Courses tagged with "EdX" (1728)
Now I shall sing the second kingdom,
there where the soul of man is cleansed,
made worthy to ascend to Heaven.
-Purgatorio, Canto I, lines 4-6
While Hell is “black, confined, stinking, noisy, and suffocating, the great Mountain of Purgatory rises in pure sunlit solitude out of the windswept southern sea.” (Sayers, Purgatorio; Introduction) Dante has undergone a conversion which has, literally, turned his world upside down.
Sadly, the majority of Dante’s readers do not accompany him beyond his escape from the Inferno, in part, perhaps, because of an instinctive anticipation that when the excitement of adventure is over, then the hard work of maturation must begin. Indeed, there is work aplenty on Mount Purgatorio, but there is also so much more. There is day and night, labor and rest, waking and dreaming, all the rhythms of diurnal living; but above all, there is the delight of hope. All that the penitent souls suffer here, they undergo in the eagerness of passionate yearning to be healed of the wounds of sin inflicted on them as part of the universal heritage of humanity. Purgatory is a “school of contemplation,” where the healing of wounds coincides with learning to suffer the weight of responsibility for one’s own identity as a person. For those willing to undertake the steep ascent of Dante’s seven-story Mountain, nowhere in the legacy of human culture is the process of becoming a “whole person” more closely observed or rendered with deeper psychological and social insight than in the cantos of Dante’s Purgatorio.
For us as modern readers, Mount Purgatorio is a steep ascent indeed, and if fewer of us accept this challenging invitation than do for the careen through Hell, then it should come as no surprise for us to learn of the untold years, centuries perhaps, that the souls whom Dante meets there require to complete their climb. A realistic willingness to suffer consciously and voluntarily, motivated by authentic hope, is hardly recognized as a possibility by most of us today for whom security and prosperity are accepted as the unqualified goals of our striving. Even to consider an alternative of the sort which Dante offers us in the Purgatorio is already a notable achievement, but one which the imaginative power of Dante’s poetry here places within our reach. Do not let the opportunity pass you by.
In this course, you will be asked to participate in learning activities on both edX and on MyDante, an innovative platform for deep reading that emphasizes mindfulness and contemplative reading habits as key to deriving lasting meaning from poetic texts. We begin on September 28 with an optional reading week. If you have not previously worked with the MyDante platform and are not familiar with the Contemplative Reading approach to the text which it is meant to support, the week offers a chance for you to become acquainted with MyDante and the practice of contemplative reading before we begin the course in earnest on October 5. Equally important, if you have not already read Inferno, we strongly suggest you do so before beginning Purgatorio. It is possible to read, understand and enjoy Purgatorio without having read the Inferno, but it is also true that familiarity with the first part of the journey will increase both your understanding and your enjoyment of the second. Finally, if you were with us for the Inferno, then we urge you to read through the Purgatorio in the reading mode of MyDante, or even as much as you can, during this week. The basic premise of contemplative reading is that re-reading is the best way to read. Try it; we are very sure you will agree.
Turn back if you would see your shores again.
Do not set forth upon the deep,
for, losing sight of me, you would be lost.
-Paradiso, Canto II, lines 4-6
Joy is the business of Paradiso, that much is clear; but could there be a more mysterious word in the whole realm of human imagination than “Joy?” “Joy” boggles the human imagination because it asks us to follow the vector of hope to its maximal extension and intention, until it arrives at that point which Dante locates “nel mezzo,” at the very center of everything, at that point where every centripetal and centrifugal force of both the physical universe of energy and the symbolic universe of creative imagination and meaning first arise and finally return.
From beginning to end, the Pilgrim’s progress through Paradiso is enabled and guided by his enactment of the role to which he consented in the climactic episode of the Purgatorio in the garden of the Earthly Paradise. Now leaving Earth behind and beneath, the Pilgrim is transformed into the disciple; specifically, the disciple of Beatrice. She now becomes his true path, la diritta via, along which he gradually discovers the Joy that Christianity identifies as the hope of Resurrection.
Dante’s Paradiso maps the physics of freedom, tracing a universal history of meaning. Just as there is a physics of matter and energy, there is a physics of freedom governing the evolutionary history of hope which directs the human search for meaning in every person’s life and in all human culture. In this universe, meaning functions as does light in the physical universe, acting as its absolute measure and enforcing its most basic law—the law of relational identity, where “all are responsible to all for all.” Like the principle of relativity in the physics of energy, relational identity means that each personal existence has historical reality only in relation to all other personal identities.
Almost everyone agrees that the poetry of the Paradiso is sublime. Sublimity, however, is a highly rarefied and strenuously acquired taste. This is why Dante himself warns us in the second canto of the Paradiso that unless we have become used to eat the “bread of Angels,” we should turn back and not attempt to follow him on this final leg of his journey, and we as modern-day readers might well be tempted here to turn back as the Pilgrim himself was tempted in the second canto of the Inferno. But to paraphrase Virgil’s response then, which both encouraged and challenged, “Why be so afraid to reach for what your heart most hopes for; where else do you have to turn?”
In this course, you will be asked to participate in learning activities on both edX and on MyDante, an innovative platform for deep reading that emphasizes mindfulness and contemplative reading habits as key to deriving lasting meaning from poetic texts. The pedagogical approach of the course goes beyond mere academic commentary on the poem as literature; it introduces the reader to a way of thinking about the meaning of the poem at a personal level. This module is the third of three modules that compose the full course. Part 1 (Vita Nuova and Inferno) and Part 2 (Purgatorio) of the course are available as archived versions on edX and MyDante. This course features Robert and Jean Hollander's contemporary translations of Dante Alighieri's Inferno, Purgatorio, and Paradiso, permission courtesy of The Knopf Doubleday Publishing Group, a division of Random House LLC. The print editions contain valuable notes and commentary which are highly recommended as companions to the course materials.
Albert Einstein has become the icon of modern science. Following his scientific, cultural, philosophical, and political trajectory, this course aims to track the changing role of physics in the 20th and 21st centuries. This history course addresses Einstein's engagement with relativity, quantum mechanics, Nazism, nuclear weapons, philosophy, the arts, and technology, and raises basic questions about what it means to understand physics in its broader history.
Participants in the course will follow seventeen lessons, each of which will present a mix of science (no prerequisites!) and the broader, relevant cultural surround. Some weeks will examine the physics concepts, while others will see excerpts of films or discuss modernist poetry that took off from relativity. Or we might be looking at the philosophical roots and philosophical consequences of Einstein’s works. At other times we will be fully engaged with historical and political questions: the building, dropping, and proliferation of nuclear weapons, for example.
Typically, in a lesson (about an hour of streamed material), there will be opportunities for individual mini-essay writing, some multiple choice questions to bolster your understanding of the science, and a group activity which might one week be a debate and another a collective commentary on elements of an artwork from 1920s Weimar Germany.
HarvardX requires individuals who enroll in its courses on edX to abide by the terms of the edX honor code : https://www.edx.org/edx-terms-service. HarvardX will take appropriate corrective action in response to violations of the edX honor code, which may include dismissal from the HarvardX course; revocation of any certificates received for the HarvardX course; or other remedies as circumstances warrant. No refunds will be issued in the case of corrective action for such violations. Enrollees who are taking HarvardX courses as part of another program will also be governed by the academic policies of those programs.
HarvardX pursues the science of learning. By registering as an online learner in an HX course, you will also participate in research about learning. Read our research statement : http://harvardx.harvard.edu/research-statement to learn more.
Harvard University and HarvardX are committed to maintaining a safe and healthy educational and work environment in which no member of the community is excluded from participation in, denied the benefits of, or subjected to discrimination or harassment in our program. All members of the HarvardX community are expected to abide by Harvard policies on nondiscrimination, including sexual harassment, and the edX Terms of Service. If you have any questions or concerns, please contact firstname.lastname@example.org and/or report your experience through the edX contact form : https://www.edx.org/contact-us.
In this introductory course, you’ll learn some engineering principles that can be applied to structural systems everywhere: in nature, in furniture, in mechanical and aerospace systems, and in any solid object that resists a load.
Together we’ll explore how structures work, why they were designed the way they were designed, how they support loads, and where forces flow through them.
More specifically we’ll:
- Learn about funicular forms and how ropes and cables resist tension.
- Discuss how columns, arches, and anti-funicular forms resist compression.
- Discover how trusses, beams and walls resist loads. • Sketch the flow of forces through structures.
- Compare and contrast different structural forms and systems to answer a range of questions such as: Why might an engineer choose a beam over a truss? How do the dimensions of a structure affect its response? How do engineers choose forms and systems to create structures that are both elegant and functional?
Join us in exploring the engineering of structures around us.
The main course image, Kurilpa Bridge credited to: Alastair Smith, CC BY-NC-SA 2.0
What does it really mean to think entrepreneurially?
The entrepreneurial process isn’t only for start-ups, it’s a comprehensive mindset that will teach you to identify, assess, shape, and act on opportunities in a variety of contexts, settings and organizations. In this entrepreneurship course, you will learn to implement the method of Entrepreneurial Thought & Action® (ETA) – which will give you a roadmap to create and add value for stakeholders and society.
ETATM is a tactical, results-oriented process that may be applied to new venture creation as well as to promote innovation within existing organizations – large, small or family owned – and across profit, not for profit and social ventures.
The ability to ‘think like an entrepreneur’ and ‘act like an innovator’ are critical skills for success across industries and are proven tools to help distinguish you in the workplace and to accelerate your career.
This course is part of the Business Principles and Entrepreneurial Thought XSeries.
You face a difficult moral decision every time you decide what to eat. What impact should animal rights have on your decision? Is the suffering involved in meat, egg and dairy production bad enough that you should go vegan? How do your food choices affect the economy and the environment? Should you become a locavore? Should you eat only sustainably produced, "farm to table" food? Or is factory-farmed food more efficient and ultimately better for the environment?
We also face difficult food-related questions at the political-social level. Should states restrict their citizens' food choices so as to encourage healthy eating? Should governments grant patents on genetically modified crops? And how do we, as a society, implement effective food policies for a rapidly expanding world population?
This class will provide the tools required to reflect clearly and effectively on these challenging questions.
Our goal is to provide a working understanding of some leading ethical theories as well as the central empirical issues related to food production, distribution and consumption. Along the way, students will hear from a variety of scientists, philosophers, activists, and industry participants:
- Carol Adams, author of The Sexual Politics of Meat
- T. Colin Campbell, Cornell nutritionist and author of The China Study
- Mark Bittman, cookbook author and New York Times food writer
- Marion Nestle, nutritionist and author of Food Politics
- Joe Regenstein, Cornell food scientist and director of the Kosher-Halal Food Initiative
- Joel Salatin, alternative farming advocate and author of 9 books
- Bryant Terry, award-winning chef, author of Vegan Soul Kitchen
- Brian Wansink, Cornell food and brand psychologist, author of Mindless Eating
What is memory? What’s the utility in exploring it and risking the activation of painful memories? What remembrance do we owe people we have lost and how is that reflected in the monuments we create to memorialize them? Why do different groups of people interpret the same event differently—even when the facts are not disputed?
In The Ethics of Memory, we will discuss these questions and more by exploring personal memory, collective memory and memorial culture, and conflicts of memory.
We begin early in the 20th century—the century of critical engagement with memory—when personal memory was plumbed as the basis of psychoanalysis and as a theme in the poetry and prose of World War I. Then we look at the ways in which a people, collectively, choose to memorialize those lost to war, injustice, or tragedy. Finally, we explore memory as a site of struggle, where the way we see ourselves currently implicated by a memory may depend on our group identity, such as in the case for reparations for slavery in the United States.
Throughout, we will share our own perspectives on personal and collective memory and wrestle with questions of ethical responsibility for remembrance and ownership of the narrative of a memory.
In this course, we will:
- Discover in the writing of Freud how the exploration of memory gave birth to psychoanalysis, and in Proust how such exploration was elevated to an art form;
- Examine poetry from WWI and the Harlem Renaissance that demonstrates the relevance of literature as a framework for understanding the ethics of memory;
- Reflect on examples of the many ways we collectively memorialize our losses; and
- Share examples of personal and public monuments to memory in order to reflect on the ethical responsibility that memorializing confers on us now.
Whether you are an EU citizen or not, this course concerns you! The EU is a major global actor in the field of human rights. EU treaties state that human rights are a fundamental value of the Union, which must be a silver thread in all its policies. The EU now acts within an impressive array of competences, and therefore has the potential to impact – positively or negatively – anyone’s human rights.
This EU and Human Rights course teaches the basics of human rights, placing the EU at the centre of investigation. The course will examine a number of key questions:
- What factors are key to making the EU a positive or a negative force for human rights? An example is the economic crisis: what impact has it had on people’s human rights in the EU and the world?
- Which actors, friends or foes, must the EU engage with to successfully promote human rights? Examples include NGOs, businesses, or other international organisations like the Council of Europe or the United Nations.
- In key policy sectors in which the EU is active, what is on balance the impact of the EU? Examples include trade, development, migration, social policy or international crisis management.
All of the course activities aim to improve your understanding of how the EU, alone or in combination with other local or global, state or non-state actors, can better promote and uphold human rights worldwide. The course is intended for anyone interested in human rights and the EU, human rights law, European law, European Studies, international relations, global governance, etc. It is divided into four modules:
- The EU and Human Rights: Value Promotion and Coherence
- Promoting Human Rights inside the EU
- Promoting Human Rights in EU External Action
- Capitalising on Success and Remedying Flaws
This course is taught by leading academics, and the content is illustrated through interviews of practitioners in the field of the EU and human rights. The course also comprises a wealth of bibliographical resources, and frequent exercises to test what you have learned.
This MOOC is based on the FRAME project (www.fp7-frame.eu), which has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration. (Grant Agreement No. 320000)
This is an introductory astronomy survey class that covers our understanding of the physical universe and its major constituents, including planetary systems, stars, galaxies, black holes, quasars, larger structures, and the universe as a whole. We will learn how modern astronomical observations and applications of physics we know from the planet Earth reveal the nature of these objects and explain their observed properties, and tell us how they form and evolve. We will also examine various cosmic phenomena, from variable or exploding stars to the expansion of the universe and the evidence for dark matter, dark energy, and the big bang. The universe as a whole and all of its major constituents are evolving, and we now have a fairly complete and consistent picture of these processes that is based on the objective evidence from observations and the laws of physics. The goal of this class is both to learn about the fascinating objects and phenomena that populate the universe, and to understand how we know all that.
Life on our planet is diverse. While we can easily recognize this in our everyday surroundings, an even more diverse world of life can be seen when we look under a microscope. This is the world of microorganisms. Microorganisms are everywhere, and although some are notorious for their roles in human disease, many play important roles in sustaining our global environment. Among the wide variety of microorganisms, here we will explore those that thrive in the most extreme environments, the extremophiles.
In this course, we will discover how diverse life is on our planet and consider the basic principles that govern evolution. We will also learn how we can classify organisms. Following this, we will have a look at several examples of extreme environments, and introduce the microorganisms that thrive under these harsh conditions. We will lay emphasis on the thermophiles, extremophiles that grow at high temperatures and will study how proteins from thermophiles can maintain their structure and function at high temperatures.
In this course, learners will begin to apply the lessons and concepts from Introduction to Corporate Finance as they begin to discuss basics of firm valuation.
Follow Professor Wolfenzon’s lead to learn how the free cash flow method is applied to value firms. You will also learn about valuation using multiples. Throughout the course, you will learn how to construct Excel models to value firms by completing hands on activities.
Do you want to learn about how brains perceive the world? Join us in this third module as we explore sensation, perception and the physiology of functional regions of the brain. Each lesson will be media- and content-rich and will challenge you to master material with interactive segments that depend on your feedback to move forward in the lesson.
Lessons will also be filled with beautiful animations, documentaries and DIY experiments that allow you to explore the richness and complexity of the brain.
Our forums will provide you with a place to meet other students around the world. You can learn from each other as well as discuss questions with members of our team during office hours.
Please note that this course is NOT hosted on the edX platform, but can be found at www.mcb80x.org. To receive a certificate for this course, you must register for the course through EdX and successfully complete the final exam during an established exam period.
HarvardX requires individuals who enroll in its courses on edX to abide by the terms of the edX honor code. HarvardX will take appropriate corrective action in response to violations of the edX honor code, which may include dismissal from the HarvardX course; revocation of any certificates received for the HarvardX course; or other remedies as circumstances warrant. No refunds will be issued in the case of corrective action for such violations. Enrollees who are taking HarvardX courses as part of another program will also be governed by the academic policies of those programs.
HarvardX pursues the science of learning. By registering as an online learner in an HX course, you will also participate in research about learning. Read our research statement to learn more.
Harvard University and HarvardX are committed to maintaining a safe and healthy educational and work environment in which no member of the community is excluded from participation in, denied the benefits of, or subjected to discrimination or harassment in our program. All members of the HarvardX community are expected to abide by Harvard policies on nondiscrimination, including sexual harassment, and the edX Terms of Service. If you have any questions or concerns, please contact email@example.com and/or report your experience through the edX contact form.
Policy experts from the University of Michigan will discuss the economic, legal and public health implications of potential changes to the Affordable Care Act, also known as “Obamacare.” While the ACA's provisions to increase insurance coverage receive the most attention in the press, this Teach-Out will also highlight the ACA's provisions regarding the transformation of healthcare delivery and funding for public health initiatives. It is intended for a general audience seeking to understand the far-reaching implications of repealing, repairing, or replacing the ACA.
World War 1 was the original catastrophe of the 20th-century. This course investigates the complex ways in which the First World War mobilized philosophical reflection during the war and the varied ways in which philosophical thought responded to the war.
Students in this course will be introduced to different philosophical reactions to the First World War through discussion and analysis of texts, documents, images, artworks, film, and music. The relation between philosophy and poetry will also be explored. In this course, students will gain historical knowledge, conceptual understanding, and literacy for a clearer grasp of the complex ways in which philosophy and the Great War intersected.
The course is divided into four thematic sections:
- An Absolute War
- The Clash of Civilizations
- Memento Mori
- The Hope of Peace
Across each of these thematic sections, we will explore different philosophical traditions and movements in England, France, and Germany during the war.
Discussions will be held in English, Dutch and French.
This mini-course is a general introduction to both to medieval medicine and to the value of using manuscripts. Professor Y. Tzvi Langermann presents a case study that builds from a unique 15th-century volume in which three important medical manuscripts in Hebrew and Judeo-Arabic (Arabic in Hebrew characters) are sewn together. He will not only walk the student through the basics of medical knowledge training and practice in the Jewish Middle Ages and beyond, but he will also show how clues gleaned from the particular elements of a manuscript (such as marginal notes, mistakes, and handwriting) allow us to learn a great deal that we could not have gleaned from a pristine printed version. The course is made up of eight short video lectures (5-7 minutes each) that explore the fascinating highlights of an extraordinary manuscript.
While no previous knowledge is required, this course will be of most interest to advanced students of Jewish and medieval medicine studies in that it introduces a rare and fascinating medical text from the University of Pennsylvania’s manuscript collections.
3.086x: The Iterative Innovation Process draws heavily upon the course material used in 3.086x: Innovation and Commercialization. Though there have been significant changes to the course, this course is not an entirely new edX offering.
People innovate, not organizations. This course is for anybody who wants to understand the innovation process - whether you want to foster innovation within your organization or whether you want to personally innovate.
As practicing innovators, we teach you the fundamentals of how to think like an innovator. Innovation is an iterative process, not a linear one. When innovating, there are thousands of sources of uncertainty in Technology, Implementation, and Markets. We teach you how to cycle through these sources of uncertainty until the right pieces come together in an innovation.
Throughout the course, we build up the innovation process model step by step with real examples and exercises. The goal of this course is to change and refine the way you view the innovation process, providing you with the foundation on which to build your future innovation
In this history course, you will learn about the diversity and multilingualism that existed in Egypt, and how it had a bearing on the history of the country and its people.
Through the introduction of new languages, Egyptians learned to interact with scripts, cultures and peoples.
The plurality of languages and writing that Egypt witnessed along its history, gave rise to one of the most cosmopolitan melting pots in the ancient world. And although the peak of Egyptian multilingualism was in the Ptolemaic period [323-30 BCE], the country witnessed, in the pre-Ptolemaic period, the appearance of different foreign languages in official and public spheres.
Learn about Muslim civilization and its valuable contributions and role in the revival of the Greek Classics.
This is not a course about Islam or the Islamic civilization, it is a brief overview and a basic introduction to the achievements of Muslim civilization in the fields of physics, biology, mathematics, architecture and astronomy in a concise manner.
We can read a city in a number of ways: in its plan, in the buildings that make its streets and public spaces, in the skyline. We can ask, what are the buildings or spaces saying? How do they say it? How does it all stitch together?
In this architecture course you will learn how to “read” Rome, an ancient city, reborn in the fifteenth century and reshaped substantially in the following three centuries. You will discover how Renaissance and Baroque Rome’s urban form, art, and architecture projected the city’s image of itself to its citizens (urbi) and the world (orbi).
Popes, architects, scholars and sculptors invested in Rome a variety of narratives that strove to explain the city’s history, convince its citizens and visitors of its harmony, and exhort society at large to share in and shape its destiny. The city that resulted became a destination for pilgrims and Grand Tourists, and still is today.
The Meaning of Rome: The Renaissance and Baroque City is organized around three themes—the city and memory, the city as reliquary, and the city as theater. In uncovering some of the meaning of Rome, you will be equipped with the skills necessary to consider how our own cities and communities are, or could be, meaningful. You will come away from this course not only better informed about the cities of the past, but also better equipped to think about the cities of the present and the future.
Students who successfully complete all of the required course assignments will have the opportunity to compile a Digication ePortfolio and earn a digital badge.
We increasingly depend on reliable and affordable supply of energy, water, transport, telecommunication and information services to improve livability and facilitate economic development. However, today's infrastructure systems are drastically changing. They are becoming more and more web-based, interconnected and transnational, with increasingly fragmented public and private ownership, while new technologies are on their way. The capital need for investment in new infrastructures and upgrading of ageing infrastructures is tremendous.
During this infrastructure course you will learn to examine these challenges from a new, combined engineering and social sciences perspective. Subsequently we will focus on the challenges that complex adaptive infrastructure systems pose for governance, management and decision-making in a world full of uncertainties. In the last part of the course, we will introduce a selection of topics and tools (modeling & simulation, value sensitive design, standards, ICT-architecture) which will help you to improve the adequacy of infrastructure systems and services, while dealing with the risks and vulnerabilities of infrastructure interdependencies.
In our case studies, we will focus on topical developments and policies, such as sustainable energy transition (including smart grids), urbanization and its impact on infrastructures, the challenges of climate change and water scarcity, and the phenomenon of inverse infrastructure development (self-organization).
If you are interested or involved in the functioning of today's and tomorrow's infrastructures, this course is an exceptional learning opportunity, whether you are a student or a professional. You will be interacting with peers all over the world and we will present a large number of case studies.
The course is based on the results of an extensive and renowned international research programme titled 'Next Generation Infrastructures' (NGInfra).
The course materials of this course are Copyright Delft University of Technology and are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA) 4.0 International License.
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