We dream in stories, buy products and support charitable causes because of stories, understand who we are in part by thinking in the format of stories, and, yes, even close our office doors and gossip thanks to the help of stories! Before we had formal communication, storytelling was the method through which we made sense of the world and that core function of the phenomenon has never changed. History has shown that stories are inextricably linked to what it means to be human. It also counts as a B/E concentration elective. Note: This online async Core Area class counts toward the Natural Sciences, Philosophy or Culture Core Area requirements. This is a course about the history and "why and how" of the calculus, and although we will do various calculations throughout the course in order to understand how it all works, we will introduce everything needed as we go. You do not need any background in mathematics to take this course. In this course, we will study the basic ideas of the calculus, and we will learn how humanity figured it all out, starting in ancient Greek times. So, how? What exactly is the error in Zeno's thinking? It took almost 2000 years for humanity to figure out how to solve Zeno's question, and to do so, it required that we discover (or invent) the calculus. However, we know from experience that turtles do make it across the road. But if that is true, it will never get to the other side, because there will always be half of the remaining distance in front of it. But how did we discover (or invent) it? And what are the basic ideas that underlie it? Although it may seem complicated, the calculus is designed to solve a very simple question, known as Zeno's paradox: if a turtle wants to cross the road, it must first traverse half of the distance, then half of the remaining distance, then again half of the remaining distance, and so on. Its ability to describe the physical world is unparalleled (Nobel physicist Richard Feynman once remarked that calculus is the language God speaks). It underlies the hard sciences, the soft sciences, and much more. Without it, we would have no airplanes or cell phones, no microwaves or ultrasound machines, no GPS or self-driving cars. It ranks alongside the works of Shakespeare and Michelangelo. Note: This course meets either a Natural Sciences Core Area requirement or an International Relations concentration elective.Ĭalculus is one of the greatest of human achievements. Related resources for our course include materials from GU’s School of Nursing, Medical School and Science, Technology, and International Affairs (STIA) Program in the Edmund A. This course surveys these issues and enables understanding intersections among “Biotechnology” and “Global Health”. Such knowledge reduces premature mortality (years of life lost), disability (YLD), summarized as disability adjusted life years (DALY, According to the World Health Organization, WHO). Prevention and intervention have helped with diabetes, cancers, heart disease, neurogenerative diseases such as depression, HIV/AIDS and Opioid dependencies. reproductive, maternal and children’s health) and technological gains in diagnosis and treatment of diseases sanitation halted typhoid, cholera, and dysentery. In addition, this course explores benefits in patient care and public health that come from information engineering applied to the field of health care (health informatics) that have helped promote a century of improvements in sanitation and wellness (e.g. These are now under investigation by nationally renowned Georgetown scholars in Global Health (colleague Prof. Such guidelines are now being enhanced by bigger social issues in biotechnology and global health such as the role of social and environmental contexts in enhancing the negative effects of disease interactions (“syndemics” such as diabetes-depression and poverty). This pursuit energized a new discipline of “Bioethics” for nearly half a century, pioneered by distinguished colleagues at Georgetown University’s Kennedy Center of Bioethics. These helped decisions about organ donation and neonatal intensive care (exploring rules such as justice, benefice and nonmaleficence or “do no harm”). This “bedside model” emphasizing autonomous (self-directed) patient consent became a quest for public agreement about procedures of sound clinical decision-making in the face of discrete uses or withholding/withdrawals of technology. Institute for Transformational Leadershipįollowing abuses such as World War II Nazi medical experiments on prisoners, and four decades of not treating men of color for syphilis at Tuskegee (1932-1972), in the early 1970’s, a government commission established guidelines for human subject research (Belmont, 1974-1979).New Students Current Students International Students Military Students Online Students Faculty Alumni Organizations.
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