Sex Discrimination Risks:  A Case StudyVideo: Value Creation:  Attract and Retain the Best TalentIn a fast-changing world, your ability to develop new products is an important source of competitive advantage.  The videos in this module provide you with methods for managing product liability risks.  You can use these same methods for consumer research and new product development. \nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand the Intentional Tort “Baggage” that Can Destroy a BusinessVideo: Understand Your Risks from Negligence and Strict LiabilityVideo: Recognize the Business Liability Risks That Arise From Actions of EmployeesVideo: Manage Your Risks Caused by Employee Torts:  A Cell Phone ExampleVideo: The “Two Hats” You Wear When Dealing with Product LiabilityVideo: Exercise Care When Giving WarrantiesVideo: Override the Implied Warranties That Accompany Your ProductsVideo: Understand the Dramatic Impact of Strict Liability on Your BusinessVideo: Balance Risk and Benefits When You Design ProductsVideo: Create a Corporate Veil to Manage Your Product Liability RisksVideo: Use a Product Safety Team to Minimize Your Product LiabilityVideo: Use Your Product Liability Process to Create Value Through New Product DevelopmentGovernment regulation plays an important role in determining the success of businesses around the world.  In this module you will learn how to manage government regulatory risk by shaping the law and through compliance.  You will also learn how to create business opportunities by anticipating regulation (the Regulatory Frontier Strategy) and by developing business models based on gaps in regulation (the Regulatory Gap Strategy).  \nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand  These Fundamentals of Government RegulationVideo: Beware of the Government’s Administrative ProcessVideo: Use These Strategies and Tactics to Influence Development of the LawVideo: Focus on Compliance and the Fifth “P” of Marketing to Manage Regulatory RiskVideo: Value Creation:  Use the Regulatory Frontier Strategy and the Regulatory Gap Strategy to Develop New Products and New Business ModelsWhether you are an entrepreneur starting your own business or a manager in a major international corporation, intellectual property is one of your key business assets.  In this module, guest lecturer Susan Kornfield, a leading intellectual property lawyer, will explain how to create, protect and use your intellectual property in the US and internationally.  The module is divided into the four key areas of intellectual property:  trademarks, copyrights, trade secrets, and patents.  Although these areas can be technical and complex, she brings them to life with many fascinating examples.  Each of the four sections concludes with a summary of a lawyer’s perspective on intellectual property (which tends to focus on risk management) and a business perspective (which focuses on value creation). \nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand the Value of Intellectual Property in Your BusinessVideo: Understand How Trademarks Affect Your Business SuccessVideo: Build Your Brand with These Types of MarksVideo: Avoid These Trademark ProblemsVideo: Decide When to Use Copyright ProtectionVideo: Use Lessons from “The Social Network” and Other ExamplesVideo: Know When Your “Fair Use” of Copyrighted Works is AllowedVideo: Use This Checklist  of “Reasonable” Efforts to Protect Your Trade SecretsVideo: Understand How Trade Secret Rights AriseVideo: Use These Key Lessons to Create and Protect Your Trade SecretsVideo: Use the Power of Patents to Protect Your Discoveries and InventionsVideo: Understand the Seven Step Process Before Deciding to Obtain a PatentSuccessful contracts are the key to value creation for businesses.  This module provides a contracting checklist of the key elements anyone in business should understand when negotiating contracts.  These elements are necessary to minimize risk by creating a “perfect” contract.  However, because a legally perfect contract can also be harmful to business success, the module also covers how to focus your contracts on business objectives and how to visualize contract terms to increase your understanding. \nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Introduction to the Contract ModuleVideo: Understand International, Business, and Personal Perspectives on ContractingVideo: Know the Sources of Contract LawVideo: Enter into an AgreementVideo: Include Consideration and Determine LegalityVideo: Avoid Traps from Contract Writing RequirementsVideo: Focus Your Contracts on Business Objectives for Value CreationThis module focuses on the processes that you will use to resolve disputes and build relationships that are key to business success.  Short videos demonstrate arbitration and mediation processes.   The module includes discussion of practical management tools you can use immediately to manage risks relating to business disputes:  a corporate pledge, screens, contract clauses, and online resources.  The module also shows you how to dispute resolution for value creation, including using the power of apology and a life goals analysis. \nReading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Understand Why Dispute Resolution Is Important to Business SuccessVideo: Prevent Business DisputesVideo: Understand ADR ConceptsVideo: Use These ADR Management ToolsVideo: Resolve Your Disputes Through ArbitrationVideo: Resolve Your Disputes Through Arbitration (Conclusion)Video: Resolve Your Disputes Through MediationVideo: Resolve Your Disputes Through Mediation (Conclusion)Video: Closing Thoughts:  Create Value and Build Relationships through the Power of Apology and a Life Goals AnalysisThis module focuses on the Ethics Pillar of decision making by addressing three questions that are important to your career success:  (1) What decision-making process should you use when facing an ethical dilemma?  (2)  What guidelines should you consider when analyzing the dilemma?  (3)  How can your best serve as an ethical leader in you organization?  In answering these questions, the module shows how you can use the Law Pillar and the Strategy Pillar to embed ethical standards into your business and create an ethical organization.  Reading: After completing this module, you will be able to:Reading: Suggested ReadingsPractice Quiz: Show What You KnowVideo: Do Your Ethical Decisions Depend on Your Situation or on Character?Video: Use This Process When Making Ethical DecisionsVideo: Consider This Checklist of Guidelines When You Face Ethical DilemmasVideo: “Walk the Talk”: How to Lead an Ethical OrganizationReading: Final Examination: Instructions and Honor CodeReading: Post-course SurveyLund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American LawUniversiteit LeidenInternational Law in Action: A Guide to the International Courts and Tribunals in The Hague",
    "Creator": "University of Michigan",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/strategy-law-ethics",
    "Language": "English",
    "Commitment": "10 weeks of study, 1-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.8 stars"
  },
  {
    "Title": "Becoming a Sports Agent",
    "Description": "About this course: An immersive experience in the world of sports that will take students through the four stages of a professional athlete's career. Utilizing lectures, guest speakers, reading assignments and hypothetical walkthroughs, students will learn how the best sports agents manage clients at each of these four stages.\n\nThis course will provide each student with the skills necessary to guide an athlete through the difficult decisions that can make or lose the athlete millions of dollars, as well as affect their public image and career. Walking through the four stages of an athlete's career, we will provide a broad scope of the landscape of amateur and professional sports so that you can avoid the pitfalls and traps that so many have fallen into in the past; not to mention, bringing you updates throughout the course regarding the rapidly changing sports world that we live in today. Analyzing the best practices in the management of the superstar athletes with whom Professor Carfagna, Professor Volante and their expert guests have worked, we will show you how to manage the career of any professional athlete who might seek your guidance at any stage of his or her professional career.WEEK 1Module 1: Introduction to Agents and the Collective Bargaining Agreements of the MLB, NFL and NBAAn introduction to the duties of an agent; the \"Rep K\" that controls the player-agent relationship; and an analysis of the collective bargaining agreements that govern the three major leagues in the US -- including how a professional athlete achieves free agency in each major league and how players can be punished for improper behavior on and off the field. 8 videos, 2 readingsexpandVideo: Introducing the CourseDiscussion Prompt: Introduce YourselfVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: The Representation Agreement (\"Rep K\")Video: NFL CommissionerVideo: Fred Nance - NFL Commissioner's AuthorityVideo: Andy Simms - Representing NFL PlayersVideo: Jay Reisinger - Baseball ArbitrationsVideo: Play Act - Reaching Free Agency in the NFL, NBA and MLBDiscussion Prompt: NFL Domestic Violence PolicyDiscussion Prompt: CBA AnalysisGraded: Module 1 QuizWEEK 2Module 2: Recruiting and Managing ClientsAn introduction on how to approach recruiting clients, how to build an agency, and how to manage clients once they have signed a representation agreement; an analysis of the effect of professional sports on youth sports, and vice versa.\n\nThe optional videos look at the fiduciary duties an agent owes his client. 5 videos, 2 readingsexpandVideo: Lesson Introduction - Recruiting ClientsReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Miles Welo - Breaking Into the Industry and Growing an AgencyVideo: Dale Sheptak - Managing Clients and the Effect of Professional Sports on Youth SportsDiscussion Prompt: Recruiting ClientsDiscussion Prompt: Managing ClientsVideo: Darren Heitner - Fiduciary Duties of Agents Pt. IVideo: Darren Heitner - Fiduciary Duties of Agents Pt. IIGraded: Module 2 QuizWEEK 3Module 3: Early Stages of Professionalism and Selecting an AgencyHow the best high school baseball player in the U.S. in 2013, Clint Frazier, went about selecting his management team; the way Major League Baseball teams handle their minor leaguers; and what it takes for any of them to reach the Majors. In this Lesson, we will also study how an agent can build an agency from the ground up, and represent professional athletes through their progression to their peak earning years. Finally, a look into the beginning of LeBron James’ career with his personal attorney, up to “The Decision.”10 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Age EligibilityVideo: John Palguta - Financial Planning for Athletes in the Early StagesVideo: Clint Frazier - The Life of a Minor League Baseball Player Pt. IVideo: Clint Frazier - The Life of a Minor League Baseball Player Pt. IIVideo: Fred Nance - LeBron James, The Early YearsVideo: Jeff Schwartz - Representing Young NBA StarsVideo: Play Act - Handling Athletes in the Early YearsDiscussion Prompt: Analyzing LeBron's \"Decision\"Discussion Prompt: Pick Any Young AthleteVideo: Brad Seymour - Minor League Baseball Pt. IVideo: Brad Seymour - Minor League Baseball Pt. IIGraded: Module 3 QuizGraded: Entering the Draft and Achieving Free Agency -- The Pre-Professional Athlete Turns ProWEEK 4Module 4: Representing the Peak Professional Athlete Pt. IProtecting the publicity rights of athletes while monetizing and maximizing their brands through product endorsement and license agreements. We will analyze the history of publicity rights and how to market your clients image effectively.7 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BioReading: Reading AssignmentsVideo: Product Endorsement AgreementsVideo: Publicity RightsVideo: Craig Nard - Legal Evolution of Publicity RightsVideo: Marketing an AthleteVideo: Ron Katz - Jim Brown v. Electronic ArtsVideo: Play Act - Sport MarketingDiscussion Prompt: Brand ManagementDiscussion Prompt: Monetization of Publicity RightsGraded: Module 4 QuizWEEK 5Module 5: Representing the Peak Professional Athlete Pt. IIRebuilding the reputation of athletes who have damaged their brands. How a financial advisor can help a player manage income streams to maintain their lifestyle post-retirement. Also, we will discuss whether LeBron James made the right long-term branding decision by returning to Cleveland, and where his brand will go from here.6 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Jeff Schwartz - Representing Peak NBA StarsVideo: John Palguta - Financial Planning for Peak Professional AthletesVideo: Jay Reisinger - Rehabilitating an Athlete's BrandVideo: Fred Nance - LeBron's Return to ClevelandVideo: Play Act - Representing Peak Professional AthletesDiscussion Prompt: LeBron's Lifetime Nike DealDiscussion Prompt: Endorsements by Tarnished AthletesGraded: Module 5 QuizGraded: Endorsement Agreements: Category Exclusivity for the Peak Professional AthleteWEEK 6Module 6:  Income Protection and Life After RetirementProtecting an athlete's income through insurance policies; an analysis of the on-going concussion epidemic in contact sports; and how an athlete can best prepare for life after retirement.9 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: John Palguta - Financial Planning for Mature and Retired AthletesVideo: Jim Convertino - Insurance and Risk Management of Athletes Pt. IVideo: Jim Convertino - Insurance and Risk Management of Athletes Pt. IIVideo: Career-Ending InjuriesVideo: Concussions in SportsVideo: Chris Nowinski - Concussions in Football Pt. IVideo: Chris Nowinski - Concussions in Football Pt. IIVideo: Play Act - Representing Mature AthletesDiscussion Prompt: Preparing Client's for RetirementDiscussion Prompt: NFL Players' Assumption of RiskGraded: Module 6 QuizGraded: Representing the Mature Athlete Considering Retirement: Licensing vs. Buy-inWEEK 7Module 7:  Life Cycle of Individual Sports, the Longest Career Trajectory Pt. IAn introduction to the world of golf and tennis athletes who have enjoyed the longest careers in sports. Insider experts' look into how an athlete can diversify his or her brand. Also, the Commissioner of the LPGA will discuss the ins and outs of the ladies’ tour. 5 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Dave Lightner - Representing Golfers Pt. IVideo: Dave Lightner - Representing Golfers Pt. IIVideo: Michael Whan - The LPGA Pt. IVideo: Michael Whan - The LPGA Pt. IIDiscussion Prompt: Is Golf the Best for Agents?Discussion Prompt: Diversification Efforts for a Superstar ClientGraded: Module 7 QuizWEEK 8Module 8:  Life Cycle of Individual Sports, the Longest Career Trajectory Pt. IIAn introduction to the world of golf and tennis athletes who have enjoyed longest careers in sports. Insider experts' look into how an athlete can diversify his or her brand. How an agent can best protect his or her athlete in endorsement agreements through appropriately drafted suitability and morals clauses. 5 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Gavin Forbes - Representing Tennis Players Pt. IVideo: Gavin Forbes - Representing Tennis Players Pt. IIVideo: Michael Whan - The LPGA Media Rights AgreementVideo: Play Act - Representing Individual Sport AthletesDiscussion Prompt: Building a Brand On and Off the FieldDiscussion Prompt: WTA Media DealDiscussion Prompt: Marketable Tennis PlayersGraded: Module 8 QuizGraded: Suitability Clauses for the Rising Superstar GolferWEEK 9Module 9:  Representing the Professional Footballer Pt. IAn in-depth look into the life of a footballer, from the youth squad to the first team and after retirement. How to handle a player deciding whether or not to continue their career following a series of injuries. How to handle the career of the next young David Beckham, from loans to transfers to bumper contracts and more -- how to monetize the brand of your footballer, while ensuring their focus with success on the pitch.4 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BioReading: Reading AssignmentsVideo: Danny Karbassiyoon - The Life of a FootballerVideo: Danny Karbassiyoon - The Life of a ScoutVideo: Play Act - Representing Professional FootballersDiscussion Prompt: Are You a Fan?Discussion Prompt: Superstar FootballersGraded: Module 9 QuizWEEK 10Module 10: Representing the Professional Footballer Pt. II3 videos, 2 readingsexpandReading: Guest Speaker BioReading: Reading AssignmentsVideo: Carol Couse - Client Recruitment and ManagementVideo: Carol Couse - Process of a Transfer and Contract NegotiationsVideo: Play Act - Agents in SoccerDiscussion Prompt: Agents in SoccerDiscussion Prompt: U.S. Brands vs. Brands AbroadGraded: Module 10 QuizGraded: Representing the Professional Footballer  WEEK 11Module 11: Representing the Professional Footballer Pt. IIIAn in-depth look into the operations of football club AFC Bournemouth with chairman Jeff Mostyn -- Jeff will also describe his roles with the FA Council. An analysis of the contract clauses in football, in particular release clauses, buyout clauses and sell-on clauses, and a brief glimpse into third-party ownership and how a transfer works. Finally, a look at the most influential agents in Europe and how they have come to be successful. 4 videos, 2 readingsexpandVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Jeff Mostyn - Operating a Football Club Pt. IVideo: Jeff Mostyn - Operating a Football Club Pt. IIVideo: Ron Katz - Safer SoccerDiscussion Prompt: Agent RegulationsDiscussion Prompt: Financial Fair PlayDiscussion Prompt: Did You Enjoy the Course?Graded: Module 11 QuizGraded: Course Reflection: Being an AgentAn introduction to the duties of an agent; the \"Rep K\" that controls the player-agent relationship; and an analysis of the collective bargaining agreements that govern the three major leagues in the US -- including how a professional athlete achieves free agency in each major league and how players can be punished for improper behavior on and off the field. Video: Introducing the CourseDiscussion Prompt: Introduce YourselfVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: The Representation Agreement (\"Rep K\")Video: NFL CommissionerVideo: Fred Nance - NFL Commissioner's AuthorityVideo: Andy Simms - Representing NFL PlayersVideo: Jay Reisinger - Baseball ArbitrationsVideo: Play Act - Reaching Free Agency in the NFL, NBA and MLBDiscussion Prompt: NFL Domestic Violence PolicyDiscussion Prompt: CBA AnalysisAn introduction on how to approach recruiting clients, how to build an agency, and how to manage clients once they have signed a representation agreement; an analysis of the effect of professional sports on youth sports, and vice versa.\n\nThe optional videos look at the fiduciary duties an agent owes his client. Video: Lesson Introduction - Recruiting ClientsReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Miles Welo - Breaking Into the Industry and Growing an AgencyVideo: Dale Sheptak - Managing Clients and the Effect of Professional Sports on Youth SportsDiscussion Prompt: Recruiting ClientsDiscussion Prompt: Managing ClientsVideo: Darren Heitner - Fiduciary Duties of Agents Pt. IVideo: Darren Heitner - Fiduciary Duties of Agents Pt. IIHow the best high school baseball player in the U.S. in 2013, Clint Frazier, went about selecting his management team; the way Major League Baseball teams handle their minor leaguers; and what it takes for any of them to reach the Majors. In this Lesson, we will also study how an agent can build an agency from the ground up, and represent professional athletes through their progression to their peak earning years. Finally, a look into the beginning of LeBron James’ career with his personal attorney, up to “The Decision.”Video: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Age EligibilityVideo: John Palguta - Financial Planning for Athletes in the Early StagesVideo: Clint Frazier - The Life of a Minor League Baseball Player Pt. IVideo: Clint Frazier - The Life of a Minor League Baseball Player Pt. IIVideo: Fred Nance - LeBron James, The Early YearsVideo: Jeff Schwartz - Representing Young NBA StarsVideo: Play Act - Handling Athletes in the Early YearsDiscussion Prompt: Analyzing LeBron's \"Decision\"Discussion Prompt: Pick Any Young AthleteVideo: Brad Seymour - Minor League Baseball Pt. IVideo: Brad Seymour - Minor League Baseball Pt. IIVideo: Lesson IntroductionReading: Guest Speaker BioReading: Reading AssignmentsVideo: Product Endorsement AgreementsVideo: Publicity RightsVideo: Craig Nard - Legal Evolution of Publicity RightsVideo: Marketing an AthleteVideo: Ron Katz - Jim Brown v. Electronic ArtsVideo: Play Act - Sport MarketingDiscussion Prompt: Brand ManagementDiscussion Prompt: Monetization of Publicity RightsRebuilding the reputation of athletes who have damaged their brands. How a financial advisor can help a player manage income streams to maintain their lifestyle post-retirement. Also, we will discuss whether LeBron James made the right long-term branding decision by returning to Cleveland, and where his brand will go from here.Video: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Jeff Schwartz - Representing Peak NBA StarsVideo: John Palguta - Financial Planning for Peak Professional AthletesVideo: Jay Reisinger - Rehabilitating an Athlete's BrandVideo: Fred Nance - LeBron's Return to ClevelandVideo: Play Act - Representing Peak Professional AthletesDiscussion Prompt: LeBron's Lifetime Nike DealDiscussion Prompt: Endorsements by Tarnished AthletesVideo: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: John Palguta - Financial Planning for Mature and Retired AthletesVideo: Jim Convertino - Insurance and Risk Management of Athletes Pt. IVideo: Jim Convertino - Insurance and Risk Management of Athletes Pt. IIVideo: Career-Ending InjuriesVideo: Concussions in SportsVideo: Chris Nowinski - Concussions in Football Pt. IVideo: Chris Nowinski - Concussions in Football Pt. IIVideo: Play Act - Representing Mature AthletesDiscussion Prompt: Preparing Client's for RetirementDiscussion Prompt: NFL Players' Assumption of RiskAn introduction to the world of golf and tennis athletes who have enjoyed the longest careers in sports. Insider experts' look into how an athlete can diversify his or her brand. Also, the Commissioner of the LPGA will discuss the ins and outs of the ladies’ tour. Video: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Dave Lightner - Representing Golfers Pt. IVideo: Dave Lightner - Representing Golfers Pt. IIVideo: Michael Whan - The LPGA Pt. IVideo: Michael Whan - The LPGA Pt. IIDiscussion Prompt: Is Golf the Best for Agents?Discussion Prompt: Diversification Efforts for a Superstar ClientAn introduction to the world of golf and tennis athletes who have enjoyed longest careers in sports. Insider experts' look into how an athlete can diversify his or her brand. How an agent can best protect his or her athlete in endorsement agreements through appropriately drafted suitability and morals clauses. Video: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Gavin Forbes - Representing Tennis Players Pt. IVideo: Gavin Forbes - Representing Tennis Players Pt. IIVideo: Michael Whan - The LPGA Media Rights AgreementVideo: Play Act - Representing Individual Sport AthletesDiscussion Prompt: Building a Brand On and Off the FieldDiscussion Prompt: WTA Media DealDiscussion Prompt: Marketable Tennis PlayersAn in-depth look into the life of a footballer, from the youth squad to the first team and after retirement. How to handle a player deciding whether or not to continue their career following a series of injuries. How to handle the career of the next young David Beckham, from loans to transfers to bumper contracts and more -- how to monetize the brand of your footballer, while ensuring their focus with success on the pitch.Video: Lesson IntroductionReading: Guest Speaker BioReading: Reading AssignmentsVideo: Danny Karbassiyoon - The Life of a FootballerVideo: Danny Karbassiyoon - The Life of a ScoutVideo: Play Act - Representing Professional FootballersDiscussion Prompt: Are You a Fan?Discussion Prompt: Superstar FootballersReading: Guest Speaker BioReading: Reading AssignmentsVideo: Carol Couse - Client Recruitment and ManagementVideo: Carol Couse - Process of a Transfer and Contract NegotiationsVideo: Play Act - Agents in SoccerDiscussion Prompt: Agents in SoccerDiscussion Prompt: U.S. Brands vs. Brands AbroadAn in-depth look into the operations of football club AFC Bournemouth with chairman Jeff Mostyn -- Jeff will also describe his roles with the FA Council. An analysis of the contract clauses in football, in particular release clauses, buyout clauses and sell-on clauses, and a brief glimpse into third-party ownership and how a transfer works. Finally, a look at the most influential agents in Europe and how they have come to be successful. Video: Lesson IntroductionReading: Guest Speaker BiosReading: Reading AssignmentsVideo: Jeff Mostyn - Operating a Football Club Pt. IVideo: Jeff Mostyn - Operating a Football Club Pt. IIVideo: Ron Katz - Safer SoccerDiscussion Prompt: Agent RegulationsDiscussion Prompt: Financial Fair PlayDiscussion Prompt: Did You Enjoy the Course?Lund UniversityEuropean Business Law: Understanding the FundamentalsLund UniversityEuropean Business Law: Doing Business in EuropeLund UniversityEuropean Business Law: Competing in EuropeYale UniversityA Law Student's ToolkitUniversity of PennsylvaniaAn Introduction to American Law",
    "Creator": "Case Western Reserve University",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/sports-agent",
    "Language": "English",
    "Commitment": "11 modules of study, approximately 2 to 2.5 hours of work per module",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.9 stars"
  },
  {
    "Title": "Reason and Persuasion: Thinking Through Three Dialogues By Plato",
    "Description": "About this course: In this course we study the ancient, Socratic art of blowing up your beliefs as you go, to make sure they're built to last. We spend six weeks studying three Platonic dialogues - \"Euthyphro\", \"Meno\", \"Republic\" Book I - then two weeks pondering a pair of footnotes to Plato: contemporary moral theory and moral psychology. \n\nPlatonic? Socratic? Socrates was the teacher, but he said he never did. Plato was the student who put words in his teacher's mouth. You'll get a feel for it.\n\nWe have a book: the new 4th edition of \"Reason and Persuasion\", by the instructor (and his wife, Belle Waring, the translator.) It contains the Plato you need, plus introductory material and in-depth, chapter-length commentaries. (Don't worry! John Holbo knows better than to read his book to the camera. The videos cover the same material, but the presentation is different.) \n\nThe book is offered free in PDF form - the whole thing, and individual chapter slices. It is also available in print and other e-editions. See the course content for links and information.\n\nThe course is suitable for beginning students of Plato and philosophy, but is intended to offer something to more advanced students as well. We seek new, odd angles on old, basic angles. Tricky! The strategy is to make a wide-ranging, interdisciplinary approach.  Lots of contemporary connections, to make the weird bits intuitive; plus plenty of ancient color, still bright after all these years. So: arguments and ideas, new possibilities, old stories, fun facts. Plus cartoons. \n\nThe results can get elaborate (some book chapters and some lesson videos run long.) But each video comes with a brief summary of its contents. The lessons progress. I put them in this order for reasons. But there's no reason you can't skip over and around to find whatever seems most interesting. There are any number of self-contained mini-courses contained in this 8-week course. You are welcome to them.\n\nPlato has meant different things to different people. He's got his own ideas, no doubt. (Also, his own Ideas.) But these have, over the centuries, been worn into crossing paths for other feet; been built up into new platforms for projecting other voices. (Plato did it to Socrates, so fair is fair.) So your learning outcome should be: arrival somewhere interesting, in your head, where you haven't been before. I wouldn't presume to dictate more exactly.WEEK 1Plato's Euthyphro I: Bad Dads, Good ArgumentsWe start with Plato's \"Euthyphro\", a short dialogue in which Socrates debates the nature of holiness with a priest, Euthyphro. (The Bad Dad is Euthyphro's. Maybe. If he's a murderer. Do you think he's a murderer?) But mostly the videos for this first week and general and introductory. Plato, Socrates. Who are they? How should I read? For more detail, click \"Advice About Reading\", under \"Overview\", below.7 videos, 9 readingsexpandReading: Lesson 1 - Readings, and Let's Meet Our Players!Reading: About The Quizzes (for Lesson 1 and the rest of the Plato weeks)Video: Lesson 1 Part 1: Euthyphro and the Bad DadVideo: Lesson 1 Part 2: What's it all about?Video: Lesson 1 Part 3: Plato, Socrates, Dialogues, Masks Video: Lesson 1 Part 4: Symposium, Socrates, Satyr Video: Lesson 1 Part 5: ContradictionVideo: Lesson 1 Part 6: Let's Have An Argument Video: Lesson 1 Part 7: What's Socrates LIke? Reading: 1.1 Euthyphro and the Bad DadReading: 1.2 What's It All About?Reading: 1.3 Plato, Socrates, Dialogues, MasksReading: 1.4 Symposium, Socrates, SatyrReading: 1.5 ContradictionReading: 1.6 Let's Have An Argument!Reading: 1.7 What's Socrates Like?Graded: Euthyphro Quiz 1Graded: Euthyphro Quiz 2WEEK 2Plato's Euthyphro II: Two ProblemsThis is our second week reading \"Euthyphro\". (But we hardly got into it last week!) The two problems are: 1) Should Euthyphro do? 2) What is holiness? Mostly the dialogue concerns 2) but 1) is there for a reason. Suppose a friend asks you for advice: 'I think dad murdered someone. What should I do?' Probably you wouldn't pull down the dictionary and look up 'holiness', right? But why not? Food for thought. This lesson also contains quite a bit of background about ancient Greek religion and law.8 videos, 9 readingsexpandReading: Lesson 2 Readings - and More Thoughts About PersonalitiesVideo: Lesson 2 Part 1: Agony AuntsVideo: Lesson 2 Part 2: Mystery MachinesVideo: Lesson 2 Part 3: Meeting EuthyphroVideo: Lesson 2 Part 4: Thinking Straight, Thinking in CirclesVideo: Lesson 2 Part 5: Mantis \u0026 MessVideo: Lesson 2 Part 6: What Is Holiness?Video: Lesson 2 Part 7: What Is Holiness? Continued?Video: Lesson 2 Part 8: Divine Service IndustryReading: 2.1 Agony AuntsReading: 2.2 Mystery MachinesReading: 2.3 Meeting EuthyphroReading: 2.4 Thinking Straight, Thinking In CirclesReading: 2.5 Mantis and MessReading: 2.6 What Is Holiness?Reading: 2.7 What is Holiness, ContinuedReading: 2.8 Divine Service IndustryGraded: Euthyphro Quiz 3Graded: Euthyphro Quiz 4WEEK 3Plato’s Meno: What is Virtue?We're moving on to our next dialogue, Plato's \"Meno\". Meno is a slick fellow: sophist-in-training. He wants to know whether Socrates thinks virtue can be taught. Socrates doesn't even know what it is! Meno doesn't see the problem. He can talk about this stuff! But his tongue gets stung numb by the Socratic stingray. Overall, the dialogue has a peculiar virtue-geometry-virtue structure. And we meet two more characters: the boy, who learns geometry; the sturdy citizen, Anytus, who doesn't trust sophists. In this first \"Meno\" lesson, we don’t get past the poetry that introduces the geometry. (What's with that?) We consider difficulties defining ‘virtue’, and whether definitions are a good thing to ask for. We consider some oddities about virtue. Why does everything think they know what it is? And: is there any science around here?7 videos, 8 readingsexpandReading: Lesson 3 Readings; and Let's Meet Our Players!Video: Lesson 3 Part 1: Self-HelpVideo: Lesson 3 Part 2: What's Wrong With Euthyphro?Video: Lesson 3 Part 3: Virtue, Geometry, Virtue (Persephone, Pain \u0026 Gain) Video: Lesson 3 Part 4: Does Anyone Know What Virtue Is?Video: Lesson 3 Part 5: What Is Virtue? Video: Lesson 3 Part 6: The Socratic Fallacy?Video: Lesson 3 Part 7: Science? \u0026 Does Anyone Want What Is Bad?Reading: 3.1 Self-HelpReading: 3.2 What's Wrong with Euthyphro?Reading: 3.3 Virtue, Geometry, Virtue (Persephone, Pain \u0026 Gain)Reading: 3.4 Does Anyone Know What Virtue Is?Reading: 3.5 What Is Virtue?Reading: 3.6 The Socratic Fallacy?Reading: 3.7 Science? \u0026 Does Anyone Want What Is Bad?Graded: Meno Quiz 1Graded: Meno Quiz 2WEEK 4Plato's Meno: Virtue - Geometry - Virtue.We are still working on Plato’s “Meno”. This week we get to the geometry lesson and  Socrates’ tentative definition/formula for success: virtue is mindfulness. That means: when you do things, you do them for the right reasons, and with knowledge of those reasons. That sounds good, but it’s kind of a high bar for humans to clear. Could it turns out that there is such a thing as virtue, only none of us have it? 7 videos, 8 readingsexpandReading: Lesson 4 Readings, and Further Thoughts On PersonalitiesVideo: Lesson 4 Part 1: Is Ethics LIke Math?Video: Lesson 4 Part 2: Ethics, Math, Certainty \u0026 Surprise Video: Lesson 4 Part 3: How Useful Is The Socratic Method?Video: Lesson 4 Part 4: The Geometry LessonVideo: Lesson 4 Part 5: How To Teach MathVideo: Lesson 4 Part 6: Virtue As Mindfulness?Video: Lesson 4 Part 7: Formulas For Success?Reading: 4.1 Is Ethics Like Math?Reading: 4.2 Ethics, Math, Certainty and SurpriseReading: 4.3 How Useful Is The Socratic Method?Reading: 4.4 The Geometry LessonReading: 4.5 How To Teach MathReading: 4.6 Virtue As Mindfulness?Reading: 4.7 Formulas For Success?Graded: Meno Quiz 3Graded: Meno Quiz 4WEEK 5Plato's Republic, Book I: Again, With Fathers and SonsWe move on to Plato's \"Republic\". The subject is justice. Socrates investigates the nature of justice by envisioning a kind of Utopia, an ideal society, in which justice shall be evident because it is writ large – in the fabric of the City – and small – in the interstices of our very Souls. But we don’t get to that in our actual Plato reading, which is only Book I of \"Republic\". That’s like Chapter 1. There are 10 Books in all. In Book I Socrates debates three figures – the father, son and the sophist – each of whom has rather inadequate notions of justice, so it seems. Why read Book I by itself (apart from the fact that we obviously don’t have time to read the whole thing?) It works pretty well as a stand-alone text. It’s self-contained, even though Book 2 cracks it open to start over again. (Maybe originally it was written to stand alone, and only later Plato wrote the rest as a sequel? That’s just guessing.) In my commentary, and in the video lectures, I try to tell you what you need to know about \"Republic\", as a whole, to help frame this first bit of it.7 videos, 8 readingsexpandReading: Lesson 5 - Readings; and Let's Meet Our First Two Players!Video: Lesson 5 Part 1: Money, What Is It Good For?Video: Lesson 5 Part 2: Plato's RepublicVideo: Lesson 5 Part 3: Going Down To PiraeusVideo: Lesson 5 Part 4: CephalusVideo: Lesson 5 Part 5: Polemarchus 1Video: Lesson 5 Part 6: Polemarchus 2Video: Lesson 5 Part 7: Putting the Pieces TogetherReading: 5.1 Money, What Is It Good For?Reading: 5.2 Plato's RepublicReading: 5.3 Going Down to PiraeusReading: 5.4 CephalusReading: 5.5 Polemarchus IReading: 5.6 Polemarchus 2Reading: 5.7 Putting the Pieces TogetherGraded: Republic Quiz 1Graded: Republic Quiz 2WEEK 6Plato's Republic, Book I: Thrasymachus.We finish up “Republic”, Book I. We have gotten to Thrasymachus, the main attraction. He’s attractive-repulsive, as a person. ‘Justice is the advantage of the stronger!’ In this Lesson I lay out his views. I think it’s best to see him as suspended between a few theoretical possibilities, not really settled on one. But he’s definitely an egoist. But egoism and justice aren’t the same thing, are they? I relate the Thrasymachus material to the rest of “Republic”, in which a refined version of Thrasymachus’ view eventually receives a long, considerate response from Socrates. He builds Utopia to refute Thrasymachus. So the guy must be important.\n9 videos, 10 readingsexpandReading: Lesson 6 - Readings; and, Finally, We Get To The Main Event!Video: Lesson 6 Part 1: Practicing JusticeVideo: Lesson 6 Part 2: Preaching InjusticeVideo: Lesson 6 Part 3: Practicing Justice 2 Video: Lesson 6 Part 4: The Game of WrongVideo: Lesson 6 Part 5: The Ring of GygesVideo: Lesson 6 Part 6: Man and BeastVideo: Lesson 6 Part 7: Medical ImprovementVideo: Lesson 6 Part 8: Justice, Inside \u0026 OutVideo: Lesson 6 Part 9: The Sociological ImaginationReading: 6.1 Practicing JusticeReading: 6.2 Preaching InjusticeReading: 6.3 Practicing Justice 2Reading: 6.4 The Game of WrongReading: 6.5 The Ring of GygesReading: 6.6 Man And BeastReading: 6.7 Medical ImprovementReading: 6.8 Justice, Inside \u0026 OutReading: 6.9 The Sociological ImaginationGraded: Republic Quiz 3Graded: Republic Quiz 4WEEK 7Moral PsychologyWe're done with Plato! Well, not really. The point is to prove we'll never be done with him! But we're moving on to contemporary moral psychology. This lesson is on moral psychology. How does the moral mind think – work, function? The moral brain. (Psychologists are natural scientists. They figure your mind is your brain although that identification can get puzzling, we shall see.) I discuss one figure in particular: Jonathan Haidt. A popular writer, with good ideas. Also, some bad ones (I say) so that makes it livelier. He knocks Plato. I try to knock back, sometimes on Plato’s behalf. Plato is obviously very concerned with moral psychology. So many colorful, mythic images of all that! Haidt ventures more than a short distance into philosophy, when he sallies forth to correct philosophers, ancient and modern, for doing bad psychology. All very interesting. And I hope, like me, you find having a bit of Plato under your belt, at this point, helps you to organize your thoughts, see positions and patterns. In the first lesson I compared studying Plato to learning chess gambits. No one knows how to win, outright. But some strategies are more ... winning. (But there are always standard defenses.) l A lot of scientific progress has been made in the study of the human mind. But there are a lot of deep, stubbornly un-dissolved conceptual mysteries hereabouts. That means a lot of ancient debate patterns – same old lines, same old counters to the old lines - stay relevant. It’s important to be able to say: hey, we learned something new today! But also: ah, this debate is a version of that old thing we’ve been batting back and forth for centuries! (Even though it’s got new stuff stuck on – fMRI data, or what have you.) Being able to see the old and the new isn’t everything, but it’s a start. Let’s get started.8 videos, 9 readingsexpandReading: Lesson 7 ReadingsVideo: Lesson 7 Part 1: Why Read Ancient Philosophy?Video: Lesson 7 Part 2: Emotional Dogs, Rational TailsVideo: Lesson 7 Part 3: Many Masters, One Slave?Video: Lesson 7 Part 4: Can 'Ick' Imply Ought?Video: Lesson 7 Part 5: Systems \u0026 PlatformsVideo: Lesson 7 Part 6: Snakes On A BrainVideo: Lesson 7 Part 7: Tree FallsVideo: Lesson 7 Part 8: The Epimethean Script?Reading: 7.1 Why Read Ancient Philosophy?Reading: 7.2 Emotional Dogs, Rational TailsReading: 7.3 Many Masters, One Slave?Reading: 7.4 Can 'Ick' Imply Ought?Reading: 7.5 Systems and PlatformsReading: 7.6 Snakes On A Brain!Reading: 7.7 Tree FallsReading: 7.8 The Epimethean ScriptWEEK 8Ethics and EthnosOne more week on moral psychology. We’re almost done! This week we’re still talking about Jonathan Haidt, but then I shift to consider as well, the work of another psychologist, who is also a philosopher (by training): Joshua Greene. I talk about his popular book, \"Moral Tribes: Emotion, Reason, and the Gap Between Us And Them\". (By ‘popular’ I mean: written for a popular, i.e. non-scholarly specialist audience. I think it sold ok, too. But I don’t really have knowledge of that.) Per the title, it’s about tribalism, which is a big theme in \"Reason and Persuasion\", from \"Euthyphro\" to \"Republic\". Aristotle said we are political animals, by which he meant: living in a Greek style polis is the best! But you know what’s way more popular? Being an ethnic animal. (Greek ethnoi = tribe.)  We have an instinct to stick with ‘our own’: family, friends, party, country. How much do we know about what’s going on in the brain, when we are like that? How should the facts about our instincts figure in our moral philosophies? 10 videos, 11 readingsexpandVideo: Lesson 8 Part 1: How To Read Ancient PhilosophyVideo: Lesson 8 Part 2: The Myth Of GlaucusVideo: Lesson 8 Part 3: It's...ComplicatedVideo: Lesson 8 Part 4: From Glaucus To GlauconVideo: Lesson 8 Part 5: Being An AnimalVideo: Lesson 8 Part 6: Moral Tribes 1, As Moral HazardsVideo: Lesson 8 Part 7: Moral Tribes 2, Currency ExchangesVideo: Lesson 8 Part 8: Explaining AwayVideo: Lesson 8 Part 9: Truths \u0026 TrolleysVideo: Lesson 8 Part 10: Reforming Our SystemsReading: 8.1 How to Read Ancient PhilosophyReading: 8.2 The Myth of GlaucusReading: 8.3 It's ... Complicated!Reading: 8.4 Glaucus to GlauconReading: 8.5 Being An AnimalReading: 8.6 Moral Tribes 1, New Pastures As Moral HazardsReading: 8.7 Moral Tribes 2, Common CurrencyReading: 8.8 Explaining AwayReading: 8.9 Truths and TrolleysReading: 8.10 Reforming Our SystemsReading: Lesson 8 ReadingsWe start with Plato's \"Euthyphro\", a short dialogue in which Socrates debates the nature of holiness with a priest, Euthyphro. (The Bad Dad is Euthyphro's. Maybe. If he's a murderer. Do you think he's a murderer?) But mostly the videos for this first week and general and introductory. Plato, Socrates. Who are they? How should I read? For more detail, click \"Advice About Reading\", under \"Overview\", below.Reading: Lesson 1 - Readings, and Let's Meet Our Players!Reading: About The Quizzes (for Lesson 1 and the rest of the Plato weeks)Video: Lesson 1 Part 1: Euthyphro and the Bad DadVideo: Lesson 1 Part 2: What's it all about?Video: Lesson 1 Part 3: Plato, Socrates, Dialogues, Masks Video: Lesson 1 Part 4: Symposium, Socrates, Satyr Video: Lesson 1 Part 5: ContradictionVideo: Lesson 1 Part 6: Let's Have An Argument Video: Lesson 1 Part 7: What's Socrates LIke? Reading: 1.1 Euthyphro and the Bad DadReading: 1.2 What's It All About?Reading: 1.3 Plato, Socrates, Dialogues, MasksReading: 1.4 Symposium, Socrates, SatyrReading: 1.5 ContradictionReading: 1.6 Let's Have An Argument!Reading: 1.7 What's Socrates Like?This is our second week reading \"Euthyphro\". (But we hardly got into it last week!) The two problems are: 1) Should Euthyphro do? 2) What is holiness? Mostly the dialogue concerns 2) but 1) is there for a reason. Suppose a friend asks you for advice: 'I think dad murdered someone. What should I do?' Probably you wouldn't pull down the dictionary and look up 'holiness', right? But why not? Food for thought. This lesson also contains quite a bit of background about ancient Greek religion and law.Reading: Lesson 2 Readings - and More Thoughts About PersonalitiesVideo: Lesson 2 Part 1: Agony AuntsVideo: Lesson 2 Part 2: Mystery MachinesVideo: Lesson 2 Part 3: Meeting EuthyphroVideo: Lesson 2 Part 4: Thinking Straight, Thinking in CirclesVideo: Lesson 2 Part 5: Mantis \u0026 MessVideo: Lesson 2 Part 6: What Is Holiness?Video: Lesson 2 Part 7: What Is Holiness? Continued?Video: Lesson 2 Part 8: Divine Service IndustryReading: 2.1 Agony AuntsReading: 2.2 Mystery MachinesReading: 2.3 Meeting EuthyphroReading: 2.4 Thinking Straight, Thinking In CirclesReading: 2.5 Mantis and MessReading: 2.6 What Is Holiness?Reading: 2.7 What is Holiness, ContinuedReading: 2.8 Divine Service IndustryWe're moving on to our next dialogue, Plato's \"Meno\". Meno is a slick fellow: sophist-in-training. He wants to know whether Socrates thinks virtue can be taught. Socrates doesn't even know what it is! Meno doesn't see the problem. He can talk about this stuff! But his tongue gets stung numb by the Socratic stingray. Overall, the dialogue has a peculiar virtue-geometry-virtue structure. And we meet two more characters: the boy, who learns geometry; the sturdy citizen, Anytus, who doesn't trust sophists. In this first \"Meno\" lesson, we don’t get past the poetry that introduces the geometry. (What's with that?) We consider difficulties defining ‘virtue’, and whether definitions are a good thing to ask for. We consider some oddities about virtue. Why does everything think they know what it is? And: is there any science around here?Reading: Lesson 3 Readings; and Let's Meet Our Players!Video: Lesson 3 Part 1: Self-HelpVideo: Lesson 3 Part 2: What's Wrong With Euthyphro?Video: Lesson 3 Part 3: Virtue, Geometry, Virtue (Persephone, Pain \u0026 Gain) Video: Lesson 3 Part 4: Does Anyone Know What Virtue Is?Video: Lesson 3 Part 5: What Is Virtue? Video: Lesson 3 Part 6: The Socratic Fallacy?Video: Lesson 3 Part 7: Science? \u0026 Does Anyone Want What Is Bad?Reading: 3.1 Self-HelpReading: 3.2 What's Wrong with Euthyphro?Reading: 3.3 Virtue, Geometry, Virtue (Persephone, Pain \u0026 Gain)Reading: 3.4 Does Anyone Know What Virtue Is?Reading: 3.5 What Is Virtue?Reading: 3.6 The Socratic Fallacy?Reading: 3.7 Science? \u0026 Does Anyone Want What Is Bad?We are still working on Plato’s “Meno”. This week we get to the geometry lesson and  Socrates’ tentative definition/formula for success: virtue is mindfulness. That means: when you do things, you do them for the right reasons, and with knowledge of those reasons. That sounds good, but it’s kind of a high bar for humans to clear. Could it turns out that there is such a thing as virtue, only none of us have it? Reading: Lesson 4 Readings, and Further Thoughts On PersonalitiesVideo: Lesson 4 Part 1: Is Ethics LIke Math?Video: Lesson 4 Part 2: Ethics, Math, Certainty \u0026 Surprise Video: Lesson 4 Part 3: How Useful Is The Socratic Method?Video: Lesson 4 Part 4: The Geometry LessonVideo: Lesson 4 Part 5: How To Teach MathVideo: Lesson 4 Part 6: Virtue As Mindfulness?Video: Lesson 4 Part 7: Formulas For Success?Reading: 4.1 Is Ethics Like Math?Reading: 4.2 Ethics, Math, Certainty and SurpriseReading: 4.3 How Useful Is The Socratic Method?Reading: 4.4 The Geometry LessonReading: 4.5 How To Teach MathReading: 4.6 Virtue As Mindfulness?Reading: 4.7 Formulas For Success?We move on to Plato's \"Republic\". The subject is justice. Socrates investigates the nature of justice by envisioning a kind of Utopia, an ideal society, in which justice shall be evident because it is writ large – in the fabric of the City – and small – in the interstices of our very Souls. But we don’t get to that in our actual Plato reading, which is only Book I of \"Republic\". That’s like Chapter 1. There are 10 Books in all. In Book I Socrates debates three figures – the father, son and the sophist – each of whom has rather inadequate notions of justice, so it seems. Why read Book I by itself (apart from the fact that we obviously don’t have time to read the whole thing?) It works pretty well as a stand-alone text. It’s self-contained, even though Book 2 cracks it open to start over again. (Maybe originally it was written to stand alone, and only later Plato wrote the rest as a sequel? That’s just guessing.) In my commentary, and in the video lectures, I try to tell you what you need to know about \"Republic\", as a whole, to help frame this first bit of it.Reading: Lesson 5 - Readings; and Let's Meet Our First Two Players!Video: Lesson 5 Part 1: Money, What Is It Good For?Video: Lesson 5 Part 2: Plato's RepublicVideo: Lesson 5 Part 3: Going Down To PiraeusVideo: Lesson 5 Part 4: CephalusVideo: Lesson 5 Part 5: Polemarchus 1Video: Lesson 5 Part 6: Polemarchus 2Video: Lesson 5 Part 7: Putting the Pieces TogetherReading: 5.1 Money, What Is It Good For?Reading: 5.2 Plato's RepublicReading: 5.3 Going Down to PiraeusReading: 5.4 CephalusReading: 5.5 Polemarchus IReading: 5.6 Polemarchus 2Reading: 5.7 Putting the Pieces TogetherWe finish up “Republic”, Book I. We have gotten to Thrasymachus, the main attraction. He’s attractive-repulsive, as a person. ‘Justice is the advantage of the stronger!’ In this Lesson I lay out his views. I think it’s best to see him as suspended between a few theoretical possibilities, not really settled on one. But he’s definitely an egoist. But egoism and justice aren’t the same thing, are they? I relate the Thrasymachus material to the rest of “Republic”, in which a refined version of Thrasymachus’ view eventually receives a long, considerate response from Socrates. He builds Utopia to refute Thrasymachus. So the guy must be important.\nReading: Lesson 6 - Readings; and, Finally, We Get To The Main Event!Video: Lesson 6 Part 1: Practicing JusticeVideo: Lesson 6 Part 2: Preaching InjusticeVideo: Lesson 6 Part 3: Practicing Justice 2 Video: Lesson 6 Part 4: The Game of WrongVideo: Lesson 6 Part 5: The Ring of GygesVideo: Lesson 6 Part 6: Man and BeastVideo: Lesson 6 Part 7: Medical ImprovementVideo: Lesson 6 Part 8: Justice, Inside \u0026 OutVideo: Lesson 6 Part 9: The Sociological ImaginationReading: 6.1 Practicing JusticeReading: 6.2 Preaching InjusticeReading: 6.3 Practicing Justice 2Reading: 6.4 The Game of WrongReading: 6.5 The Ring of GygesReading: 6.6 Man And BeastReading: 6.7 Medical ImprovementReading: 6.8 Justice, Inside \u0026 OutReading: 6.9 The Sociological ImaginationWe're done with Plato! Well, not really. The point is to prove we'll never be done with him! But we're moving on to contemporary moral psychology. This lesson is on moral psychology. How does the moral mind think – work, function? The moral brain. (Psychologists are natural scientists. They figure your mind is your brain although that identification can get puzzling, we shall see.) I discuss one figure in particular: Jonathan Haidt. A popular writer, with good ideas. Also, some bad ones (I say) so that makes it livelier. He knocks Plato. I try to knock back, sometimes on Plato’s behalf. Plato is obviously very concerned with moral psychology. So many colorful, mythic images of all that! Haidt ventures more than a short distance into philosophy, when he sallies forth to correct philosophers, ancient and modern, for doing bad psychology. All very interesting. And I hope, like me, you find having a bit of Plato under your belt, at this point, helps you to organize your thoughts, see positions and patterns. In the first lesson I compared studying Plato to learning chess gambits. No one knows how to win, outright. But some strategies are more ... winning. (But there are always standard defenses.) l A lot of scientific progress has been made in the study of the human mind. But there are a lot of deep, stubbornly un-dissolved conceptual mysteries hereabouts. That means a lot of ancient debate patterns – same old lines, same old counters to the old lines - stay relevant. It’s important to be able to say: hey, we learned something new today! But also: ah, this debate is a version of that old thing we’ve been batting back and forth for centuries! (Even though it’s got new stuff stuck on – fMRI data, or what have you.) Being able to see the old and the new isn’t everything, but it’s a start. Let’s get started.Reading: Lesson 7 ReadingsVideo: Lesson 7 Part 1: Why Read Ancient Philosophy?Video: Lesson 7 Part 2: Emotional Dogs, Rational TailsVideo: Lesson 7 Part 3: Many Masters, One Slave?Video: Lesson 7 Part 4: Can 'Ick' Imply Ought?Video: Lesson 7 Part 5: Systems \u0026 PlatformsVideo: Lesson 7 Part 6: Snakes On A BrainVideo: Lesson 7 Part 7: Tree FallsVideo: Lesson 7 Part 8: The Epimethean Script?Reading: 7.1 Why Read Ancient Philosophy?Reading: 7.2 Emotional Dogs, Rational TailsReading: 7.3 Many Masters, One Slave?Reading: 7.4 Can 'Ick' Imply Ought?Reading: 7.5 Systems and PlatformsReading: 7.6 Snakes On A Brain!Reading: 7.7 Tree FallsReading: 7.8 The Epimethean ScriptOne more week on moral psychology. We’re almost done! This week we’re still talking about Jonathan Haidt, but then I shift to consider as well, the work of another psychologist, who is also a philosopher (by training): Joshua Greene. I talk about his popular book, \"Moral Tribes: Emotion, Reason, and the Gap Between Us And Them\". (By ‘popular’ I mean: written for a popular, i.e. non-scholarly specialist audience. I think it sold ok, too. But I don’t really have knowledge of that.) Per the title, it’s about tribalism, which is a big theme in \"Reason and Persuasion\", from \"Euthyphro\" to \"Republic\". Aristotle said we are political animals, by which he meant: living in a Greek style polis is the best! But you know what’s way more popular? Being an ethnic animal. (Greek ethnoi = tribe.)  We have an instinct to stick with ‘our own’: family, friends, party, country. How much do we know about what’s going on in the brain, when we are like that? How should the facts about our instincts figure in our moral philosophies? Video: Lesson 8 Part 1: How To Read Ancient PhilosophyVideo: Lesson 8 Part 2: The Myth Of GlaucusVideo: Lesson 8 Part 3: It's...ComplicatedVideo: Lesson 8 Part 4: From Glaucus To GlauconVideo: Lesson 8 Part 5: Being An AnimalVideo: Lesson 8 Part 6: Moral Tribes 1, As Moral HazardsVideo: Lesson 8 Part 7: Moral Tribes 2, Currency ExchangesVideo: Lesson 8 Part 8: Explaining AwayVideo: Lesson 8 Part 9: Truths \u0026 TrolleysVideo: Lesson 8 Part 10: Reforming Our SystemsReading: 8.1 How to Read Ancient PhilosophyReading: 8.2 The Myth of GlaucusReading: 8.3 It's ... Complicated!Reading: 8.4 Glaucus to GlauconReading: 8.5 Being An AnimalReading: 8.6 Moral Tribes 1, New Pastures As Moral HazardsReading: 8.7 Moral Tribes 2, Common CurrencyReading: 8.8 Explaining AwayReading: 8.9 Truths and TrolleysReading: 8.10 Reforming Our SystemsReading: Lesson 8 ReadingsDuke UniversityThink Again III: How to Reason InductivelyDuke UniversityThink Again II: How to Reason DeductivelyDuke UniversityThink Again IV: How to Avoid FallaciesThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive SciencesDuke UniversityThink Again I: How to Understand Arguments",
    "Creator": "National University of Singapore",
    "Level": "",
    "URL": "https://coursera.org/learn/plato-dialogues",
    "Language": "English",
    "Commitment": "3-4 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.6 stars"
  },
  {
    "Title": "Managing Social and Human Capital",
    "Description": "About this course: People are the most valuable asset of any business, but they are also the most unpredictable, and the most difficult asset to manage. And although managing people well is critical to the health of any organization, most managers don't get the training they need to make good management decisions. Now, award-wining authors and renowned management Professors Mike Useem and Peter Cappelli of the Wharton School have designed this course to introduce you to the key elements of managing people. Based on their popular course at Wharton, this course will teach you how to motivate individual performance and design reward systems, how to design jobs and organize work for high performance, how to make good and timely management decisions, and how to design and change your organization’s architecture. By the end of this course, you'll have developed the skills you need to start motivating, organizing, and rewarding people in your organization so that you can thrive as a business and as a social organization.WEEK 1Motivation and RewardIn this module, you'll learn how motivation affects an individual's performance and how to use that motivation to drive performance. You'll explore how incentive systems are designed and how psychological concepts such as behavior modification, imitation, conformity, and compliance influence and shape these systems. You’ll also examine the current process of hiring employees using technology, tracking systems, and outsourcing. And you’ll learn how you can provide valuable feedback to your employees, and make performance appraisals productive. By the end of this module, you’ll be able to apply what you've learned to best motivate, hire, and evaluate your employees. 8 videos, 1 readingexpandVideo: Professor Cappelli and Professor Useem IntroductionsVideo: Course OverviewVideo: IntroductionVideo: MotivationVideo: Motivation: The Agency Theory ExamplesVideo: Designing Incentive SystemsVideo: HiringVideo: Managing PerformanceReading: PDF's of Module 1 SlidesDiscussion Prompt: Introduce yourselves!Graded: Managing Performance, Motivation and Hiring QuizWEEK 2Tasks, Jobs and Systems of WorkThis module is designed to teach you the difference between a task and a job. You'll learn how jobs are historically designed, and you'll explore some of the drawbacks related to past work systems. You'll also learn how job design has been influenced by engineering and psychology. Finally, you'll look at real world examples from the GM and Toyota to compare their respective approaches. By the end of this module, you'll understand how jobs and systems of work have evolved to improve employee performance and productivity.6 videos, 1 readingexpandVideo: Tasks vs JobsVideo: How to Design JobsVideo: Drawbacks and Rethinking Job DesignVideo: Engineers and Psychologists: A Battle for Designing JobsVideo: Lessons from the Japanese and US Auto IndustriesVideo: Systems of WorkReading: PDF's of Module 2 slidesGraded: Tasks and Designing Jobs QuizWEEK 3Making Good and Timely Management DecisionsIn this module, you'll learn how to make good and timely management decisions. Through several real-world examples, you'll see how leaders create and build a decision making mindset. You'll also learn how leaders can make costly decisions that affect their team or their entire company negatively. By the end of this module, you will be able to apply key concepts to making good and timely management decisions and build a higher performing team. 5 videos, 1 readingexpandVideo: Good and Timely DecisionsVideo: Making a Good and Timely DecisionVideo: US ExamplesVideo: Fighting a FireVideo: After Action Review and SummaryReading: PDF's of Module 3 slidesGraded: Decision Making QuizWEEK 4Designing and Changing the Organization's ArchitectureThis module was created to describe the influence of an organizations architecture on management and its team's performance. You'll explore how inequity fosters disparity among employees and can inhibit a company's success. You'll also look at two real-world examples of leaders who tackled problems within their organizational structures to effect change. By the end of this module you will be able to identify key steps in which you can lead change within your organization.6 videos, 1 readingexpandVideo: Designing and Changing ArchitectureVideo: Performance: Pay and PromotionVideo: Organizational DesignVideo: David Pottruck and Charles Schwab ExampleVideo: Managing PeopleVideo: Manager's Template for Human and Social CapitalReading: PDF's of Module 4 slidesGraded: Organization Design, Architecture, and Managing QuizIn this module, you'll learn how motivation affects an individual's performance and how to use that motivation to drive performance. You'll explore how incentive systems are designed and how psychological concepts such as behavior modification, imitation, conformity, and compliance influence and shape these systems. You’ll also examine the current process of hiring employees using technology, tracking systems, and outsourcing. And you’ll learn how you can provide valuable feedback to your employees, and make performance appraisals productive. By the end of this module, you’ll be able to apply what you've learned to best motivate, hire, and evaluate your employees. Video: Professor Cappelli and Professor Useem IntroductionsVideo: Course OverviewVideo: IntroductionVideo: MotivationVideo: Motivation: The Agency Theory ExamplesVideo: Designing Incentive SystemsVideo: HiringVideo: Managing PerformanceReading: PDF's of Module 1 SlidesDiscussion Prompt: Introduce yourselves!This module is designed to teach you the difference between a task and a job. You'll learn how jobs are historically designed, and you'll explore some of the drawbacks related to past work systems. You'll also learn how job design has been influenced by engineering and psychology. Finally, you'll look at real world examples from the GM and Toyota to compare their respective approaches. By the end of this module, you'll understand how jobs and systems of work have evolved to improve employee performance and productivity.Video: Tasks vs JobsVideo: How to Design JobsVideo: Drawbacks and Rethinking Job DesignVideo: Engineers and Psychologists: A Battle for Designing JobsVideo: Lessons from the Japanese and US Auto IndustriesVideo: Systems of WorkReading: PDF's of Module 2 slidesIn this module, you'll learn how to make good and timely management decisions. Through several real-world examples, you'll see how leaders create and build a decision making mindset. You'll also learn how leaders can make costly decisions that affect their team or their entire company negatively. By the end of this module, you will be able to apply key concepts to making good and timely management decisions and build a higher performing team. Video: Good and Timely DecisionsVideo: Making a Good and Timely DecisionVideo: US ExamplesVideo: Fighting a FireVideo: After Action Review and SummaryReading: PDF's of Module 3 slidesThis module was created to describe the influence of an organizations architecture on management and its team's performance. You'll explore how inequity fosters disparity among employees and can inhibit a company's success. You'll also look at two real-world examples of leaders who tackled problems within their organizational structures to effect change. By the end of this module you will be able to identify key steps in which you can lead change within your organization.Video: Designing and Changing ArchitectureVideo: Performance: Pay and PromotionVideo: Organizational DesignVideo: David Pottruck and Charles Schwab ExampleVideo: Managing PeopleVideo: Manager's Template for Human and Social CapitalReading: PDF's of Module 4 slidesUniversity of MinnesotaManaging Employee PerformanceUniversity of MinnesotaManaging Employee CompensationUniversity of MinnesotaRecruiting, Hiring, and Onboarding EmployeesUniversity of MinnesotaPreparing to Manage Human ResourcesUniversity of PennsylvaniaCreating a Team Culture of Continuous Learning",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/wharton-social-human-capital",
    "Language": "English",
    "Commitment": "2-3 hours per week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Introduction to Human Behavioral Genetics",
    "Description": "About this course: Behavioral genetic methodologies from twin and adoption studies through DNA analysis will be described and applied to address longstanding questions about the origins of individual differences in behavioral traits.WEEK 11Unit # 1: Course Introduction and OverviewOverview:    Unit # 1 provides an overview to the field of human behavioral genetics and to this course. We will begin by discussing the early history of the field and how behavioral genetic research influenced and was influenced by the eugenics movement. Once this historical context has been established, we will define the field of behavioral genetics and use this definition to provide an overview of the course. This week’s lectures will end with two case studies that illustrate the importance of behavioral genetic approaches. The first is the famous John/Joan case, where one member of a monozygotic twin pair was raised as a boy and the other as a girl. The second is the human genetic disorder Phenylketonuria (PKU), which has been recognized as a paradigm of human genetic disease since its discovery in 1934.Unit Objectives:     At the end of this unit you should know•\tThe history of the founding of the field of behavioral genetics•\tWhat the eugenics movement was and how it impacted psychology and behavioral genetics•\tWhat the field of behavioral genetics covers•\tHow the John/Joan case represented the extreme of the “Blank Slate” mentality within psychology•\tWhy Phenylketonuria is considered a public health success and model of human genetic diseaseLecture Modules:A.\tThe Nature-Nurture Debate and Founding of Behavioral GeneticsB.                               The Eugenics MovementC.\tWhat is Behavioral GeneticsD.\tThe John/Joan CaseE.\tPhenylketonuria (PKU) F.     Huntington Disease (Supplemental)7 videos, 3 readingsexpandVideo: 1A: The Nature-Nurture Debate and Founding of Behavioral Genetics Video: 1B: The Eugenics Movement Video: 1C: What is Behavioral Genetics? Video: 1D: The John/Joan Case Video: 1E: Phenylketonuria (PKU) Video: 1F: Huntington Disease - Supplementary Video: Unit 1 Office Hours Video Reading: Required Reading #1: Genetics and Human Behaviour: the Ethical ContextReading: Required Reading #2: Taboo GeneticsReading: Additional resources for Topic #1Graded: Unit 1 QuizWEEK 22In Unit #2 the twin study method will be introduced and general findings from twin studies in psychology and psychiatry will be reviewed. The two types of twins, monozygotic (MZ) and dizygotic (DZ), will be described and methods for assessing their similarity will be given. We will also look critically at the limitations of the twin study method and discuss alternative research designs, including adoption studies and the study of reared-apart twins. The importance of convergent evidence from multiple research designs will be emphasized.8 videos, 2 readingsexpandVideo: 2A: Twins: A Natural Experiment Video: 2B: How to Assess Twin Similarity Video: 2C: Findings from Twin Studies Video: 2D: Are Twin Studies Valid? Video: 2E: Adoption Studies: Not by Twins Alone Video: 2F: Minnesota Study of Twins Reared Apart (MISTRA) Video: 2G: Conversation with Tom Bouchard - Supplementary Video: Unit 2 Office Hours Video Reading: Required reading: Minnesota Study of Twins Reared ApartReading: Additional resources for Topic #2Graded: Unit 2 QuizWEEK 33Some of the most contentious issues in behavioral genetics surround the concept of heritability – Is it a meaningful statistic? Can it be accurately estimated in studies on humans? How should it be interpreted? In this unit we will discuss what is meant by heritability and describe some simple biometric (i.e., quantitative genetic) methods used for it estimation. The unit begins with a review of basic Mendelian inheritance and the introduction of some genetic terminology we will begin to use in the course. The ACE model of quantitative inheritance is described and we will discuss how this model is used to analyze twin data. Finally, the important concept of gene-environment interaction is formally introduced. Beginning this week with quantitative genetics and continuing next week with molecular genetics we will be jumping head first into the thicket of human genetic methodology. For some, this material may be more challenging than that which we covered in the first two weeks of this course. These weeks will, however, provide the foundation we will need to investigate in depth behavioral genetic research on schizophrenia and intelligence in weeks 5 and 6. Please make sure to post questions you have to the discussion forums and especially to the office hours forum.  7 videos, 2 readingsexpandVideo: 3A: Mendelian Inheritance (and Terminology) Video: 3B: Galtonian Inheritance (aka Quantitative Genetics) Video: 3C: How is Heritability Estimated? Video: 3D: What Heritability Is and What It Is Not Video: 3E: Gene-Environment Interaction Video: 3F: Multivariate Approaches - Supplementary Video: Unit 3 Office Hours Video Reading: Required reading: The Human GenomeReading: Additional resources Topic #3Graded: Unit 3 QuizWEEK 44The Human Genome Project (HGP) was begun in 1990 and declared complete in 2003. It has revolutionized our understanding of genetics and will ultimately revolutionize medical practice. In my opinion, every educated citizen should know some basic findings from the HGP. This week’s lectures provide an introduction to molecular biology and the HGP. We will cover topics such as: What is DNA? What is a gene and how are genes structured? In what ways can human genomes differ? What is epigenetics and why do some researchers believe it is very important for understanding behavior? As in previous lectures, I will illustrate some of the basic human genetic phenomena through case studies, in this case ranging from calico cats to the human genetic disorders of Angelman and Prader-Willi syndromes.  \nThis week’s lectures continue what we began last week:  laying the foundation of genetic concepts and processes we will need to consider in some depth genetic research on schizophrenia and intelligence. Some participants in this course already have an extensive background in basic genetics and so will be very knowledgeable about material covered in the initial modules. But I think even these participants will have something to learn when we get to the later modules in the unit covering, e.g., Williams Syndrome, Prader-Willi Syndrome and Angelman Syndrome. For those with a more limited background in genetics, I recognize that the terminology introduced this week may at first seem a bit daunting. But if you stick with it, terms such as SNPs, methylation, exon, copy number variants, etc. which seem foreign now will become consolidated in your vocabulary through repeated use throughout the remaining lectures in this course.\nThere are several learning aids I would encourage you to use. First, we have created a Glossay, which you can link to off the navigation bar on the course website. Second, the Discussion Forums are a wonderful source of help. Other participants can be very helpful in answering your questions and a post in the Office Hours thread will be reviewed by us for response in the weekly office hour video. Finally, we give again online genetics education links in the Other Resources section below.  \n10 videos, 3 readingsexpandVideo: 4A: DNA Video: 4B: What Is a Gene? Video: 4C: Three Surprising Findings From the Human Genome Project Video: 4D: Genetic Variation Video: 4E: Williams Syndrome Video: 4F: The X Chromosome Video: 4G: Prader-Willi \u0026 Angelman Syndromes Video: 4H: Genetic Regulation and Epigenetics Video: 4I: Epigenetic Inheritance - Supplementary Video: Unit 4 Office Hours Video Reading: Required reading #1: Genomic MedicineReading: Required reading #2: EpigeneticsReading: Additional resources Topic #4Graded: Unit 4 Quiz WEEK 55Now that we have a foundation in basic biometric and molecular genetics we can begin to look in depth at genetic research for behavioral phenotypes. This week we will focus on schizophrenia. There are several reasons for this focus. First, genetics research has fundamentally changed the way researchers and mental health professionals think about this devastating illness; schizophrenia illustrates the successes as well as the limitations of the genetic approach to a psychiatric illness. Second, research on schizophrenia exemplifies what genetic researchers are finding with most common mental illnesses. Although, for example, the exact chromosomal locations of risk variants and the specific candidate genes implicated certainly vary from one psychiatric illness to the next, the basic features of the genetic architecture appears to be remarkably similar across multiple psychiatric illnesses, at least at this time. So an understanding of the genetics of schizophrenia will bring with it an understanding of much of psychiatric genetics.            \nBefore discussing the genetics research, however, I think it useful that we all know at least a little about what schizophrenia is. Thus the first two modules in this unit describe the clinical phenotype and some of its basic epidemiology, information that will no doubt be very familiar to those of you with a background in clinical psychology or psychiatry. Twin and adoption studies helped to establish the heritable nature of schizophrenia (Module C) and characterize the nature of environmental influence (Module D). The current frontier in genetics research on schizophrenia is to identify the specific genetic variants that underlie its heritability. Initial attempts at identifying risk alleles using the positional cloning strategy were generally unsuccessful yet provided key insights into the nature of the disorder (Module E). Very recently, important breakthroughs have been achieved through Genome Wide Association Studies (GWAS; Module F) and rare variant analysis (Module G).     \nAlthough the basic foundation for this course was introduced in Units 1-4 and we strive to minimize our use of jargon, sometimes the technical term is exactly what is needed and we will continue to introduce new terms throughout the remainder of the course. So please make use of the Glossary (linked on the navigation bar). We created it in the hope it would help minimize the impact technical jargon might have on your mastering the lecture material. 9 videos, 2 readingsexpandVideo: 5A: What Is Schizophrenia? Video: 5B: The Epidemiology of Schizophrenia Video: 5C: Twin and Adoption Studies of Schizophrenia Video: 5D: What We Have Learned About Environmental Risk From Twin and Adoption Studies Video: 5E: Identifying Schizophrenia Risk Alleles - The Positional Cloning Strategy Video: 5F: Identifying schizophrenia risk alleles - The GWAS strategy Video: 5G: Identifying schizophrenia risk alleles – rare variants Video: 5H: Genetics, Race \u0026 Ancestry - Supplementary Video: Unit 5 Office Hours Video Reading: Required reading: A candidate-gene study of schizophreniaReading: Additional resources for Topic #5Graded: Unit 5 QuizWEEK 66If there is an area of psychology that generates more heated debate than behavioral genetics it would be the field of intelligence research. While most of us acknowledge the differences among us in personality and even risk for mental illness, for some of us differences in intelligence seem more difficult to accept. I confess I am not completely sure why this is the case. Maybe it is because of the involvement of early intelligence researchers with the Eugenics Movement. Alternatively, maybe it is because the conclusions reached by some intelligence researchers seem to challenge our long-held beliefs about social equality, especially when those conclusions are biologically grounded. Regardless, intelligence, or as I prefer to call it general cognitive ability (GCA), has been a major focus of behavioral genetic research and we will use it as a prototype of behavioral genetic research on a quantitative psychological trait.As with the previous unit, we will begin with a brief discussion of what psychologists mean by intelligence or GCA. I will not try and review the vast empirical literature on the correlates of GCA; suffice to say that GCA is correlated, not always strongly, with many desirable outcomes including educational attainment, occupational achievement, health, mortality, criminal conviction, etc. Twin and adoption studies of GCA have implicated the importance of both genetic and nonshared as well as shared environmental influences. Behavioral genetic research has helped to identify features of the shared environment that appear to contribute to differences in intelligence, but, unlike with schizophrenia and other mental illnesses, it has been difficult to identify the specific genetic variants that contribute to the heritability of GCA.  This unit will end with a discussion of genetic research on intellectual disability, an important application of intelligence research.Just FYI, one thing we will NOT consider in this unit but some of you will wonder about is developmental behavioral genetic research on intelligence. I promise that it will be covered in Unit 7.8 videos, 2 readingsexpandVideo: 6A: What Is intelligence? Video: 6B: Twin, Adoption Studies, and The Heritability of General Cognitive Ability Video: 6C: Heritability and The Malleability of General Cognitive Ability Video: 6D: Gene-Environment Interplay In Studies of General Cognitive Ability Video: 6E: Why is general cognitive ability heritable? Video: 6F: Genetics of intellectual disability Video: 6G: The replication crisis - Supplementary Video: Unit 6 Office Hours Video Reading: Required reading: Genetic association study of intelligenceReading: Additional Resources for Topic #6Graded: Unit 6 Quiz WEEK 77I am sure many of you wondered about the impact of age on biometric estimates when we discussed general cognitive ability last week. Indeed some of you asked about this issue on the Forums. You were right to raise the question because this is an important issue in the behavioral genetic literature. Given its importance, I thought it might work best to place the question of age moderation in a larger context, which we do this week. We will begin the week by returning to the distinction between shared and non-shared environmental influences, an important distinction in the behavioral genetic literature. You will see that while shared environmental influences are not important for most behavioral phenotypes, there are a few exceptions (including general cognitive ability). However, in all of these exceptional cases, the magnitude of shared environmental influences decreases with age as the heritability increases.\nTo understand this developmental pattern, at least from a behavioral genetic perspective, it is helpful to consider mechanisms of gene-environment correlation as well as behavioral genetic perspectives on family socialization. We end this unit with an overview of behavioral genetic research on aging.\n8 videos, 2 readingsexpandVideo: 7A: Shared versus Non-shared Environment Distinction Video: 7B: The Moderating Effect of Development Video: 7C: Gene-Environment Correlation Video: 7D: Family Socialization: A Behavioral Genetic Perspective Video: 7E: Gene-Environment Interaction II Video: 7F: Genetics and Aging Video: 7G: Epigenetics and twins - Supplementary Video: Unit 7 Office Hours Video Reading: Required reading: Age differences in heritability of general cognitive abilityReading: Additional resources Topic #7Graded: Unit 7 QuizWEEK 88It is hard to believe we are already to the 8th and final week of the course. This unit begins with an overall summary of human behavioral genetic research organized around four general findings, or ‘laws’ of behavioral genetic research. We will then consider, I suppose more accurate speculate about, the application of behavioral genetic research in the field of individualized or genomic medicine and the implications of behavioral genetic research for personal responsibility. This week’s lectures will also include an interview with Professor Irving Gottesman, a pioneer in the field who undertook pioneering behavioral genetic research on schizophrenia and personality.8 videos, 2 readingsexpandVideo: 8A: Four Laws of Behavioral Genetics  Video: 8B: Behavior and Genomic Medicine  Video: 8C: Behavioral Genetics, the Law and Personal Responsibility, Part I  Video: 8D: Behavioral Genetics, the Law and Personal Responsibility, Part II Video: 8E: Gottesman Interview  Video: 8F: Acknowledgements, Thank You, and Goodbye Video: 8G: Genetic prediction - Supplementary Video: Unit 8 Office Hours Video Reading: Required reading: The (first) three laws of behavioral geneticsReading: Additional resources for Topic #8Graded: Unit 8 QuizUnit # 1: Course Introduction and OverviewOverview:    Unit # 1 provides an overview to the field of human behavioral genetics and to this course. We will begin by discussing the early history of the field and how behavioral genetic research influenced and was influenced by the eugenics movement. Once this historical context has been established, we will define the field of behavioral genetics and use this definition to provide an overview of the course. This week’s lectures will end with two case studies that illustrate the importance of behavioral genetic approaches. The first is the famous John/Joan case, where one member of a monozygotic twin pair was raised as a boy and the other as a girl. The second is the human genetic disorder Phenylketonuria (PKU), which has been recognized as a paradigm of human genetic disease since its discovery in 1934.Unit Objectives:     At the end of this unit you should know•\tThe history of the founding of the field of behavioral genetics•\tWhat the eugenics movement was and how it impacted psychology and behavioral genetics•\tWhat the field of behavioral genetics covers•\tHow the John/Joan case represented the extreme of the “Blank Slate” mentality within psychology•\tWhy Phenylketonuria is considered a public health success and model of human genetic diseaseLecture Modules:A.\tThe Nature-Nurture Debate and Founding of Behavioral GeneticsB.                               The Eugenics MovementC.\tWhat is Behavioral GeneticsD.\tThe John/Joan CaseE.\tPhenylketonuria (PKU) F.     Huntington Disease (Supplemental)Video: 1A: The Nature-Nurture Debate and Founding of Behavioral Genetics Video: 1B: The Eugenics Movement Video: 1C: What is Behavioral Genetics? Video: 1D: The John/Joan Case Video: 1E: Phenylketonuria (PKU) Video: 1F: Huntington Disease - Supplementary Video: Unit 1 Office Hours Video Reading: Required Reading #1: Genetics and Human Behaviour: the Ethical ContextReading: Required Reading #2: Taboo GeneticsReading: Additional resources for Topic #1In Unit #2 the twin study method will be introduced and general findings from twin studies in psychology and psychiatry will be reviewed. The two types of twins, monozygotic (MZ) and dizygotic (DZ), will be described and methods for assessing their similarity will be given. We will also look critically at the limitations of the twin study method and discuss alternative research designs, including adoption studies and the study of reared-apart twins. The importance of convergent evidence from multiple research designs will be emphasized.Video: 2A: Twins: A Natural Experiment Video: 2B: How to Assess Twin Similarity Video: 2C: Findings from Twin Studies Video: 2D: Are Twin Studies Valid? Video: 2E: Adoption Studies: Not by Twins Alone Video: 2F: Minnesota Study of Twins Reared Apart (MISTRA) Video: 2G: Conversation with Tom Bouchard - Supplementary Video: Unit 2 Office Hours Video Reading: Required reading: Minnesota Study of Twins Reared ApartReading: Additional resources for Topic #2Some of the most contentious issues in behavioral genetics surround the concept of heritability – Is it a meaningful statistic? Can it be accurately estimated in studies on humans? How should it be interpreted? In this unit we will discuss what is meant by heritability and describe some simple biometric (i.e., quantitative genetic) methods used for it estimation. The unit begins with a review of basic Mendelian inheritance and the introduction of some genetic terminology we will begin to use in the course. The ACE model of quantitative inheritance is described and we will discuss how this model is used to analyze twin data. Finally, the important concept of gene-environment interaction is formally introduced. Beginning this week with quantitative genetics and continuing next week with molecular genetics we will be jumping head first into the thicket of human genetic methodology. For some, this material may be more challenging than that which we covered in the first two weeks of this course. These weeks will, however, provide the foundation we will need to investigate in depth behavioral genetic research on schizophrenia and intelligence in weeks 5 and 6. Please make sure to post questions you have to the discussion forums and especially to the office hours forum.  Video: 3A: Mendelian Inheritance (and Terminology) Video: 3B: Galtonian Inheritance (aka Quantitative Genetics) Video: 3C: How is Heritability Estimated? Video: 3D: What Heritability Is and What It Is Not Video: 3E: Gene-Environment Interaction Video: 3F: Multivariate Approaches - Supplementary Video: Unit 3 Office Hours Video Reading: Required reading: The Human GenomeReading: Additional resources Topic #3The Human Genome Project (HGP) was begun in 1990 and declared complete in 2003. It has revolutionized our understanding of genetics and will ultimately revolutionize medical practice. In my opinion, every educated citizen should know some basic findings from the HGP. This week’s lectures provide an introduction to molecular biology and the HGP. We will cover topics such as: What is DNA? What is a gene and how are genes structured? In what ways can human genomes differ? What is epigenetics and why do some researchers believe it is very important for understanding behavior? As in previous lectures, I will illustrate some of the basic human genetic phenomena through case studies, in this case ranging from calico cats to the human genetic disorders of Angelman and Prader-Willi syndromes.  \nThis week’s lectures continue what we began last week:  laying the foundation of genetic concepts and processes we will need to consider in some depth genetic research on schizophrenia and intelligence. Some participants in this course already have an extensive background in basic genetics and so will be very knowledgeable about material covered in the initial modules. But I think even these participants will have something to learn when we get to the later modules in the unit covering, e.g., Williams Syndrome, Prader-Willi Syndrome and Angelman Syndrome. For those with a more limited background in genetics, I recognize that the terminology introduced this week may at first seem a bit daunting. But if you stick with it, terms such as SNPs, methylation, exon, copy number variants, etc. which seem foreign now will become consolidated in your vocabulary through repeated use throughout the remaining lectures in this course.\nThere are several learning aids I would encourage you to use. First, we have created a Glossay, which you can link to off the navigation bar on the course website. Second, the Discussion Forums are a wonderful source of help. Other participants can be very helpful in answering your questions and a post in the Office Hours thread will be reviewed by us for response in the weekly office hour video. Finally, we give again online genetics education links in the Other Resources section below.  \nVideo: 4A: DNA Video: 4B: What Is a Gene? Video: 4C: Three Surprising Findings From the Human Genome Project Video: 4D: Genetic Variation Video: 4E: Williams Syndrome Video: 4F: The X Chromosome Video: 4G: Prader-Willi \u0026 Angelman Syndromes Video: 4H: Genetic Regulation and Epigenetics Video: 4I: Epigenetic Inheritance - Supplementary Video: Unit 4 Office Hours Video Reading: Required reading #1: Genomic MedicineReading: Required reading #2: EpigeneticsReading: Additional resources Topic #4Now that we have a foundation in basic biometric and molecular genetics we can begin to look in depth at genetic research for behavioral phenotypes. This week we will focus on schizophrenia. There are several reasons for this focus. First, genetics research has fundamentally changed the way researchers and mental health professionals think about this devastating illness; schizophrenia illustrates the successes as well as the limitations of the genetic approach to a psychiatric illness. Second, research on schizophrenia exemplifies what genetic researchers are finding with most common mental illnesses. Although, for example, the exact chromosomal locations of risk variants and the specific candidate genes implicated certainly vary from one psychiatric illness to the next, the basic features of the genetic architecture appears to be remarkably similar across multiple psychiatric illnesses, at least at this time. So an understanding of the genetics of schizophrenia will bring with it an understanding of much of psychiatric genetics.            \nBefore discussing the genetics research, however, I think it useful that we all know at least a little about what schizophrenia is. Thus the first two modules in this unit describe the clinical phenotype and some of its basic epidemiology, information that will no doubt be very familiar to those of you with a background in clinical psychology or psychiatry. Twin and adoption studies helped to establish the heritable nature of schizophrenia (Module C) and characterize the nature of environmental influence (Module D). The current frontier in genetics research on schizophrenia is to identify the specific genetic variants that underlie its heritability. Initial attempts at identifying risk alleles using the positional cloning strategy were generally unsuccessful yet provided key insights into the nature of the disorder (Module E). Very recently, important breakthroughs have been achieved through Genome Wide Association Studies (GWAS; Module F) and rare variant analysis (Module G).     \nAlthough the basic foundation for this course was introduced in Units 1-4 and we strive to minimize our use of jargon, sometimes the technical term is exactly what is needed and we will continue to introduce new terms throughout the remainder of the course. So please make use of the Glossary (linked on the navigation bar). We created it in the hope it would help minimize the impact technical jargon might have on your mastering the lecture material. Video: 5A: What Is Schizophrenia? Video: 5B: The Epidemiology of Schizophrenia Video: 5C: Twin and Adoption Studies of Schizophrenia Video: 5D: What We Have Learned About Environmental Risk From Twin and Adoption Studies Video: 5E: Identifying Schizophrenia Risk Alleles - The Positional Cloning Strategy Video: 5F: Identifying schizophrenia risk alleles - The GWAS strategy Video: 5G: Identifying schizophrenia risk alleles – rare variants Video: 5H: Genetics, Race \u0026 Ancestry - Supplementary Video: Unit 5 Office Hours Video Reading: Required reading: A candidate-gene study of schizophreniaReading: Additional resources for Topic #5If there is an area of psychology that generates more heated debate than behavioral genetics it would be the field of intelligence research. While most of us acknowledge the differences among us in personality and even risk for mental illness, for some of us differences in intelligence seem more difficult to accept. I confess I am not completely sure why this is the case. Maybe it is because of the involvement of early intelligence researchers with the Eugenics Movement. Alternatively, maybe it is because the conclusions reached by some intelligence researchers seem to challenge our long-held beliefs about social equality, especially when those conclusions are biologically grounded. Regardless, intelligence, or as I prefer to call it general cognitive ability (GCA), has been a major focus of behavioral genetic research and we will use it as a prototype of behavioral genetic research on a quantitative psychological trait.As with the previous unit, we will begin with a brief discussion of what psychologists mean by intelligence or GCA. I will not try and review the vast empirical literature on the correlates of GCA; suffice to say that GCA is correlated, not always strongly, with many desirable outcomes including educational attainment, occupational achievement, health, mortality, criminal conviction, etc. Twin and adoption studies of GCA have implicated the importance of both genetic and nonshared as well as shared environmental influences. Behavioral genetic research has helped to identify features of the shared environment that appear to contribute to differences in intelligence, but, unlike with schizophrenia and other mental illnesses, it has been difficult to identify the specific genetic variants that contribute to the heritability of GCA.  This unit will end with a discussion of genetic research on intellectual disability, an important application of intelligence research.Just FYI, one thing we will NOT consider in this unit but some of you will wonder about is developmental behavioral genetic research on intelligence. I promise that it will be covered in Unit 7.Video: 6A: What Is intelligence? Video: 6B: Twin, Adoption Studies, and The Heritability of General Cognitive Ability Video: 6C: Heritability and The Malleability of General Cognitive Ability Video: 6D: Gene-Environment Interplay In Studies of General Cognitive Ability Video: 6E: Why is general cognitive ability heritable? Video: 6F: Genetics of intellectual disability Video: 6G: The replication crisis - Supplementary Video: Unit 6 Office Hours Video Reading: Required reading: Genetic association study of intelligenceReading: Additional Resources for Topic #6I am sure many of you wondered about the impact of age on biometric estimates when we discussed general cognitive ability last week. Indeed some of you asked about this issue on the Forums. You were right to raise the question because this is an important issue in the behavioral genetic literature. Given its importance, I thought it might work best to place the question of age moderation in a larger context, which we do this week. We will begin the week by returning to the distinction between shared and non-shared environmental influences, an important distinction in the behavioral genetic literature. You will see that while shared environmental influences are not important for most behavioral phenotypes, there are a few exceptions (including general cognitive ability). However, in all of these exceptional cases, the magnitude of shared environmental influences decreases with age as the heritability increases.\nTo understand this developmental pattern, at least from a behavioral genetic perspective, it is helpful to consider mechanisms of gene-environment correlation as well as behavioral genetic perspectives on family socialization. We end this unit with an overview of behavioral genetic research on aging.\nVideo: 7A: Shared versus Non-shared Environment Distinction Video: 7B: The Moderating Effect of Development Video: 7C: Gene-Environment Correlation Video: 7D: Family Socialization: A Behavioral Genetic Perspective Video: 7E: Gene-Environment Interaction II Video: 7F: Genetics and Aging Video: 7G: Epigenetics and twins - Supplementary Video: Unit 7 Office Hours Video Reading: Required reading: Age differences in heritability of general cognitive abilityReading: Additional resources Topic #7It is hard to believe we are already to the 8th and final week of the course. This unit begins with an overall summary of human behavioral genetic research organized around four general findings, or ‘laws’ of behavioral genetic research. We will then consider, I suppose more accurate speculate about, the application of behavioral genetic research in the field of individualized or genomic medicine and the implications of behavioral genetic research for personal responsibility. This week’s lectures will also include an interview with Professor Irving Gottesman, a pioneer in the field who undertook pioneering behavioral genetic research on schizophrenia and personality.Video: 8A: Four Laws of Behavioral Genetics  Video: 8B: Behavior and Genomic Medicine  Video: 8C: Behavioral Genetics, the Law and Personal Responsibility, Part I  Video: 8D: Behavioral Genetics, the Law and Personal Responsibility, Part II Video: 8E: Gottesman Interview  Video: 8F: Acknowledgements, Thank You, and Goodbye Video: 8G: Genetic prediction - Supplementary Video: Unit 8 Office Hours Video Reading: Required reading: The (first) three laws of behavioral geneticsReading: Additional resources for Topic #8Duke UniversityThe Brain and SpacePeking UniversityAdvanced Neurobiology IThe University of ChicagoUnderstanding the Brain: The Neurobiology of Everyday LifeThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive SciencesPeking UniversityAdvanced Neurobiology II",
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    "Title": "Positive Psychology: Character, Grit and Research Methods",
    "Description": "About this course: Learners discover how apply to research methods to their study of Positive Psychology. In this course, we study with Dr. Angela Duckworth and Dr. Claire Robertson-Kraft. Through an exploration their work \"True Grit\" and interviews with researchers and practitioners, you develop a research hypothesis and learn how to understand the difference between internal and external validity. You also begin to understand and apply the strengths and weaknesses associated with different types of measurements and evaluation designs. You then interpret the results in an empirical study. Suggested prerequisites: Positive Psychology: Martin E. P. Seligman’s Visionary Science and Positive Psychology: Applications and Interventions.WEEK 1Planning for Research9 videos, 5 readingsexpandVideo: 1.1 Planning for ResearchReading: True Grit: Trait-Level Perseverance and  Passion for Long-Term Goals Predicts  Effectiveness and Retention Among Novice TeachersVideo: Angela Duckworth: Overview of CharacterVideo: 1.2 Hypothesis and TheoriesVideo: Practitioner Interviews (1.2) Paddy Steinfort, Andrew Soren, David MeketonVideo: Angela Duckworth: Theory of CharacterReading: Characteristics \u0026 Qualities of a Good HypothesisDiscussion Prompt: Developing a hypothesisVideo: 1.3_Stages of the Research ProcessVideo: Practitioner Interviews (1.3) Andrew SorenVideo: Angela Duckworth: Theory of GritReading: Overview of the Research ProcessReading: Module OverviewVideo: 1.4_ValidityReading: Internal and External Validity: General IssuesDiscussion Prompt: Extension AssignmentGraded: Quiz 1Graded: Developing a hypothesisWEEK 2Collecting Data11 videos, 7 readingsexpandVideo: 2.1 Collecting DataVideo: Practitioner Interviews (2.1) David MeketonVideo: Angela Duckworth: 2.1- Self-Discipline StudyVideo: Angela Duckworth: 2.1 All Measures are ImperfectReading: Self-Discipline Outdoes IQ in Predicting Academic Performance of AdolescentsReading: Module 2 Validity OverviewVideo: 2.2 Quantitative MethodsVideo: Practitioner Interview (2.2) Paddy SteinfortVideo: Angela Duckworth: 2.2 Self-Control MeasuresVideo: Angela Duckworth: 2.2 Grit MeasuresReading: Grit ScaleReading: BioData Measure of GritReading: Self-Control ScaleReading: Development and Validation of the Short Grit Scale (Grit – S)Discussion Prompt: Operationalization ProposalVideo: 2.3 Qualitative MethodsVideo: Practitioner Interview (2.3) Andrew SorenVideo: Angela Duckworth: 2.3 Qualitative CodingReading: An Overview of Quantitative and Qualitative Data Collection MethodsDiscussion Prompt: Extension AssignmentGraded: Module 2 QuizGraded: Operationalization, Validity and ReliabilityWEEK 3Analyzing Data 11 videos, 5 readingsexpandReading: Lesson 1 OverviewVideo: 3.1 Data AnalysisVideo: Angela Duckworth: 3.1 WOOPVideo: Practitioner Interview (3.1) David MeketonReading: Research Methods Knowledge Base: AnalysisVideo: 3.2 Descriptive AnalysisVideo: Practitioner Interview (3.2) Andrew SorenVideo: Angela Duckworth: 3.2 Purpose \u0026 GritReading: Research Methods Knowledge Base: Descriptive StatisticsDiscussion Prompt: Hypotheses and AnalysesVideo: Inferential StatisicsVideo: Angela Duckworth: 3.3 CorrelationVideo: Angela Duckworth: 3.3 Effect SizeVideo: Angela Duckworth: 3.3 Growth MindsetVideo: Practitioner Interview (3.3) Paddy SteinfortReading: Research Methods Knowledge Database: Inferential StatisticsReading: Grit: Perseverance and Passion for Long-Term GoalsDiscussion Prompt: Extension AssignmentGraded: Module 3 QuizGraded: Hypotheses and AnalysesWEEK 4Using Research to Inform Your Work and the World Around You9 videos, 5 readingsexpandVideo: 4.1_Using ResearchVideo: Angela Duckworth: 4.1 Deliberate PracticeReading: Becoming an Educated Consumer of Research: A Quick Look at the Basics of Research Methodologies and DesignDiscussion Prompt: Research DesignVideo: Practitioner Interview: Andrew Soren and Paddy SteinfortVideo: 4.2_ The Anatomy of a Research ArticleReading: How to Read a Research Study ArticleVideo: Angela Duckworth: 4.2 Grit and Other PeopleVideo: 4.3_A Review of ValidityVideo: Angela Duckworth: 4.3 Grit \u0026 ParentingVideo: Research: Angela Duckworth: Consequential ValidityVideo: Practitioner Interview: (4.3) Andrew SorenReading: Eavesdropping on HappinessReading: GritDiscussion Prompt: Extension AssignmentReading: Participate in the World Well-Being Project (optional)Graded: Quiz 4Graded: Research DesignVideo: 1.1 Planning for ResearchReading: True Grit: Trait-Level Perseverance and  Passion for Long-Term Goals Predicts  Effectiveness and Retention Among Novice TeachersVideo: Angela Duckworth: Overview of CharacterVideo: 1.2 Hypothesis and TheoriesVideo: Practitioner Interviews (1.2) Paddy Steinfort, Andrew Soren, David MeketonVideo: Angela Duckworth: Theory of CharacterReading: Characteristics \u0026 Qualities of a Good HypothesisDiscussion Prompt: Developing a hypothesisVideo: 1.3_Stages of the Research ProcessVideo: Practitioner Interviews (1.3) Andrew SorenVideo: Angela Duckworth: Theory of GritReading: Overview of the Research ProcessReading: Module OverviewVideo: 1.4_ValidityReading: Internal and External Validity: General IssuesDiscussion Prompt: Extension AssignmentVideo: 2.1 Collecting DataVideo: Practitioner Interviews (2.1) David MeketonVideo: Angela Duckworth: 2.1- Self-Discipline StudyVideo: Angela Duckworth: 2.1 All Measures are ImperfectReading: Self-Discipline Outdoes IQ in Predicting Academic Performance of AdolescentsReading: Module 2 Validity OverviewVideo: 2.2 Quantitative MethodsVideo: Practitioner Interview (2.2) Paddy SteinfortVideo: Angela Duckworth: 2.2 Self-Control MeasuresVideo: Angela Duckworth: 2.2 Grit MeasuresReading: Grit ScaleReading: BioData Measure of GritReading: Self-Control ScaleReading: Development and Validation of the Short Grit Scale (Grit – S)Discussion Prompt: Operationalization ProposalVideo: 2.3 Qualitative MethodsVideo: Practitioner Interview (2.3) Andrew SorenVideo: Angela Duckworth: 2.3 Qualitative CodingReading: An Overview of Quantitative and Qualitative Data Collection MethodsDiscussion Prompt: Extension AssignmentReading: Lesson 1 OverviewVideo: 3.1 Data AnalysisVideo: Angela Duckworth: 3.1 WOOPVideo: Practitioner Interview (3.1) David MeketonReading: Research Methods Knowledge Base: AnalysisVideo: 3.2 Descriptive AnalysisVideo: Practitioner Interview (3.2) Andrew SorenVideo: Angela Duckworth: 3.2 Purpose \u0026 GritReading: Research Methods Knowledge Base: Descriptive StatisticsDiscussion Prompt: Hypotheses and AnalysesVideo: Inferential StatisicsVideo: Angela Duckworth: 3.3 CorrelationVideo: Angela Duckworth: 3.3 Effect SizeVideo: Angela Duckworth: 3.3 Growth MindsetVideo: Practitioner Interview (3.3) Paddy SteinfortReading: Research Methods Knowledge Database: Inferential StatisticsReading: Grit: Perseverance and Passion for Long-Term GoalsDiscussion Prompt: Extension AssignmentVideo: 4.1_Using ResearchVideo: Angela Duckworth: 4.1 Deliberate PracticeReading: Becoming an Educated Consumer of Research: A Quick Look at the Basics of Research Methodologies and DesignDiscussion Prompt: Research DesignVideo: Practitioner Interview: Andrew Soren and Paddy SteinfortVideo: 4.2_ The Anatomy of a Research ArticleReading: How to Read a Research Study ArticleVideo: Angela Duckworth: 4.2 Grit and Other PeopleVideo: 4.3_A Review of ValidityVideo: Angela Duckworth: 4.3 Grit \u0026 ParentingVideo: Research: Angela Duckworth: Consequential ValidityVideo: Practitioner Interview: (4.3) Andrew SorenReading: Eavesdropping on HappinessReading: GritDiscussion Prompt: Extension AssignmentReading: Participate in the World Well-Being Project (optional)University of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology: Martin E. P. Seligman’s Visionary ScienceUniversity of PennsylvaniaLeading the Life You Want",
    "Creator": "University of Pennsylvania",
    "Level": "Beginner",
    "URL": "https://coursera.org/learn/positive-psychology-methods",
    "Language": "English",
    "Commitment": "Four weeks of study, 5-7 hours a week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
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    "Description": "",
    "Creator": "",
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    "URL": "https://coursera.org/learn/public-health-depression",
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  },
  {
    "Title": "Introduction to Psychology as a Science 1 – Methodological and Biological Foundations",
    "Description": "About this course: This course deals with an Introduction to Psychology as a Science. Psychology is the study of behavior and the mind.  But all of us have tried to understand and predict behavior throughout our lives, first with our parents, then with our peers and teachers, and finally with our friends and co-workers.  The difference is that psychological scientists conduct research that discovers the facts about behavior and our minds, so its principles are based on science and not just on intuition and experience.  The course covers all areas of Psychology, discussing scientific findings relevant to each area.  The content of the course has received approval from \"Quality Matters\", an organization that evaluates on-line courses.  The learning outcomes are:  (1) Students will be able to recognize and describe major psychological principles, theories and perspectives;  (2) Students will be able to distinguish between different methods used by psychological scientists to study the different areas of psychology;  (3) Students will be able to describe the \"nature-nurture\" controversy across different areas of psychology;  (4) Students will know that the basic principles of psychology are based on sound research; and (5) Students will know how the nervous system and other biological systems are involved in understanding behavior and the mind.WEEK 1Section 1: MethodologyThis week we will start the course by discussing the methods used by psychologists to determine the facts about behavior and the mind.  We will emphasize the experimental method because it allows us to determine causation.4 videos, 4 readings, 1 practice quizexpandReading: SyllabusReading: Course OrganizationReading: How To Access Your OLI TextbookReading: Consent FormVideo: Lecture Video 1.1: Intro to Psychology As A Science:Course 1Practice Quiz: General Psychology Pre-TestLTI Item: OLI Textbook Modules 1- 4Video: Lecture Video 1.2: Intro to Psychology As A Science - Analysis of Pre-TestVideo: Lecture Video 1.3: Scientific MethodsVideo: Lecture Video 1.4: Example of Experimental MethodGraded: Section 1 QuizWEEK 2Section 2: BiopsychologyWe will examine the relationship between biology and behavior.  How does the brain and the nervous system relate to the mind and behavior?4 videosexpandLTI Item: OLI Textbook Modules 5 - 8Video: Lecture Video 2.1: BiopsychologyVideo: Lecture Video 2.2: Nervous SystemVideo: Lecture Video 2.3: NeuronsVideo: Lecture Video 2.4: Methods of Biopsychology and NeuroscienceGraded: Section 2 QuizWEEK 3Section 3: Consciousness4 videosexpandLTI Item: OLI Textbook Modules  57 - 59Video: Lecture Video 3.1: Introduction to ConsciousnessVideo: Lecture Video 3.2: SleepVideo: Lecture Video 3.3: Hypnosis and MeditationVideo: Lecture Video 3.4: Psychoactive DrugsGraded: Section 3 QuizWEEK 4Section 4: Sensation and PerceptionInformation from the environment is translated by our senses into neural energy.  This information is then interpreted by the brain (perception).5 videosexpandLTI Item: OLI Reading Modules 9 - 12 Video: Lecture Video 4.1: Introduction to Sensation and PerceptionVideo: Lecture Video 4.2: VisionVideo: Lecture Video 4.3: Receptive FieldsVideo: Lecture Video 4.4: Audition and the Other SensesVideo: Lecture Video 4.5: Depth PerceptionGraded: Section 4 QuizWEEK 5Final ExamGraded: Final ExamReading: SyllabusReading: Course OrganizationReading: How To Access Your OLI TextbookReading: Consent FormVideo: Lecture Video 1.1: Intro to Psychology As A Science:Course 1Practice Quiz: General Psychology Pre-TestLTI Item: OLI Textbook Modules 1- 4Video: Lecture Video 1.2: Intro to Psychology As A Science - Analysis of Pre-TestVideo: Lecture Video 1.3: Scientific MethodsVideo: Lecture Video 1.4: Example of Experimental MethodLTI Item: OLI Textbook Modules 5 - 8Video: Lecture Video 2.1: BiopsychologyVideo: Lecture Video 2.2: Nervous SystemVideo: Lecture Video 2.3: NeuronsVideo: Lecture Video 2.4: Methods of Biopsychology and NeuroscienceLTI Item: OLI Textbook Modules  57 - 59Video: Lecture Video 3.1: Introduction to ConsciousnessVideo: Lecture Video 3.2: SleepVideo: Lecture Video 3.3: Hypnosis and MeditationVideo: Lecture Video 3.4: Psychoactive DrugsLTI Item: OLI Reading Modules 9 - 12 Video: Lecture Video 4.1: Introduction to Sensation and PerceptionVideo: Lecture Video 4.2: VisionVideo: Lecture Video 4.3: Receptive FieldsVideo: Lecture Video 4.4: Audition and the Other SensesVideo: Lecture Video 4.5: Depth PerceptionUniversity of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsUniversity of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of PennsylvaniaPositive Psychology: Martin E. P. Seligman’s Visionary Science",
    "Creator": "Georgia Institute of Technology",
    "Level": "",
    "URL": "https://coursera.org/learn/methodological-biological-foundations",
    "Language": "English",
    "Commitment": "5 weeks of study, 2-3 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": ""
  },
  {
    "Title": "Positive Psychology Specialization Project: Design Your Life for Well-being",
    "Description": "About this course: You are encouraged to take the first four courses of the Foundations of Positive Psychology Specialization before starting this course and completing the Specialization Project. This course, taught by Dr. Martin E.P. Seligman brings all the key concepts from the first four courses to practice as you develop and test a new positive intervention for an audience of your choice. You identify opportunities in your daily life to increase the wellbeing by using knowledge you developed in the first four courses of the Specialization. In this final project, you evaluate the efficacy of a positive intervention based on subjective and objective measures. Then, you compare how empirical and non-empirically-based positive interventions can be applied to influence a person's wellbeing. Lastly, you reflect on how the fundamental elements of research methods are important in the everyday application of positive psychology.\n\nAfter completing all five courses, learners earn a certificate signed by Dr. Martin E.P. Seligman, Dr. James Pawelski, Dr. Angela Duckworth, Dr. Claire Robertson-Kraft and Dr. Karen Reivich.WEEK 1Character Strengths: One Concept to Rule them AllModule 1 of the Positive Psychology Capstone reviews the VIA Character Strengths Classification and in particular asks the learner to identify his or her five signature strengths and assess if they are authentic.9 videos, 2 readings, 2 practice quizzesexpandVideo: 1.1 Course OverviewVideo: 1.2 Module 1 OverviewReading: Chris Peterson: What makes life worth livingVideo: 1.3 Assignment: Taking the VIA or reviewing your resultsVideo: 1.4 Interview: Paul Rozin on Character StrengthsVideo: 1.5 James Pawelski's Review of Via Character StrengthsReading: The World Well-Being ProjectVideo: 1.6 Signature StrengthsPractice Quiz: Practice Quiz 1Video: 1.7 Disappointment in your Signature StrengthVideo: 1.8 Does the strength seem to fit you?Video: 1.9 How can you tell if the strength is authentically you?Practice Quiz: Character StrengthsGraded: Character strengths. Who are you at your best? Do your signature strengths seem genuinely you? WEEK 2Peterson Theory on Psychological Mental Illness as defined as an Excess, an Absence, or an Opposite of a Character Strength rather than by the Presence or Absence of a Symptom in the DSMModule 2 presents Chris Peterson's unfinished theory on mental illness. Specifically his belief that the absence of strengths, the excess of strengths, and the opposite of strengths might define 72 conditions of character weakness, and that these shortcomings might be a better framework than the DSM which uses a checklist of symptoms.5 videos, 2 readings, 2 practice quizzesexpandVideo: 2.1 Module 2 OverviewVideo: 2.2 Peterson’s TheoryReading: Chris Peterson’s Unfinished Masterwork: The Real Mental IllnessesVideo: 2.3 Assessment of Peterson’s 24 Absence and Opposite of StrengthsDiscussion Prompt: DefinitionsPractice Quiz: Practice QuizVideo: 2.5 Contrasting Strengths Versus DSMVideo: 2.6 Using Character Strength in a ChallengeReading: Which Character Strengths are most Predictive of Well-Being?Practice Quiz: Excess, Absence, and Opposite in Character StrengthsGraded: 72 deviations from strength. Can you spot your own deviance?WEEK 3Developing a Positive Intervention using a signature strength to bolster a strength absence or strength opposite. Hypothesis \u0026 Experiment Design for Personal Positive InterventionModule 3 has the learner target an area for remediation from among Peterson's inventory of 72 deviant strengths and craft a positive intervention using a signature strength. 5 videos, 2 readings, 2 practice quizzesexpandVideo: 3.1 Module 3 OverviewReading: Articles on Research MethodsVideo: 3.2 Interview: Picking what works best for you from strengths banquetPractice Quiz: Practice quiz on research methods and picking from strengthsVideo: 3.3 Deliberate PracticeVideo: 3.4 Laying the Foundation: Defining Measurement and Testing Happiness and FlourishingReading: PERMA overview Well-Being TheoryVideo: 3.5 What is a Positive Intervention?Practice Quiz: PERMA, Positive Interventions, Research MethodsGraded: Designing your Positive InterventionWEEK 4Putting the Positive Intervention into ActionModule 4 has the learner put the positive intervention into action, assess and the share the results, and finally reduce the positive intervention to writing so it can be shared.8 videos, 2 practice quizzesexpandVideo: 4.1 Module 4 OverviewVideo: 4.2 Trying the Positive InterventionVideo: 4.3 Aristotelian BalancePractice Quiz: Practice quiz on Positive InterventionsDiscussion Prompt: Using the Peterson strength Excess, strength Absence, and strength Opposite categoriesVideo: 4.4 Interview: Using StrengthsVideo: 4.5 Using Signature Strengths Instead of WeaknessVideo: 4.6 Using Signature Strengths over time to Increase HappinessVideo: 4.7 Assignment: Retaking the PERMA and the PANAS assessmentPractice Quiz: Positive Interventions, StrengthsVideo: 4.8 Closing ThoughtsGraded: Assessing the Positive Intervention and the post intervention assessment. Video: 1.1 Course OverviewVideo: 1.2 Module 1 OverviewReading: Chris Peterson: What makes life worth livingVideo: 1.3 Assignment: Taking the VIA or reviewing your resultsVideo: 1.4 Interview: Paul Rozin on Character StrengthsVideo: 1.5 James Pawelski's Review of Via Character StrengthsReading: The World Well-Being ProjectVideo: 1.6 Signature StrengthsPractice Quiz: Practice Quiz 1Video: 1.7 Disappointment in your Signature StrengthVideo: 1.8 Does the strength seem to fit you?Video: 1.9 How can you tell if the strength is authentically you?Practice Quiz: Character StrengthsModule 2 presents Chris Peterson's unfinished theory on mental illness. Specifically his belief that the absence of strengths, the excess of strengths, and the opposite of strengths might define 72 conditions of character weakness, and that these shortcomings might be a better framework than the DSM which uses a checklist of symptoms.Video: 2.1 Module 2 OverviewVideo: 2.2 Peterson’s TheoryReading: Chris Peterson’s Unfinished Masterwork: The Real Mental IllnessesVideo: 2.3 Assessment of Peterson’s 24 Absence and Opposite of StrengthsDiscussion Prompt: DefinitionsPractice Quiz: Practice QuizVideo: 2.5 Contrasting Strengths Versus DSMVideo: 2.6 Using Character Strength in a ChallengeReading: Which Character Strengths are most Predictive of Well-Being?Practice Quiz: Excess, Absence, and Opposite in Character StrengthsVideo: 3.1 Module 3 OverviewReading: Articles on Research MethodsVideo: 3.2 Interview: Picking what works best for you from strengths banquetPractice Quiz: Practice quiz on research methods and picking from strengthsVideo: 3.3 Deliberate PracticeVideo: 3.4 Laying the Foundation: Defining Measurement and Testing Happiness and FlourishingReading: PERMA overview Well-Being TheoryVideo: 3.5 What is a Positive Intervention?Practice Quiz: PERMA, Positive Interventions, Research MethodsVideo: 4.1 Module 4 OverviewVideo: 4.2 Trying the Positive InterventionVideo: 4.3 Aristotelian BalancePractice Quiz: Practice quiz on Positive InterventionsDiscussion Prompt: Using the Peterson strength Excess, strength Absence, and strength Opposite categoriesVideo: 4.4 Interview: Using StrengthsVideo: 4.5 Using Signature Strengths Instead of WeaknessVideo: 4.6 Using Signature Strengths over time to Increase HappinessVideo: 4.7 Assignment: Retaking the PERMA and the PANAS assessmentPractice Quiz: Positive Interventions, StrengthsVideo: 4.8 Closing ThoughtsUniversity of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsUniversity of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology: Martin E. P. Seligman’s Visionary ScienceUniversity of PennsylvaniaLeading the Life You Want",
    "Creator": "University of Pennsylvania",
    "Level": "",
    "URL": "https://coursera.org/learn/positive-psychology-project",
    "Language": "English",
    "Commitment": "4 weeks of study, 2-5 hours per week.",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "The Bilingual Brain",
    "Description": "About this course: This course explores the brain bases of bilingualism by discussing literature relevant to differences in age of initial learning, proficiency, and control in the nonverbal, single language and dual-language literature.  Participants will learn about the latest research related to how humans learn one or two languages and other cognitive skills.WEEK 1Week 17 videosexpandVideo: Office Hours 1Video: 1-1 IntroductionVideo: 1-2 Familiarity and Its Neural InstantiationVideo: 1-3 Age of AcquisitionVideo: 1-4 Beyond LanguageVideo: 1-5 Plan for this courseVideo: 1-6 Toward a Bilingual MetaphorGraded: Week 1 QuizWEEK 2Week 28 videosexpandVideo: Office Hours 2Video: 2 The Nature of LearningVideo: 2-1 AOA In A Single LanguageVideo: 2-2 AoA and Sensitive PeriodsVideo: 2-3 AoA and LanguageVideo: 2-4 Digging into the Depth of LanguageVideo: 2-5 Building a GrammarVideo: 2-6 The Sensorimotor Nature of AoAGraded: Week 2 QuizWEEK 3Week 311 videosexpandVideo: Office Hours 3Video: 3 Laying Down Two Languages Across TimeVideo: 3.1 Let There Be SoundVideo: 3.2 Phonology in a Second LanguageVideo: 3.3 GrammarVideo: 3.4 Critical Periods in a Second LanguageVideo: 3.5 AoA and Orphaned LanguageVideo: 3.6 Grammatical Proccessing and AoAVideo: 3.7 Isolating AoAVideo: 3.8 Grammatical GenderVideo: 3.9 Camparing First and Second LanguageGraded: Week 3 QuizWEEK 4Week 48 videosexpandVideo: Office Hours 4Video: 4 Proficiency, Efficiency and ExpertiseVideo: 4.1 ExpertiseVideo: 4.2 Perceptual ExpertiseVideo: 4.3 What Makes ExpertiseVideo: 4.4 Deliberate Practice and LanguageVideo: 4.5 Learning Without KnowingVideo: 4.6 Expertise and Language Proficiency Graded: Week 4 QuizWEEK 5Week 514 videosexpandVideo: Office Hours 5Video: 5 Practice What You SpeakVideo: 5.1 Language LossVideo: 5.2 Catastrophic LossVideo: 5.3 Can a Lost Language be FoundVideo: 5.4 Plasticity and Language AcquisitionVideo: 5.5 Restructuring PlasticityVideo: 5.6 The Dichotic Nature of LanguageVideo: 5.7 What is Predicted by Language ProficiencyVideo: 5.8 From Everyday to Academic LanguageVideo: 5.9 Academic and Everyday GrammarVideo: 5.10 Language and Memory SystemVideo: 5.11 Speech in a Second LanguageVideo: 5.12 Language Learning as a Building ProcessGraded: Week 5 QuizWEEK 6Week 69 videosexpandVideo: Office Hours 6Video: 6 Controlled AdjustmentsVideo: 6.1 Control and the BrainVideo: 6.2 How Do We Learn Control?Video: 6.3 Brain Development and ControlVideo: 6.4 From Control to FlexibilityVideo: 6.5 Changes in Task Switching Across DevelopmentVideo: 6.6 Aging and the Eroding Prefrontal CortexVideo: 6.7 Control And LanguageGraded: Week 6 QuizWEEK 7Week 79 videosexpandVideo: Office Hours 7Video: 7 Control, Flexibility and the Two Language DilemmaVideo: 7.1 The Language SwitchVideo: 7.2 In Search of the Language SwitchVideo: 7.3 The Bilingual AdvantageVideo: 7.4 The Bilingual DisadvantageVideo: 7.5 A Couple of CaveatsVideo: 7.6 Bilingual Control and Language ProficiencyVideo: 7.7 Beyond ControlGraded: Week 7 QuizWEEK 8Week 87 videosexpandVideo: Office Hours 8Video: 8 The Final FrontierVideo: 8.1 AoA, Proficiency and Control InteractVideo: 8.2 The Nonlinear Dynamics of BilingualismVideo: 8.3 From Cognitive Principles to Brain PrinciplesVideo: 8.4 Metaphors of the MindVideo: 8.5 The Bilingual BrainGraded: Week 8 QuizGraded: Final ExamVideo: Office Hours 1Video: 1-1 IntroductionVideo: 1-2 Familiarity and Its Neural InstantiationVideo: 1-3 Age of AcquisitionVideo: 1-4 Beyond LanguageVideo: 1-5 Plan for this courseVideo: 1-6 Toward a Bilingual MetaphorVideo: Office Hours 2Video: 2 The Nature of LearningVideo: 2-1 AOA In A Single LanguageVideo: 2-2 AoA and Sensitive PeriodsVideo: 2-3 AoA and LanguageVideo: 2-4 Digging into the Depth of LanguageVideo: 2-5 Building a GrammarVideo: 2-6 The Sensorimotor Nature of AoAVideo: Office Hours 3Video: 3 Laying Down Two Languages Across TimeVideo: 3.1 Let There Be SoundVideo: 3.2 Phonology in a Second LanguageVideo: 3.3 GrammarVideo: 3.4 Critical Periods in a Second LanguageVideo: 3.5 AoA and Orphaned LanguageVideo: 3.6 Grammatical Proccessing and AoAVideo: 3.7 Isolating AoAVideo: 3.8 Grammatical GenderVideo: 3.9 Camparing First and Second LanguageVideo: Office Hours 4Video: 4 Proficiency, Efficiency and ExpertiseVideo: 4.1 ExpertiseVideo: 4.2 Perceptual ExpertiseVideo: 4.3 What Makes ExpertiseVideo: 4.4 Deliberate Practice and LanguageVideo: 4.5 Learning Without KnowingVideo: 4.6 Expertise and Language Proficiency Video: Office Hours 5Video: 5 Practice What You SpeakVideo: 5.1 Language LossVideo: 5.2 Catastrophic LossVideo: 5.3 Can a Lost Language be FoundVideo: 5.4 Plasticity and Language AcquisitionVideo: 5.5 Restructuring PlasticityVideo: 5.6 The Dichotic Nature of LanguageVideo: 5.7 What is Predicted by Language ProficiencyVideo: 5.8 From Everyday to Academic LanguageVideo: 5.9 Academic and Everyday GrammarVideo: 5.10 Language and Memory SystemVideo: 5.11 Speech in a Second LanguageVideo: 5.12 Language Learning as a Building ProcessVideo: Office Hours 6Video: 6 Controlled AdjustmentsVideo: 6.1 Control and the BrainVideo: 6.2 How Do We Learn Control?Video: 6.3 Brain Development and ControlVideo: 6.4 From Control to FlexibilityVideo: 6.5 Changes in Task Switching Across DevelopmentVideo: 6.6 Aging and the Eroding Prefrontal CortexVideo: 6.7 Control And LanguageVideo: Office Hours 7Video: 7 Control, Flexibility and the Two Language DilemmaVideo: 7.1 The Language SwitchVideo: 7.2 In Search of the Language SwitchVideo: 7.3 The Bilingual AdvantageVideo: 7.4 The Bilingual DisadvantageVideo: 7.5 A Couple of CaveatsVideo: 7.6 Bilingual Control and Language ProficiencyVideo: 7.7 Beyond ControlVideo: Office Hours 8Video: 8 The Final FrontierVideo: 8.1 AoA, Proficiency and Control InteractVideo: 8.2 The Nonlinear Dynamics of BilingualismVideo: 8.3 From Cognitive Principles to Brain PrinciplesVideo: 8.4 Metaphors of the MindVideo: 8.5 The Bilingual BrainThe University of EdinburghPhilosophy and the Sciences: Introduction to the Philosophy of Cognitive SciencesDuke UniversityThe Brain and SpaceUniversitat Autònoma de BarcelonaEmotions: a Philosophical IntroductionThe University of ChicagoUnderstanding the Brain: The Neurobiology of Everyday LifeDuke UniversityVisual Perception and the Brain",
    "Creator": "University of Houston System",
    "Level": "",
    "URL": "https://coursera.org/learn/bilingual",
    "Language": "English, Subtitles: Russian",
    "Commitment": "4-6 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.5 stars"
  },
  {
    "Title": "Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives",
    "Description": "About this course: How do children overcome hazardous experiences to succeed in life? What can be done to protect young people at risk from trauma, war, disasters, and other adversities? Learn about the importance of fostering resilience in children at risk. \n\nDuring this course, participants will: learn how trauma can affect children and the systems they depend on, gain insight into core concepts, research methods and lessons learned in last 50 years of resilience research, learn how research is being applied in the real world through interventions that promote resilience, and engage in discussions with others who are working with children at risk around the world\n\nParticipants are welcome to take the MOOC at no cost or to register for a Course Certificate ($49). Those who register and earn a Course Certificate from Coursera also are eligible to sign up for continuing education clock hours through the University of Minnesota. \n\nParticipants can earn 10 clock hours of continuing education credit (added cost $99) from the College of Education and Human Development at the University of Minnesota. Go here http://z.umn.edu/1a5q to register for continuing education clock hours for completing this course.WEEK 1Week 1: Origins and Landmark Studies in the Science of Resilience in Children The first module of this course provides an introduction to the course and to the science of resilience. Video lectures discuss the meaning of resilience and the origins of resilience science. Participants will begin to think about case examples of resilience from their own experience and plan for a resilience interview. In the forum discussions, participants will introduce themselves, discuss the meaning of resilience and its importance in their work. Participants also will nominate favorite films and books about true stories of resilience:\n6 videos, 7 readingsexpandVideo: 1.1 Introduction to the CourseVideo: 1.2 Origins and 4 Waves of Resilience ScienceVideo: 1.3 Defining ResilienceVideo: 1.4 Early Landmark Studies of ResilienceVideo: 1.5 Resilience in Books and FilmsReading: Required readingVideo: Optional video: Resilience in the face of adversity by the Center for Substance Abuse Prevention.Reading: Optional video on Dr. MaddausReading: Additional Videos (optional)Reading: Optional readingReading: Active Learning Assignment 1: Interview on ResilienceReading: Week 1 DiscussionReading: Coming next weekGraded: Self-Report for Completing Active Learning Assignment 1Graded: Week 1 QuizWEEK 2Week 2: Methods and Models of Research on Resilience (including case studies)This module highlights the models and methods used in resilience science, including person-focused methods and variable-focused methods. The case study of Dr. Maddaus continues and the case of resilience in early childhood is presented. 9 videos, 5 readingsexpandVideo: 2.1 OverviewVideo: 2.2 Person-focused methods: Single Case Studies (including the case of Sara)Video: 2.3 Person-focused models and methods: Group ComparisonsVideo: 2.4 Variable-focused methods: Risk gradientsVideo: 2.5 Variable-focused methods: Promotive factorsVideo: 2.6 Variable-focused methods: Moderator models and protective factorsVideo: 2.7 Combined methodsVideo: 2.8 Pathway modelsVideo: 2.9 Intervention modelsReading: 2.10 Intervention ExamplesReading: Active Learning Assignment 2: Case Study of Dr. Michael MaddausReading: Week 2 DiscussionReading: ReminderReading: Coming next weekGraded: Case study of Mike Maddaus: Self-report for Completing Active Learning Assignment 2Graded: Week 2 QuizWEEK 3Week 3: Effects on Children of Natural and Technological Disasters This module focuses on what has been learned from research on children who experience disasters, including the effects on children and patterns of recovery. Participants will watch a video interview with an expert on children in disaster and additional videos on damage and recovery following the F5 Joplin tornado. Participants will also complete a survey on disaster experiences.6 videos, 6 readingsexpandVideo: 3.1 OverviewVideo: 3.2 EffectsVideo: 3.3 Resilience and recoveryVideo: 3.4 InterventionVideo: 3.5 Preparing for DisasterReading: Required readingReading: InfographicsReading: Active Learning Assignment 3: DisasterVideo: Interview with Joy Osofsky on Children in DisasterReading: Week 3 DiscussionReading: ReminderReading: Coming next weekGraded: Disaster: Self-report for Completing Active Learning Assignment 3Graded: Week 3 QuizWEEK 4Week 4: Resilience in Children Exposed to War and Political Violence This module highlights what has been learned about the effects of war, terror, and political violence on children and youth. What are the effects of these violent experiences on young people? What has been learned about resilience? We will examine the provocative literature on youth who voluntarily get involved in political conflicts or war. The concluding lecture considers new approaches to peace-building and what might be done to promote peace through interventions with children.\n\nThis week also features 4 special topics on resilience in young people who experienced the trauma of war and conflict. Choose one or more of the special topics and watch these moving stories of survival. Post your thoughts in the special topics discussion forums on each of these options. If you have time, watch them all. These accounts of resilience are very compelling. 8 videos, 5 readingsexpandVideo: 4.1 War, Terror, and Political Conflict: OverviewVideo: 4.2 Threats to Child DevelopmentVideo: 4.3 Telling the StoryVideo: 4.4 War and ResilienceVideo: 4.5 Terror and ResilienceVideo: 4.6 Intervention StudiesVideo: 4.7 Youth in Political ConflictsVideo: 4.8 Pathways to PeaceReading: Video Activity: Choose OneReading: Resources on peace education mentioned in the video lectures - for your interest, not requiredReading: Week 4 DiscussionReading: ReminderReading: Coming next weekGraded: Week 4 QuizWEEK 5Week 5: Roles of Families, Schools, Culture, and Community in Promoting Resilience of ChildrenThis module summarizes the findings on protective factors for resilience in children. Professor Masten presents her ideas about the adaptive systems that account for most of the capacity for resilience in children, what she has called “ordinary magic.” The roles of families, schools, and culture in resilience are discussed.11 videos, 5 readingsexpandVideo: 5.1 OverviewVideo: 5.2 The Short ListVideo: 5.3 Adaptive Systems in the ChildVideo: 5.4 Adaptive Systems in RelationshipsVideo: 5.5 Family and Family ResilienceVideo: 5.6 Adaptive Systems in Culture and CommunityVideo: 5.7 The Roles of School in Child ResilienceReading: Required readingReading: Optional readingVideo: Optional video: Mini-Interview with Froma WalshVideo: Optional video: Interview with Frosso Motti-StefanidiVideo: Optional video: Solomon Muche's storyVideo: Interview with Michael Ungar (part of Active Learning Project 4)Reading: Active Learning Assignment 4: Protective Factors Around the WorldReading: Week 5 DiscussionReading: Coming next weekGraded: Protective factors around the world: Self-report for Completing Active Learning Assignment 4Graded: Week 5 QuizWEEK 6Week 6: A Resilience Framework for Action, Enduring Controversies, and New Horizons in the Study of Resilience In video lectures this final week of the course, Professor Masten presents a general resilience framework for designing interventions and programs to promote resilience. She also discusses enduring controversies in the study of resilience and new frontiers, including the neurobiology of resilience and growing research on the role of culture in resilience. The course concludes with highlights about growing global work on resilience and final “take home” messages from the course. \n11 videos, 3 readingsexpandVideo: 6.1 Resilience in Action: OverviewVideo: 6.2 A Framework for ActionVideo: 6.3 Strategies and Strategic ActionVideo: 6.4 Enduring ControversiesVideo: 6.5 Cautionary NotesVideo: 6.6 New Horizons in NeurobiologyVideo: 6.7 New Horizons in Culture and SocietyVideo: 6.8 Think GloballyVideo: 6.9 Course Wrapup and AcknowledgmentsReading: Required readingsReading: Optional readingVideo: Optional video: Interview with Dante CicchettiVideo: Optional video: Interview with Michael RutterReading: Week 6 Discussion and Reflections on the Course as a WholeGraded: Week 6 QuizGraded: FinalThe first module of this course provides an introduction to the course and to the science of resilience. Video lectures discuss the meaning of resilience and the origins of resilience science. Participants will begin to think about case examples of resilience from their own experience and plan for a resilience interview. In the forum discussions, participants will introduce themselves, discuss the meaning of resilience and its importance in their work. Participants also will nominate favorite films and books about true stories of resilience:\nVideo: 1.1 Introduction to the CourseVideo: 1.2 Origins and 4 Waves of Resilience ScienceVideo: 1.3 Defining ResilienceVideo: 1.4 Early Landmark Studies of ResilienceVideo: 1.5 Resilience in Books and FilmsReading: Required readingVideo: Optional video: Resilience in the face of adversity by the Center for Substance Abuse Prevention.Reading: Optional video on Dr. MaddausReading: Additional Videos (optional)Reading: Optional readingReading: Active Learning Assignment 1: Interview on ResilienceReading: Week 1 DiscussionReading: Coming next weekVideo: 2.1 OverviewVideo: 2.2 Person-focused methods: Single Case Studies (including the case of Sara)Video: 2.3 Person-focused models and methods: Group ComparisonsVideo: 2.4 Variable-focused methods: Risk gradientsVideo: 2.5 Variable-focused methods: Promotive factorsVideo: 2.6 Variable-focused methods: Moderator models and protective factorsVideo: 2.7 Combined methodsVideo: 2.8 Pathway modelsVideo: 2.9 Intervention modelsReading: 2.10 Intervention ExamplesReading: Active Learning Assignment 2: Case Study of Dr. Michael MaddausReading: Week 2 DiscussionReading: ReminderReading: Coming next weekThis module focuses on what has been learned from research on children who experience disasters, including the effects on children and patterns of recovery. Participants will watch a video interview with an expert on children in disaster and additional videos on damage and recovery following the F5 Joplin tornado. Participants will also complete a survey on disaster experiences.Video: 3.1 OverviewVideo: 3.2 EffectsVideo: 3.3 Resilience and recoveryVideo: 3.4 InterventionVideo: 3.5 Preparing for DisasterReading: Required readingReading: InfographicsReading: Active Learning Assignment 3: DisasterVideo: Interview with Joy Osofsky on Children in DisasterReading: Week 3 DiscussionReading: ReminderReading: Coming next weekThis module highlights what has been learned about the effects of war, terror, and political violence on children and youth. What are the effects of these violent experiences on young people? What has been learned about resilience? We will examine the provocative literature on youth who voluntarily get involved in political conflicts or war. The concluding lecture considers new approaches to peace-building and what might be done to promote peace through interventions with children.\n\nThis week also features 4 special topics on resilience in young people who experienced the trauma of war and conflict. Choose one or more of the special topics and watch these moving stories of survival. Post your thoughts in the special topics discussion forums on each of these options. If you have time, watch them all. These accounts of resilience are very compelling. Video: 4.1 War, Terror, and Political Conflict: OverviewVideo: 4.2 Threats to Child DevelopmentVideo: 4.3 Telling the StoryVideo: 4.4 War and ResilienceVideo: 4.5 Terror and ResilienceVideo: 4.6 Intervention StudiesVideo: 4.7 Youth in Political ConflictsVideo: 4.8 Pathways to PeaceReading: Video Activity: Choose OneReading: Resources on peace education mentioned in the video lectures - for your interest, not requiredReading: Week 4 DiscussionReading: ReminderReading: Coming next weekThis module summarizes the findings on protective factors for resilience in children. Professor Masten presents her ideas about the adaptive systems that account for most of the capacity for resilience in children, what she has called “ordinary magic.” The roles of families, schools, and culture in resilience are discussed.Video: 5.1 OverviewVideo: 5.2 The Short ListVideo: 5.3 Adaptive Systems in the ChildVideo: 5.4 Adaptive Systems in RelationshipsVideo: 5.5 Family and Family ResilienceVideo: 5.6 Adaptive Systems in Culture and CommunityVideo: 5.7 The Roles of School in Child ResilienceReading: Required readingReading: Optional readingVideo: Optional video: Mini-Interview with Froma WalshVideo: Optional video: Interview with Frosso Motti-StefanidiVideo: Optional video: Solomon Muche's storyVideo: Interview with Michael Ungar (part of Active Learning Project 4)Reading: Active Learning Assignment 4: Protective Factors Around the WorldReading: Week 5 DiscussionReading: Coming next weekIn video lectures this final week of the course, Professor Masten presents a general resilience framework for designing interventions and programs to promote resilience. She also discusses enduring controversies in the study of resilience and new frontiers, including the neurobiology of resilience and growing research on the role of culture in resilience. The course concludes with highlights about growing global work on resilience and final “take home” messages from the course. \nVideo: 6.1 Resilience in Action: OverviewVideo: 6.2 A Framework for ActionVideo: 6.3 Strategies and Strategic ActionVideo: 6.4 Enduring ControversiesVideo: 6.5 Cautionary NotesVideo: 6.6 New Horizons in NeurobiologyVideo: 6.7 New Horizons in Culture and SocietyVideo: 6.8 Think GloballyVideo: 6.9 Course Wrapup and AcknowledgmentsReading: Required readingsReading: Optional readingVideo: Optional video: Interview with Dante CicchettiVideo: Optional video: Interview with Michael RutterReading: Week 6 Discussion and Reflections on the Course as a WholeJohns Hopkins UniversityMajor Depression in the Population: A Public Health ApproachUniversity of TorontoThe Social Context of Mental Health and IllnessEmory UniversityUnderstanding ViolenceJohns Hopkins UniversityPsychological First AidEmory UniversityHealth in Complex Humanitarian Emergencies",
    "Creator": "University of Minnesota",
    "Level": "",
    "URL": "https://coursera.org/learn/resilience-in-children",
    "Language": "English",
    "Commitment": "",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.7 stars"
  },
  {
    "Title": "Questionnaire Design for Social Surveys",
    "Description": "About this course: This course will cover the basic elements of designing and evaluating questionnaires. We will review the process of responding to questions, challenges and options for asking questions about behavioral frequencies, practical techniques for evaluating questions, mode specific questionnaire characteristics, and review methods of standardized and conversational interviewing.WEEK 1Introduction and Unit 1: Overview of Standardized InterviewingIntroduction; Different types of questions, Measurement error in questions: Bias and variance; Standardized and conversational interviewing; From specifying a concept to asking questions6 videos, 12 readingsexpandVideo: IntroductionReading: Slides IntroductionReading: SyllabusReading: Help us learn more about you!Reading: Reading AssignmentsReading: Enrollment OptionsReading: Course Project and Peer AssessmentReading: Grading and CertificationReading: FAQsReading: References/ResourcesReading: Announcement Unit 1Video: Types of QuestionsVideo: Measurement Error: Bias and VarianceVideo: Standardized InterviewingVideo: Conversational InterviewingVideo: Concept SpecificationReading: Slides Unit 1Reading: Notice for Auditing Learners: Assignment SubmissionGraded: Quiz #1WEEK 2Unit 2: Response ProcessComprehension; Retrieval; Judgment; Response4 videos, 2 readingsexpandReading: Announcement Unit 2Video: Response Process: ComprehensionVideo: Response Process: RetrievalVideo: Response Process: JudgmentVideo: Response Process: ResponseReading: Slides Unit 2Graded: Quiz #2WEEK 3Unit 3: Asking Factual QuestionsFacts and quasi facts; Memory and recall; Asking sensitive questions; Mode, privacy and confidentiality8 videos, 2 readingsexpandReading: Announcement Unit 3Video: Facts and Quasi FactsVideo: Memory and Recall: Reporting Behavioral FrequenciesVideo: Memory and Recall: Length of Reference PeriodVideo: Memory and Recall: Comprehension and RetrievalVideo: Asking Sensitive QuestionsVideo: Asking Sensitive Questions: TechniquesVideo: Asking Sensitive Questions: Indirect TechniquesVideo: Mode, Privacy, and ConfidentialityReading: Slides Unit 3Graded: Quiz #3Graded: Course ProjectWEEK 4Unit 4: Measuring AttitudesContext effects in attitude questions; Use of different scales; Offering don’t know options; Response order effects7 videos, 2 readingsexpandReading: Announcement Unit 4Video: Attitude Questions: AttitudesVideo: Attitude Questions: Context EffectsVideo: Attitude Questions: Specific vs. General EvaluationsVideo: Attitude Questions; Agree Disagree ScalesVideo: Attitude Questions: Don't KnowVideo: Attitude Questions: Order EffectsVideo: All Questions: Response Options and ScalesReading: Slides Unit 4Graded: Quiz #4WEEK 5Unit 5: Testing QuestionnairesExpert reviews and focus groups; Cognitive interviews; Behavior coding; Quantitative techniques5 videos, 2 readingsexpandReading: Announcement Unit 5Video: Pretesting Techniques: Expert Reviews and Focus GroupsVideo: Pretesting Techniques: Cognitive InterviewsVideo: Behavior CodingVideo: Pretesting Techniques: Quantitative TechniquesVideo: Pretesting Techniques - Other TechniquesReading: Slides Unit 5Graded: Quiz #5WEEK 6Unit 6: Putting It All TogetherThe questionnaire from start to finish; Things to put at the end; Mode Choice: Implementations for layout; Self-administered questionnaires6 videos, 3 readingsexpandReading: Announcement Unit 6Video: From Start to Finish: Putting Questions into a QuestionnaireVideo: Motivated Underreporting: Reports from Selected Research StudiesVideo: Main Questionnaire: Demographic Questions - EndingVideo: Mode Choice: Implications for LayoutVideo: Self-Administered Questionnaires: Additional RequirementsVideo: Summary: Unit by Unit Take-Home PointsReading: Slides Unit 6Reading: Post-Course SurveyGraded: Final ExamVideo: IntroductionReading: Slides IntroductionReading: SyllabusReading: Help us learn more about you!Reading: Reading AssignmentsReading: Enrollment OptionsReading: Course Project and Peer AssessmentReading: Grading and CertificationReading: FAQsReading: References/ResourcesReading: Announcement Unit 1Video: Types of QuestionsVideo: Measurement Error: Bias and VarianceVideo: Standardized InterviewingVideo: Conversational InterviewingVideo: Concept SpecificationReading: Slides Unit 1Reading: Notice for Auditing Learners: Assignment SubmissionReading: Announcement Unit 2Video: Response Process: ComprehensionVideo: Response Process: RetrievalVideo: Response Process: JudgmentVideo: Response Process: ResponseReading: Slides Unit 2Reading: Announcement Unit 3Video: Facts and Quasi FactsVideo: Memory and Recall: Reporting Behavioral FrequenciesVideo: Memory and Recall: Length of Reference PeriodVideo: Memory and Recall: Comprehension and RetrievalVideo: Asking Sensitive QuestionsVideo: Asking Sensitive Questions: TechniquesVideo: Asking Sensitive Questions: Indirect TechniquesVideo: Mode, Privacy, and ConfidentialityReading: Slides Unit 3Reading: Announcement Unit 4Video: Attitude Questions: AttitudesVideo: Attitude Questions: Context EffectsVideo: Attitude Questions: Specific vs. General EvaluationsVideo: Attitude Questions; Agree Disagree ScalesVideo: Attitude Questions: Don't KnowVideo: Attitude Questions: Order EffectsVideo: All Questions: Response Options and ScalesReading: Slides Unit 4Reading: Announcement Unit 5Video: Pretesting Techniques: Expert Reviews and Focus GroupsVideo: Pretesting Techniques: Cognitive InterviewsVideo: Behavior CodingVideo: Pretesting Techniques: Quantitative TechniquesVideo: Pretesting Techniques - Other TechniquesReading: Slides Unit 5Reading: Announcement Unit 6Video: From Start to Finish: Putting Questions into a QuestionnaireVideo: Motivated Underreporting: Reports from Selected Research StudiesVideo: Main Questionnaire: Demographic Questions - EndingVideo: Mode Choice: Implications for LayoutVideo: Self-Administered Questionnaires: Additional RequirementsVideo: Summary: Unit by Unit Take-Home PointsReading: Slides Unit 6Reading: Post-Course SurveyUniversity of MichiganData Collection: Online, Telephone and Face-to-faceUniversity of MichiganSampling People, Networks and RecordsUniversity of Maryland, College ParkFramework for Data Collection and AnalysisUniversity of Maryland, College ParkDealing With Missing DataUniversity of Maryland, College ParkCombining and Analyzing Complex Data",
    "Creator": "University of Michigan",
    "Level": "",
    "URL": "https://coursera.org/learn/questionnaire-design",
    "Language": "English",
    "Commitment": "4-8 hours/week",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.4 stars"
  },
  {
    "Title": "Psychodiagnostics and Psychological Assessment",
    "Description": "About this course: The course focuses on:\n• the formation of an adequate representation about the diversity of contemporary Psychodiagnostics and Assessment methods;\n• deep learning of the current world ethical standards of psychological diagnostics and assessment activity;\n• technology of test reliability determination that obtained by different Psychodiagnostics methods;\n• studying of classical and contemporary intellect diagnostic approaches, Psychodiagnostics of personality characteristics, talent potential and achievements potential of the person.\n\nThe course will make it easy:\n1. To master the technology of getting “informed consent” with a client about Psychodiagnostics and assessment procedure.\n2. To assess the compliance of the proposed Psychodiagnostics programs with the final testing objectives.\n3. To understand the variety of ways to assess different characteristics of a person.\n4. To understand the possibilities of Psychodiagnostics of this or that characteristic of a person with  use of various diagnostic techniques.\n5. To be able to determine the level of reliability of the received diagnostic data.\n\nThe course consists of 5 modules. Every module’s broken into 4-6 topics with some tasks and additional literature.WEEK 1Welcome to the Course1 video, 3 readingsexpandReading: About National Research Tomsk State UniversityVideo: Psychodiagnostics and Assessment_promoReading: About the course teamReading: Entering questionnairePsychodiagnostics as a ScienceIn the first module we will talk about what Psychodiagnostics is as a science: how it was created, when the accumulated by mankind ordinary knowledge was transformed into a scientific discipline; what a significant Psychodiagnostic procedure is; which results it allows you to get and how they can be used.6 videos, 1 readingexpandVideo: 1.1. Goals and Objectives of the Psychodiagnostics CourseDiscussion Prompt: Learning goals of the course \"Psychodiagnostics and Psychological Assessment\"Video: 1.2. Historical Background of Contemporary PsychodiagnosticsDiscussion Prompt: The diagnostic interviewVideo: 1.3. The Object and Features of Contemporary PsychodiagnosticsDiscussion Prompt: Psychodiagnostics as a scienceVideo: 1.4. Comparative Characteristic of Psychological Diagnostics and AssessmentVideo: 1.5. Ethical Issues and Dilemmas of PsychodiagnosticsVideo: 1.6. Current International Standards Psychologist - Psychodiagnostic ActivityReading: Recommended readings – Module 1Graded: Professional judgement on the diagnostic procedureGraded: Quiz – Module 1WEEK 2General Psychodiagnostics and PsychometriсsThis module content forms the basis of the professional competence of the practical psychologist. We will talk about tests reliability and validity. I hope that at the end of this module, you will understand that the psychodiagnostics is not only the traditional test with questions like \"Are you afraid of the dark?\" and two variants of answers \"yes\" and \"no\", but something else.6 videos, 1 readingexpandVideo: 2.1. Homotheticity and Ideographic Approach of Contemporary PsychodiagnosticsVideo: 2.2. Classification of Diagnostic MethodsVideo: 2.3. The Structure of Psychological TestsVideo: 2.4. Psychological Tests ReliabilityVideo: 2.5. Psychological Tests ValidityVideo: 2.6. The Representativeness and Types of the Diagnostic NormsReading: Recommended readings – Module 2Graded: Quiz – Module 2WEEK 3Psychodiagnostics of IntelligenceIn the third theme, we consider in detail the five classical approaches to the diagnostics of intelligence. And I also want to remark that Psychodiagnostics as a science and as a practice has begun with Psychodiagnostics of cognitive abilities.5 videos, 1 readingexpandVideo: 3.1. Diagnostic of Specific Mental AbilitiesDiscussion Prompt: Mental abilities testVideo: 3.2. Intelligence TestsDiscussion Prompt: IQ-testVideo: 3.3. Achievement TestsVideo: 3.4. Creativity TestsVideo: 3.5. Diagnostics of Emotional, Social and Ethical IntelligenceReading: Recommended readings – Module 3Graded: Quiz – Module 3WEEK 4Traditional Psychodiagnostics of PersonalityNow we will take a header ourselves in a classic 20th century Psychodiagnostics. Each month, in the scientific literature there are appearing new tests and methods of psychodiagnostics and assessment. However, if we look at the top 10 of the most popular tests, we face with the good old “friends”, which are used in the practice of psychology for decades.5 videos, 1 readingexpandVideo: 4.1. Methods of Collecting Personal Characteristics Empirical DataVideo: 4.2. Traditional Dimensional Approach in PsychodiagnosticsDiscussion Prompt: For more studyingVideo: 4.3. Typological Approach to Personality DiagnosticsVideo: 4.4. Projective TechniquesVideo: 4.5. Substructural Approach to Personality DiagnosticsReading: Recommended readings – Module 4Graded: Quiz – Module 4WEEK 5Integrative Approach in PsychodiagnosticsThe fifth theme is devoted to integrative approaches in Psychodiagnostics and Assessment of the 21st century, which involves a continuity of intelligence and a person.4 videos, 2 readingsexpandVideo: 5.1. Diagnostics of Talent PotentialVideo: 5.2. Interpersonal Communication Approach to PsychodiagnosticsVideo: 5.3. Group Technique of PsychodiagnosticsVideo: 5.4. The Narrative Approach to Personality DiagnosticsReading: Recommended readings – Module 5Reading: Final questionnaireGraded: Quiz – Module 5Reading: About National Research Tomsk State UniversityVideo: Psychodiagnostics and Assessment_promoReading: About the course teamReading: Entering questionnaireIn the first module we will talk about what Psychodiagnostics is as a science: how it was created, when the accumulated by mankind ordinary knowledge was transformed into a scientific discipline; what a significant Psychodiagnostic procedure is; which results it allows you to get and how they can be used.Video: 1.1. Goals and Objectives of the Psychodiagnostics CourseDiscussion Prompt: Learning goals of the course \"Psychodiagnostics and Psychological Assessment\"Video: 1.2. Historical Background of Contemporary PsychodiagnosticsDiscussion Prompt: The diagnostic interviewVideo: 1.3. The Object and Features of Contemporary PsychodiagnosticsDiscussion Prompt: Psychodiagnostics as a scienceVideo: 1.4. Comparative Characteristic of Psychological Diagnostics and AssessmentVideo: 1.5. Ethical Issues and Dilemmas of PsychodiagnosticsVideo: 1.6. Current International Standards Psychologist - Psychodiagnostic ActivityReading: Recommended readings – Module 1This module content forms the basis of the professional competence of the practical psychologist. We will talk about tests reliability and validity. I hope that at the end of this module, you will understand that the psychodiagnostics is not only the traditional test with questions like \"Are you afraid of the dark?\" and two variants of answers \"yes\" and \"no\", but something else.Video: 2.1. Homotheticity and Ideographic Approach of Contemporary PsychodiagnosticsVideo: 2.2. Classification of Diagnostic MethodsVideo: 2.3. The Structure of Psychological TestsVideo: 2.4. Psychological Tests ReliabilityVideo: 2.5. Psychological Tests ValidityVideo: 2.6. The Representativeness and Types of the Diagnostic NormsReading: Recommended readings – Module 2Video: 3.1. Diagnostic of Specific Mental AbilitiesDiscussion Prompt: Mental abilities testVideo: 3.2. Intelligence TestsDiscussion Prompt: IQ-testVideo: 3.3. Achievement TestsVideo: 3.4. Creativity TestsVideo: 3.5. Diagnostics of Emotional, Social and Ethical IntelligenceReading: Recommended readings – Module 3Now we will take a header ourselves in a classic 20th century Psychodiagnostics. Each month, in the scientific literature there are appearing new tests and methods of psychodiagnostics and assessment. However, if we look at the top 10 of the most popular tests, we face with the good old “friends”, which are used in the practice of psychology for decades.Video: 4.1. Methods of Collecting Personal Characteristics Empirical DataVideo: 4.2. Traditional Dimensional Approach in PsychodiagnosticsDiscussion Prompt: For more studyingVideo: 4.3. Typological Approach to Personality DiagnosticsVideo: 4.4. Projective TechniquesVideo: 4.5. Substructural Approach to Personality DiagnosticsReading: Recommended readings – Module 4Video: 5.1. Diagnostics of Talent PotentialVideo: 5.2. Interpersonal Communication Approach to PsychodiagnosticsVideo: 5.3. Group Technique of PsychodiagnosticsVideo: 5.4. The Narrative Approach to Personality DiagnosticsReading: Recommended readings – Module 5Reading: Final questionnaireUniversity of PennsylvaniaPositive Psychology: Character, Grit and Research MethodsUniversity of PennsylvaniaPositive Psychology: Applications and InterventionsUniversity of PennsylvaniaPositive Psychology: Resilience SkillsUniversity of PennsylvaniaPositive Psychology Specialization Project: Design Your Life for Well-beingUniversity of PennsylvaniaPositive Psychology: Martin E. P. Seligman’s Visionary Science",
    "Creator": "National Research Tomsk State University",
    "Level": "Intermediate",
    "URL": "https://coursera.org/learn/psychodiagnostics",
    "Language": "English",
    "Commitment": "5 недель обучения, 7-10 часов в неделю",
    "HowToPass": "Pass all graded assignments to complete the course.",
    "Rating": "4.3 stars"
  },
  {
    "Title": "Unethical Decision Making in Organizations",
    "Description": "About this course: This course 'Unethical decision