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seminars.pickle
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(lp0
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Seminar
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S'website'
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Vhttps://canvas.harvard.edu/courses/11887
p4
sS'fallSem'
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sS'name'
p7
VModern Civilization and the Rise of Heart Disease
p8
sS'description'
p9
VHeart diseases have plagued humans since ancient times, but only in the past century has heart disease become epidemic throughout the world. Despite great progress in prevention and therapy, heart diseases will be major causes of death and disability throughout the next century. Modernization of civilization has played a major role in the rise of heart disease. Conversely, advances in heart disease have powerfully changed society and our personal daily behavior. In this seminar, we will examine some of the major intersection events between heart disease and modern society over the past century and consider how this could change the next century in America and throughout the world. The topics include highly visible events such as the deaths of American Presidents from cardiovascular disease, leading to the rise of biomedical research in the US, as well as relatively obscure events like a young physician inserting a urinary drainage tube into his heart\u2014ultimately generating the modern life-saving treatment for heart attacks. We will explore how major lifestyle factors such as tobacco, alcohol, exercise and diet affect health, and how economics and politics often play a role in the complex relationship of health and society. In addition, we will visit a high technology modern cardiology facility and watch some technology in action.\u000a\u000aThere is no additional essay question for this seminar.
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VFairchild Biochem Lab, G-062, 7 Divinity Ave
p22
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VMonday, 3-5
p24
sS'courseNum'
p25
V21H
p26
sS'instructor'
p27
VRichard T. Lee
p28
sS'applyLink'
p29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151159722&backlink=yes
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sS'catalogNum'
p31
V159722
p32
sba(iapp.model
Seminar
p33
(dp34
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VBlack Holes, String Theory and the Fundamental Laws of Nature
p35
sg9
VPrerequisites: High school level calculus and physics\u000a\u000aThe quest to understand the fundamental laws of nature has been ongoing for centuries. This seminar will assess the current status of this quest. In the first five weeks we will cover the basic pillars of our understanding: Einstein\u2019s theory of general relativity, quantum mechanics and the Standard Model of particle physics. We will then examine the inadequacies and inconsistencies in our current picture, including for example the problem of quantum gravity, the lack of a unified theory of forces, Dirac\u2019s large numbers problem, the cosmological constant problem, Hawking\u2019s black hole information paradox, and the absence of a theory for the origin of the universe. Attempts to address these issues and move beyond our current understanding involve a network of intertwined investigations in string theory, M theory, inflation and non-abelian gauge theories and have drawn inspiration from the study of black holes and developments in modern mathematics. These forays beyond the edge of our current knowledge will be reviewed and assessed. The format of the course will be discussion of weekly reading assignments, and a final paper. Non-scientists are welcome.\u000a\u000aThere is no additional essay question for this seminar.
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TimeBlock
p38
(dp39
g15
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g17
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Rp41
sg20
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sbasg21
VJefferson 453
p42
sg23
VTuesday, 7-9pm
p43
sg25
V21V
p44
sg27
VAndrew E. Strominger\u000aOffice
p45
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151109627&backlink=yes
p46
sg31
V109627
p47
sba(iapp.model
Seminar
p48
(dp49
g3
Nsg5
I01
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VPsychoactive Molecules from Babylon to Breaking Bad
p50
sg9
VPrerequisite: this seminar will be geared to students with a background in chemistry and biology.\u000a\u000aPsychoactive molecules change brain function in ways that result in altered perception, mood, or consciousness, and while \u2018psychoactive\u2019 hints at something illicit, examples range from caffeine to cocaine. After an introductory session, the seminar series begins with two meetings focused on foundational principles of brain chemistry. Subsequent meetings address four important molecular families: opioids, molecules like heroin, codeine, and Oxycontin; cannabinoids, molecules like THC, the active ingredient in marijuana and anandamide, our body\u2019s version of THC; serotonin, a neurotransmitter regulated by antidepressants like Prozac, Cymbalta, Celexa, and Wellbutrin XL; and amphetamines, molecules like Albuterol, Adderall, XTC/Molly, and crystal meth. Our meetings will use case studies from recent newspaper, magazine, or popular science articles to explore larger questions about how these substances were discovered; how they alter our brain chemistry; how they are used, abused and viewed today; and what they have taught us about how our brains work. These explorations often lead to unexpected connections. For example the three seminars on opioids also explore our brain\u2019s reward system; the nature of addiction; the connection between opioids, alcohol abuse, and genes; and the connection between opioid sensitivity and human bonding. \u000aThere is no additional application essay for this seminar.\u000a
p51
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sg20
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sbasg21
V[unavailable]
p57
sg23
VThursday, 3-5
p58
sg25
V22C
p59
sg27
VJon Clardy
p60
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=303&backlink=yes
p61
sg31
V159838
p62
sba(iapp.model
Seminar
p63
(dp64
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Vhttps://canvas.harvard.edu/courses/8850
p65
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I01
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I15
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VTime for Sleep: Impact of sleep deficiency and circadian disruption in our 24/7 Culture
p66
sg9
VAmerica is a sleep\u2010starved nation. The Institute of Medicine estimates that between 50 and 70 million Americans are suffering from chronic sleep deficiency or sleep disorders, increasing their risk of weight gain, heart ailments, mood disorders, errors and catastrophic road accidents that kill more than 7,000 and maim more than 50,000 Americans annually. Children of all ages are sleeping about two hours less per night than they did in prior generations, rendering them hyperactive and irritable and compromising their ability to sustain attention and learn in school. This hyperactivity leads many sleep\u2010deprived children to be misdiagnosed with ADHD and treated for years with amphetamines and other stimulants that further disrupt sleep. Yet, prevailing cultural attitudes lead us all to undervalue sleep and lionize all\u2010nighters, such that most patients with sleep disorders remain undiagnosed and untreated. This seminar will explore the function of sleep, the physiologic factors that regulate sleep and circadian rhythms, the impact of exposure to artificial light on sleep and circadian rhythms, historical and cultural differences in sleep habits, and the consequences of sleep deficiency, circadian disruption and sleep disorders on both the brain and the body. Public policy issues, such as school start times, limits on resident physician work hours, drowsy driving laws, and proposed regulations to screen transportation workers for sleep disorders will be debated. Students will be encouraged to track their own sleep patterns throughout the semester, identify the personal, structural and cultural barriers to maintaining healthy sleep while in college, and propose strategies to improve sleep health at Harvard College, the local community and the nation.\u000aThere is no additional application essay for this seminar.
p67
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sg20
F15.0
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V[unavailable]
p73
sg23
VWednesday, 3-5:30
p74
sg25
V22D
p75
sg27
VCharles Czeisler
p76
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=285&backlink=yes
p77
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V159839
p78
sba(iapp.model
Seminar
p79
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VGenes, Chance and Cancer
p81
sg9
VThe role of a person's genetic background in determining whether he or she will develop cancer, and when, is at the center of public discussions and active scientific investigations. This seminar will explore the biological and statistical bases of this connection. Student will read articles from the scientific and popular press, and listen to podcasts. In class we will discuss general themes, such as the pros and cons of genetic testing, in the light of the readings. In the process, the class will help student become familiar with the basic terminology and principles of genetic inheritance in humans; cancer evolutionary theories; statistical risk; and decision-making in health care. There are no strict prerequisites, though some familiarity with the basic concepts of probability and genetics will be very helpful. There is a good deal of reading and listening, which everyone is expected to do ahead of class. Students can expect readings in genetics and statistics that will stretch them, though it will not always be necessary to understand all the technical details of every paper. Students can also expect to read opinion pieces with which they (as well as I) may disagree. Students will be required to write two 5-page double spaced essays (midterm and final) and to lead a class discussion on the topic of one of their two papers. A typical paper is the critique of a scientific or popular press article, chosen from a list of suggested options or identified independently by the student, with my approval, during the first seven weeks of classes. Attendance is essential, not only for the students\u2019 education, but for the benefit their contributions provide to the others.\u000aThere is no additional application essay for this seminar.
p82
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V[unavailable]
p86
sg23
VTuesday, 3-5
p87
sg25
V22H
p88
sg27
VGiovanni Parmigiani
p89
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=286&backlink=yes
p90
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V159990
p91
sba(iapp.model
Seminar
p92
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VThe Amazing Brain
p94
sg9
VPrerequisite: High school science\u000a\u000aNote: I especially invite those students who are not planning to concentrate in neurobiology or a natural science to join the seminar. \u000a\u000aClinical cases have told us much about human brain function. This seminar will examine some of the famous neurological cases, what we have learned from them, and explore brain mechanisms. Included will be Broca\u2019s patient \u201cTan\u201d whose case led to the identification of one of the brain\u2019s language areas; Phineas Gage, whose injury to a specific brain region changed his personality dramatically; and patient HM, who after brain surgery, no longer could remember things for more than a few minutes. We will expand on the cases by reading from my book Creating Mind which is an introduction to brain and mind mechanisms in language accessible to anyone who has had elementary high school science. Many of the chapters describe other medical cases, not as well known as the classic cases described above, but instructive nevertheless. \u000a\u000aThere is no additional essay question for this seminar.
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VNorthwest Building 353, Oxford Street
p99
sg23
VWednesday, 3-5
p100
sg25
V22M
p101
sg27
VJohn Dowling
p102
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151123659&backlink=yes
p103
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V123659
p104
sba(iapp.model
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p105
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VIntroduction to Technology and Society
p107
sg9
VNote: There are no prerequisites but an interview may be required to have a balanced distribution of students spanning interests in the natural sciences, arts and humanities and social sciences.\u000a\u000aFrom the digital revolution to social media, from global warming to sustainability, and from national security to renewable energy, technology plays a critical role in shaping our lives. This course explores concepts in physical sciences that span disciplines and examines broadly how technology shapes society and vice versa. Through case studies, students will be exposed to the importance of a conceptual understanding of science (including social science) underpinning technology and the tradeoffs necessary in tackling the great challenges facing a global society. The course has a foundation of both physical and social science concepts, sparking interest and encouraging future investigation into how technology and society are interwoven and mutually dependent. Each class will start with a discussion of blog posts of current news related to technology followed by selected areas of deeper engagement and discussion. Students will be involved through individual reflection and small team assignments to address specific problems in, for example, the case of \u201cwiki leaks\u201d and its implications for issues of privacy and diplomacy and open government. The course is designed for physical science students to appreciate not only \u2018how things work\u2019 but \u2018how the world works\u2019 and for social science, arts and humanities students on not thinking of technology as a \u2018black box\u2019. \u000a\u000a\u000aThere is no additional essay question for this seminar.
p108
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(lp109
(iapp.model
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p110
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VMaxwell Dworkin 123
p112
sg23
VTuesday, 3-5
p113
sg25
V22R
p114
sg27
VVenkatesh Narayanamurti\u000a_Ajinkya Kamat
p115
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151160118&backlink=yes
p116
sg31
V160118
p117
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Seminar
p118
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Vhttps://canvas.harvard.edu/courses/11852
p120
sg5
I01
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sg7
VExploring the Infinite
p121
sg9
VInfinity captivates the imagination. A child stands between two mirrors and sees herself reflected over and over again, smaller and smaller, trailing off to infinity. Does it go on forever? \u2026 Does anything go on forever? Does life go on forever? Does time go on forever? Does the universe go on forever? Is there anything that we can be certain goes on forever? ... It would seem that the counting numbers go on forever, since given any number on can always add one. But is that the extent of forever? Or are there numbers that go beyond that? Are there higher and higher levels of infinity? And, if so, does the totality of all of these levels of infinity itself constitute the highest, most ultimate, level of infinity, the absolutely infinite? In this seminar we will begin our exploration of the infinite with questions like these. We will examine the different senses of the infinite by seeing how the infinite arises in many disciplines, from theology to the arts, from physics to modern mathematics. We will eventually focus on the infinite in mathematics and we will pursue its systematic study. But even here we are beset by difficulties. For there are so-called ``paradoxes of the infinite'', paradoxes that have led some to the conclusion that the concept of infinity is incoherent. We will see, however, that what these paradoxes ultimately show is that the infinite is just quite different than the finite and that by being very careful we can sharpen the concept of infinity so that these paradoxes are transformed into surprising discoveries. We will follow the historical development, starting with the work of Cantor at the end of the nineteenth century, and proceeding up to the present. The study of the infinite has blossomed into a beautiful branch of mathematics. We will get a glimpse of this subject, and the many levels of infinity, and we will see that the infinite is even more magnificent than one might ever have imagined. \u000aThere is no additional essay question for this seminar.
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V2 Arrow Street Room 420
p126
sg23
VMonday, 4-6
p127
sg25
V23C
p128
sg27
VPeter Koellner\u000aW. Hugh Woodin
p129
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=304&backlink=yes
p130
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V160198
p131
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Vhttps://canvas.harvard.edu/courses/11846
p134
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VAnatomy and Ethical Transgressions in National Socialism
p135
sg9
VThis course introduces students to the history and ethics of anatomy, and their relevance for current questions in medicine concerning the human body in life and death. The story of anatomy in National Socialist (NS or Nazi) Germany is an example of ethical transgressions in the anatomical sciences and reveals the complex relationship between anatomists and the Nazi regime. The historic causes of this development will be explored by examining the roots of the biologistic NS ideology in the connections between anatomy, physical anthropology, the global eugenics movement and German racial hygiene. Many anatomists became members of the NS party, while others were persecuted for so-called \u201cracial\u201d and political reasons. An examination of the history of anatomical body procurement from ancient Greece to the 21st century demonstrates the changes of the traditional sources of bodies for anatomical dissection under NS rule, resulting in the use of many bodies of NS victims for anatomical purposes. Anatomical research changed with the exploitation of the rising number of bodies of executed men and women. Case studies of the work of individual anatomists reveal a gradual shift in the paradigm of anatomy. A few anatomists left the traditional paradigm- i.e. the gain of anatomical knowledge through work with the dead- in favor of a new paradigm- i.e. work with the \u201cfuture dead\u201d- in human experiments on prisoners who were subsequently murdered. Ultimately, anatomists became complicit with the government through their role in the complete destruction of the perceived \u201cenemies\u201d of the NS regime.\u000a\u000aThere is no additional essay question for this seminar.
p136
sg11
(lp137
(iapp.model
TimeBlock
p138
(dp139
g15
F17.0
sg16
g56
sg20
F15.0
sbasg21
V[unavailable]
p140
sg23
VThursday, 3-5
p141
sg25
V23H
p142
sg27
VSabine Hildebrandt
p143
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151160215&backlink=yes
p144
sg31
V160215
p145
sba(iapp.model
Seminar
p146
(dp147
g3
Vhttps://canvas.harvard.edu/courses/11889
p148
sg5
I01
sg6
I12
sg7
VGeoSciFi Movies: Real vs. Fiction
p149
sg9
VNote: Students are required to watch the assigned movie prior to class, and must be comfortable with high-school level math and science.\u000a\u000aNatural disasters such as earthquakes, tsunamis, hurricanes, and volcanic eruptions have major impact on society and cause great tragedies. The participants in this seminar will examine one Earth-science related science fiction movie each week and discusses features that are real and fictitious based upon our current understanding of the science of disastrous events. Simple math and science concepts are used to test how likely some effects are (e.g., is magnitude 11 earthquake possible and why?), and to understand the underlying science behind these features (e.g., what are the factors that control the size of an earthquake?). If applicable, we discuss how these scientific ideas are exaggerated to dramatize the effects. \u000a\u000aAdditional Essay Question: What is your favourite Science Fiction (can be in any form, not just movies) and why do you like it?.
p150
sg11
(lp151
(iapp.model
TimeBlock
p152
(dp153
g15
F17.5
sg16
g56
sg20
F14.5
sbasg21
VGeological Museum Room 204 (McKinstry seminar room), Oxford Street
p154
sg23
VThursday, 2:30-5:30
p155
sg25
V23I
p156
sg27
VMiaki Ishii
p157
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151125133&backlink=yes
p158
sg31
V125133
p159
sba(iapp.model
Seminar
p160
(dp161
g3
Nsg5
I01
sg6
I15
sg7
VPhysics, Math and Puzzles
p162
sg9
VPrerequisite: This seminar is recommended for students with a strong background in both math and physics and with keen interest in the relation between the two subjects.\u000a\u000aPhysics is a highly developed branch of science with a broad range of applications. Despite the complexity of the universe the fundamental laws of physics are rather simple, if viewed properly. This seminar will focus on intuitive as well as mathematical underpinnings of some of the fundamental laws of nature. The seminars will use mathematical puzzles to introduce the basic features of physical laws. Main aspects discussed include the role of symmetries as well as the power of modern math, including abstract ideas in topology, in unraveling the mysteries of the universe. Examples are drawn from diverse areas of physics including string theory. The issue of why the universe is so big, as well as its potential explanation is also discussed. \u000a\u000aThere is no additional essay question for this seminar.
p163
sg11
(lp164
(iapp.model
TimeBlock
p165
(dp166
g15
F20.0
sg16
g56
sg20
F18.0
sbasg21
VJefferson 453
p167
sg23
VThursday, 6-8pm
p168
sg25
V23P
p169
sg27
VCumrun Vafa
p170
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151109319&backlink=yes
p171
sg31
V109319
p172
sba(iapp.model
Seminar
p173
(dp174
g3
Nsg5
I01
sg6
I12
sg7
VAsteroids and Comets
p175
sg9
VNote: The seminar will make use of the Clay Telescope on the roof of the Science Center. There may also be a trip to the Observatory at 60 Garden Street to visit the Great Refractor.\u000a\u000aComets have been seen regularly since before the beginning of recorded history. They have often been regarded as disturbing portents. Asteroids, on the other hand, were not discovered until the 19th century, with the advent of astronomy with telescopes. Today we know of many more asteroids than comets, but we believe that there are vastly more comets than asteroids in the solar system. This seminar will start with the history of the study of comets and asteroids, including the \u201cGreat March Comet of 1843\u201d, observations of which led to the establishment of the Harvard College Observatory and its Great Refractor, at that time the largest telescope in the Americas. Our understanding of comets advanced dramatically in 1950 with the publication of two extraordinary papers: Whipple (then at Harvard) described the mixture of dust and ice that comprises the nuclei of comets, and Oort (Leiden University) showed that new comets enter the inner solar system from a vast, diffuse cloud surrounding the planetary system. Modern telescopes and spacecraft encounters provide us today with a wealth of information about comets and asteroids. We will examine these observations and learn what is known and what is inferred about the origin and structure of asteroids and comets. The students will observe with the Astronomy Laboratory\u2019s Clay Telescope on the roof of the Science Center. Students will take on projects, which may involve their own observing program, or which exploit existing data.\u000aThere is no additional essay question for this seminar.\u000a
p176
sg11
(lp177
(iapp.model
TimeBlock
p178
(dp179
g15
F21.0
sg16
g19
sg20
F19.0
sbasg21
VScience Center 804, Astronomy Lab
p180
sg23
VMonday, 7-9pm
p181
sg25
V23R
p182
sg27
VCharles Alcock
p183
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=361&backlink=yes
p184
sg31
V161261
p185
sba(iapp.model
Seminar
p186
(dp187
g3
Nsg5
I01
sg6
I11
sg7
VAll Physics in 13 Days
p188
sg9
VPrerequisite: Please note that this seminar will be geared to students likely to go on in physics or related areas, such as chemistry/physics or engineering. The introduction to certain principles is done with the expectation that students will return to a more formal course on the subject in the future. This course acts as a kind of road map for further studies in physics. Topics may change.\u000a\u000aSome claim that there are 13 ideas or principles that can form the bedrock for a pretty good understanding of our physical and technological world. These are: 1) Boltzmann factor and thermal equilibrium, 2) Turbulence, 3) Reaction rates, 4) Indistinguishable particles, 5) Quantum waves, 6) Linearity, 7) Entropy and information, 8) Discharges, ionization, 9) Relativity, 10) Nuclear binding energies, 11) Photon modes, 12) Diffraction, 13) Resonance. Each week we will discuss one of these principles and see how they explain certain things about the physical world. We will discuss these and connections with other principles, as well as how the principle shows up in technology and, more broadly, in our technological society. \u000a\u000aThere is no additional essay question for this seminar.
p189
sg11
(lp190
(iapp.model
TimeBlock
p191
(dp192
g15
F21.25
sg16
g72
sg20
F19.25
sbasg21
VLyman 123
p193
sg23
VWednesday, 7:15-9:15
p194
sg25
V23Y
p195
sg27
VJohn M. Doyle
p196
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151109575&backlink=yes
p197
sg31
V109575
p198
sba(iapp.model
Seminar
p199
(dp200
g3
Nsg5
I01
sg6
I12
sg7
VA Brief History of Surgery
p201
sg9
VThe history of surgery begins with the Hippocratic physicians whose principles were based, at least partly, on observation and measurement. However, surgical thinking for first three quarters of the \u201cmodern era\u201d was dominated by Galen of Pergamum who, \u201cfooled by his monkeys,\u201d established a school thought as false as it was tightly held. The exposure of Galen\u2019s errors by Vesalius in 1543 and Harvey in 1628 began a Medical Enlightenment. It would take until the 19th century for the next era of discovery to begin. During this time, the pace and significance of medical discovery increase, yet adoption of good ideas, like antisepsis, seems to take much too long, while bad ideas find adherents in spite of poor or no supporting evidence. Throughout this period, the ghost of Galen continues to haunt hospitals and battlefields. It will not be until the 1930\u2019s that Galenism is banished from the wards. Our study will track this history and conclude with a consideration of the management of combat casualties from the time of the first \u201cmodern\u201d surgeon, Ambrose Pare, to that of contemporary forward surgical teams in Afghanistan and Iraq. The seminar will consist of weekly discussion, informed by assigned reading and independent inquiry. We will visit the site of the first use of ether anesthesia, and duplicate William Harvey\u2019s experiments in the anatomy lab. From time to time we will be joined by other doctors with expertise in specific areas such as infectious disease, combat surgery and anatomy. \u000a\u000aThere is no additional essay question for this seminar.
p202
sg11
(lp203
(iapp.model
TimeBlock
p204
(dp205
g15
F21.0
sg16
g56
sg20
F19.0
sbasg21
VRobinson 107
p206
sg23
VThursday, 7-9
p207
sg25
V24G
p208
sg27
VDr Frederick H. Millham
p209
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151127976&backlink=yes
p210
sg31
V127976
p211
sba(iapp.model
Seminar
p212
(dp213
g3
Nsg5
I01
sg6
I12
sg7
VChild Health in America
p214
sg9
VThe history of surgery begins with the Hippocratic physicians whose principles were based, at least partly, on observation and measurement. However, surgical thinking for first three quarters of the \u201cmodern era\u201d was dominated by Galen of Pergamum who, \u201cfooled by his monkeys,\u201d established a school thought as false as it was tightly held. The exposure of Galen\u2019s errors by Vesalius in 1543 and Harvey in 1628 began a Medical Enlightenment. It would take until the 19th century for the next era of discovery to begin. During this time, the pace and significance of medical discovery increase, yet adoption of good ideas, like antisepsis, seems to take much too long, while bad ideas find adherents in spite of poor or no supporting evidence. Throughout this period, the ghost of Galen continues to haunt hospitals and battlefields. It will not be until the 1930\u2019s that Galenism is banished from the wards. Our study will track this history and conclude with a consideration of the management of combat casualties from the time of the first \u201cmodern\u201d surgeon, Ambrose Pare, to that of contemporary forward surgical teams in Afghanistan and Iraq. The seminar will consist of weekly discussion, informed by assigned reading and independent inquiry. We will visit the site of the first use of ether anesthesia, and duplicate William Harvey\u2019s experiments in the anatomy lab. From time to time we will be joined by other doctors with expertise in specific areas such as infectious disease, combat surgery and anatomy. \u000a\u000aAdditional Essay Question: \u000aWhat experience (or experiences) with the health care system have you or someone close to you had that makes you particularly interested in learning more about child health services?
p215
sg11
(lp216
(iapp.model
TimeBlock
p217
(dp218
g15
F18.0
sg16
g19
sg20
F16.0
sbasg21
VAdams House Master's Residence, Apthorp House (enter through entrance on Plympton St)
p219
sg23
VMonday, 4-6
p220
sg25
V24N
p221
sg27
VDr Judith Sullivan Palfrey\u000aDr. Sean Palfrey
p222
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151119619&backlink=yes
p223
sg31
V119619
p224
sba(iapp.model
Seminar
p225
(dp226
g3
Nsg5
I01
sg6
I12
sg7
VBiology of Symbiosis: Living Together Can Be Fun!
p227
sg9
VNOTE: The seminar will occasionally meet longer for field trips or other projects, dates TBD.\u000a\u000aThis course examines the remarkable diversity of symbiotic associations on Earth, their ecology and evolution, and their roles in human health and disease, agriculture, and biotechnology. Symbioses\u2014 \u201cliving together\u201d\u2014with microbes are ubiquitous in nature, ranging from lichens to the human microbiome. Symbiosis drives evolution, resulting in \u201cnew organisms\u201d and charges us to think about biodiversity on a new level. They affect the ecologies of organisms, e.g., by allowing colonization of otherwise hostile environments such as deep-sea hydrothermal vents. In agriculture and natural environments, symbioses \u201cself-fertilize\u201d plants in nitrogen poor soils. In medicine, they impact understanding of emerging diseases, as pathogens are at one extreme of the symbiotic continuum. Knowledge of such partnerships is critical to understanding all life on Earth. Our own cells are host to intracellular symbionts, i.e., mitochondria, which evolved from free-living bacteria 1-2 billion years ago. Further, the Human Microbiome Project emphasizes that \u2018we are not alone\u2019. Humans harbor 10X more bacteria than human cells, a consortium integral to host health and development. Indeed, recent studies reveal multiple benefits ranging from protection against pathogens, to development of the immune system. In this freshman seminar, microbial symbioses with animals, plants, fungi, and protists will be discussed, complemented by firsthand observations via microscopy and field trips to local environs including Boston Harbor Islands, the New England Aquarium, and your own microbiome. \u000a\u000aADDITIONAL ESSAY QUESTION:\u000aWhich "side" of symbiosis would you be bringing to the seminar as your primary interest and/or expertise, i.e. the symbiotic partner? \u000a(1) the "host", typically the larger partner such as plants or animals \u000a(2) the "symbiont", the smaller partner, typically microbes such as bacteria and fungi\u000a(3) both\u000aPlease give a one word answer for symbiont choice and provide two sentences: (1) explaining your choice and (2) background/expertise (e.g., coursework, research) for both host and symbiont. \u000a\u000a
p228
sg11
(lp229
(iapp.model
TimeBlock
p230
(dp231
g15
F16.0
sg16
g72
sg20
F14.0
sbasg21
VMuseum of Comparative Zoology, Oceanography Seminar Room 4, 24-26 Oxford Street
p232
sg23
VWednesday, 2-4 (with occasional mtgs until 5 for trips or projects)
p233
sg25
V24Q
p234
sg27
VColleen Cavanaugh
p235
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151110305&backlink=yes
p236
sg31
V110305
p237
sba(iapp.model
Seminar
p238
(dp239
g3
Vhttps://canvas.harvard.edu/courses/16608
p240
sg5
I01
sg6
I12
sg7
VFinding Connections: Perspectives on Psychological Development and Mental Illness
p241
sg9
VThe seminar's challenge will be to deepen our understanding of human development and how individuals cope with serious emotional or social difficulties (neglect, bipolar disorder, autism, depression, schizophrenia). We will use multiple perspectives: medical observations and texts that provide practical knowledge (e.g. The New England Journal of Medicine review articles), narrative readings to understand how patients experience the meaning of illness from the inside out (e.g. The Center Cannot Hold), visitors who will discuss their experience with mental illness, and how development-related mental illness is portrayed in the press (e.g. The New Yorker articles). We will start with the mental life of babies and how scientists interpret infants\u2019 nonverbal ways of finding safety and security. This begins the journey of our understanding fundamental needs for tenderness, holding, and making meaning. Understanding how conditions such as autism, depression, and schizophrenia are described in clinical research and literature will help us to appreciate the biological vulnerabilities and relational patterns that may disrupt the human connection. We will examine the resourcefulness required for both fragility and resiliency. Throughout the seminar, the instructor, as a practicing child and adolescent psychiatrist, will bridge the gap between research findings, clinical applications, and everyday insight.
p242
sg11
(lp243
(iapp.model
TimeBlock
p244
(dp245
g15
F17.0
sg16
g72
sg20
F15.0
sbasg21
VFSP Seminar Room 21, 6 Prescott Street, 2nd floor
p246
sg23
VWednesday, 3-5
p247
sg25
V25N
p248
sg27
VNancy Rappaport
p249
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=401&backlink=yes
p250
sg31
V
p251
sba(iapp.model
Seminar
p252
(dp253
g3
Vhttps://canvas.harvard.edu/courses/11850
p254
sg5
I01
sg6
I14
sg7
VBuilding a Living Cell One Brick at a Time
p255
sg9
VSynthetic biology is an emerging multi-disciplinary field of research aimed at developing solutions to problems impacting our individual lives and ultimately our long-term survival as a species. Some challenges can be addressed by the development of microorganisms re-engineered to perform new functions. New fast and effective methods to sequence the genome of re-engineered bacteria have been developed. In this \u201chands-on\u201d laboratory course, students will modify the genome of E. coli and study the inner workings of nanopore sequencing, a method allowing for the fast sequencing of entire bacterial genomes. The course gives students the experience of how science is done and how technologies are developed through the practice of experimental inquiry. To understand how a synthetic biological system is built, students will learn how to design experiments and then test their designs. To understand how nanopore technology was developed and how the commercially available nanopore-sequencing instrument works, students will perform experiments illustrating the guiding scientific principles behind this technology. The weekly meetings will include short discussions of selected topics and a discussion of the planned experiments. During the 3-hour laboratory sessions, teams of students will have access to a fully equipped laboratory dedicated to undergraduate research and will perform experiments that they design during previous class meetings. This course will show how a multidisciplinary approach contributes to today's scientific discoveries. Students will have flexible access to the teaching laboratory to continue their experiments outside of the hours scheduled for the seminar.\u000a\u000aThere is no additional essay question for this seminar.
p256
sg11
(lp257
(iapp.model
TimeBlock
p258
(dp259
g15
F17.5
sg16
g72
sg20
F14.5
sbasg21
VNorthwest Building 152
p260
sg23
VWednesday, 2:30-5:30
p261
sg25
V25O
p262
sg27
VDr Alain Viel
p263
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151108555&backlink=yes
p264
sg31
V108555
p265
sba(iapp.model
Seminar
p266
(dp267
g3
Nsg5
I01
sg6
I12
sg7
VNeurotoxicology: Biological Effects of Environmental Poisons
p268
sg9
VPrerequisites: This course welcomes science and non-science concentrators. Some background in high school biological and physical sciences is useful and preferred.\u000a\u000aThis seminar will explore a wide range of environmental and man-made neurotoxic substances and their effects on human and animal populations. Particular attention will be given to pediatric exposure to neurotoxic agents and associated neurodevelopmental disabilities, as well as neurobehavioral and immunological changes. The seminar will examine the impact on children of lead (Pb) exposure from Pb glazing activities, household paints, and automobile petroleum emissions in the environment. Mercury poisoning through contaminated foods, cosmetics, vaccine preservatives, inorganic mercury in teething powders, elemental mercury from amalgamation, and magico-religious rituals will define another area of study. The basic neurophysiology and neurochemistry of a number of other neurotoxins, including arsenic, tetrodotoxin, saxitoxin, botulinum, curare, cocaine, and \u201cnerve gas\u201d will be reviewed. What dangers do these toxins pose? What can or should be done to prevent exposure?\u000a\u000aThere is no additional essay question for this seminar.
p269
sg11
(lp270
(iapp.model
TimeBlock
p271
(dp272
g15
F16.0
sg16
g72
sg20
F14.0
sbasg21
VScience Center 112
p273
sg23
VWednesday, 2-4
p274
sg25
V25P
p275
sg27
VDr Samuel Allen Counter
p276
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151120755&backlink=yes
p277
sg31
V120755
p278
sba(iapp.model
Seminar
p279
(dp280
g3
Nsg5
I01
sg6
I11
sg7
VResponsibility, the Brain, and Behavior
p281
sg9
VPrerequisites: There are no prerequisites, but an interest in law, psychology, or related fields would be advantageous.\u000a\u000aNote: The seminar may include an optional trip outside of class time to Bridgewater State Hospital, Massachusetts\u2019s maximum security forensic hospital. Transportation will be provided free of charge.\u000a\u000aThe individual\u2019s responsibility for his or her behavior is a subject of constant inquiry in our society. This seminar will explore the philosophical, legal, and clinical bases of the concept of individual responsibility in civil and criminal law. We will examine how forensic mental health professionals assess an individual\u2019s mental state at the time of an alleged act, the legal standards applied, and the social and political forces that help to shape legal decision. In the process, students will consider historical and modern examples of the insanity defense, including modern attempts to expand the range of disorders offered as a basis for an insanity defense. The seminar will examine modern concepts of the biological basis of behavioral disorders and their relationship to existing standards of criminal responsibility. \u000a\u000aThere is no additional essay question for this seminar.
p282
sg11
(lp283
(iapp.model
TimeBlock
p284
(dp285
g15
F21.0
sg16
g41
sg20
F19.0
sbasg21
V[unavailable]
p286
sg23
VTuesday, 7-9pm
p287
sg25
V25W
p288
sg27
VDr Ronald Schouten
p289
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151120969&backlink=yes
p290
sg31
V120969
p291
sba(iapp.model
Seminar
p292
(dp293
g3
Nsg5
I01
sg6
I15
sg7
VHuman Brain in Health and Disease: A Neurologist's Perspective
p294
sg9
VNote: The course is intended for those who have scored -5- on AP Biology or Chemistry.\u000a\u000aIs the human mind an \u201cemergent\u201d property of the brain? How might that occur? We study how structure and properties of the brain and mind are shaped by biology, chemistry, experience and disease. For example, experiences during "critical periods" modify brain anatomy/function; learning a foreign language before or after puberty is revealed by a native or foreign accent. Mirror neurons play a role in perception, motor skills and emotion. Examples include "contagious" happiness or sadness, empathy and theory of mind; their dysfunction may cause autism. Beyond these \u201cbottoms up\u201d explanations, we will also consider a \u201ctop down\u201d approach, in which the intention or purpose of a behavior or idea can \u201cpull\u201d our behavior or state of mind, what Aristotle termed \u201cFinal Cause.\u201d The human brain/mind is a pattern-seeking organ that uses logical patterns to predict the future. From infancy we make sense of the world by seeking logical patterns; mathematics is \u201ccore knowledge\u201d of infants. We then use these patterns to look into the future to anticipate where a given pattern will lead and are thus \u201cpulled\u201d to that goal or not; thus the goal can determine behavior and worldview. We read Victor Frankl's "Man's Search for Meaning" which explores human thought, behavior and purpose. This seminar straddles the realms of science, which asks \u201chow?\u201d and the humanities, which traditionally asks \u201cwhy?\u201d and strives to reconcile these two approaches to understanding the world and our place in it. \u000a\u000aThere is no additional essay question for this seminar.
p295
sg11
(lp296
(iapp.model
TimeBlock
p297
(dp298
g15
F21.0
sg16
g41
sg20
F19.0
sbasg21
V[unavailable]
p299
sg23
VTuesday, 7-9pm
p300
sg25
V25X
p301
sg27
VDr Thomas N. Byrne
p302
sg29
Vhttp://www.freshsem.fas.harvard.edu/student/sem-detail.cgi?seminar=20151108257&backlink=yes
p303
sg31
V108257
p304
sba(iapp.model
Seminar
p305
(dp306
g3
Vhttps://canvas.harvard.edu/courses/11878
p307
sg5
I01
sg6
I15