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Ses # Topics Notes Lecture 1 Introduction To 11.208 And Thematic Mapping Producing and printing thematic maps Part I: (PDF) Part II: (PDF) Lab A Building and printing a simple map from database tables and boundary files Lecture 2 Crime Case Study and Elementary Database Management Case study in analytic mapping Getting data into a database (data import, entry) Simple queries on a database (selecting fields and records, simple aggregation) Getting data out of the database (data export) Part I: (PDF) Part II: (PDF) Lab B Essential database operations: data input, simple queries, output. Lecture 3 Making Sense Of The Census, Part I The 1990 Census of Population and Housing Tools to extract census data Using census data: normalization, comparisons over time (PDF) Lecture 4 Introduction To Relational Databases, Part I Introduction to the relational model Intermediate queries: aggregation functions (grouping), multi-table queries (PDF) Lab C Build and run queries on survey data and urban management records Lecture 5 Making Sense Of The Census, Part II The 1990 Census of Population and Housing Tools to extract census data Using census data: normalization, comparisons over time Part I: (PDF) Part II: (PDF) Part III: (PDF) Part IV: (PDF) Part V: (PDF) Lab D Extracting Census data from STF files Lecture 6 Principles Of Relational Databases, Part II Problem Set handed out prior day. Elements of database design The relational model of data including “One-to-many” relationships among data tables Introduction to Structured Query Language (SQL) (PDF) Lecture 7 Database Management In Planning An overview of planning uses of database management, both now and in the future. (PDF) Lab E Lab session emphasizing Census data and applying the relational model Lecture 8 Preparing Effective Maps Tips on preparing maps that communicate accurately, clearly, and persuasively (PDF) Lab F Enhancing the accuracy, clarity and persuasiveness of the map Lecture 9 Spatial Analysis And Internet Overview Introduction to Internet and GIS mapping resources Web mapping resources (PDF) Lab G Integrating orthophotos with census data Project Demo Exhibition Of Planning Software And PSS Research Demonstrations of software tools for mapping and spatial analysis Lecture 10 Course Summary Introduction to geographical information systems and course summary (PDF) Panel Discussion
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common_crawl_ocw.mit.edu_148
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Ses # Topics Readings Lecture 1 Introduction To 11.208 And Thematic Mapping Producing and printing thematic maps Hutchinson, Scott and Larry Daniel. Inside ArcView GIS. Albany, NY: OnWord Press, 2000. (read Chapter 1: “Introducing ArcView” and Chapter 3: “Getting Started: Projects and Views”) Monmonier, Mark S. How to Lie with Maps. Chicago, IL: University of Chicago Press, 1991. (read “Elements of the Map” and Chapter 2) Bossard, Earl G. and Haiyan Zhang. “Loosely Coupled PC Programs as a Framework for Spatial Analysis.” URISA 1993 Annual Conference Proccedings 3 (1993): 38-47. Lab A Building and printing a simple map from database tables and boundary files Lecture 2 Crime Case Study and Elementary Database Management Case study in analytic mapping Getting data into a database (data import, entry) Simple queries on a database (selecting fields and records, simple aggregation) Getting data out of the database (data export) Ferreira, J. “Spatial Patterns of Property Crimes and Socio-Economic Characteristics.” (1986). Lewis, S. “Data, Computers and Planners.” Ferreira, J. “Database Management Tools for Planning.” Journal of the American Planning Association 56, no. 1 (1990): 78-84. MSQuery Manual: Introduction and Excerpts Lab B Essential database operations: data input, simple queries, output. Lecture 3 Making Sense Of The Census, Part I The 1990 Census of Population and Housing Tools to extract census data Using census data: normalization, comparisons over time U.S. Census Bureau. “Introduction to 1990 Census Products.” U.S. Census Bureau. “Census ‘90 Basics.” Lecture 4 Introduction To Relational Databases, Part I Introduction to the relational model Intermediate queries: aggregation functions (grouping), multi-table queries Trimble, J. Harvey and David Chappell. Introducing SQL. New York, NY: John Wiley & Sons, 1989. ISBN: 0471616842. (read Chapter 1, pp. 74-104, 124-137 of A Visual Introduction to SQL) Lab C Build and run queries on survey data and urban management records Lecture 5 Making Sense Of The Census, Part II The 1990 Census of Population and Housing Tools to extract census data Using census data: normalization, comparisons over time Hutchinson and Daniel, Chapter 6: “Data Queries,” and pp. 78-81 (“Joining Tables,” “Joining vs. Link”) Lab D Extracting Census data from STF files Lecture 6 Principles Of Relational Databases, Part II Problem Set handed out prior day. Elements of database design The relational model of data including “One-to-many” relationships among data tables Introduction to Structured Query Language (SQL) Lecture 7 Database Management In Planning An overview of planning uses of database management, both now and in the future. NSDI: The National Spatial Data Infrastructure Ferreira, J. “Informating the Dialogue between Public Agencies and Low-Income Communities.” Ferreira, J. “Information Technologies that Change Relationships Between Low-income Communities and the Public and Non-Profit Agencies that Serve Them.” In High Technology and Low-Income Communities: Prospects for the Positive Use of Advanced Information Technology, eds. Donald A. Schön, Bish Sanyal, and William J. Mitchell. Cambridge, MA: MIT Press, 1998. ISBN: 9780262691994. Lab E Lab session emphasizing Census data and applying the relational model Lecture 8 Preparing Effective Maps Tips on preparing maps that communicate accurately, clearly, and persuasively Hutchinson and Daniel, Chapter 5: “Displaying Data.” Wood, D. “Are Maps Sending Society in the Wrong Direction?” (1993). Monmonier, M. “Data Maps: Making Nonsense of the Census.” Chapter 9 of How to Lie with Maps. Lab F Enhancing the accuracy, clarity and persuasiveness of the map Lecture 9 Spatial Analysis And Internet Overview Introduction to Internet and GIS mapping resources Web mapping resources The NCGIA Core Curriculum: NCGIA Core Curriculum in GISci Marble, D. “The Potential Methodological Impact of Geographical Information Systems.” (1990). Levine J., and Landis, J. “Geographic Information Systems for Local Planning.” Journal of the American Planning Association (Spring 1989): 209-220. Lab G Integrating orthophotos with census data Project Demo Exhibition Of Planning Software And PSS Research Demonstrations of software tools for mapping and spatial analysis Lecture 10 Course Summary Introduction to geographical information systems and course summary Panel Discussion Drucker, P.F. “Drucker on Management: Be Data Literate – Know What to Know.” Wall Street Journal, December 1, 1992. Harris, B. “Beyond Geographic Information Systems: Computers and the Planning Professional.” Journal of the American Planning Association (1989): 55, 85-90. Zuboff, S. “Informate the Enterprise: an Agenda for the 21st Century.” National Forum (1991).
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Exhibition of Planning Software and Planning Support Systems Research
Tracking Your Every Move
by Joseph Ferreira
GPS, GIS, wireless networking, and microelectronic sensors are enabling us to monitor all kinds of urban activity. Realtime, online tracking of vehicles is one example that has begun to take off. We’ll display and demonstrate two types of onboard tracking devices that use GPS, cell phone technology, and the internet to track automobiles and map their position in real time. One of the units (being tested for use in NHTSA crash studies) also has accelerometers, gyros, and other onboard sensors to measure emissions, fuel mileage, etc. In our case, we’ll be putting 2000+ units in Boston metro autos for a three-year study examining the potential benefits of pricing auto insurance based on when and where you drive (rather than as a flat annual fee).
These technologies give new meaning to the term ‘wired city’ as well as the phrase ‘big brother’. They provide new opportunities for planning, controlling and coordinating urban activity and new concerns about privacy and security. We’ll look at the technology and discuss some of the implications.
Exploring Spatial Relationships in Public Housing
by Lorlene Hoyt
This demonstration begins with a brief overview of the Philadelphia Housing Authority and its three principal housing programs (Conventional Sites, Scattered Sites, and Section 8). Using ArcView, Spatial Analyst, and 3-D Analyst, we compare the spatial distribution of housing units in each program throughout the city. These visual examinations allow us to detect spatial patterns and generate research hypotheses. Finally, this demonstration speaks to the role of S-Plus for ArcView as a tool for testing such hypotheses.
MAPC Web-Based GIS Tool
by Myoung-Gu Kang
There is a lot of space-related information over the world, and more information – including atlas, geography, socio-economic geography, geology, oceanography, orthophotos, and so forth – keeps becoming open to the public. However, to utilize the data, users have to have certain software, which still requires much money and training. Secondly, it’s not easy to integrate the data in various formats from different sources. These concerns are motivating the development of the technical infrastructure for open distributed and component-based geoprocessing.
The MAPC web-based GIS tool is one of these attempts. The development of MAPC web-based GIS tool has two parts. One is setting up an interoperable GIS Server with MapServer, an OpenSource development environment for building spatially enabled Internet applications. The other is Web interface to integrate the MapServer and the MIT Ortho Server. It’s written in Perl, a server-side script language.
With the MAPC web-based GIS tool, users can see the road system, water bodies, boundaries, MBTA lines, etc, on top of orthophotos. They also can zoom in/out and re-center, and turn on/off the available layers.
HAP: Urban Hinterland Analysis Package
by Jinhua Zhao
This demo is about the modeling of the spatial structure and interaction between the cities in the urban system. This research focuses on the model of the influence of cities on ex-urbia. Software was developed to assist the analysis of the influence of the cities in the urban system. Case studies on several urban systems in China were carried out to demonstrate how this tool could help in the analysis of the spatial relationship in the urban system. The software and the case studies will be presented during the demo.
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common_crawl_ocw.mit.edu_150
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Access
Tables
The only place that Access stores data is in the tables listed under the “Tables” tab of the database window. Queries, forms, reports and macros are simply ways in which you can manipulate data in the tables.
Queries
Queries work off of tables. Essentially they are the main mechanism to “ask” questions about data in the database. Queries do not usually save data into a new table (there is a certain type of query called “make table” query if you want to make a copy of a table or create a new table based upon an existing one). Instead, a query is more like a shell that you design in order to view data in tables according to your prescription. For example, if you want to see all the Boston parcels in ZIP code 12345 you may use a query to see only these records as they sit in the “parcels” table.
Query Design View:
Field: Field(s) that you include for analysis and/or showing
Table: Source table of the field(s)
Total: Aggregate function like group by, maximum, etc.
Sort: Ascending or descending the records based on the Field
Show: If checked, field is displayed in query results
Criteria: Equivalent to WHERE-clause in the SQL or subcategory of criteria
OR: Selects records based on meeting one condition OR another condition
AND: Selects records based on meeting one condition AND another condition
Forms and Reports
These tools work off of queries (which work off of tables). Although these are not discussed in detail during the course of 11.208, they are useful in presenting query results in a more polished format. For example, you can use reports to create labels or make a form to help with data entry.
Statements
Statements are used in filters and queries to tell Access what to do. Access has an statement builder wizard that can be helpful if you understand the basic concept the statement you want to build. When you are in the design view of a query you can right click on the Criteria row and choose the “build” option. This opens up a statement builder window consisting of a work area (large blank box at the top of the window) and three columns of things to choose from to formulate statements. The first column is a series of existing forms, queries and other access objects that currently exist. The middle column is a list of items you have created in your database.
Helpful Language in a Query Design View
One helpful way to add criteria to your query is by looking for specific text in a table. By putting text in quotations (“text”) you will force Access to look for text in that field that exactly matches the text in between the quotes. If you want to find text that has certain text within it you can use a like statement.
If you do not want to specify a specific piece of text you can use a “Like” statement. Like “cat” will find records with data in that field anywhere the word cat appears. For example, black cat, catastrophic, cataclysmic…
Printing
Printing During Lab Exercises
Instructions for printing from ArcView are included in Lab A. In some of the exercises, we ask you to print the results of queries. One way to do this is to:
- Shrink the window to a size that will fit on a page
- Arrange the window so that everything you want to show is visible
- Take a picture of your active window (press ALT+Print Screen) or a shot of the whole screen (press Print Screen). The image is saved in the clipboard.
- Paste the image into another application such as Microsoft Word.
If you are experiencing general printing difficulties, don’t worry. Simply call over an instructor or lab monitor, show them your answer on the screen, and ask them to check you off for that question. While we want to be sure that you print successfully at some point, we want you to spend your time working on database and mapping skills, not on printing. Before you print, make sure that your name(s) is (are) on the page being printed (either as a header or as part of the text in the maps).
Hand in Your Lab Exercise at the End of the Session
Be sure that the names of everyone in your group are on the sheet. If you are behind at the end of a session, you can continue working over lunch, or during the evening. However, try not to fall too far behind. This course moves at a very fast pace. If you are having severe conceptual difficulties, see one of the instructors for personal attention during office hours. We are here to help!
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common_crawl_ocw.mit.edu_151
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Course Meeting Times
Lectures: 4 days / week, 8 hours / day
Introduction
The second module of 11.207/11.208, Introduction to Computers in Public Management, will consist of four days of lectures and laboratory exercises. There will be a single homework assignment. This course will acquaint you with additional computer-based methods that are becoming widely used in the planning world. Specifically, you will learn how to build and use databases (data input and output, querying, and relational database design) and create clear, factual maps from demographic data. We will teach these by means of numerous examples and hands-on experience. Through class discussions and guest lectures, we will also engage your thinking on the issues and competence involved in analyzing large volumes of tabular and geographic data to address real world planning questions or issues. You should work individually on the exercises and turn in the maps and lab assignments to the lab monitors. If we are short machines and some of you have to work in pairs, be sure that each of you spends some time controlling the mouse/keyboard while the group does the exercise! For the homework set, small-group discussion of the concepts and general procedures needed for the homework questions is okay (and encouraged). But each individual must turn in their own individual homework set based on ‘hands-on’ work that they did personally. Timely completion of the problem set is required to avoid any reduction in the homework set grade.
Grading
Grades will be based on a combination of completed Lab Exercises and the final Problem Set. The Lab Exercises are designed as hands-on learning opportunities to be completed during the lab sessions. Each completed lab exercise counts toward the course grade. The Problem Set will be posted by Friday of the first week. Students will have approximately one week to submit answers. Problem Set grades are based on correct answers as well as presentation (i.e., map design).
Collaboration Policy
We will try to provide each student with an individual computer on which to work during the labs. In some cases, students may be required to double up on one computer. In these cases, we encourage sharing the effort as much as possible. Regardless, students are expected to submit their own individual lab assignments and final homework. However, during lab exercises we do encourage students to discuss the questions and collaborate on solving the problems. For the homework set, group discussion of the concepts and procedures needed for the homework questions is okay (and encouraged). You will also find that discussing homework problems with others is usually more useful than doing it all on your own. But you must turn in you own individual homework set based on ‘hands-on’ work that you did personally. If we find that your explanations are exactly like someone else’s you will have to share the points on that problem!
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common_crawl_ocw.mit.edu_152
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Course Meeting Times
Two lectures/week, 1.5 hours/lecture
Prerequisites
There are no prerequisites for this course, but permission of the instructor is required.
Course Description
This course introduces graduate students to theories about how cities are formed and the practice of urban design and development, using U.S. and international examples. The course is organized into two parts:
Part 1 analyzes the forces, which act to shape and to change cities. Starting with Boston as a reference, we will examine key forces affecting contemporary urban development, such as: market economics, social forces, industrial production, the natural environment, public development, private development, and incentives to encourage good design. Finally we will consider how cities define a vision for their future and how these are articulated in plans and proposals. Lectures will be supplemented by guest presentations, case studies, and field trips.
Part 2 surveys key models of physical form and social intervention that have been deployed to resolve competing forces acting on the city. the models reflect discrete languages of city making. We will discuss the evolution of each model, practical consequences, and potentials for resolving emerging urban problems and opportunities. The models include: tradition, art, efficiency, ecology, security, emotion, and intelligence. The application of the models will be illustrated in historic and contemporary project cases from Europe. Asia, Latin America, and the U.S.
Grading
Work for this course will include readings, class participation, and two papers related to the two units of the course. Students will also be required to keep a simple journal reflecting on the readings. Student grades will be determined as follows:
- Research papers and journal assignment: 75%
- Participation in classes, discussion sessions, and field trips: 25%
Optional Recitation for Credit
For students with a special interest in urban design, or a desire to delve more deeply into particular topics in the subject, we will offer an optional recitation this year. The recitation will give participants the opportunity to discuss and debate representative cases related to the concepts raised in class and reflect on the readings in the syllabus. The recitation will also provide guidance and support on the two required research/design papers.
Recitation will meet for one hour on Fridays, 4 to 5 times throughout the semester, at a time to be determined with the group. Students electing to participate in the recitation will be expected to attend the sessions regularly and to participate in the discussions. Since there is limited time for discussion in class, we urge students to consider this option, which will enrich your learning.
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common_crawl_ocw.mit.edu_153
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Course Description
Ecological urbanism weds the theory and practice of city design and planning, as a means of adaptation, with the insights of ecology (the study of the relationships among living organisms and their environment and the processes that shape both) and other environmental disciplines. Ecological urbanism is critical to the …
Ecological urbanism weds the theory and practice of city design and planning, as a means of adaptation, with the insights of ecology (the study of the relationships among living organisms and their environment and the processes that shape both) and other environmental disciplines. Ecological urbanism is critical to the future of the city and its design: it provides a framework for addressing challenges that threaten humanity, such as climate change, rising sea level, declining oil reserves, rising energy demands, and environmental and social injustice, while fulfilling human needs for health, safety, welfare, meaning, and delight.
Course Info
Instructor
Departments
Learning Resource Types
assignment_turned_in
Media Assignments with Examples
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common_crawl_ocw.mit.edu_154
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Instructor Insights
In the episode of the Chalk Radio podcast embedded below, Professor Ceasar McDowell describes how he works with his students in 11.312 Engaging Community: Models and Methods for Designers and Planners, teaching them to use the tools of civic design to craft more inclusive forms of community engagement and decision-making.
Assessment
Grade Breakdown
The students’ grades were based on the following assessment elements:
- 15% Civic design skill assessment [Individual Effort]
- 40% Design briefs [Team Effort]
- 15% Reflection blog [Individual Effort]
- 15% Facilitation workshops [Team Effort]
- 15% Other requirements: weekly readings, class participation, leading a class discussion, etc.
Curriculum Information
Prerequisites
None
Requirements Satisfied
11.312 can be applied toward a Master’s Degree in City Planning, but is not required.
Offered
Every spring semester
Student Information
Enrollment
10 students
Breakdown by Year
Graduate students
Typical Student Background
The class consisted of a mix of graduate students, some being from MIT’s Department of Urban Studies and Planning and others having cross-registered from Harvard University.
How Student Time Was Spent
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
In Class
Met 1 time per week for 3 hours per session; 13 sessions total; mandatory attendance
Out of Class
Outside of class, students completed assigned readings and short assignments, collaborated on a team-written design brief, and prepared for class activities.
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common_crawl_ocw.mit.edu_155
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The following readings, assigned for weeks 2 and 3, provide a useful starting point for the coursework:
- de Sousa Briggs, Xavier (1998). “Doing Democracy Up-Close: Culture, Power, and Communication in Community Building." Journal of Planning Education and Research 18(1) 1–13.
- Friedman, Will (2006). “Deliberative Democracy and the Problem of Scope." Journal of Public Deliberation 2(1): 1–29.
- Full Frame Initiative (2015). “The Five Domains of Wellbeing” (PDF).
- Gray, Stephen (2015). “Boston Beyond Boundaries: A Geographically Democratic View” (PDF - 14 MB).
- McDowell, Ceasar (2019). “Dialogue and Democratic Complexity” in Peter N. Stearns (ed.), Peacebuilding Through Dialogue: Education, Human Transformation, and Conflict Resolution. George Mason University. ASIN: B07JN367QW
- Stern, Mark J., Susan C. Seifert, and Dominic Vitiello (2008). “Migrants, Communities, and Culture” (PDF - 3.2 MB). Creativity & Change, January 2008.
- Susskind, Lawrence, and Liora Zion (2002). “Can America’s Democracy Be Improved?” (PDF). Draft working paper of the Consensus Building Institute and the MIT–Harvard Public Disputes Program.
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common_crawl_ocw.mit.edu_156
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This page presents the syllabus for 11.312 as modified partway through the semester in response to the Covid-19 pandemic. For the syllabus as originally planned, see the Pre-Pandemic Syllabus page.
Course Meeting Times
Class sessions: 1 session / week, 3 hours / session, conducted in person in the first half of the semester and over Zoom in the second half
Prerequisites
None
Course Description and Objectives
Throughout the world, cities contain the most demographically complex set of people that have ever lived together. In democratic societies, this demographic complexity presents fundamental design challenges for planners and other professions that have a responsibility to engage the public.
This course proposes that most cities have neither the infrastructure nor the processes in place to support the demographically complex public in fulfilling its role in democracy. Through this course, participants will learn a set of design principles for creating public engagement practices necessary for building inclusive civic infrastructure in cities. Participants will also have the opportunity to review and practice strategies, techniques, and methods for engaging communities in demographically complex settings.
Students participating in this class will walk away with the following:
- Working knowledge of the theory and application of the Civic Design Framework
- Ability to use the CD Framework to assess public engagement design
- Ability to use the CD Framework to design public engagement
- Ability to construct learning experiences to teach the CD Framework
Course Sections
Section 1: Public Engagement and Democracy [Weeks 1 through 4]
We begin with a discussion of democracy and its relationship to community/public engagement, as well as the challenge to public engagement in demographically complex settings. What do some of these demographically complex communities and places look like, and how does the complexity impact true collaboration and how we act as planners?
Next, we explore six critical public conversations, and the corresponding challenges, that the public needs to play in a democratic society. Throughout the semester, we will continue to discuss these issues and related questions: What does it mean to be a professional planner/designer who aspires to engage a community and be a democratic leader? How can one offer expert knowledge and also honor the expertise of the general public? What values underlie the various approaches to community engagement? How do we measure the success of a community engagement effort? A comparison of public engagement efforts in several cities will be used to explore this question.
The second half of this section explores eight design principles for developing inclusive community engagement processes. Next, we will conduct one-on-one conversations to assess the level of competency others have around the civic design principles. The goal of each of these conversations is to test the six conversation types and eight design principles against the demands of specific engagement opportunities. Also, the process will build participants’ fluency with the design principles. The session ends with a report out and a discussion of the findings.
Section 2: Learning Design [Weeks 5 through 7]
In this section, the class will be introduced to the Gather platform developed by the Goldin Institute. We will use the Gather pedagogical framework to develop teaching exercises for each of the design principles. The exercises will be informed by the one-on-one conversations, past class projects, and the work of students at Florida Gulf Coast University.
Section 3: Engagement Design [Weeks 8 through 11]
After spring break the class will focus on designing a public engagement process for one or more clients. Each design will consider the following questions:
- Which of the six roles introduced during the first part of the class should be included?
- Which three design principles should be prioritized to engage the broadest spectrum of the public?
- What activities and processes should be used in the engagement process?
The finished products will include a design brief for the client, a blog post on the design brief, and a personal reflection on the experience of creating the design brief. The class session will include lectures and guest speakers as well as time to work on your design brief. The last class of this section consists of the clients and class members, participating in an open review of the design briefs.
Conclusion [Week 12]
The final class session is dedicated to reflection on the entire course.
Classwork
Civic Design Skill Assessment [Individual Effort]
Using the Civic Design Framework Grid, conduct a one-on-one interview with a person of your choice (we will develop criteria in the class). This assessment will ask people to rate their knowledge/skill for each of the 48 design challenges represented in the framework. Instructions for the exercise will be provided in class. [15% of grade]
Design Briefs [Team Effort]
The brief is a document that assists a specific client in the design of a public engagement effort. Each design will consider the following questions:
- Which of the six conversation types introduced during the first part of the class to include;
- Which three design principles should be prioritized to engage the broadest spectrum of the public; and
- What activities and processes to use in the engagement process?
The finished products will include a design brief for the client, a blog post on the design brief, and a personal reflection on the experience of creating the design brief. The brief includes exercises for learning about the different principles devised from the Learning Design products. [40% of grade]
Reflection Blog [Individual Effort]
Each participant will write a blog post reflecting on what they have taken from this class and advise for others interested in learning about a particular civic design principle. [15% of grade]
Workshops [Team Effort]
There will be 3 facilitation workshops. These will cover group decision making, process design, and meeting design. [15% of grade]
Other Requirements
Students are expected to complete weekly readings, participate actively in class, lead one class discussion, and participate in workshops. [15% of grade].
Grading
Due to the COVID-19 pandemic restrictions, emergency academic procedures are in effect, imposing temporary changes in the regulations regarding grades. All grades will be assigned as follows:
- PE reflects performance at any of the levels A, B, or C, under an Institute emergency closure.
- NE indicates a performance at the level of D or F for which no record will appear on the external transcript.
- IE indicates that a portion of the subject requirements has not been fulfilled, due to a major disruption of the Institute’s academic activities.
Academic Integrity and Support
In this course, I will hold you to the high standard of academic integrity expected of all students at the Institute. I do this for two reasons. First, it is essential to the learning process that you are the one doing the work. I have structured the assignments in this course to enable you to gain a mastery of the course material. Failing to do the work yourself will result in a lesser understanding of the content, and therefore a less meaningful education for you. Second, it is important that there be a level playing field for all students in this course and at the Institute so that the rigor and integrity of the Institute’s educational program is maintained. Violating the Academic Integrity policy in any way (e.g., plagiarism, unauthorized collaboration, cheating, etc.) will result in official Institute sanction. Possible sanctions include receiving a failing grade on the assignment or exam, being assigned a failing grade in the course, having a formal notation of disciplinary action placed on your MIT record, suspension from the Institute, and expulsion from the Institute for very serious cases.
Please review the Academic Integrity policy and related resources (e.g., working under pressure; how to paraphrase, summarize, and quote; etc.) and contact me if you have any questions about appropriate citation methods, the degree of collaboration that is permitted, or anything else related to the academic integrity of this course.
Diversity
MIT values an inclusive environment. I hope to foster a sense of community in this classroom and consider this classroom to be a place where you will be treated with respect. I welcome individuals of all backgrounds, beliefs, ethnicities, national origins, gender identities, sexual orientations, religious and political affiliations – and other visible and nonvisible differences. All members of this class are expected to contribute to a respectful, welcoming, and inclusive environment for every other member of the class. If this standard is not being upheld, please feel free to speak with me.
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common_crawl_ocw.mit.edu_157
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Part I: Fundamentals: Land Use Planning, Regulation, and Growth Management SES # TOPICS READINGS Week 1: Introduction 1 Course Introduction Week 2: Project Introduction and Start Up 2 Community Planning Project Introduced 3 Discussion of Client Project. Project Teams Formed Week 3: Planning for Growth and Zoning Controls 4 Land Use Planning and Regulation - An Overview Kaiser, Edward J., and David R. Godschalk. “Twentieth Century Land Use Planning: A Stalwart Family Tree.” Journal of the American Planning Association 61, 3 (Summer 1995): 365-384. A positive assessment. Popper, Frank J. “Understanding American Land Use Regulation Since 1970.” Journal of the American Planning Association 54, 3 (Summer 1988): 291-301. A good overview of the evolution of the system. Jacobs, Harvey M. “Fighting over Land: America’s Legacy…America’s Future?” Journal of the American Planning Association 65, 2 (Spring 1999): 141-149. Teitz, Michael B. “Reflections and Research on the U.S. Experience.” In The Profession of City Planning: Changes, Images, and Challenges 1950 - 2000. Edited by Lloyd Rodwin, and Bish Sanyal. New Brunswick, N.J.: Center for Urban Policy Research, Rutgers, 2000, pp. 275-304. 5 Zoning Controls - The Basics Frank, S., and Judith Getzels, eds. “Zoning.” Chap. 15 of The Practice of Local Government Planning. Washington, D.C.: International City Management Association in cooperation with the American Planning Association, 1979, pp. 416-443. Richard Babcock’s concise look at the evolution of zoning. Knack, Ruth Eckdish. “Return to Euclid.” Planning (May 1997): 4-8. Foster, Kelleann, et. al. “Zoning on the Line.” Planning (Nov 1996): 10-13. Garvin, Alexander. “Land Use Regulations.” Chapter 16 in The American City: What Works, What Doesn’t. New York: McGraw-Hill, 1996, pp. 356-372. Nice history of zoning in New York City, and good illustrations of bulk and density controls. Thomas, June Manning, and Marsha Ritzdorf, eds. “The Racial Origins of Zoning.” Part One of Urban Planning and the African American Community: In the Shadows. Edited by Christopher Silver. Sage Publications, 1997, pp. 23-42. If time permits, skim through another reading from this text shown below: Ritzdorf, Marsha. Locked Out of Paradise: Contemporary Exclusionary Zoning, the Supreme Court, African Americans, 1970 to the Present. Pp. 43-57. This entire book has been placed on reserve at Rotch Library. Week 4: Making a Plan: Where to Begin? 6 Plan-Making at the Community Level Neuman, Michael. “Does Planning Need the Plan?” Journal of the American Planning Association 64, 2 (Spring 1998): 208-220. Baer, William C. “General Plan Evaluation Criteria: An Approach to Making Better Plans.” Journal of the American Planning Association 63, 3 (Summer 1997): 329-344. “Would you know a good plan if you saw one?” Selected plans successfully used by a communities will be placed on reserve at the Rotch Library. (Skim through to get a general sense of plan content and organization.) Phil Herr, former instructor of the class, and a distinguished consulting planner, will share his experience about this subject. 7 Imaging Needham Center and its Streets Lynch, Kevin. “The Image of the Environment.” Chap. 1 in Image of the City. Cambridge, MA: The Technology Press and Harvard University Press, 1960, pp. 1-13. Jacobs, Allan B. “Making Great Streets.” Chap. 4 in Great Streets. Cambridge, MA: MIT Press, 1993, pp. 269-308. Week 5: Growth Management and Growth Rate Controls 8 State and Regional Planning Mandates versus Home Rule Callies, David L. “The Quiet Revolution Revisited: A Quarter Century of Progress.” Chap. 2 in Modernizing State Planning Statues: The Growing Smart Working Papers. Planners Advisory Service, Report No. 462/463, American Planning Association, 1996, pp. 19-26. An overview of the approach in ten states. Burby, Raymond J., et. al. “Is State-Mandated Planning Effective?” Land Use Law 45, 10 (Oct 1993): 3-9. Herr, Philip B. “The Cape Cod Village: An Endangered Species.” Changing Cities. Spring 1992, pp. 7- 9, 53. The former instructor of this course offers insights about the unintended consequences of the regulatory provisions of the Cape Cod Commission regional growth management model. Flint, Anthony. “Bourne Panel at Odds on Project.” Boston Globe (22 July 2001): B1 and B4. Debate over regional review issues for local project with major impact. Knack, Ruth Eckdish. “Go Badgers, Fight Sprawl.” Planning (May 1997): 14-17. Regional plan stirs concerns in townships. Alexander, Frank S. “Inherent Tensions Between Home Rule and Regional Planning.” Wake Forest Law Review. Winston-Salem, Fall 2000, pp. 539-561. The Georgia experience. Wheeler, Stephen M. “The New Regionalism: Characteristics of an Emerging Movement.” Journal of the American Planning Association 68, 3 (Summer 2002): 267-278. Armando Carbonell, former Executive Director of the Cape Cod Commission will join the class to discuss the challenge of regional planning amidst a strong “home rule” culture. 9 The Growth Management System and Growth Controls: Local and Regional Issues Chinitz, Benjamin. “Good for the Town, Bad for the Nation?” Journal of the American Planning Association 56, 1 (Winter 1990): 3-8. Some interesting questions and arguments are advanced. Is the conclusion surprising? Fischel, William A. “Growth Management Reconsidered: Good for the Town, Bad for the Nation?” Journal of the American Planning Association 57, 3 (Summer 1991): 341-344. The debate continues. Nelson, Arthur C., and James B. Duncan, et. al. “The Purposes of Growth Management.” Chap. 1 in Growth Management Principles and Practices. Chicago, IL: Planners Press, American Planning Association, 1995, pp. 1-18. This book has been placed on reserve at the Rotch Library. Several copies of this chapter are also on reserve. DeGrove, John M., et. al. Balanced Growth: A Planning Guide for Local Government. Washington, D.C.: International City Management Association (ICMA), 1991. From Part 1, Growth Management Policy, “Growth Management: Past, Present, Future,” Elizabeth A. Deakin, pp. 3-10., and “Fifteen Ways to Make Growth Management Work,” Nancy Alexander, pp. 11-17. Calavita, Nico. “Vale of Tears.” Planning (March 1997): 18-21. A critical assessment of growth control measures in San Diego. Salkin, Patricia E. “Barriers to Affordable Housing: Are Land Use Controls the Scapegoat?” Land Use Law & Zoning Digest 45, 4 (April 1993): 3-7. Nelson, Arthur C., and David R. Peterman. “Does Growth Management Matter? The Effect of Growth Management on Economic Performance.” Journal of Planning Education and Research (Spring 2000): 277-285. Keene, John C. “Social Equity and Metropolitan Growth.” Planning for a New Century: The Regional Agenda. Edited by Jonathan Barnett. Washington D.C.: Island Press, 2001, pp. 49-62. Pendall, Rolf. “Local Land Use Regulation and the Chain of Exclusion.” Journal of the American Planning Association 66, 2 (Spring 2000): 125-142. Week 6: Visioning, Zoning Innovations 10 Visioning Klein, Bill. “Citizen Participation: Whose Vision is It?” Agenda for America’s Communities. American Planning Association, May 1993, pp. 1-12. Naylor, Amy R. “Citizen Participation in Brunswick, Maine.” Planners’ Casebook. American Planning Association, Spring 1994, pp. 1-8. A non-traditional approach to involving citizens in the Planning Process. Shipley, Robert, and Ross Newkirk. “Visioning: Did Anybody See Where it Came From?” Journal of Planning Literature 12, 4 (May 1998): 407-414. Useful cautions and questions. Tauxe, Caroline S. “Marginalizing Public Participation in Local Planning: An Ethnographic Account.” Journal of the American Planning Association 61, 4 (Autumn 1995): 471-481. Bureaucratic norms and the need for cultural sensitivity. Barrett, Judi. Project Manager, Community Opportunities Group, will discuss the challenge of facilitating and managing a public visioning process. 11 Zoning Innovations Hinshaw, Mark. “Rezone or Dezone?” Planning (June 2000): 4-9. Time to overhaul the system. Porter, Douglas R., Patrick L. Phillips, and Terry J. Lassar. “Introduction to Flexible Zoning.” Chap. 1 in Flexible Zoning and How It Works. Washington: The Urban Land Institute, 1988, pp. 3-14. An overview and model application of performance zoning. Jaffe, Martin. “Performance Zoning: A Reassessment.” Land Use Law 45, 3 (March 1993): 3-9. While focused on legal and regulatory issues, this evaluation of actual applications offers important “real world” lessons. DeGrove, John M., et. al. Balanced Growth: A Planning Guide for Local Government. Washington, D.C.: International City Management Association (ICMA), 1991. From Part 2, Growth Management Techniques, “TDRs: An Innovative Approach to Growth Management, Barbarina Heyerdahl, pp. 63-65. Garvin, Alexander.“Land Use Regulations.” Chap. 16 in The American City: What Works, What Doesn’t. New York: McGraw-Hill, 1996, pp. 372-381. (See sections on Incentives and Special Districts.) Morris, Marya. Incentive Zoning: Meeting Urban Design and Affordable Housing Objectives. Chicago, IL: Planners Advisory Service, Report No. 494, American Planning Association, 2000. Legal issues, urban design and affordable housing topics discussed in reference to incentive zoning. Skim text for general content. Kendig, Lane, Susan Connor, Cranston Byrd, and Judy Heyman. “The Concept of Performance Zoning.” Part One in Performance Zoning. Washington, D.C.: Planners Press, American Planning Association, 1980, pp. 3-50. If you have any free time, perusal of this book in its entirety is worthwhile. It has been placed on reserve at the Rotch Library. Porter, Douglas R., ed. Performance Standards for Growth Management. Chicago, IL: Planners Advisory Service, Report No. 461, American Planning Association, 1996. Chapter 2: “Performance Standards and Point Systems in Western Communities,” William Davidson, pp. 7-12; and Chapter 5: “Leveraging Growth Management with APFOs,” William E. Baumgaertner et. al., pp. 23-30. This report has been placed on reserve at the Rotch Library. Part II: Emerging Issues, Trends, Methods and Approaches SES # TOPICS READINGS Week 7: New Urbanism and Transit-Oriented Development 12 Neotraditional Planning, New Urbanism Knack, Ruth Eckdish. “Repent, Ye Sinners, Repent.” Planning (Aug 1989): 4-10; 13. An early description of NTD. Middleton, D. Scott. “Celebration, Florida: Breaking New Ground.” Urban Land 56, 2 (Feb 1997): 32-36, 54-55. New urbanism goes Disney. Mandel, Charles. “It Fakes a Village.” THIS (May/Jun 1997): 13-16. A view from the north. Calthorpe, Peter. “New Urbanism and the Apologists for Sprawl.” Places (Spring 2000): 67-69. This whole journal edition is devoted to New Urbanism, with a number of case studies. Marshall, Alex. “A Tale of Two Towns: Kissimmee versus Celebration and the New Urbanism.” How Cities Work: Suburbs, Sprawl, and the Roads Not Taken. Austin: University of Texas Press, 2000, pp. 1-39. Southworth, Michael. “Walkable Suburbs: An Evaluation of Neotraditional Communities at the Urban Edge. " Journal of the American Planning Association 63, 21 (Winter 1997): 28-44. A comparative analysis of neotraditional developments with a turn-of-the-century streetcar suburb. 13 Transit-Oriented Development (and discussion of its applicability to the Needham project). Calthorpe, Peter. “Guidelines.” The Next American Metropolis: Ecology, Community, and the American Dream. New York: Princeton Architectural Press, 1993. Section on pages 41-49. This book has been placed on reserve at the Rotch Library, and is worth reviewing in entirety. Tumlin, Jeffery, and Adam Millard-Ball. “How to Make Transit-Oriented Development Work.” Planning (May 2003): 14-19. Flint, Anthony. “Frustrating Development.” Boston Globe (7 Jun 2003): B1. Miara, Jim. “On Route.” Urban Land 60, 5 (May 2001): 84-90. A changing culture on transit and development. Boarnet, Marlon G., and Nicholas S. Compin. “Transportation-Oriented Development in San Diego County: The Incremental Implementation of a Planning Idea.” Journal of the American Planning Association 65, 1 (Winter 1999): 80-95. Goals, barriers, and actual results. Week 8: Community Design, Placemaking 14 Community Design and Alternative Regulatory Approaches. What’s Applicable to the Needham Project? Knack, Ruth Eckdish. “Dense, Denser, Denser Still.” Planning (Aug 2002): 4-9. Pawlukiewicz, Michael. “Embracing Density.” Urban Land 61, 7 (Jul 2002): 18-20. Fader, Steven. Density by Design: New Directions in Residential Development. 2nd ed. Washington D.C.: Urban Land Institute, 2000, pp. 1-19. Useful ideas to consider. Lee, Thomas, L. “Place Making in Suburbia.” Urban Land 59, 10 (Oct 2000): 72-79, 112-113. Salvesen, David. “The Making of Place.” Urban Land 61, 7 (Jul 2002): 36-41. Do these principles apply to our suburban context? Duerksen, Christopher J. “Form, Character, and Context: New Directions in Land Use Regulations.” American Planning Association Annual Conference (Apr 1996): 1-5 and illustrations. Community Form Plan, Summary Paper: Vision, Guiding Principles, and Form Districts. Cornerstone 2020. Louisville and Jefferson County Comprehensive Plan (Jan 1996). Duany, Andres, and Emily Talen. “Transect Planning.” Journal of the American Planning Association 68, 3 (Summer 2002): 245-266. Planning for various habitats and forms. Design Review and Community Design Standards, City of Portland Oregon. Review table of contents of code to show alternative and discretionary design review procedures (beyond historical or cultural overlay districts.) Nelessen, Anton Clarence. Visions for a New American Dream. Chicago, Illinois: Planners Press, 1994. The originator of the visual preference survey advances process and principles for the creation and design of small communities. Worth perusing for ideas of potential relevance to the client project. This book in its entirety is worthwhile, and it has been placed on reserve at the Rotch Library. 15 Project Workshop Day Week 9: Sprawl and Smart Growth 16 Sprawl and the Evolution of Suburbia Project Team Discussions with Instructor and Client Liaisons. Scan through sprawl and smart growth web sites and links, such as Sprawl Watch clearing house, Smart Growth Online, Planners Web, SuburbanSprawl. Kunstler, James Howard. “The Evil Empire.” Chap. 7 in The Geography of Nowhere. Simon & Schuster, New York: Touchstone, 1994, pp. 113-131. This book is worth purchasing and reading in entirety. Katz, Bruce, and Jennifer Bradley. “Divided We Sprawl.” The Atlantic Monthly (Dec 1999): 26, 28, 30, 38-42. The challenge of metropolitanism. DiLorenzo, Thomas J. “Suburban Legends.” Society (Nov/Dec 2000): 11-18. Ponder this perspective. Miara, Jim. “Fueling Sprawl.” Urban Land 59, 5 (May 2000): 78-79, 109. High-tech and “smart firms” become culprits. Barnett, Jonathan. The Fractured Metropolis: Improving the New City, Restoring the Old City, Reshaping the Region. Harper Collins Publishers, New York: IconEditions, 1996. Chapter 3: “Suburban Sprawl: Its Prevention and Cure,” pp. 47-74; Chapter 4: “Creating Communities,” pp. 75-91. This book has also been placed on reserve at the Rotch Library. 17 Smart Growth Katz, Bruce. “The Permanent Campaign.” Urban Land 62, 5 (May 2003): 44-52. Pawlukiewicz, Michael. “What is Smart Growth?” Urban Land 57, 6 (Jun 1998): 45-48. Downs, Anthony. “What does ‘Smart Growth Really Mean?” Planning (Apr 2001): 20-25. Krieger, Alex. “Beyond the Rhetoric of Smart Growth.” Architecture (Jun 1999): 53-57. Krieger, Alex. “Seven Wise (though possibly impractical) Goals for Smart Growth Advocates.” Smart Growth: Form and Consequences. Edited by Szold and Carbonell. Cambridge, MA: Lincoln Institute of Land Policy, 2002, pp. 102-109. Conte, Christopher R. “The Boys of Sprawl.” Governing (May 2000): 28-33. Smart Growth advocates beware! The free-market advocates mobilize! Blaesser, Brian, W. “Growth Management: A Developer’s Perspective.” Development Magazine 29, 3: 6, 76. Burchell, Robert W., David Listokin, and Catherine C. Galley. “Smart Growth: More Than a Ghost of Urban Policy Past, Less Than a Bold New Horizon.” Housing Policy Debate 11, 4: 821-879. For those who want to read more about this topic. Part III: Other Topics and Techniques SES # TOPICS READINGS Week 10: Traffic Calming, Linking Land Use and Transportation 18 Traffic Calming Knack, Ruth Eckdish. “Drive Nicely.” Planning 64, 12 (Dec 1998): 12-15. Cities, including Cambridge, begin to embrace traffic calming. Knapp, Keith, K. “Traffic-Calming Basics.” Civil Engineering. New York: Jan 2000, pp. 46-49. Hoyle, Cynthia L. Traffic Calming. Planners Advisory Service Report #456, American Planning Association. Jul 1995. This publication has been placed on reserve at the Rotch Library. (Skim through for a sense of the concept and various techniques.) The Federal Highway Administration (FHWA) inaugurated a new website dedicated to all the known and/or electronically publicized transportation programs and studies that pertain to traffic calming. See Traffic Calming. Traffic Calming guru, Heidi Richards of VHB, will speak about this topic. 19 The Mobility Challenge for Planning: Linking Land Use andTransportation Downs, Anthony. “The Basic Situation.” Part 1 in Stuck in Traffic. Washington D.C.: The Brookings Institution, and Cambridge, MA: The Lincoln Institute of Land Policy, 1992, pp. 7-22. This book has been placed on reserve at the Rotch Library. Students may wish to skim through the rest of the text to get a general sense of content. Berman, Wayne. “Travel Demand Management: Thoughts on the New Role for TDM as a Management and Operations Strategy.” Institute of Transportation Engineers (ITE) Journal (Sept 2002): 24-28. Frank, Lawrence D., and Robert T. Dunphy. “Smart Growth and Transportation.” Urban Land 57, 5 (May 1998): 58-63, 76-77. Cervero, Robert. The Transit Metropolis: A Global Inquiry. Washington D.C.: Island Press, 1998, pp. 72-105. Giuliano, Genevieve. “Transportation Demand Management: Promise or Panacea?” Journal of the American Planning Association 58, 3 (Summer 1992): 327-335. Does TDM really work? Week 11: Edge Cities 20 Edge Cities Garreau, Joel. Edge City: Life on the New Frontier. Anchor Books, New York: Doubleday, 1991. Chapter 1: “The Search for the Future Inside Ourselves,” pp. 3-15; and Chapter 3: “Boston: Edge City Limits,” pp. 69-97. This book and its author (a journalist, not a planner) require us to re-evaluate and explore the new, emerging corporate and community landscape. This book has been placed on reserve at the Rotch Library. Vanderbilt, Tom. “Revolt of the Nice.” The Baffler, 7: 61-67. A less benign perspective. Barnett, Jonathan. “Turning Edge Cities into Real Cities.” Planning (Nov 2002): 10-13. Bowen, William M., and Deborah Kimble. “Edge Cities in Context.” Edited by Richard D. Bingham. Beyond Edge Cities. New York: Garland Publishing, 1997, pp. 3-22. Part IV: Integration and Implementation SES # TOPICS READINGS Week 12: Using Incentives for Plan Implementation 21 Project Workshop Day 22 More on Incentive-Based Techniques and Methods to Broaden Housing Affordability Kayden, Jerold. “Plaza Suite.” Planning (Mar 2000): 16-19. Lassar, Terry Jill. “Great Expectations: The Limits of Incentive Zoning.” Urban Land 49, 5 (May 1990): 12-15. White, Mark S. “Affirmative Measures: Using Land-Use Controls to Provide Affordable Housing.” Chap. 2 in Affordable Housing. Planners Advisory Service, Report No. 441. Chicago, IL: American Planning Association, 1992, pp. 17-39. These measures deserve serious consideration as devices to broaden affordability. Downs, Anthony. “How City-Planning Practices Affect Metropolitan-Area Housing Markets and Vice Versa.” The Profession of City Planning: Changes, Images, and Challenges 1950 - 2000. Edited by Lloyd Rodwin, and Bish Sanyal. Rutgers, New Brunswick N.J.: Center for Urban Policy Research, 2000, pp. 117-127. Students should search online for incentive-based zoning provisions to discuss in class. The application of this approach to Needham will be discussed. Week 13: Managing Community Character: Emerging Issues and Strategies 23 Managing Community Character (Project Workshop Day.) Beaumont, Constance E. How Superstore Sprawl Can Harm Communities. National Trust for Historic Preservation, 1994. Beware of the box retailer! This book has been placed on reserve at the Rotch Library. Read Introduction and Chapter 8, peruse other chapters. Herr, Philip B. “The Case of the Northeastern Village.” Historic Preservation Forum 6, 5 (Sept/Oct 1992): 20-28. Knack, Ruth. “Cutting Monster Homes Down to Size.” Planning (Oct 1999): 4-9. Larsen, Larissa. “Character Counts.” Planning (Nov 2000): 22-23. Duerksen, Christopher J. Aesthetics, Community Character, and the Law. American Planning Association. Planning Advisory Service no. 489/490, 1999. Weeks 14 & 15: Final Project Preparation & Synthesis 24 Project Workshop Day 25 Project Team Discussions and Final Document Planning 26 The Role of Planning and the Planner in Society: Class Wrap up and Synthesis Friedmann, John. “Toward a Non-Euclidian Mode of Planning,” and response commentary from Sam Casella and Daniel Lauber. Journal of the American Planning Association 59, 4 (Autumn 1993): 482-486. This commentary, counterpoint, and debate is worth pondering. McClendon, Bruce W., and Anthony James Catanese, eds. “Thirty How-To’s for Success.” Chap. 6 in Planners on Planning: Leading Planners offer Real-Life Lessons on What Works, What Doesn’t, and Why. Edited by Paul C. Zucker. San Francisco: Jossey-Bass Publishers, 1996, pp. 77-88. Recommended leadership styles and survival skills for planners. Szold, Terry. “Merging Place-Making and Process in Local Practice.” The Profession of City Planning: Changes, Images, and Challenges 1950 - 2000. Edited by Lloyd Rodwin, and Bish Sanyal. Rutgers, New Brunswick N.J.: Center for Urban Policy Research, 2000, pp. 36-42. Glazer, Nathan. “The Public’s Image of the Profession.” The Profession of City Planning: Changes, Images, and Challenges 1950 - 2000. Edited by Lloyd Rodwin, and Bish Sanyal. Rutgers, New Brunswick N.J.: Center for Urban Policy Research, 2000, pp. 224-230. Bartholomew, Keith. “The Evolution of Non-Governmental Land Use Planning Organizations.” Journal of the American Planning Association 65, 4 (Autumn 1999): 357-363. NGOs begin to broaden their mission and role. Birch, Eugenie Ladner. “Practitioners and the Art of Planning.” Journal of Planning Education and Research (Summer 2001): 407-422.
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Web Links
City of Newton, MA: Planning and Development Recommendations from MIT
City of Hopkins, MN: Downtown Design Guidelines
City of Dana Point: Design Guidelines
City of Coquitlam: Design Guidelines
City of Austin: Downtown Austin Design Guidelines
Traffic Calming Measures - Speed Hump
Design, Implementation, Potential Impacts and Cost of Speed Humps.
Traffic Calming, State of the Practice, ITE, U.S. DOT, FHWA
This report contains a synthesis of traffic calming experiences to date in the United States and Canada. It includes information on traffic calming in residential areas and in areas where high speed rural highways transition into rural communities.
Take Back Your Streets
How to Protect Communities from Asphalt and Traffic Conservation Law Foundation (Revised: January 1998).
Visualising Density: Lower Density Catalog Images (PDF)
Lincoln Institute of Land Policy - Working paper by Julie Campoli and Alex S. MacLean. Has images of various densities from .5 units/acre to 10.5 units/acre.
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Course Meeting Times
Lectures: 2 sessions / week, 1.5 hours / session
Course Description
“The old planning model, rooted in nineteenth-century concepts of science and engineering, is either dead or severely impaired…. Non-Euclidian Planning is decentered, privileging regions and localities…. It encourages the affected population to take an active part, and, thus, validates the experiential knowledge of ordinary people and promotes mutual learning between the planning expert and the affected population…. Non-Euclidian planning operates in real time by linking knowledge and action into a tightly looped process of strategic change…. Though planners remain free to choose, action in the public domain should be justified as that which furthers the cause of human flourishing and diversity throughout the world.”
-- John Friedmann, 1993
This subject explores the techniques, processes, and personal and professional skills required to effectively manage growth and land use change. While primarily focused on the planning practice in the United States, the principles and techniques reviewed and presented may have international application. This course is not for bystanders; it is designed for those who wish to become actively involved or exposed to the planning discipline and profession as it is practiced today, and as it may need to be practiced in the future.
The fundamentals of the land use planning and growth management system are explored. Discussion and review of both traditional and innovative approaches to land use planning and growth management will occur, with emphasis on participatory processes and performance-based systems. Examples of the tools and techniques utilized at the local, regional, and state level of government will also be presented and evaluated.
A major focus of the course involves student work on a client-based land use planning project, enabling students to draw upon and apply a variety of approaches and interventions explored in the course and readings. (See below “Scope of Work” for description of client-based project.)
Class sessions employ lectures, discussions of readings, case materials, role-playing exercises, and student presentations. A reader containing journal articles, papers, and other written works relevant to contemporary planning practice and the evolution of the discipline supplements class session topics and discussion. Where appropriate to specific topics, guest speakers will present to the class and join in class discussion.
No prior training or experience in physical planning or urban design is assumed, although it is advantageous. Some exposure to imaging software and GIS is helpful. There is no final examination required for completion of the course. In addition to classwork, each student will be required to participate, as a project team member, in the preparation of a project for an actual client.
Student evaluations will be principally based upon contributions to the community planning project, including the preparation of the final plan report, participation in mid-term and final presentations of the plan to the client and others, and submission of a short “synthesis paper” about the planning project. Participation in class discussion will also be a significant factor in final grade evaluations.
Needham Center Plan
A project to be undertaken and a Plan to be prepared for the Town of Needham, Massachusetts, by graduate students enrolled in the fall 2003, Community Growth and Land Use Planning course, Department of Urban Studies and Planning, Massachusetts Institute of Technology.
Scope of Work
Background, Goals, and Project Area
The Needham Center Plan will be prepared as a “guidance document” to encourage and promote planning efforts in Needham Center. The Plan is intended to engage the Town, including its municipal officials, citizens, business interests, property owners, and, where appropriate, federal and state transportation agencies, in a focused and prioritized planning effort to improve the downtown area.
As in many established towns, this is not an easy or necessarily straightforward process. In fact, downtown planning in Needham has been going on for many years. Those efforts have generated a number of successful projects. However, the Town’s downtown presents challenges that have made extensive improvements difficult. Not surprisingly, the positive improvements in the downtown resulted from a shared effort by the public and private sectors. Recognizing these realities, this planning effort will build on past planning for the downtown and will establish a program to help foster appropriate development and downtown revitalization, moving forward.
The purpose of this planning effort is to identify those strategies that will foster downtown revitalization, as well as to outline the process for that redevelopment to occur. Therefore, the Plan will focus on three topics: land use, development guidelines (such as height and bulk regulations), and design guidelines (such as appropriate built form and streetscape).
To accomplish this charge, the Plan will be divided into four sections. The first section will outline existing conditions pertinent to the plan. The second section will present a vision for the downtown; to be shaped and informed by the participation of Town residents, officials, and the Ad Hoc Committee. The third section will describe possible future alternatives and strategic plan issues in the study area. The final section will detail a development concept plan for the physical development and evolution of the Needham Center area. This physical plan must be an expression of Needham Center’s two functions: as a downtown center, and as a neighbor to the residential areas surrounding it. It must help facilitate a “sense of place,” and enhance and sharpen the area’s transit oriented development qualities.
For purposes of this effort, the area to be addressed by the Plan will include the Center Business District, the Chestnut Street Business District and bordering residential neighborhoods. The location of Chestnut Street, directly adjacent to the downtown area, necessitates its inclusion in the development of an area plan for Needham Center. As a major arterial road serving the commercial activity in Needham Center, Chestnut Street cannot be adequately studied without also looking at the downtown area, and vice versa. Land use and traffic in both districts is interrelated.
Needham Center is a typical town center, complete with a Town Hall, Town Common, Police and Fire Stations, an MBTA station, churches and a central business district bordered by residential neighborhoods. The area is undergoing change, as a result of new development and underlying redevelopment pressures in the downtown itself, as well as in the surrounding area. The Plan should help the Town ensure that future growth and change is positive, and reflects the needs of both the business and residential communities. Facilitating aesthetic and functional improvements, while balancing economic development and community character issues, will be both a key challenge and primary goal for the Plan.
Plan Scope and Products
The Plan will involve consideration and analysis of the existing land use pattern(s) and visual and economic characteristics of the defined area, and will result prioritized strategies and recommendations to improve and enhance the area. The following products are expected to result from the Plan:
- Development of realistic recommendations to enhance both the entire area and specific properties, including recommendations for land use, streetscape and landscape improvements and amenities to help unify the area, all geared toward promoting greater imageability and a “sense of place”;
- Identification of conceptual pedestrian and vehicular access and circulation improvements (along and across the area to be studied, with appropriate links to open space areas);
- Conceptual recommendations and reuse strategies for encouraging the inclusion of affordable housing either as a solitary use or in a mixed use context;
- Conceptual recommendations and reuse strategies for high visibility or key parcels that are likely to have major reuse or redevelopment potential;
- Specific recommendations for increasing the availability of parking to service anticipated redevelopment options including provision of structured parking facilities either above or below ground;
- Specific recommendations for strengthening, nurturing, and promoting connections to greenspace and to the adjoining neighborhood and commercial areas;
- Conceptual design guidelines and incentives that could be considered by the Town to foster planning objectives; and
- Suggested revisions to the Zoning Bylaw (both map and text amendments) to support plan objectives, including potential revisions to existing zoning requirements and zoning district boundaries.
The “Final Plan” document will include the inventory and analysis conducted, along with recommendations and other accompanying features and details, which are likely to include maps, illustrations, tables, and relevant data and information.
Two formal presentations related to the Plan will be made by student teams to the Town: a Preliminary Plan findings presentation, and a Final Plan presentation. It is anticipated that the Planning Department may invite members of the Board of Selectmen, Planning Board, Economic Development Advisory Committee, Comprehensive Affordable Housing Study Committee, residents, business owners, and other interested persons to attend these meetings.
An initial “project briefing” session with the Director of Planning will be held to acquaint students with the scope of the project. This briefing will be held in Session 2 during class time at MIT.
Start Date: Session 2
Completion Date: Session 27
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Course Description
This seminar will explore the difficulties of getting agreement on global definitions of sustainability; in particularly building international support for efforts to combat climate change created by greenhouse gas emissions as well as other international resource management efforts. We will focus on possible changes …
This seminar will explore the difficulties of getting agreement on global definitions of sustainability; in particularly building international support for efforts to combat climate change created by greenhouse gas emissions as well as other international resource management efforts. We will focus on possible changes in the way global environmental agreements are formulated and implemented, especially on ways of shifting from the current “pollution control” approach to combating climate change to a more comprehensive strategy for taking advantage of sustainable development opportunities.
Course Info
Instructors
Departments
Learning Resource Types
assignment
Written Assignments
assignment
Activity Assignments
assignment
Presentation Assignments
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The following outlines due dates and descriptions for the assignments.
Weeks 2, 4, and 6: Response Papers
Students will write a short memorandum (i.e., no more than three typed pages) commenting on the assigned readings for the week. Each of these response papers is worth a maximum of 10 points toward the final grade.
Weeks 5 & 6: Simulation Activity: The Chlorine Game
Students will play The Chlorine Game in assigned groups of 12 outside of class. Each student will be required to post a two page essay analyzing what happened in their play of the game and respond to an assigned set of questions. This essay is worth a maximum of 15 points.
Weeks 7 & 8: Evaluation of the Copenhagen Negotiations
Each student will deliver a short presentation evaluating the Copenhagen Climate Change Treaty Negotiations. Students will be allotted 10 minutes each and asked to hand out a one-page summary of their analysis. This short statement must be handed in and posted at the time of the presentation and is worth a maximum of 10 points.
Week 9: Final Paper Outlines
The final paper outlines must be submitted electronically before class. Students are expected to write a final paper (no longer than 20 double-spaced pages) responding to the issue around which the class is organized. Outlines are worth a maximum of 10 points. Outlines should focus on an original, compelling, theoretically grounded idea.
Week 11 - Week 14: Summary Presentation of the Final Paper
Students will deliver a short summary of their prescriptive suggestions during one of the classes between Week #11 and Week #14. Each student will be allotted 15 minutes with 5 minutes for questions. A maximum of 15 points will be awarded for a logical and well-argued presentation. A short handout or powerpoint presentation is expected. Please leave room on the printed handout for colleagues to raise questions or offer suggestions. Students will collect comments on their handouts at the end of their presentations.
Week 14: Final Paper
The final assignment for the class is the final version of the term paper. A maximum of 35 points will be awarded for an inventive, well argued, well - researched paper that not only offers a compelling prescription, but grounds that suggestion in the relevant theoretical literature from international relations, international law, multiparty negotiation theory, science and public policy, and environmental science. The best papers will be published in Papers on International Environmental Negotiation.
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Optional Readings
The Multilaterals Project. The Fletcher School, Tufts University.
Barrett, Scott. Environment and Statecraft. Oxford University Press, 2006. ISBN: 9780199286096.
Speth, James Gustave, and Peter M. Haas. Global Environmental Governance. Island Press, 2006. ISBN: 9781597260817.
Wapner, Paul. Environmental Activism and World Civic Politics. State University of New York Press, 1996. ISBN: 9780791427903.
Young, Oran, ed. The Effectiveness of International Environmental Regimes. MIT Press, 1999. ISBN: 9780262740234.
Supplemental Readings
Those who would like more general background on issues of international environmental negotiation may browse:
Ostrom, Elinor. Governing the Commons. Cambridge University Press, 1991. ISBN: 9780521405997.
Young, Oran. International Cooperation: Building Regimes for Natural Resources and the Environment. Cornell University Press, 1989. ISBN: 9780801495212.
Background Information on International Relations:
Axelrod, Robert, and Robert Keohane. Cooperation Under Anarchy. Princeton University Press, 1986.
Soroos, Marvin. Beyond Sovereignty: The Challenge of Global Policy. University of South Carolina, 1986.
Background Information on International Negotiation:
Fisher, Roger. International Conflict for Beginners. Harper and Row, New York, 1969. ISBN: 9780061319112.
Zartman, William, and Maureen Berman. The Practical Negotiator. Yale University Press, 1982. ISBN: 9780300030976.
Background Information on International Environmental Law or Management:
Hunter, David, James Salzman, and Durwood Zaelke. International Environmental Law and Policy. Foundation Press, 2006. ISBN: 9781599410418.
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Course Meeting Times
Lectures: 1 session / week, 3 hours / session
Course Description
This class is jointly presented by the MIT Department of Urban Studies and Planning (DUSP), the Fletcher School of Diplomacy at Tufts University, and the Program on Negotiation at Harvard Law School.
This seminar will explore the difficulties of getting agreement on global definitions of sustainability; in particular, building international support for efforts to combat climate change created by greenhouse gas emissions, as well as other international resource management efforts.
At their core, disagreements of this kind must be addressed through multilateral negotiations. This course will focus on possible changes in the way global environmental agreements are formulated and implemented, especially on ways of shifting from the current “pollution control” approach to combating climate change to a more comprehensive strategy for taking advantage of sustainable development opportunities. The discussions will focus, in particular, on ways of shifting the global dialogue from greenhouse gas emission reduction to green technology innovation aimed at spurring economic development and enhancing fairness in the global economic system.
Format
The class will begin with a short review of international negotiation theory. That will be followed by a section on possible strategies for supporting a shift away from the “pollution control model” of reducing the risks associated with climate change to a “sustainable development and global technology sharing model.” The last third of the class will be devoted to student presentations of prescriptive research papers. Each student will be expected to prepare and present specific ideas for transforming and enhancing multilateral environmental negotiations. Enrollment will be limited to 25. DUSP and Fletcher students will be given priority.
Grading
Grading for this class will be based on the following assignments:
Maximum possible = 115 points:
90 to 115 = A
80 to 89 = B
70 to 79 = C
Below 70 = F
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LEC # TOPICS READINGS Part I: What is Science? 1 Introduction to the Course 2 The Policy Process and the Political Debate Over “Sound Science” The Political Debate Martino, Joseph P. “Science and Public Policy.” In Politicizing Science. Edited by Michael Gough. Stanford, CA: Hoover Institution Press, 2003, pp. 73-89. ISBN: 0817939326. Michaels, Patrick J. “Science or Political Science?” In Politicizing Science. Edited by Michael Gough. Stanford, CA: Hoover Institution Press, 2003, pp. 171-192. ISBN: 0817939326. Kennedy, Robert F., Jr. “The Junk Science of George W. Bush.” The Nation, March 8, 2004. Union of Concerned Scientists. “Executive Summary.” In Scientific Integrity in Policymaking. Cambridge, MA: Union of Concerned Scientists, 2003. The Policy Process Kingdon, John. Chapter 4, and 8 in Agendas, Alternatives, and Public Policies. Rev. ed. New York: Longman, 2003, pp. 165-190, 71-89. ISBN: 0321121856. Stone, Deborah. Chapter 1 in Policy Paradox. New York: Norton, 2001. pp. 17-34. ISBN: 0393976254. 3 The Scientific Method and the Production of Scientific Knowledge Popper, Karl. Chapter 1 in Conjectures and Refutations: The Growth of Scientific Knowledge. New York: Routledge, 1992, pp. 33-65. ISBN: 0415043182. Zuckerman, Harriet. “The Sociology of Science.” In Handbook of Sociology. Edited by Neil J. Smelser. London: Sage Publications, 1988, pp. 541-564. ISBN: 0803926650. Gieryn, Thomas F. “The Boundaries of Science.” In Handbook of Science and Technology Studies. Edited by Sheila Jasanoff, et al. London: Sage Publications, 1995, pp. 393-407. ISBN: 0761924981. Medawar, Peter. “Two Conceptions of Science,” and “Induction and Intuition in Scientific Thought.” In Pluto’s Republic. Oxford: Oxford University Press, 1984, pp. 28-41. ISBN: 0192830392. Mayr, Ernst. Chapters 2, and 3 in This is Biology. Cambridge, MA: Harvard University Press, 1998, pp. 24-78. ISBN: 0674884698. 4 Environmental (Regulatory) Science, Experts, and Expertise Regulatory Science Noss, Reed F., and Allen Y. Cooperrider. Excerpt from Chapter 3 in Saving Nature’s Legacy. Washington, DC: Island Press, 1994, pp. 67-83. ISBN: 1559632488. Murphy, Dennis, and Barry Noon. “Coping With Uncertainty in Wildlife Biology.” Journal of Wildlife Management 55, no. 4 (1991): 773-782. Blaustein, Andrew R., and David B. Wake. “The Puzzle of Declining Amphibian Populations.” In Scientific American, April 1995, 52-57. Graham, John D., et al. In Search of Safety. Cambridge, MA: Harvard University Press, 1991, pp. 179-189. ISBN: 0674446364. O’Brien, Mary. Chapters 2-4 in Making Better Environmental Decisions. Cambridge, MA: MIT Press, 2000, pp. 17-73. ISBN: 9780262650533. (Skim this.) Miller, Clark A., and Paul N. Edwards, eds. Chapter 2 in Changing the Atmosphere. Cambridge, MA: MIT Press, 2001, pp. 31-65. ISBN: 9780262133876. Sarewitz, Daniel, and Roger A. Pielke, Jr. “Prediction in Science and Policy.” In Prediction. Edited by Daniel Sarewitz, Roger A. Pielke, Jr., and Radford Byerly, Jr. Washington, DC: Island Press, 2000, pp. 11-22. ISBN: 1559637765. Scientists as Experts Lynn, Frances M. “The Interplay of Science and Values in Assessing and Regulating Environmental Risks.” Science, Technology, & Human Values 11, no. 2 (1986): 40-50. Hilgartner, Stephen. Science on Stage: Expert Advice as Public Drama. Stanford, CA: Stanford University Press, 2000, pp. 3-41. ISBN: 0804736464. Kaiser, Jocelyn. “Ecologists on a Mission to Save the World.” Science 287 (2000): 1188. Pool, Robert. “Struggling to do Science for Society.” Science 248 (1990): 672. Goode, Stephen. “Singer Cool on Global Warming.” Insight on the News 20, no. 10 (2004): 42-45. Porder, Stephen. “Science and Policy–Uneasy Partners.” Bioscience 54, no. 1 (2004): 6-7. Part II: How is Science Filtered Through the Policy Process? 5 Environmental Advocacy: Using Science to Define Problems Stone, Deborah. “Causal Stories and the Formation of Policy Agendas.” Political Science Quarterly 104, no. 2 (1989): 281-300. Wildavsky, Aaron. But is it True? A Citizen’s Guide to Environmental Health and Safety Issues. Cambridge, MA: Harvard University Press, 1997, pp. 201-222. ISBN: 0674089235. Ehrlich, Paul, and Anne Ehrlich. Chapter 2 in Betrayal of Science and Reason. Washington, DC: Island Press, 1997, pp. 11-23, 153-163. ISBN: 1559634839. Bolch, Ben, and Harold Lyons. “The Greenhouse Effect: What is the Real Issue.” In Apocalypse Not. Washington, DC: Cato Institute, 1993, pp. 71-82. ISBN: 1882577051. Sarewitz, Daniel, and Roger Pielke, Jr. “Breaking the Global-Warming Gridlock.” Atlantic Monthly 286, no. 1 (2000): 54-65. 6 Media Coverage of Science and Environmental Risk Nelkin, Dorothy. Chapters 5-7 in Selling Science: How the Press Covers Science and Technology. Rev. ed. New York: W. H. Freeman, 1995, pp. 62-123. ISBN: 0716725959. Greenberg, Michael, et al. “Network Television News Coverage of Environmental Risks.” Environment 31, no. 2 (1989): 16-20, 40-43. “The Great Greenhouse Debate.” Media Monitor VI (December 1992). Mazur, Alan, and Jinling Lee. “Sounding the Global Alarm.” Social Studies of Science 23 (1993): 681-720. Graber, Doris A. Chapters 6, and 7 in Mass Media and American Politics. 6th ed. Washington, DC: CQ Press, 2001, pp. 159-234. ISBN: 1568026358. 7 The Public’s Perception of Science and Environmental Risk Slovic, Paul. “Perception of Risk.” Science 236 (1987): 280-285. ———. “Trust, Emotion, Sex, Politics and Science: Surveying the Risk-assessment Battlefield.” In The Perception of Risk. Edited by Paul Slovic. London: Earthscan Publications, 2000, pp. 390-412. ISBN: 1853835285. Tversky, Amos, and Daniel Kahneman. “The Framing of Decisions and the Psychology of Choice.” Science 211 (January 30, 1981): 453-458. Kempton, Willett, James S. Boster, and Jennifer A. Hartley. Chapter 3 in Environmental Values in American Culture. Cambridge, MA: MIT Press, 1996, pp. 39-62. ISBN: 9780262611237. 8 Science in Legislative Decision Making Kingdon, John W. Chapters 8-10 in Congressmen’s Voting Decisions. 3rd ed. Ann Arbor, MI: University of Michigan Press, 1989, pp. 210-261. ISBN: 0472064010. Brown, George E., Jr. “Environmental Science Under Siege in the U.S. Congress.” Environment 39, no. 2 (1997): 12-20, 29-31. U.S. House of Representatives. “Scientific Integrity and Public Trust: The Science Behind Federal Politics and Mandates: Case Study 2–Climate Models and Projections of Potential Impacts of Global Climate Change.” Hearing Before the Subcommittee on Energy and Environment of the Committee on Science. November 16, 1995. Layzer, Judith A. “Acid Rain, and the Clean Air Act Amendments of 1990.” In The Environmental Case. Washington, DC: CQ Press, 2002. ISBN: 1568027265. 9 Science in Administrative and Judicial Decision Making Science in Agencies Powell, Mark. Chapter 2 in Science at the EPA. Washington, DC: Resources for the Future, 1999, pp. 21-56. ISBN: 1891853007. Jasanoff, Sheila. Chapter 6 in The Fifth Branch. Cambridge, MA: Harvard University Press, 1996, pp. 101-122. ISBN: 0674300629. Graham, John D., et al. Chapters 3, and 4 in Search of Safety. Cambridge, MA: Harvard University Press, 1991, pp. 38-114. ISBN: 0674446364. Wilkinson, Todd. Science Under Siege: The Politicians’ War on Nature and Truth. Boulder, CO: Johnson Books, 1998, pp. 65-112. ISBN:1555662110. Barringer, Felicity. “Interior Official and Federal Biologists Clash on Danger to Bird.” New York Times, 5 December, 2004. Science in Court McGarity, Thomas O. “Judicial Review of Scientific Rulemaking.” Science, Technology & Human Values 9, no. 1 (Winter 1984): 97-106. Jasanoff, Sheila. Chapter 4 in Science at the Bar. Cambridge, MA: Harvard University Press, 1990, pp. 69-92. ISBN: 067479303X. ———. “Judicial Fictions: The Supreme Court’s Quest for Good Science.” Society 38, no. 4 (2001): 27-36. O’Brien, David M. Chapter 3 in What Process is Due? New York: Russell Sage Foundation, 1987, pp. 71-106, 153-183. ISBN: 087154623X. Brown, Donald A., and Patrick Zaepfel. “The Implications of Scientific Uncertainty for Environmental Law.” In Scientific Uncertainty and Environmental Problem Solving. Edited by John Lemons. Oxford: Blackwell Science, 1996, pp. 377-393. ISBN: 0865424764. 10 Science in the International Arena Harrison, Kathryn, and George Hoberg. “Setting the Environmental Agenda in Canada and the United States: The Cases of Dioxin and Radon.” Canadian Journal of Political Science XXIV (March 1991): 3-27. Jasanoff, Sheila. “Acceptable Evidence in a Pluralistic Society.” In Acceptable Evidence: Science and Values in Hazard Management. Edited by R. Hollander, and D. Mayo. Oxford: Oxford University Press, 1994, 29-47. ISBN: 0195089294. Layzer, Judith A. “Climate Change.” In The Environmental Case: Translating Values Into Policy. Washington, DC: CQ Press, 2002, pp. 209-237. ISBN: 1568027265. Bierman, Frank. “Institutions for Scientific Advice: Global Environmental Assessments and Their Influence in Developing Countries.” Global Governance 8, no. 2 (April-June 2002): 195+. Eijndhoven, Josee van, William C. Clark, and Jill Jager. “The Long-Term Development of Global Environmental Risk Management: Conclusions and Implications for the Future.” In Learning to Manage Global Environmental Risks Vol. 2. Edited by The Social Learning Group. Cambridge, MA: MIT Press, 2001, pp. 181-197. ISBN: 9780262692397. 11 Advocacy Science vs. Collaborative Science Ozawa, Connie P. “Science in Environmental Conflicts.” Sociological Perspectives 39, no. 2 (1996): 219-230. Ehrman, J. R., and B. L. Stimson. “Joint Fact Finding and the Use of Technical Experts.” In The Consensus Building Handbook. Edited by Lawrence Susskind, et al. London: Sage Publications, 1999, pp. 375-399. ISBN: 0761908447. Ludwig, Donald. “The Era of Management is Over.” Ecosystems 4 (2001): 758-764. Coglianese, Cary. “The Limits of Consensus.” Environment 41 (1999): 28-33. 12 Local Knowledge Wynne, Brian. “Misunderstood Misunderstandings.” In Misunderstanding Science? Edited by A. Irwin and B. Wynne. Cambridge, UK: Cambridge University Press, 2004, pp. 19-46. ISBN: 0521525209. Corburn, Jason. “Combining Community-Based Research and Local Knowledge to Confront Asthma and Subsistence-Fishing Hazards….” Environmental Health Perspectives 110 (April 2002): 241-248. Fischer, Frank. Chapters 8-10 in Citizens, Experts, and the Environment. Durham, NC: Duke University Press, 2000, pp. 147-218. ISBN: 0822326221. Edwards, Rob. “The Price of Arrogance.” New Scientist (October 17, 1998): 18-19. 13 Uncertainty, Adaptive Management and the Precautionary Principle Meffe, Gary, et al. “Adaptive Management.” In Ecosystems Management. Washington, DC: Island Press, 2002, pp. 95-111. ISBN: 1559638249. Berkes, Fikret, Johan Golding, and Carl Folke. “Rediscovery of Traditional Ecological Knowledge as Adaptive Management.” Ecological Applications 10, no. 5 (2000): 1251-1262. Harremoes, Poul, et al. “Twelve Late Lessons.” In The Precautionary Principle in the 20th Century. London: Earthscan Publications, Ltd., 2002, pp. 185-215. ISBN: 1853838934.
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Forum Posts
The purposes of this weekly writing requirement are to encourage continuous, critical engagement with the material and to provide more space for exchange. Your posts will generally be succinct (200–300 word) reactions, in the form of a clear and supported argument.
Midterm Exam
The midterm was three short essay questions about planning and community development history and policy.
Final Assignment - Team Project Briefing
Resources on Writing Memos
Effective Professional Writing: Preparing for the Memo (PDF)
Effective Professional Writing: The Memo (PDF) (Courtesy of Xavier de Souza Briggs. Used with permission.)
Checklist for Writing Action Memoranda (PDF) (Courtesy of Xavier de Souza Briggs. Used with permission.)
Guidelines for Effective Informational Memos (PDF) (Courtesy of Cherie Miot Abbanat. Used with permission.)
Sample Memos
- “Winston Churchill on “Brevity”.”
- “Best Practices for Tight-Market Cities Considering Expressway Removal.” (PDF) - Sample effective student memo. (Courtesy of MIT students. Used with permission.)
Resources on Briefings (Courtesy of Xavier de Souza Briggs. Used with permission.)
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SES # TOPICS KEY DATES Part I: Foundations Key demographic, economic, and political trends affecting urban areas; major controversies tied to equity and equitable development. 1 Introductory Class: The “just city” in context: Trends, dilemmas, scales (neighborhood, city / town, region). 2 The Just City: Equitable development concepts and cross-national comparisons. 3 Demographic shifts and neighborhood change: Segregation, migration, and aging. 4 Income, wealth, and the political economy of inequality. 5 Civic context: Engagement and political representation. 6 The nature of community in 21st century America: Networks, places, social capital. Part II: Community-based Organizing and Development Contrasting approaches to community development: Social movement building and program and policy development, debates and complementarities. 7 History and development: Politics and program. 8 Institutional context: CDCs and other CBOs, intermediaries, government, foundations / donors, labor unions and other, private partners. 9 Governance at multiple scales (neighborhood, city, region): Issues of representation, accountability, co-production, coalitions, power. Midterm exam due one day after Session 9 Part III: Affordable and Inclusionary Housing and Homeownership 10 Housing markets and policy (A): Supply and demand fundamentals, shifting preferences, efficiency and affordability outcomes. 11 Housing markets and policy (B): Homeownership. 12 Rental housing. 13 Housing as a market good: Gentrification and fair housing. 14 Public housing, income concentration, and mixed-income housing. Guest: Larry Vale, Ford Professor of Urban Design and Planning at MIT. Detailed team problem statement due one day after Session 14 15 Affordable housing, smart growth, and regional land use. 16 Alternative housing models: Land trusts and more. 17 Mobility and the tensions between fair housing, affordable housing, and community development. Part IV: Local Economic Development 18 Introduction to LED. 19 Workforce development and cooperative enterprise. 20 Job quality and upgrading. Guest: Paul Osterman, member of the Department of Urban Studies & Planning at MIT. 21 Entrepreneurship and business development. Guest: Karl Seidman, Senior Lecturer in Economic Development, MPP Harvard. 22 Fostering and upgrading manufacturing. 23 Toward the healthy city. Individual decision memo due one day after Session 23 Part V: Wrapping Up 24 Course review. Team presentations 25 Final team briefings. Team presentations (cont.)
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Required Texts [AD] = Nicolas P. Retsinas, Eric S. Belsky, eds. Revisiting Rental Housing: Policies, Program, and Priorities. Brookings Institution Press, 2008. ISBN: 9780815774112. [LB] = Blakely, and Leigh. Planning Local Economic Development: Theory and Practice. Sage Publications, 2013. ISBN: 9781412960939. [SF] = Fainstein, Susan. The Just City. Cornell University Press, 2010. ISBN: 9780801446559. [Preview with Google Books] [EM] = Moretti, Enrico. The New Geography of Jobs. Houghton Mifflin Harcourt, 2012. ISBN: 9780547750118. [Preview with Google Books] [JD] = DeFilippis, James, and Susan Saegert. The Community Development Reader. Routledge, 2012. ISBN: 97804155007769. [Preview with Google Books] [RP] = Pendall, Rolf, et al. The Geography of Opportunity: Race and Housing Choice in Metropolitan America. Edited by Xavier Briggs. Brookings Institution Press, 2005. ISBN: 9780815708735. [IE] = James H. Carr, Nandinee K. Kutty, eds. Segregation: The Rising Costs for America. Routledge, 2008, pp. 261–78. ISBN: 9780415965347. [Preview with Google Books] [JC] = Corburn, Jason. Toward the Healthy City: People, Places and the Politics of Urban Planning. MIT Press, 2009. ISBN: 9780262513074. SES # TOPICS REQUIRED Part I: Foundations 1 Introductory Class: The “just city” in context [SF] Chapter 2 and 3: “Justice and Urban Transformation” and “New York.” 2 The Just City: Equitable development in comparative context [SF] Chapter 1, 5, and 6: “Introduction,” “Amsterdam,” and “Conclusion.” Harvey, David. “Places, Regions, Territories.” Chapter 8 in Cosmopolitanism and the Geographies of Freedom. Columbia University Press, 2009, pp. 166–201. ISBN: 9780231148467. [Preview with Google Books] Teitz, Michael B., and Karen Chapple. “Planning and Poverty: An Uneasy Relationship.” In Policy, Planning, and People: Promoting Justice in Urban Development. Edited by Naomi Carmon and Susan S. Fainstein. University of Pennsylvania Press, 2013, pp. 205–23. ISBN: 9780812222395. [Preview with Google Books] 3 Demographic shifts and neighborhood change: Segregation, migration, and aging [RP] Chapter 1: Through ("…segregated housing patterns"), pp. 1–5. [RP] Chapter 2: More Pluribus, Less Unum? The Changing Geography of Race and Opportunity. Skim Main Findings [RP] Chapters 3 and 4. Massey, Douglas, ed. Chapters 1 and 2 in New Faces in New Places: The Changing Geography of American Immigration. Russell Sage Foundation, 2010, pp. 1–50. ISBN: 9780871545688. Myers, Dowell. Immigrants and Boomers: Forging a New Social Contract for the Future of America. Russell Sage Foundation, 2007, pp. 199–224. ISBN: 9780871546364. [Preview with Google Books] 4 Income, wealth, and the political economy of inequality [EM] “Introduction.” [EM] Chapters 1 and 3. Levy, Frank, and Peter Temin. “Inequality and Institutions in 20th Century America.” (PDF) NBER Working Paper, 2007. Hacker, Jacob, and Paul Pierson. “The Winner Take All Economy.” Chapter 1 in Winner Take All Politics: How Washington Made the Rich Richer—and Turned Its Back on the Middle Class. Simon and Schuster, 2010, pp. 11–40. ISBN: 9781416588696. [Preview with Google Books] 5 Civic context: Engagement and political representation Gilens, Marty. “Policy Consequences of Representational Inequality.” In Who Gets Represented. Edited by Enns and Wlezien. Russell Sage Foundation, 2011. ISBN: 9780871542427. Thompson, J. Phillip. “Is Empowerment Possible?” In Double Trouble: Black Mayors, Black Communities and the Call for a Deep Democracy. Oxford University Press, 2005. ISBN: 9780195177336. Newman, Katherine. “In the South and West, a Tax on Being Poor,” The New York Times, September 3, 2013. Cohen, Cathy J. “Minority Report: Kanye West, Barack Obama, and Political Alienation.” In Democracy Remixed: Black Youth and the Future of American Politics. Oxford University Press, 2010. ISBN: 9780195378009. [Preview with Google Books] 6 The nature of community in 21st century America: Networks, places, social capital [JD] “What Community Supplies.” Chaskin, Robert. “Building Community Capacity A Definitional Framework and Case Studies from a Comprehensive Community Initiative.” Urban Affairs Review 36, no. 3 (2001): 291–323. Chaskin, Robert, and Mark Joseph. “Building ‘Community’ in Mixed-income Developments Assumptions, Approaches, and Early Experiences.” Urban Affairs Review 45, no. 3 (2010): 299–335. Briggs, Xavier, et al. Selected pages, including “When your Neighborhood is not your Community.” In Moving to Opportunity: The Story of an American Experiment to Fight Ghetto Poverty. Oxford University Press, 2010. ISBN: 9780195392845. [Preview with Google Books] Part II: Community-based Organizing and Development 7 History and development: Politics and program [JD] Chapter 1: Communities Develop: The Question is How? von Hoffman, Alexander. “The Past, Present and Future of Community Development in the United States.” In Investing in What Works for America’s Communities Essays on People Place & Purpose. Federal Reserve Bank of San Francisco and Low Income Investment Fund, 2012. ISBN: 9780615681528. [JD] DeFilippis, James. Chapter 3: Community Control and Development: The Long View. [JD] O’Connor, Alice. Chapter 2: Swimming Against the Tide: A Brief History of Federal Policy in Poor Communities. 8 Institutional context Ferguson, Ronald F., and Sarah E. Stoutland. “Reconceiving the Community Development Field.” In Urban Problems and Community Development. Brookings Institution Press, 1999. ISBN: 9780815718758. Video Detroit LISC. “The History of Detroit LISC.” June 1, 2011. YouTube. (Approx 14 minutes.) [JD] Glickman, Norman J., and Lisa J. Servon. Chapter 6: More than Bricks and Sticks. Briggs, Xavier de Souza. “Rethinking Community Development.” (PDF) Working Smarter in Community Development, 2007. (Brief 1) Erickson, Peter J. “Building the Decentralized Housing Network” and “The Decentralized Housing Network and the Rise of a New Institution.” Chapters 2 and 5 in The Housing Policy Revolution: Networks and Neighbors. Urban Institute, 2009, pp. 35–68 and 145–61. ISBN: 9780877667605. 9 Governance at multiple scales (neighborhood, city, region) [JD] Stoecker, Randy. “The CDC Model of Urban Development: A Critique and an Alternative.” [JD] Greenberg, David Micah. “How Does Community Matter for Community Organizing.” Briggs, Xavier de Souza. “Networks, Power and a Dual Agenda: New Lessons and Strategies for Old Community Building Dilemmas.” (PDF) Working Smarter in Community Development Series, 2007. (Brief 3) Meyerson, Harold. “L.A. Story.” The American Prospect, July-August 2013. Dreier, Peter, John Mollenkopf, et al. “A Metropolitics for the 21st Century.” In Place Matters: Metropolitics for the TwentyFirst Century. University Press of Kansas, 2014. ISBN: 9780700619276. Part III: Affordable and Inclusionary Housing and Homeownership 10 Housing markets and policy: The basics Kennedy, Margrit. “If Money Rules the World–Who Rules Money?” (PDF) Green Money, 2008. Schwartz, Alex F. Chapters 1 and 2 in Housing Policy in the United States. Routledge, 2014. ISBN: 9780415836500. Marcuse, Peter. “Housing Policy and the Myth of the Benevolent State.” In Critical Perspectives on Housing. Edited by Rachel Bratt, et al. Temple University Press, 1986. ISBN: 9780877223962. 11 Homeownership: The great American dream and the rude awakening Vale, Lawrence J. “The Ideological Origins of Affordable Homeownership Efforts.” In Chasing the American Dream: New Perspectives on Affordable Homeownership. Edited by William M. Rohe and Harry L. Watson. Cornell University Press, 2007. ISBN: 9780801473616. [Preview with Google Books] Herbert, Christopher E., Daniel T. McCue, and Rocio Sanchez-Moyano. “Is Homeownership Still an Effective Means of Building Wealth for Low-Income and Minority Households?” and “Reexamining the Social Benefits of Homeownership after the Housing Crisis.” In Homeownership Built to Last: Balancing Access, Affordability, and Risk after the Housing Crisis. Edited by Eric S. Belsky, Christopher E. Herbert, and Jennifer H. Molinsky. Brookings Institution Press, 2014. ISBN: 9780815725640. [Preview with Google Books] 12 Rental housing [AD] Downs, Anthony. “Introduction: Why Rental Housing is the Neglected Child of American Shelter.” [AD] Belsky, Eric, and Rachel Drew. “Rental Housing Challenges and Policy Responses.” [AD] Katz, Bruce, and Margery Turner. “Rethinking U.S. Rental Policy.” Haveman, Robert. “Do Housing Vouchers Work?” (PDF) Pathways 2013, pp. 15–17. 13 Housing as a market good: Gentrification and fair housing Hwang, Jackelyn, and Robert Sampson. “Divergent Pathways of Gentrification: Racial Inequality and the Social Order of Renewal in Chicago Neighborhoods.” American Sociological Review 79, no. 4 (2014): 726–51. Desmond, Matthew. “Eviction and the Reproduction of Urban Poverty.” American Journal of Sociology 118 (2012): 88–133. Pattillo, Mary. “Housing: Commodity Versus Right.” Annual Review of Sociology 39 (2013): 509–31. Hartman, Chester. “The Case for a Right to Housing.” Shelterforce Online, no. 148 (2006). Godsil, Rachel, Olatunde Johnson, et al. “Neighborhood Gentrification.” 2014. 14 Public housing Bristol, Katherine G. “The Pruitt-Igoe Myth.” Journal of Architectural Education 44, no. 3 (1991). Vale, Lawrence J. “Myth 6: Mixed-Income Redevelopment Is the Only Way to Fix Failed Public Housing.” In Public Housing Myths: Perception, Reality, and Social Policy. Edited by Nicholas Bloom, Fritz Umbach, and Lawrence J. Vale. Cornell University Press, 2015. ISBN: 9780801478741. [Preview with Google Books] Lewis, Victoria Ann. Beyond Victims and Villains: Contemporary Plays by Disabled Playwrights. Theatre Communications Group, 2005. ISBN: 9781559362504. HUD. “Choice Neighborhoods.” Program webpage. Stephens, Alexis. “Risks vs. Rewards: Inside HUD’s Favorite New Program.” Next City, 2014. Navarro, Mireya. “Public Housing in New York Reaches a Fiscal Crisis,” The New York Times, August 11, 2014. 15 Affordable housing, smart growth, and regional land use [RP] “Connecting Smart Growth, Affordable Housing and Racial Equity.” Quigley, John M., Steven Raphael, et al. “Measuring Land Use Regulations and Their Effects in the Housing Market” (PDF - 1.2MB) with Commentaries by Richard K. Green and Stephen Malpezzi. Program on Housing and Urban Policy, 2009. Edward L. Glaeser, John M. Quigley, eds. Housing Markets and the Economy: Risk, Regulation, and Policy: Essays in Honor of Karl E. Case. Lincoln Institute of Land policy, 2009. ISBN: 9781558441842. Fisher, Lynn. “Reviewing Chapter 40B: What Gets Proposed, What Gets Approved, What Gets Appealed, and What Gets Built?” (Rappaport Institute Policy Brief, 2008) 16 Alternative housing models: Land trusts and more [JD] Stone, Michael. “Social Housing.” Greenstein, Rosalind, and Yesim Sungu-Eryilmaz. “Community Land Trusts: A Solution for Permanently Affordable Housing.” Community-Wealth.org, 2012. Sazama, Gerald W. “Lessons from the History of Affordable Housing Cooperatives in the United States: A Case Study in American Affordable Housing Policy.” American Journal of Economics and Sociology 59, no. 4 (2000): 573–608. 17 Mobility and the tensions between fair housing, affordable housing, and community development Pattillo, Mary, Sherrilyn Ifill, et al. “Why Integration?” 2014. Chetty, Raj, and Nathaniel Hendren. “The Impacts of Neighborhoods on Intergenerational Mobility: Childhood Exposure Effects and County Level Estimates.” (PDF) Read Executive Summary, 2015. Mallach, Alan. “The Mount Laurel Doctrine And The Uncertainties Of Social Policy In A Time Of Retrenchment.” 63 Rutgers Law Review 849 (2010–2011). Gordon, Adam, Kathy O’Regan, et al. “Housing Subsidies and Inclusive Communities.” 2015. “Affirmatively Furthering Fair Housing.” (PDF) Federal Register 80, no. 136 (2015): 42348–71. (Skim pages) Allen, Michael, Angela Glover Blackwell, et al. “A New Approach to Affirmatively Furthering Fair Housing.” 2015. Part IV: Local Economic Development 18 Introduction to LED Fitzgerald, and Leigh. Chapter 1 in Economic Revitalization: Cases and Strategies for City and Suburb. Sage Publications, 2002. ISBN: 9780761916550. [Preview with Google Books] [LB] Chapters 1 and 2. 19 Workforce development and cooperative enterprise Siegel, and Seidman. “The Economic Development and Workforce Development Systems: A Briefing Paper.” (PDF) Prepared for the Surdna Foundation, 2009. “The Field Guide to Investing in a Resilient Economy: Cleveland’s Evergreen Cooperatives.” Capital Institute, 2011. LA Apollo Alliance campaign for the City of LA “Good, Green, Safe Jobs: The Los Angeles Green Retrofit and Workforce Program.” (PDF) City of LA Green Retrofit and Workforce Program fact sheet. 20 Job quality and upgrading Paul Osterman. Chapters 4, 7, and 8 in Good Jobs America: Making Work Better for Everyone. Russell Sage Foundations, 2011, pp. 1–8, 15–17, 81–88, and 101–4. ISBN: 9780871546630. [Preview with Google Books] The Editorial Board. “Redefining the Minimum Wage,” The New York Times, November 11, 2013. Gans, Herbert J. “The Age of the Superfluous Worker,” The New York Times, November 24, 2011. 21 Entrepreneurship and business development Explore the nation’s major Small Business Portal operated by the Small Business Administration. [LB] Chapter 9: Business Development, pp. 265–91 only. Servon, Fairlie, Rastello, et al. “The Five Gaps Facing Small and Microbusiness Owners: Evidence From New York City.” Economic Development Quarterly 24, no. 2 (2010): 126–42. Website “Living Cities Integration Initiative.” 22 Fostering and upgrading manufacturing / Regional competitiveness, clusters and neighborhood linkages Porter. “Clusters and the New Economics of Competition.” Harvard Business Review, 1998. [EM] Chapters 2 and 7. Erikson. “Big Ideas for Small Businesses: A Regional Jobs Accelerator.” Center for American Progress Blog, 2011. [LB] Typology of Planning Approaches, pp. 126–31. Initiative for a Competitive Inner City. “The Promise of Local Clusters.” Inner City Insights 1, no. 1 (2011). “Training 100,000 Low-Income Youth to Code: A Q&A with Van Jones.” Policy Link, 2014. 23 Toward the healthy city Geronimus, L. E., and J. Phillip Thompson. “To Denigrate, Ignore or Disrupt: Racial Inequality in Health and the Impact of a Policy-Induced Breakdown of African-American Communities.” Du Bois Review 1, no. 2 (2004): 247–79. [JC] Chapters 1 and 7. Short video clips (local work on community health): U.S. Department of Health, and Human Services. “Determinants of Health: A Framework for Reaching Healthy People 2020 Goals.” November 23, 2010. YouTube. CAFreshWorks’s channel. “FreshWorks, California’s Healthy Food Financing Initiative.” July 18, 2011. YouTube. Reinvestment Fund. “Reinvestment Fund Profile: Progress Plaza.” November 1, 2010. YouTube. Part V: Wrapping Up 24 Course review MIT CoLab, et al. “Development Study for the Bronx Community Development Initiative.” (PDF - 5.6MB) 2012. Community Strategy Lab. “Caring for Today, Planning for Tomorrow.” (PDF) 2014. Read Introduction and Summary, pp. 11–39. [Brooklyn Interfaith hospital reuse project]. 25 Final team briefings Briggs, and Thompson. “Deep Democracy is not Meetings that Last Forever: Community Development Next.” Investing in What Works (SF: Federal Reserve Bank of San Francisco, 2012). Friedmann, John. “The Good City: In Defense of Utopian Thinking.” International Journal of Urban and Regional Research 24, no. 2 (2000): 460–72.
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[JD] = DeFilippis, James, and Susan Saegert. The Community Development Reader. Routledge, 2012. ISBN: 97804155007769. [Preview with Google Books] [IE] = James H. Carr, Nandinee K. Kutty, eds. Segregation: The Rising Costs for America. Routledge, 2008, pp. 261–78. ISBN: 9780415965347. [Preview with Google Books] [JC] = Corburn, Jason. Toward the Healthy City: People, Places and the Politics of Urban Planning. MIT Press, 2009. ISBN: 9780262513074. SES # TOPICS RECOMMENDED Part I: Foundations 1 Introductory Class: The “just city” in context None 2 The Just City: Equitable development in comparative context None 3 Demographic shifts and neighborhood change: Segregation, migration, and aging [IE] Ellen, Ingrid. Continuing Isolation: Segregation in America Today, pp. 261–78. Kneebone, Elizabeth, and Alan Berube. “Cul-de-sac Poverty,” The New York Times, May 20, 2013. Sharkey, Patrick, and Jacob Faber. “Where, When, Why, and For Whom Do Residential Contexts Matter? Moving away from the Dichotomous Understanding of Neighborhood Effects.” Annual Review of Sociology 40 (2014): 559–79. Woolhouse, Megan. “Poverty Persists in N. E. Suburbs,” The Boston Globe, August 24, 2014. Video “A Snapshot of Social Mobility in America.” Brookings, 2014. Audio “Advocates Struggle to Reach Growing Ranks of Suburban Poor.” National Public Radio, May 20, 2013. [IE] Baker, Dean, and Heather Boushey. “Trends in the U.S. Economy: The Evolving Role of Minorities.” 4 Income, wealth, and the political economy of inequality Alvaredo, Facundo, Anthony Atkinson, et al. “The Top 1 Percent in International and Historical Perspective.” Journal of Economic Perspectives 27, no. 3 (2013): 3–20. Berube, Alan. “The Continuing Evolution Of American Poverty and Its Implications For Community Development.” Brookings 2012. Cassidy, John. “Piketty’s Inequality Story in Six Charts.” The New Yorker, March 2014. Autor, David, and David Dorn. “How Technology Wrecks the Middle Class,” The New York Times, August 24, 2013. Freeland, Chrystia. “The Self-Destruction of the One Percent,” The New York Times, October 13, 2012. Greenhouse, Steven. “The Challenge of Creating Good Jobs,” The New York Times, September 7, 2011. Krugman, Paul. “Inequality Is a Drag,” The New York Times, August 7, 2014. Stiglitz, Joseph. “Capitalism Needs New Rules,” The Guardian, September 2, 2014. Besbris, Max, Jacob Faber, et al. “The Effect of Neighborhood Stigma on Economic Transactions.” Proceedings of the National Academy of Sciences 112, no. 16 (2015): 4994–8. de Souza Briggs, Xavier. “Inventing the Next American Economy: Why Planning Matters and Where the Pitfalls Lie.” Edsall, Thomas B. “Capitalism vs. Democracy,” The New York Times, January 28, 2014. 5 Civic context: Engagement and political representation None 6 The nature of community in 21st century America: Networks, places, social capital Chen, Wenhong, and Barry Wellman. “Charting Digital Divides: Comparing Socioeconomic, Gender, Life Stage, and Rural-Urban Internet Access and Use in Eight Countries.” (PDF) Part II: Community-based Organizing and Development 7 History and development: Politics and program None 8 Institutional context Buckley, James M. Review Essay: “From Centered to Networked: Housing America in the Twentieth Century.” Journal of Urban History 38, no. 3 (2012): 603–9. Lemann, Nicholas. “The Myth of Community Development.” The New York Times Magazine, January 1994. Keyes, Langley C., Alex Schwartz, et al. “Networks and Nonprofits: Opportunities and Challenges in an Era of Federal Devolution.” (PDF) Housing Policy Debate 7, no. 2 (1996): 201–29. 9 Governance at multiple scales (neighborhood, city, region) Choi, Laura. “An Uneven Housing Recovery: Implications for Community Development.” 2013. [JD] Kubisch, Anne C., Patricia Auspos, et al. “Strengthening the Connections between Communities and External Resources.” [JD] Cordero-Guzman, Hector R., and Victoria Quiroz-Becerra. “Community-based Organizations and Migration in New York City.” Orozco, Manuel, and Rebecca Rouse. “Migrant Hometown Associations and Opportunities for Development: A Global Perspective.” 2007. Part III: Affordable and Inclusionary Housing and Homeownership 10 Housing markets and policy: The basics Joint Center for Housing Studies. “The State of the Nation’s Housing.” (PDF - 7.5MB) Executive Summary (2015): 1–6. National Low Income Housing Coalition. “Out of Reach Introduction and Where The Numbers Come From.” (PDF - 9.0MB) (2015): 1–15. Landis, John, and Kirk McClure. “Rethinking Federal Housing Policy.” Journal of the American Planning Association 76, no. 3 (2010): 319–48. Bipartisan Policy Center. “Housing America’s Future: New Directions for National Policy.” (PDF - 2.9MB) 2013. Citizens Housing and Planning Association. “CHAPA Policy Summary on State Housing and Community Development Policy.” (PDF - 8.5MB) 2014. City of Boston. “Housing A Changing City: Boston 2030.” (PDF - 19.9MB) 2014. Dewan, Shaila. “Affordable Housing Draws Middle Class to Inland Cities,” The New York Times, August 3, 2014. “San Francisco and New York Affordable Housing Plans Compared,” San Francisco Public Press, August 4, 2014. 11 Homeownership: The great American dream and the rude awakening Reid, Carolina. “To Buy or Not to Buy? Understanding Tenure Preferences and the Decision-Making Processes of Lower-Income Households.” (PDF) Harvard Joint Center on Housing, 2013. Quigley, John, and Steven Raphael. “Is Housing Unaffordable? Why Isn’t It More Affordable?” Journal of Economic Perspectives 18, no. 1 (2004): 191–214. Herbert, Chris E., Eric S. Belsky, et al. “Critical Housing Finance Challenges for Policymakers Joint Center for Housing.” (PDF - 1.9MB) What Works Collaborative Working Paper, 2012. Engel, Kathleen C., and Patricia A. McCoy. “A Tale of Three Markets: The Law and Economics of Predator Lending.” (PDF) Achtenberg, Emily Paradise, and Peter Marcuse. “The Causes of the Housing Problem.” In Critical Perspectives in Housing. Edited by Rachel G. Bratt, et al. Temple University Press, 1986. ISBN: 9780877223962. 12 Rental housing Glaeser, Ed, Mark Joseph, et al. “The Poor Door Debate.” 2015. Rosenblatt, P., and Stefanie DeLuca. “‘We Don’t Live Outside, We Live in Here’: Neighborhood and Residential Mobility Decisions Among Low‐Income Families.” City and Community 11, no. 3 (2012): 254–84. McClure, Kirk, Alex F. Schwartz, et al. “Housing Choice Voucher Location Patterns a Decade Later.” Housing Policy Debate 25, no. 2 (2015): 215–33. von Hoffman, Alexander. “Profiles in Preservation: New Franklin Apartments in Boston, Massachusetts.” Joint Center of Housing Studies, 2014. Short videos (3–4 minutes each) on affordable rental supply, focused on preservation as a strategy: Macfound. “David Seabrook on Affordable Housing.” March 20, 2008. Youtube. (Community Preservation and Development Corporation) ———. “Seizing the Opportunity: Preserving Affordable Rental Housing (Part 1).” September 9, 2008. Youtube. (Logan Square in Chicago). ———. “Seizing the Opportunity: Preserving Affordable Rental Housing (Part 2).” September 9, 2008. Youtube. (Kankakee, Outside Chicago). 13 Housing as a market good: Gentrification and fair housing Ellen, Ingrid Gould, and Kathy O’Regan. “How Low Income Neighborhoods Change: Entry, Exit, and Enhancement.” Regional Science and Urban Economics 41, no. 2 (2011): 89–97. Sard, Barbara, Phil Tegeler, et al. “Neighborhoods, Opportunities, and the Housing Choice Voucher Program.” 2015. Fennell, Lee. Chapter 1 in The Unbounded Home: Property Values Beyond Property Lines. Yale University Press, 2009. ISBN: 9780300122442. 14 Public housing Vale, Lawrence J. “Standardizing Public Housing.” In Regulating Place: Standards and the Shaping of Urban America. Edited by Eran Ben-Joseph and Terry Szold. Routledge, 2004. ISBN: 9780415948753. [Preview with Google Books] Vale, Lawrence J., and Yonah Freemark. From “Public Housing to Public-Private Housing.” Journal of the American Planning Association 78, no. 4 (2012): 379–402. Popkin, Susan, et al. “A Decade of HOPE VI: Research Findings and Policy Challenges.” (PDF) The Urban Institute and Brookings Institution, 2004. (Executive Summary only.) McCormick, Naomi, Mark Joseph, et al. “The New Stigma of Relocated Public Housing Residents: Challenges to Social Identity in Mixed-Income Developments.” City and Community 11, no. 3 (2012): 285–308. Joseph, Mark L., Robert J. Chaskin, et al. “The Theoretical Basis for Addressing Poverty Through Mixed-Income Development.” Urban Affairs Review 42, no. 3 (2007): 369–409. Video holstenchicago. “60 minutes North Town Village - Cabrini Green.” August 6, 2012. YouTube. 15 Affordable housing, smart growth, and regional land use CHP, and TransForm. “Cap and Trade Proceeds for Affordable Housing.” “Environmental Justice and Housing Worlds Seek Meeting of Minds on defining Disadvantage” California Planning & Development Report, 2014. Transform. “Cap and Trade Funding.” CNT. “Housing and Transportation Cost Calculator.” “Can Light Rail Be an Engine of Opportunity? The Twin Cities Story.” Policy Link, 2014. Krugman, Paul. “Wrong Way Nation,” The New York Times, August 24, 2014. Benfield, Kaid. “Let’s Not Pronounce Sprawl Dead Just Yet,” The Huffington Post, October 1, 2014. 16 Alternative housing models: Land trusts and more Tsemberis, Sam. 2010. “Housing First: Ending Homelessness, Promoting Recovery, and Reducing Costs.” In How to House the Homeless. Edited by Ingrid Gould Ellen and Brendan O’Flaherty. Russell Sage Foundation, 2010, pp. 37–56. ISBN: 9780871544544. McCulloch, Heather. “Sharing the Wealth: Resident Ownership Mechanisms.” PolicyLink, 2001. Thaden, Emily. “Stable Home Ownership in a Turbulent Economy: Delinquencies and Foreclosures Remain Low in Community Land Trusts.” Lincoln Institute for Land Policy, 2011. Curtin, Julie Farrell, and Lance Bocarsly. “CLTs: A Growing Trend in Affordable Home Ownership.” Journal of Affordable Housing & Community Development Law 17, no. 4 (2008): 367–94. Zekas, Valerie. “SF Community Land Trust Stops Ellis Act Eviction.” BeyondChron, 2014. Video TEDx Talks. “Housing First: Sam Tsemberis at TEDx.” May 4, 2012. YouTube. 17 Mobility and the tensions between fair housing, affordable housing, and community development Badger, Emily. “Hysteria and Racist Screeds Over HUD Plans to Map Neighborhood Diversity.” The Atlantic Cities Blog, 2013. The New York Times Editorial Board. “Westchester’s Tortured Road,” The New York Times, June 12, 2015. The Editorial Board. “Fair Housing Collision in Westchester,” The New York Times, May 1, 2014. Turner, Margery, et al. “Housing Discrimination Against Racial and Ethnic Minorities 2012.” (PDF - 2.4MB) Executive Summary, 2013. “HUD AFFH Assessment Tool Option A.” “Texas Department of Housing & Community Affairs v. Inclusive Communities Project Inc.” Harvard Law Review, 135 S. Ct. 2507 (2015). [RP] Goetz, Chapple, and Lukerman. “The Rise and Fall of Fair Share Housing: Lessons from the Twin Cities.” Ludwig, Jens, et al. “Neighborhood Effects on the Long-Term Well-Being of Low-Income Adults.” Science 337, no. 6101 (2012): 1505–10. Sampson, Robert. “Moving and the Neighborhood Glass Ceiling.” Science 337, no. 6101 (2012) 1464–5. “Housing Discrimination Against Racial and Ethnic Minorities 2012 (PDF - 4.3MB).” U.S. Department of Housing and Urban Development, 2013. Rogers, Christy, Jason Reece, et al. “Fair Credit and Fair Housing in the Wake of the Subprime Lending and Foreclosure Crisis: Findings from the Kirwan Institute Initiative.” (PDF - 1.4MB) Video The Leadership Conference. “Accents (Fair Housing PSA).” March 3, 2008. Youtube. Rothstein, Richard. “Racial Segregation Continues, and Even Intensifies.” February 3, 2012. Audio House Rules. This American Life. November 22, 2013. Part IV: Local Economic Development 18 Introduction to LED None 19 Workforce development and cooperative enterprise None 20 Job quality and upgrading The Apollo Alliance and Green for All with Center for American Progress and Center on Wisonsin Strategy. “Green-Collar Jobs in America’s Cities.” (PDF) 21 Entrepreneurship and business development None 22 Fostering and upgrading manufacturing / Regional competitiveness, clusters and neighborhood linkages Delgado, Porter, and Stern. “Clusters, Convergence and Economic Performance.” Harvard Business School, 2012. (Institute for Strategy and Competitiveness) Scola, Nancy. “Tech and the City: New York’s Latest Mega-Project is a Campus for Home - Growing Technologists, but Can a City Really Engineer and Innovation Economy?” Forefront 1, no. 21 (2012). Christopherson, and Clark. Remaking Regional Economies: Power, Labor and Firm Strategies in the Knowledge Economy. Routledge, 2007, pp. 3–13, 108–17, and 137–49. ISBN: 9780415357432. Held. “Clusters as an Economic Development Tool: Beyond the Pitfalls.” Economic Development Quarterly 10, no. 3 (1996): 249–61. Pastor, et al. Regions that Work: How Cities and Suburbs can Grow Together. University of Minnesota Press, 2000. ISBN: 9780816633401. [LB] Chapter 7: Local Economic Development Strategy. X. Briggs. “The Civics of Economic Restructuring,” “The Hyper-Organized Region: Leading the Next ‘New Economy’ in Pittsburgh,” and “Progressive Regionalism and Entrepreneurial Government: Democratization and Competitive Restructuring in the Greater ABC, Brazil.” Chapters 6, 7, and 8 in Democracy as Problem Solving: Civic Capacity in Communities Across the Globe. MIT Press, 2008. ISBN: 9780262026413. [Preview with Google Books] Weissbourd, and Muro. “Metropolitan Business Plans: A New Approach to Economic Growth.” Brookings, 2011. Clark, et al. The Oxford Handbook of Economic Geography. Oxford University Press, 2003. ISBN: 9780199250837. Does Manufacturing Matter? Helper, Krueger, and Wial. “Why Does Manufacturing Matter? Which Manufacturing Matters? A Policy Framework.” (PDF - 1.9MB) The Brookings Institution, 2012. Do We Need a Manufacturing Policy? Romer. “Do Manufacturers Need Special Treatment?,” The New York Times, February 4, 2012. Rebuttal, Prestowitz. “Why Don’t Economists Get It On Manufacturing?” Foreign Policy, February 2012. What skills are needed? Davidson. “Skills Don’t Pay the Bills,” The New York Times, November 20, 2012. “Making it in America.” The Atlantic, January-February 2012. What does this have to do with American Competitiveness? Pisano, and Shih. “Restoring American Competitiveness.” Harvard Business Review, 2009. Duhigg. “How the U.S. Lost Out on iPhone Work,” The New York Times, January 21, 2012. Herrigel, Gary. “Manufacturing Possibilities: Creative Action and Industrial Recomposition in the U.S., Germany and Japan.” Journal of Economic Geography 11, no. 4 (2011): 757–9. Dertouzos, Michael, et al. “Introduction.” In Made in America: Regaining the Productive Edge. MIT Press, 1989, pp. 1–22. ISBN: 9780262041003. Rius. Marx for Beginners. Two Continents Publication Group, 1976. ISBN: 9780846702702. Robinson, Cedric J. Black Marxism: The Making of the Black Radical Tradition. The University of North Carolina Press, 2000. ISBN: 9780807848296. Graeber, David. Chapter 1 in Debt: The First 5,000 Years. Melville House, 2011. ISBN: 9781933633862. Cortight, Joseph. “Making Sense of Clusters: Regional Competitiveness and Economic Development.” (PDF) The Brookings Institution Metropolitan Policy Program, 2006. “Economic Prosperity Strategy.” (PDF - 6.9MB) 2014. “OpportunityNewark: Jobs and Community Development for the 21st Century.” (PDF - 3.5MB) Executive Summary. Porter, Michael E. “Clusters, Innovation, and Competitiveness: New Findings and Implications for Policy.” (PDF - 1.2MB) European Presidency Conference on Innovation and Clusters, 2008. 23 Toward the healthy city Arcaya, Mariana, and Xavier de Souza Briggs. “Despite Obstacles, Considerable Potential Exists for More Robust Federal Policy on Community Development and Health.” Health Affairs 30, no. 11 (2011): 2064–71 and 2064–68 only. [JC] Corburn, Jason. Chapter 2. Fullilove, Mindy. Root Shock: How Tearing Up City Neighborhoods Hurts America, and What We Can Do About It. One World / Ballantine, 2005. ISBN: 9780345454232. Northridge, et al. “Reinventing Health and Sustainable Communities: Reconnecting Public Health and Urban Planning.” In Social Inequality and Public Health. Edited by Salvatore J. Babones. Policy Press, 2009. ISBN: 9781847423207. [Preview with Google Books] Vitiello, Domenic, and Catherine Brinkley. “The Hidden History of Food System Planning.” Journal of Planning History 13, no. 2 (2014): 91–112. Boes, Kevin. “Connecting Housing and Health Care Through Community Development.” (PDF) Community Investments 25, no. 1 (2013). “California Communities Environmental Health Screening Tool, Version 2.0.” (PDF - 7.2MB) Guidance and Screening Tool, 2014. “Completed HIA Projects.” Human Impact Partners. Part V: Wrapping Up 24 Course review None 25 Final team briefings None
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Tienda, Marta. “Demography and the Social Contract.” Demography 39, no. 4 (2002): 587–616.
Morris, Elizabeth W. “Community in Theory and Practice: A Framework for Intellectual Renewal.” Journal of Planning Literature 11, no. 1 (1996): 127–50.
Kennedy, Maureen, and Paul Leonard. “Dealing with Neighborhood Change: A Primer on Gentrification and Policy Choices.” Brookings Institution Center on Urban and Metropolitan Policy, 2001.
Vale, Lawrence J. “Beyond the Problem Projects Paradigm: Defining and Revitalizing ‘Severely Distressed’ Public Housing.” Housing Policy Debate 4, no. 2 (1993): 147–74.
Warren, Mark R. “Communities and Schools: A New View of Urban Education Reform.” (PDF) Harvard Educational Review 75, no. 2 (2005): 133. (Research Library Core)
Joseph, Mark L., Robert J. Chaskin, et al. “The Theoretical Basis for Addressing Poverty Through Mixed-Income Development.” Urban Affairs Review 42, no. 3 (2007): 369–409.
Quarter, Jack, Ann Armstrong, et al. Chapter 2 in Understanding the Social Economy: A Canadian Perspective. University of Toronto Press, 2009. ISBN: 9780802096456. [Preview with Google Books]
De, Souza B. X. N. Chapter 14 in The Geography of Opportunity: Race and Housing Choice in Metropolitan America. Brookings Institution Press, 2005. ISBN: 9780815708735. (Internet resource)
Rosenblatt, Peter, and Stefanie DeLuca. “‘We Don’t Live Outside, We Live in Here’: Neighborhood and Residential Mobility Decisions Among Low-Income Families.” City & Community 11, no. 3 (2012): 254–84.
De, Souza B. X., and Benjamin J. Keys. “[Has Exposure to Poor Neighbourhoods Changed in America?: Race, Risk and Housing Locations in Two Decades](http://dx.doi.org/ 10.1177/0042098008099362 ).” Urban Studies 46, no. 2 (2009): 429–58.
The CAP Housing Team. “A Guide to Housing Finance Reform.” October 23, 2013.
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SES # TOPICS Study Guides Part I: Foundations Key demographic, economic, and political trends affecting urban areas; major controversies tied to equity and equitable development. 1 Introductory Class: The “just city” in context: Trends, dilemmas, scales (neighborhood, city / town, region). No study guide available. 2 The Just City: Equitable development concepts and cross-national comparisons. Session 2 Study Guide (PDF) 3 Demographic shifts and neighborhood change: Segregation, migration, and aging. Session 3 Study Guide (PDF) 4 Income, wealth, and the political economy of inequality. Session 4 Study Guide (PDF) 5 Civic context: Engagement and political representation. Session 5 Study Guide (PDF) 6 The nature of community in 21st century America: Networks, places, social capital. Session 6 Study Guide (PDF) Part II: Community-based Organizing and Development Contrasting approaches to community development: Social movement building and program and policy development, debates and complementarities. 7 History and development: Politics and program. Session 7 Study Guide (PDF) 8 Institutional context: CDCs and other CBOs, intermediaries, government, foundations / donors, labor unions and other, private partners. Session 8 Study Guide (PDF) 9 Governance at multiple scales (neighborhood, city, region): Issues of representation, accountability, co-production, coalitions, power. Session 9 Study Guide (PDF) Part III: Affordable and Inclusionary Housing and Homeownership 10 Housing markets and policy (A): Supply and demand fundamentals, shifting preferences, efficiency and affordability outcomes. Session 10 Study Guide (PDF) 11 Housing markets and policy (B): Homeownership. Session 11 Study Guide (PDF) 12 Rental housing. Session 12 Study Guide (PDF) 13 Housing as a market good: Gentrification and fair housing. Session 13 Study Guide (PDF) 14 Public housing, income concentration, and mixed-income housing. Guest: Larry Vale, Ford Professor of Urban Design and Planning at MIT. Session 14 Study Guide (PDF) 15 Affordable housing, smart growth, and regional land use. Session 15 Study Guide (PDF) 16 Alternative housing models: Land trusts and more. Session 16 Study Guide (PDF) 17 Mobility and the tensions between fair housing, affordable housing, and community development. Session 17 Study Guide (PDF) Part IV: Local Economic Development 18 Introduction to LED. Session 18 Study Guide (PDF) 19 Workforce development and cooperative enterprise. Session 19 Study Guide (PDF) 20 Job quality and upgrading. Guest: Paul Osterman, member of the Department of Urban Studies & Planning at MIT. Session 20 Study Guide (PDF) 21 Entrepreneurship and business development. Guest: Karl Seidman, Senior Lecturer in Economic Development, MPP Harvard. Session 21 Study Guide (PDF) 22 Fostering and upgrading manufacturing. Session 22 Study Guide (PDF) 23 Toward the healthy city. Session 23 Study Guide (PDF) Part V: Wrapping Up 24 Course review. Session 24 Study Guide (PDF) 25 Final team briefings. Session 25 Study Guide (PDF)
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Course Meeting Times
Lectures: 2 session / week, 1.5 hours / session
Course Overview
This course provides students with a critical introduction to: social and economic inequality in America; equitable development as a response framework for planners; social capital and community building as planning concepts; and the history, development, and current prospects of the fields of housing (with an emphasis on affordability and inclusion) and local economic development. We consider multiple scales but primarily the neighborhood, city / town, and metro region. We will explore contextual factors that continue to define these fields: The often limited scale and scope of intervention relative to the challenges (including: persistent unemployment of less skilled workers, discrimination based on race and other factors, mass incarceration, increasing income and wealth disparities, climate change, and more); frequent lack of agreement on specific goals and operating models; political isolation of the poor and lack of steady financial support; and uneven operating capacity, hard-to-measure impacts, and other persistent barriers to effective implementation of policies and programs. Throughout the course we will highlight the importance of creativity, innovation and strategic leverage, both political and programmatic, in light of the factors mentioned above. Finally, the course helps students formulate a professional development agenda for themselves, for use at The Department of Urban Studies & Planning and beyond.
Prerequisites
There are no prerequisites for this course.
Class Participation and Assignments
This is a largely discussion-based, rather than lecture-based, course. We expect students to be well prepared and to participate actively in class discussions, with well-supported arguments (not just opinions) and to make an effort to build on and react to the arguments of classmates and faculty.
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Course Description
This course focuses on the origins, functions, and implications of downtown management organizations (DMOs), such as business improvement districts, in a variety of national contexts including the United States, Canada, South Africa, and the United Kingdom. It critically examines how a range of urban theories provide a …
This course focuses on the origins, functions, and implications of downtown management organizations (DMOs), such as business improvement districts, in a variety of national contexts including the United States, Canada, South Africa, and the United Kingdom. It critically examines how a range of urban theories provide a rationale for the establishment and design of DMOs; the evolution and transnational transfer of DMO policy; and the spatial and political externalities associated with the local proliferation of DMOs. Particular emphasis is given to the role of DMOs in securing public space.
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common_crawl_ocw.mit.edu_173
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Course Description
This practicum subject integrates theory and practice through the design, implementation, and evaluation of a comprehensive community information infrastructure that promotes democratic involvement and informs community development projects. Students work with Lawrence Community Works, Inc. to involve constituents and …
This practicum subject integrates theory and practice through the design, implementation, and evaluation of a comprehensive community information infrastructure that promotes democratic involvement and informs community development projects. Students work with Lawrence Community Works, Inc. to involve constituents and generate solutions to an important planning problem in the City of Lawrence, Massachusetts. Final project presentations take place in a public forum, and serve to inform future development of the information infrastructure. Subject begins with an overview of the digital divide, e-government, public participation GIS, and neighborhood information systems. Subject includes a reflection component and a deliberate investigation of race, class, and gender dynamics.
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common_crawl_ocw.mit.edu_174
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Course Description
This course focuses on the tools and programs available to economic development practitioners to address capital needs for businesses and economic development projects. It provides an overview of private capital markets and financing sources to understand capital market imperfections that constrain economic …
This course focuses on the tools and programs available to economic development practitioners to address capital needs for businesses and economic development projects. It provides an overview of private capital markets and financing sources to understand capital market imperfections that constrain economic development, business accounting, financial statement analysis, federal economic development programs, and public finance tools. The course covers policies and program models, including revolving loan funds, guarantee programs, venture capital funds, bank holding companies, community development loan funds and credit unions, micro-enterprise funds, and the Community Reinvestment Act. The objective of this course is to provide students with a comprehensive overview of economic development finance practice in the United States, and to develop a knowledge base and skills to either be a development finance practitioner, or apply economic development finance approaches to other fields of planning and community development.
Course Info
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Learning Resource Types
notes
Lecture Notes
group_work
Projects with Examples
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This role play exercise will provide an opportunity to simulate the decision-making process for a community loan fund and apply the business finanace skills you have developed in the previous case studies. In the Phoenix Forge case, the Community Loan Fund (CLF) has before it a financing request from Phoenix Forge. The specif roles are indicated below.
The Loan Officer is responsible for presenting the loan request to the Community Loan Fund Board in a concise, clear manner that summarizes the request, why the loan is desirable for the CLF, key lending issues, and makes a recommendation. The President of the company will discuss Phoenix Forge’s business plan and why he/she believes the plan is sound and the company will succeed. The City Economic Development Director will discuss the benefits to the city, the city’s role in project financing, and why the city supports the project.
The CLF Chair is responsible for running the meeting, calling on individuals to speak, maintaining order and getting the CLF Board to reach a decision on what action to take on the loan request. THe balance of the CLF Board is composed of the following individuals:
- A small business owner
- The Chamber of Commerce Executive
- 2 bankers (including the loan officer from First National Bank, which is providing a line of credit to Phoenix Forge)
- A community activist
- A city councilor
- A labor union representative
The role of the CLF Board is to ask questions regarding the proposed loan, the business plan, the financial projections and financing plan, and to make a decision on the loan request. Prior to class, each CLF Board member should consider the CLF mission, the issues raised in the case, specific concerns that their member would bring to the Board meeting, and be prepared with questions to ask.
After the role play we will discuss how the process worked and what it suggests about how the CLF might best structure its decision-making process. Please be prepared to discuss items that you thought should have been raised but were not, what issues were not addressed adequately, as wellas observations on how the process worked. Also consider what challenges were faced by the CLF Board in balancing community benefits and the project’s financial risks. How well did the baord balance these issues? How could CLF staff, the company, and local officials help make the CLF Board job easier? The role-play will last about 50 minutes with the balance of class time used to discuss and reflect upon it and the case. The presentations should be brief, with the Loan Officer taking 5-7 minutes; the Company President taking 3-5 minutes; the City Economic Development Director taking 3-5 minutes, and the Phoenix Forge Employee and Community Leader each hacing 1-2 minutes. The CLF Board will then have 30 minutes to ask questions, discuss the loan request, and make a decision.
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Part 1: Course Introduction/Capital Markets and Economic Development Finance Systems WEEK TOPICS 1 Course Overview; Definition of Economic Development; Role of Finance in Economic Development This class provides an overview of the course content and objectives, and discusses the definition of economic development and the role of financing in the economic development process. 2 Introduction to Capital Markets; Capital Market Imperfections and Financing Gaps; Local Development Finance Systems This class covers the institutional structure and operations of private capital markets, including the direct “public” markets and the “private” markets of financial intermediaries. Discussion of these markets will emphasize their economic development role, which institutions are most important for community-based economic development, and the capital market falures and imperfections that occur in private capital markets. These market failures define the financing gaps that economic development finance programs and institutions are designed to address. A two-part framework for interventions to address captial market failures and financing gaps will be discussed. This class also introduces approaches to thinking about how capital markets and development finance relate to larger systems that influence how capital is deployed to advance economic development goals. Information on development finance in Detroit is provided to provide a context to consider the application of these concepts to a city. Part 2: Business Financing WEEK TOPICS 3 Business Finance Needs; Business Financing Instruments This class looks at the many instruments used to finance business enterprises, emphasizing the difference between debt and equity, the varied forms of debt financing, and the advantages and disadvantages associated with different financing instruments. The appropriateness of different financing instruments for various stages of business development and capital needs is also discussed along with the distinct capital needs and issues faced by small firms. Empirical data on how small enterprises are financed will be compared to the expectations based on capital market and firm development stage theories. Finally, we will review the basic finance terms and calculations related to debt and equity instruments. 4 Analyzing Finance Needs I: Introduction to Accounting and Financial Statements In this session, basic accounting principles are reviewed and the three primary financial statements produced by accounting systems are explained: the balance sheet, the income statement, and the cash flow statement. The difference between cash and accrual accounting and the relationship of financial statements to business cash flow is a key theme for this class. For students who want additional information and presentation of basis accounting concepts and financial statements, optional readings in an accounting text book and several online video lectures are available. Term Project preferences due 5 Analyzing Finance Needs II: Evaluating Firms for Financing; Financial Statement Analysis This class expands on the understanding of financial statements to develop analytical tools used to evaluate the financial needs of companies and find appropriate financial instruments to meet these needs. A framework for evaluating a firm for economic development financing is discussed and key financial analysis tools are introduced: ratio analysis, common size financial statements, and forecasting cash flow and debt service capacity. Two tools developed to help economic development organizations evaluate projects using community impact and triple bottom line approaches are presented in the readings and will be touched upon in class. We will also review the business financial analysis worksheet to discuss how ratio analysis and cash flow analysis is used to inform business lending decisions. Assignment: Complete the Business Financial Statement Analysis worksheet 6 Working Capital Finance This class focuses on working capital financing needs to understand what working capital is and why it is important to a business. The difference between “cyclical” working capital needs and “long-term” working capital needs will be discussed along with the issues involved in evaluating a girm’s need for working capital debt and extending working capital financing. A written analysis of the Crystal Clear Window Company financing request is due today and will provide a case example for exploring these topics. THe range of financial instruments and institutional sources for working capital will also be reviewed. Crystal Clear Window Company case assignment due 7 Fixed Asset Financing Fixed asset financing is essential for the growth and expansion of businesses. THe greater uncertainty and longer repayment terms make it more difficult for firms to secure such financing. We will look at the role of fixed asset financing in business growth, the unique issues in financing longer term capital needs, and the evaluation of a firm to extend fixed asset financing, using the Cambridge Biotech Case Study to gain insight into these issues. 8 Real Estate Financing This class provides an overview of the real estate development process and financing issues, including key needs for economic development oriented real estate projects, the financial statements used for real estate projects, analyzing a project’s capacity to support debt and equity, and the different financial instruments and sources used for real estate projects. Assignment: Complete the City Plaza Financial Analysis worksheet; Term Project Work Plan due 9 Analyzing Business Financing Needs III To strengthen skills in evaluating a firm’s financial needs and capacity to support financing, this class is devoted to an analysis of the Phoenix Forge case, using a role play enactment of a Community Loan Fund Board meeting to consider the Phoenix Forge loan request. Phoenix Forge case assignment due Part 3: Finance Tools, Federal Resources and Program Models WEEK TOPICS 10 Municipal Finance Tools I: Municipal Debt; Industrial Development; Bonds; Qualified Energy; Conservation Bonds; Introduction to Tax Increment Financing Multiple instruments are used to finance government capital expenditures, infrastructure imporvements, and projects. This class will provide an overview of how the municipal bond market operates and discuss the major types of municipal bond structures, their relative advantages, and potential use for financing business and economic development projects. We will also review the increasing interest in and potential to use muicipal and other bond financing for alternative energy and energy efficiency projects. Tax increment financing will be introduced in preparation for a fuller discussion of its use the next class. 11 Municipal Finance Tools II: Tax Increment Financing; Assessment Districts and PACE; Business Improvement Districts Tax increment financing and assessment districts are effect ways to finance projects or investments where the benefits are fairly localized and revenues to support these investments can be generated from new tax revenues or fees from this local area. This class covers the issues associated with TIF and assessment district financing, and explores their application to economic development projects and plans. Detroit’s use of TIF to finance a sports arena provides an example of TIF as a project financing tool as well as questions about the best use of TIF. The Orlando downtown TIF case will be used to highlight financing and debt structure issues associated with TIF supported municipal debt. The growing use of assessment financing for energy efficiency and solar energy (PACE) will also be covered. Complete the Orlando TIF Financial Analysis worksheet. 12 Tax Credit and Financing; Historic Tax Credits; New Market Tax Credits; State Tax Credits Tax credit financing has become increasingly important in economic development finance, especially with the New Markets Tax Credit (NMTC) program, which is one of the most important federal programs to stimulate investment in low-income areas. With over ten years of implementation, the processes and uses for this program are well established, albeit somewhat complex and byzantine. This session is devoted to providing an overview of tax credit financing and a deeper dive to understand the NMTC program and its use to advance economic and community development goals. This class will also look at some examples of how tax credits are being used in Detroit and Michigan’s changes to its credits program. 13 Federal Programs: SBA Programs; CDFI Fund; HUD 108 Program; State Small Business Credit Initiative This session provides an overview of key federal economic development programs administered by the Economic Development Administration, the Small Business Administration, HUD, the Office of Community Services (in the Department of Health and Human Services), and the U.S. Treasury CDFI Fund and State Small Business Credit Initiative. The Inner City Supermarket Case provides an example for examining the advantages and issues related to using different programs and issues posed by utilizing federal programs within an overall project financing plan. Inner City Supermarket Financing case study write-up due 14 Private Market Interventions I: Guarantees and Credit Enhancement Loan guarantee programs are one of th emost common tools used to expand capital availability to businesses through private capital markets. This class reviews the different guarantee forms, the major guarantees programs and what research indicates about their impact ath best practices. Special attention is paid to the SBA 7(a) program, including the program’s use in Detroit and associated challenges in serving the city’s low-income neighborhoods. We will also look at recent developments in federal loan guarantee programs: the Department of Energy loan guarantee program for alternative energy projects; and the State Small Business Credit Initiative created under the Small Business Jobs Act of 2010. A case study of the Emerging Technology Fund is used to explore design issues for loan guarantee programs. 15 Private Market Interventions II: Banking Regulation; Small Firms and Security Regulation; Crowdfunding; Community Reinvestment Act Capital markets are heavily regulated and these regulations influence capital availability and how development finance practice can expand access to capital. This class provides a high level overview of equity market and bank regulations and their relevance to economic development finance. Special attention is given to the emerging issue of crowd funding and its emerging regulations; and the history of the Community Reinvestment Act, its impacts on bank capital availability, and questions about its current impact and limitations. The role of J.P. Morgan Chase in Detroit provides a case for the different ways in which a large financial institutions can contribute to urban economic development. 16 Program Models I: Revolving Loan Funds Revolving loan funds (RLFs) are the most common alternative development finance models with the longest history and track record. This class will review some of the key strategies and approaches employed by RLFs and discuss important principles, issues, and best practices. It will also look at the recent growth of revolving loan funds to finance energy-efficient and clean energy deployment, including the creation of internal “Green Revolving Funds” within organizations. The Portland Industrial Site Loan Fund, DEGC, Philadelphia Green Works, and Portland Clean Energy Works provide contrasting cases to explore effective RLF design and management. 17 Program Models II: Venture Capital Angel Investment Venture capital and equity-like investments are a more recent and growing model of economic development financing, especially to support technology-based business and commercial development of new technologies and products. OUr discussion will include the unique nature of these financing sources, how angel and venture capital financing differ and are related, issues involved in managing venture capital funds, the experience of state policy and newer community development venture capital funds. This class will also use a 2012 study and other materials to consider the current and potential role of angel and venture capital financing in Detroit’s economic development. 18 Program Models III: Community Development Financial Institutions (CDFIs); Community Development Credit Unions; Community Development Loan Funds Community based and controlled financial institutions have been a small but rapidly growing source of development finance. These institutions, referred to as Community Development Financial Institutions (CDFIs) are privately funded through local deposits, loans, and philanthropic support. We will review the two major institutional models: credit unions and loan funds, the particular benefits, issues and constraints inherent in these models, and the emergence of large multi-faceted CDFIs that combine a core financial intermediary with other related development and policy functions. The Los Angeles study reviews CDFIs’ collective contribution to addressing housing and economic developments needs on a city-wide basis and provides a way to look at the effectiveness of CDFIs as a system and institutional policy to pursue community and economic development goals. The Cleveland CDFI case provides an opportunity to look at how a city can apply and support the CDFI model in light of changing market conditions and economic development priorities. 19 Program Models IV: Microenterprise Development The capital and technical assistance needs of very small businesses pose special challenges. Over the past two decades, numerous programs have been developed to support the creation and financing of “micro-enterprises” as strategies to alleviate poverty, assist the unemployed and stimulate local job and income generation. In this class, we will examine the microenterprise development and lending program models and practice. Lisa Servon’s article an assessment of microenterprise development in Michigan and the Lawrence Working Capital Program, will provide the basis for class discussion on ways to heighten the impact of microenterprise programs. Cleveland CDFI System case write-up due Part 4: Management of Development Finance Institutions WEEK TOPICS 20 Issues in Program Management: Program Planning and Design; Financial Models and Projections The first step in developing successful economic development finance programs is defining clear goals and designing a program to achieve these goals on a sustainable basis. In this session on program planning and design, we consider how finance programs relate to an organization’s mission and strategy, how market analysis can be conducted and inform institutional strategy, and new program or product development. We will use the term projects to explore the challenges, issues, and approaches to program planning and design. Continuing the theme of development finance as a system, we will consider approaches to analysis and planning for the overall finance system. 21 Term Project Presentations This class will be used to review and discuss term projects. Each team will make a 15 minute presentation on their project, analysis and preliminary recommendations. The presentation will be followed by questions and class discussion. 22 Term Project Presentations This class will be used to review and discuss term projects. Each team will make a 15 minute presentation on their project, analysis and preliminary recommendations. The presentation will be followed by questions and class discussion. 23 Issues in Program Management: Marketing and Origination; Underwriting and Structuring Investments; Servicing and Portfolio Management The core competency in operating loan funds is making good decisions on which loans or investments to make, and effective oversight of these deals to help keep them on track and resolve problems. This class will focus on these activities, including the options for organizing and managing theses functions and best practices in the field, and approaches to incorporating more comprehensive “triple bottom line” metrics into investment decisions. Effective program management with limited resources – typical of public sector and community organizations – is prominent concern along with linking financing programs to other economic development resources. The Rural Enterprises case will be used to explore challenges and effective practices in managing development finance operations. 24 Issues in Program Management: Capital Management and Recapitalization With limited resources and capital needs that far exceed available funds, economic development finance programs are constantly challenged to manage financial assets to maximize capital for new investments and to expand their capitalization. This session will disucss the policies and tools to enhance the use of assets and expand institutional capital resources and discuss how to manage assets and liabilities for maxiumum effectiveness. The Manufacturing Fund case will look at different approaches to capitalization and use of financial models to assess recapitalization options. Manufacturer’s Fund Recapitalization case write-up due 25 Revisitng Finance Ecosystems; Detroit’s Development Finance Systems This class will revisit the question of how economic development finance operates as a system and the role of practitioners in strengthening and improving the system’s effectiveness, using Detroit as the focus and drawing on what we have learned from the many reading and term projects. 26 Course Conclusion The final session will look back over the semester’s work to identify key themes and conclusions related to economic development finance. Posisble areas of discussion include: how have your views evolved on the role of financing in economic development? What principles should guide economic development finance activities? What can we say about best practices in designing and managing programs and institutions? Can development finance institutions survive as an alternative to conventional capital markets? What key challenges do they face? Term Project reports due
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Required Text [SEI] = Seidman, Karl F. Economic Development Finance. Sage, 2005. ISBN: 9780761927099. Part 1: Course Introduction/Capital Markets and Economic Development Finance Systems WEEK READINGS 1 [SEI] Chapter 1, pages 3–7. Malpezzi, Stephen. “Local Economic Development and its Finance” in White, Sammis B., and Zenia Z. Kotval. Financing Economic Development in the 21st Century. Routledge, 2012. ISBN: 9780765627834. 2 [SEI] Chapter 1, pages 7–19. Bloom, Paul N., and Gregory Dees. “Cultivate Your Ecosystem.” Stanford Social Innovation Review 6, no. 1 (2008): 47–53. Wood, David, Katie Grace, Robin Hacke, and John Moon. “The Capital Absorption Capacity of Places: A Research Agenda and Framework.” Cambridge, MA: Living Cities and the Initiative for Responsible Investment at Harvard University (2012). Newberger, Robin G., and Maude Toussaint-Comeau. “Developing Small Businesses and Leveraging Resources in Detroit: An Informed Discussion Among Financial Institutions, Policymakers and Other Stakeholders in Detroit.” Profitwise Apr (2013): 1–11. Part 2: Business Financing WEEK READINGS 3 [SEI] Chapter 2. Berger, Allen N., and Gregory F. Udell. “The Economics of Small Business Finance: The Roles of Private Equity and Debt Markets in the Financial Growth Cycle.” Journal of Banking & Finance 22, no. 6 (1998): 613–673. Mills, Karen, and Brayden McCarthy. “The State of Small Business Lending: Credit Access During the Recovery and How Technology May Change the Game.” HBS Working Paper Series (2014): 3–7, 36–56. 4 [SEI] Chapter 3. Amazon 2015 Annual Report. Read the financial statements on pages 37–42. Optional Pages 25–44, 51–74 in Anthony, Robert Newton, David F. Hawkins, Kenneth A. Merchant, Liyan Wang, and Meijie Du. Accounting: Text and Cases. Irwin/MrGraw-Hill, 1999. ISBN: 9780073379593. Pence, Craig. “Accounting Lecture 01 - Basic Concepts.” YouTube. Accessed April 7, 2017. -- –. “Accounting Lecture 02 Part II–Transactions and Statements.” YouTube. Accessed April 7, 2017. -- –. “Accounting Lecture 17–Corporate Income Statement.” YouTube. Accessed April 7, 2017. 5 [SEI] Chapter 4. Community Development Venture Capital Alliance Return on Investment Project. “Measuring Impacts Toolkit (PDF).” 2005. Opportunity Finance Network. “The Triple Bottom Line Collaborative: CDFIs and Triple Bottom Line Lending.” 2007: 3–15. Resource: Triple Bottom Tool. Skim website. 6 [SEI] Chapter 5. 7 [SEI] Chapter 6, pages 111–123. 8 [SEI] Chapter 7. Healy, Damon. “The A. Alfred Taubman Center for Design Education: A Case Study about the Adaptive Reuse of Detroit’s Historic Argonaut Building as an Educational Institution.” University of Michigan (2009): 6–31. 9 [SEI] Chapter 6, pages 123–132. 10 [SEI] Chapter 15, pages 341–354. Milford, Lewis, Devashree Saha, Mark Muro, Robert Sanders, and Toby Rittner. “Clean Energy Finance Through the Bond Market.” Brookings Institution, Brookings Rockefeller Project on State and Metropolitan Innovation (2014). Energy Programs Consortium. “Qualified Energy Consortium Bonds (PDF–6.5MB).” December 2014. 11 [SEI] Chapter 15, pages 348–361. Detroit Downtown Development Authority. “RE: Events Center Project - Bond Authorizing Resolution.” 2014. Skid, Nathan. “Eastern Market Turns to Tax Law to Make Upgrades.” Crain’s Detroit Business. February 23, 2014. Kildee, Dan. 2004. “The Genesee County Land Bank Initiative.” Flint, MI: Genesee County Land Bank. Klimovich, Kristina, Katrina Managan and Jennifer Layke. “Setting the PACE 2.0: Financing Commercial Retrofits (PDF–1.9MB).” Institute for Building Efficiency. May 2014. PACENation. “C-Pace Market Update: 2016 Q1 (PDF–2.1MB).” 2016. Part 3: Finance Tools, Federal Resources, and Program Models WEEK READINGS 12 La Franchi, Deborah. “New Markets Tax Credits: A Growing String of Successes Across the Country.” Economic Development Journal 9, no. 4 (2010): 5–13. New Markets Tax Credit Coalition. “The New Markets Tax Credit Progress Report 2016 (PDF–3.3MB).” 2016. M-1 Rail News. “M-1 Rail Finalized New Market Tax Credit Funding for Detroit Streetcar Project.” December 23, 2014. Optional Abravanel, Martin D., Kassie Bertumen, Rachel Brash, Zach McDade, Nancy M. Pindus, and Brett Theodos. “New Markets Tax Credit (NMTC) Program Evaluation: Final Report (PDF–1.6MB).” The Urban Institute. April 2013. Pages i–xx. 13 [SEI] Chapter 14. Brash, Rachel, Megan Gallagher, Christopher R. Hayes, Shelli B. Rossman, Kenneth Temkin, and Brett Theodos. “Key Findings from the Evaluation of the Small Business Administration’s Loan and Investment Programs (PDF).” The Urban Institute. 2008. Pages 1–29, 36–41. Community Development Financial Institution Fund. “Investing for the Future: Fiscal Year 2013 CDFI Fund Year in Review (PDF–3.3MB).” U.S. Department of Treasury. 2014. Prunella, Priscila, Brett Theodos, and Alexander Thackeray. “Federally Sponsored Local Economic and Community Development: A Look at HUD’s Section 108 Program.” Housing Policy Debate 24, no. 1 (2014): 258–287. State Small Business Credit Initiative. “A Summary of States’ Quarterly Reports.” U.S. Department of the Treasury. March 2016. 14 [SEI] Chapter 8. Center for Regional Economic Competitiveness. “Filling the Small Business Lending Gap: Lessons from the U.S. Treasury’s State Small Business Credit Initiative (SSBCI) Loan Programs (PDF–1.6MB).” U.S. Department of the Treasury. January 2014. Toussaint-Comeau, Maude, and Robin G. Newberger. “An Analysis of SBA Loans in Lower-Income and Black Neighborhoods in Detroit and Michigan.” Profitwise (2014): 1–14, and 17. U.S. Department of Energy. “Section 1705 Loan Program.” U.S. Government Accountability Office. “DOE Loan Programs: Information on Implementation of GAO Recommendations and Program Costs.” Pages 2–9 and Appendix I. Board of Governors of the Federal Reserve System. “Report to the Congress on the Availability of Credit to Small Businesses (PDF–2.9MB).” September 2012. Pages 45–52. Optional Dilger, Robert Jay and Oscar R. Gonzales. “Small Business: Access to Capital and Job Creation.” (2014). Kubert, Charles and Mark Sinclair. “State Support for Clean Energy Deployment: Lessons Learned for Potential Future Policy (PDF–1.2MB).” National Renewable Energy Laboratory. 2011. Pages 25–55. 15 [SEI] Chapter 9. Newburger, Robin. “After the Financial Crisis: The Roles and Responsibilities of Banking Institutions in Financing Community Economic Development” in White, Sammis B., and Zenia Z. Kotval. Financing Economic Development in the 21st Century. Routledge, 2012. ISBN: 9780765627834. JP Morgan Chase & Co. “Invested In Detroit’s Future: Two Years In.” 2016. JP Morgan Chase and Detroit. U.S. Securities and Exchange Commission. “Small Business and the SEC.” Cohn, Stuart R. “The New Crowdfunding Registration Exemption: Good Idea, Bad Execution.” Florida Law Review 64 (2012): 1433. Taylor, Ryan. “Equity-Based Crowdfunding: Potential Implications for Small Business Capital (PDF).” Advocacy: The Voice of Small Business in Government, Issue Brief 5 (2015). Department of Licensing and Regulatory Affairs. “Crowdfunding: Things to Keep in Mind.” State of Michigan. 2017. Optional Carpentier, Cécile, and Jean-Marc Suret. “Entrepreneurial Equity Financing and Securities Regulation: An Empirical Analysis.” International Small Business Journal 30, no. 1 (2012): 41–64. 16 [SEI] Chapter 10, Chapter 17, pages 406–410. Rutgers University Center for Urban Policy Research. “EDA RLFs: Planning, Local Structural Change, and Overall Performance.” 2002. Council of Development Finance Agencies. “Revolving Loan Fund Resource Center.” 2017. Optional Foley, Rob, Joe Indvik, and Mark Orlowski. “Green Revolving Funds: An Introductory Guide to Implementation and Management (PDF - 4.9MB).” Sustainable Endowments Institute, Association for the Advancement of Sustainability in Higher Education. 2013. National Association of State Energy Officials. “State Energy Financing Programs.” 17 [SEI] Chapter 11. Freear, John, and Jeffrey E. Sohl. “Angles on Angels and Venture Capital: Financing Entreprenurial Ventures” in White, Sammis B., and Zenia Z. Kotval. Financing Economic Development in the 21st Century. Routledge, 2012. ISBN: 9780765627834. New Economy Initiative. Review “NEI Stories” and “What We Fund” sections as related to early stage and high growth businesses. Michigan Venture Capital Association. “Michigan Venture Capital 2016 Annual Research Report (PDF–2.5MB).” 2016. Piazza, Merissa, Joan Chase, Chang-Shik Song, Elorm Tsegah, et. al. “Detroit Regional Analysis: Demographics, Economy, Entrepreneurship and Innovation.” Cleveland State University Center for Economic Development. April 2012. NGA Center for Best Practices. “Issue Brief: State Strategies to Promote Angel Investment for Economic Growth (PDF).” February 14, 2008. Pages 5–10. PricewaterhouseCoopers National Venture Capital Association. “MoneyTree™ Report: Q2 2016 (PDF).” Data provided by Thomson Reuters. July 2016. Gaddy, Benjamin, Varun Sivaram, and Francis O’Sullivan. “Venture Capital and Cleantech: The Wrong Model for Clean Energy Innovation.” MIT Energy Initiative Working Paper. July 2016. Pages 2–12. Optional Economic Development Research Group. “Evaluation of the Minnesota Angel Tax Credit Program: 2010-2012 (PDF–3.4MB).” January 2014. Read Executive Summary (pages 1–5) and Analysis of Investment Disparities (54–68). Nanda, Ramana, Ken Younge, and Lee Fleming. “Innovation and Entrepreneurship in Renewable Energy (PDF).” Harvard Business School (2013). 18 [SEI] Chapter 12. Abramowitz, Adina, Bryony Edwards, and Genevieve Melford. “Community Development FInance in Los Angeles Challenges and Responses.” Opportunity Finance Network. July 2006. Theodos, Brett, Sameera Fazili, and Ellen Seidman. “Scaling Impact for Community Development Financial Institutions (PDF).” The Urban Institute: Metropolitan Housing and Communities Policy Center. (2016). Review materials on CDFI examples: Self-Help Credit Union. Self-Help Credit Union. “2015 Annual Report.” Invest Detroit. Invest Detroit. “2015 Annual Report (PDF–12.1MB).” Detroit Development Fund. Capital Impact Partners. Capital Impact Partners. “2015 Annual Report.” 19 [SEI] Chapter 13. Servon, Lisa J. “Microenterprise Development in the United States: Current Challenges and New Directions.” Economic Development Quarterly 20, no. 4 (2006): 351–367. Glenn, Claire and Tracy Pierce. “Microenterprise Development in Michigan: Assessing Coverage, Access and Outreach.” Microenterprise Network of Michigan, CEDAM. 2012. FIELD at the Aspen Institute. “U.S. Microenterprise Census Highlights.” Explore the Economic & Community Development Institute and Maryland Capital Enterprises websites as examples of state-level microenterprise development entities. Optional Burrus, William. “Innovations in Microenterprise Development in the United States.” Accion USA (2006). Part 4: Management of Development Finance Institutions WEEK READINGS 20 [SEI] Chapter 16 and pages 427–433. Servon, Lisa J., Robert W. Fairlie, Blaise Rastello, and Amber Seely. “The Five Gaps Facing Small and Microbusiness Owners: Evidence from New York City.” Economic Development Quarterly (2010). Newberger, Robin and Maude Toussaint-Comeau. “Bank Infrastructure and Small Business Funding (PDF–8.5MB).” Community Development and Policy Studies. Federal Reserve Bank of Chicago. 2014. Hacke, Robin, David Wood, and Marian Urquilla. “Community Investment: Focusing on the System (PDF).” The Kresge Foundation (2015). Dierkers, Greg, Sue Gander, and Devashree Saha. “State Clean Energy Financing Guidebook (PDF–3.7MB).” Environment, Energy & Transportation Division, National Governor’s Association Center for Best Practices. January 2011. 21 No readings 22 No readings 23 [SEI] Chapter 17. Optional Berger, Andrea, Marisa Barrera, and Joyce Klein. “Credit Scoring for Microenterprise Lenders (PDF).” Microenterprise Fund for Innovation, Effectiveness, Learning and Dissemination, 2007. 24 [SEI] Chapter 18. Robinson, Kelly. “Structured Finance for Economic Development Loan Funds.” Newark, NJ: Rutgers University Cornwall Center for Metropolitan Studies. Paper presented at the 2001 Annual Conference of the Association of Collegiate Schools of Planning. Hangen, Eric, and Michael Swack. “Scaling U.S. Community Investing: The Investor-Product Interface (PDF).” Global Impact Investing Network, University of New Hampshire Carsey School of Public Policy. OCtober 2015. “SolarCity Completes Its Fourth Securitization.” PV Magazine. August 13, 2015. Review CDFI Bond Guarantee Program website. Optional Tansey, Charles, Michael Swack, Michael Tansey, with Vicky Stein. “Capital Markets, CDFIs, and Organizational Credit Risk (PDF–4.6MB).” Carsey Institute at the University of New Hampshire. 2010. 25 No readings 26 [SEI] Chapter 19. Levere, Andrea, Bill Schweke, and Beadsie Woo. “Development Finance and Regional Economic Development (PDF).” Corporation for Enterprise Development. July 2006.
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Course Meeting Times
Lectures: Two sessions / week, 1.5 hours / session
Recitations: 1 meeting / week, 1 hour / meeting
Prerequisites
There are no prerequisites for this course.
Course Description
This course focuses on the tools and programs available to economic development practicioners to address capital needs for businesses and economic development projects. The course content is divided into four sections:
- An introduction to capital markets, market imperfections and perspectives on development finance systems.
- The basics of how firms and development projects are financed and how to analyze business and real estate financial statements to understand capital needs and evaluate the ability to support financing.
- Financial tools, policies, and institutional models to address capital gaps, supply financing, and stimulate private investment in community and economic development.
- Management of development finance institutions and programs including program design, operations, and capital management.
The course concludes by revisiting development finance systems and how the different tools, policies, and models work together and are related to other components of the development ecosystem. Throughout the semester, we will use Detroit as a case example on how different tools, policies, and institutional models are used, and how they function both in supporting individual projects and enterprise, and in combination as a development finance system that advances Detroit’s community and economic development. We will also look at examples of how development finance tools and policies are being applied to address sustainable development goals, particularly around energy efficiency and renewable energy development.
The objective of this course is to provide students with a comprehensive overview of economic development finance practices in the United States and develop a knowledge base and skills to either be a development finance practicioner or apply economic development finance approaches to other fields of planning and community development. Students can expect to gain the following knowledge and skills from the course:
- An understanding of the operation of private financial markets and their limitations in serving economic development finance needs.
- How to think about the relationship of development finance interventions to the broader economic and community development system.
- Familiarity with the public policies, program models, and institutions that can be used to expand capital availability and address community development and business finance gaps.
- An understanding of different business capital needs and the appropriate financial instruments and institutions used to address these needs.
- An introduction to interpreting and analyzing business financial statements.
- Tools to evaluate and structure financing plans for firms and real estate projects.
- Knowledge of federal economic development financing programs.
- An understanding of operational needs and best practices in managing economic development finance programs and institutions.
- The ability to match feasible program approaches and models to address specific development financing gaps and business capital needs.
- The capacity to identify institutional and program resources needed to implement different development finance programs and institutions.
- An introduction to public finance tools and their economic development uses.
Grading
Grading will be based on each student’s demonstration of their knowledge of the course material and capacity to apply this knowledge to projects, programs, and development finance needs. All course work will be considered in determining grades, with class participation in case study and other discussions accounting for 1/3 of your grade; the five written case study assignments for 1/3; and the term project for the final 1/3.
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Instructor Insights
Below, Jeff Levine describes various aspects of how he teaches 11.438 Economic Development Planning.
OCW: Who took this course in Spring 2020?
Jeff Levine: The spring class was all Masters students from DUSP. In fact, I think they were all second-year students finishing up their degrees and looking for an elective that offered tools for the practice. The students had some background in community and economic development but not as much in the planning tools that public and non-profit agencies might use to advance policy goals. Since it was a small class, we were able to adjust easily to remote learning in March and had a comfortable and informal class structure.
OCW: In addition to two more traditional papers, you asked your students to compose two of the written assignments in the form of professional memoranda. Why did you decide to structure those assignments that way, and how well did it work?
Jeff Levine: Teaching in a professional degree program, one of my priorities is to help students learn to write for their future work environments. Busy decision-makers don’t have time to read a long theoretical paper on a topic. They may only have the time or interest to read the top page or two of a memo, and they want to quickly know what you want them to do. I asked the students to keep their memos to two pages or less, which can be harder than writing a five-page paper. Generally it worked well, and having multiple opportunities allowed the students to improve their memorandum writing skills.
OCW: How effective have you found grading rubrics to be as a tool for yourself and your students? What successes and/or challenges have you experienced in implementing them?
Jeff Levine: Grading can be a little challenging in a graduate-level class without a lot of quantifiable outcomes. Using rubrics helped me provide a rationale for how and why I was grading material, and that helped me stay focused on the values I brought to evaluating the submissions. Rubrics such as “you make your argument clearly” helped me separate that aspect of the evaluations from others, such as “your argument is supported by the research.” Having said that, there is always a bit of a judgment call as to whether particular students is really utilizing their judgment or just repeating what I told them.
› Read More/Read Less
OCW: You presented this course as a sequence of four thematic units: “lenses,” “tools,” “strategies,” and “cases.” Why did you use this approach? Is this structure unique to the subject matter of 11.438, or would it be useful in teaching other topics as well?
Jeff Levine: I was looking for a way to explore what economic development planning tries to accomplish and what options are available to reach these goals. Starting with “lenses” allowed us to figure out the purposes of the field. Looking at “tools” allowed us to understand what options are out there for achieving those purposes. “strategies” brought the tools to bear on the lenses, and then “cases” allowed the students to see those strategies in practice. I thought it worked well for this class and I am using a variation of it in another class now.
OCW: What would you like to share about teaching 11.438 that we haven’t yet addressed?
Jeff Levine: I enjoyed presenting case studies and hearing the questions and thoughts from the students. They always had interesting perspectives on the cases, quite often ones I had not thought of.
Assessment
Grade Breakdown
The students’ grades were based on the following activities:
- 20% Short assignments, graded on a ✓+, ✓, ✓- scale
- 25% Midterm paper
- 30% End-of-semester project
- 10% Final presentation
- 15% In-class participation
Rubrics
Written work was graded in accordance with a rubric provided in the syllabus.
Instructor Insights on Assessment
Curriculum Information
Prerequisites
None
Requirements Satisfied
Elective
Offered
Every other spring semester
Student Information
Enrollment
Fewer than 10 students
Breakdown by Year
All second-year graduate students
Breakdown by Major
All students in the Master in City Planning program at MIT’s Department of Urban Studies and Planning (DUSP)
Typical Student Background
The students were all finishing up their degrees and looking for an elective that offered tools for the practice. They had some background in community and economic development but not as much in the planning tools that public and non-profit agencies might use to advance policy goals.
How Student Time Was Spent
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
In Class
Met 2 times per week for 1.5 hours per session; 26 sessions total; mandatory attendance.
Out of Class
Outside of class, students completed assigned readings and worked on written papers and projects.
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Course Description
This course focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers four broad areas:
- an overview of the causes for urban business district decline, the challenges faced in revitalization and the type of …
This course focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers four broad areas:
- an overview of the causes for urban business district decline, the challenges faced in revitalization and the type of revitalization strategies employed;
- the physical and economic development planning tools used to understand and assess urban Main Streets from physical design and economic development perspectives;
- the policies, interventions, and investments used to foster urban commercial revitalization; and
- the formulation of a revitalization plan for an urban commercial district.
Course Info
Instructors
Departments
Learning Resource Types
notes
Lecture Notes
group_work
Projects with Examples
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Course Description
Revitalizing Urban Main Streets focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers three broad areas:
- an overview of the causes for urban business district decline, the challenges faced in revitalization …
Revitalizing Urban Main Streets focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers three broad areas:
- an overview of the causes for urban business district decline, the challenges faced in revitalization and the type of revitalization strategies employed;
- the physical and economic development planning tools used to understand and assess urban Main Streets from physical design and economic development perspectives; and
- the policies, interventions, and investments used to foster urban commercial revitalization.
The course has dual goals: to explore the integration of economic and physical development interventions in ways that reinforce commercial district revitalization efforts, and to apply this knowledge through the development of a formal neighborhood commercial revitalization plan for a client business district.
Course Info
Learning Resource Types
notes
Lecture Notes
assignment_turned_in
Written Assignments with Examples
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Course Description
This course focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers four broad areas:
- An overview of the causes for urban business district decline, the challenges faced in revitalization and the type of …
This course focuses on the physical and economic renewal of urban neighborhood Main Streets by combining classroom work with an applied class project. The course content covers four broad areas:
- An overview of the causes for urban business district decline, the challenges faced in revitalization and the type of revitalization strategies employed;
- The physical and economic development planning tools used to understand and assess urban Main Streets from physical design and economic development perspectives;
- The policies, interventions, and investments used to foster urban commercial revitalization; and
- The formulation of a revitalization plan for an urban commercial district.
Course Info
Learning Resource Types
assignment
Problem Sets
notes
Lecture Notes
group_work
Projects with Examples
assignment
Written Assignments
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Course Description
This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We …
This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We examine the key theoretical paradigms that have constituted the field since its founding, assess how and why they have changed over time, and discuss the implications of these paradigmatic shifts for urban scholarship, social policy and the planning practice.
Course Info
Instructor
Departments
Learning Resource Types
assignment
Problem Sets
assignment
Written Assignments
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Course Description
This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We …
This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We examine the key theoretical paradigms that have constituted the field since its founding, assess how and why they have changed over time, and discuss the implications of these paradigmatic shifts for urban scholarship, social policy and the planning practice.
Course Info
Instructor
Departments
Learning Resource Types
assignment
Problem Sets
assignment
Written Assignments
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Course Description
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of …
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of categorical inequality, and the interaction of social structure and political power. Students will examine key theoretical paradigms that have constituted sociology since its founding, assess how and why they have changed over time, and discuss the implications of these shifts for urban research and planning practice.
This seminar took place at the Massachusetts Correctional Institution in Norfolk, MA, with half the class from MIT and half of the class from MCI Norfolk via the Boston University Prison Education Program. The location and composition of the class was chosen based on the belief that bringing together students of sociology and urban studies who are incarcerated with those who are at MIT would create a unique and valuable environment in which to generate new knowledge about our social world and the repeated mechanisms that contribute to persistent socio-economic inequality and other pressing social problems.
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Course Description
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of …
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of categorical inequality, and the interaction of social structure and political power. Students will examine key theoretical paradigms that have constituted sociology since its founding, assess how and why they have changed over time, and discuss the implications of these shifts for urban research and planning practice.
This seminar took place at the Massachusetts Correctional Institution in Norfolk, MA, with half the class from MIT and half of the class from MCI Norfolk via the Boston University Prison Education Program. The location and composition of the class was chosen based on the belief that bringing together students of sociology and urban studies who are incarcerated with those who are at MIT would create a unique and valuable environment in which to generate new knowledge about our social world and the repeated mechanisms that contribute to persistent socio-economic inequality and other pressing social problems.
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Weekly Response Papers
(9 Responses Out of 12 Weeks)
These response papers are intended to help you prepare for class each week. We want you to practice concise, cogent analysis of and commentary on the readings. We will draw from your writings during in-class discussions and lectures.
Your response papers should:
- Analyze key ideas or debates that cut across readings, as well as how the readings challenge and / or build upon each other within these debates.
- Identify questions the readings prompt you to ask or important questions that the readings left unanswered.
- Raise insights or questions about the methodology of the research, the conclusions drawn from the data, or other variables or theories that you believe are relevant, but overlooked.
There are several ways to approach this assignment. You can always choose to directly engage with the readings on their own terms. If you’re having trouble finding a place to start, however, consider trying one of the following:
- Relate the readings to current events.
- Relate the readings to your own lived experience. Are their contradictions in what you have seen in your own life and work versus the theories put forth by the scholars we read? Have you noticed that there are constraints in practice that aren’t fully captured by scholarship?
- Sometimes a particular passage in one reading can aid in analyzing other readings. Pick an excerpt from one of the readings that intrigues you, and analyze what it means. Think carefully about what led the author to write it the way he / she did. Tell us how it relates to the larger issues covered that week, and what the other readings have to say about both those issues in general and this passage in particular.
- Was there something that surprised you about the readings? Is there something that still confuses you? This is a great place to work through such puzzles.
Response papers should be approximately 500 words (absolutely no more than 700 words). You do not need to use formal citation practices in these papers (though you should cite authors and pages for quotes or ideas so we can quickly find them) and you are allowed to skip one week of your choice.
Weekly Presentation
On the first day of class, each student will sign up for one week of the course’s readings that are of interest to give a 15-minute presentation about the assigned material. The idea is to have 1 MIT student and 1 BU Met Studies student sign up for the same set of readings. The duo will give the presentation together, and should use the break time in the middle of class the week before their presentation to plan. The students will also have 15 minutes at the start of class right before their presentation on the assigned week to touch base before they present.
On the day of the presentation, the MIT student presenter and the BU Met Studies presenter should come to class with one discussion question each about the readings. Everyone in the class will spend the beginning 15 minutes writing and discussing these two questions while the two presenters prepare for their presentation.
Each weekly presentation should incorporate at least one current event to help frame the readings. We are interested primarily in how you collaborate with one another to lead and start a thoughtful discussion among your fellow classmates. Below are questions you should aim to address in your presentation:
-
What did you see as the most important insight or idea from the assigned readings?
-
What are your critical reactions to the readings? What were their strengths and weaknesses?
-
What can we learn about the readings from the current event(s) you have selected to share?
-
What unanswered questions do you have for your classmates about these readings?
Please note, the week you are presenting, you do not need to write a response paper.
Ethnography Group Presentation
Week 5 is our class on Ethnography. This session will run a bit differently than the other classes. We have selected four different ethnographic works to review.
3 MIT students and 3 BU Met Studies students will sign up for one of the selected works (see Week 5 readings):
- Elijah Anderson’s Code of the Street / Wacquant v. Anderson Debate
- Eric Klinenberg’s Heat Wave: A Social Autopsy of Disaster in Chicago / Dunieier v. Klinenberg Debate
- Mary Pattillo’s Black on the Block
- Mario Luis Small’s Villa Victoria
The team of 6 students will each have 30 minutes to present their selected ethnography and 10 minutes to answer questions. As with weekly presentations, you will touch base with your group during week three, during the break in the middle of class and you will also have time before class (15 minutes) to meet with your group before you present. Please answer the following questions when you present:
- What was the research question(s) the author aimed to answer?
- What was the theoretical dilemma?
- What methods were used to conduct this research? Describe the ethnographic process in this book.
- What were the author’s main findings and arguments?
- How would you relate Wilson and Chaddha’s article to this work?
- What were the strengths and weaknesses of this ethnography?
- What would you have done differently if you were the ethnographer?
Reflection Paper
The purpose of this assignment is to better understand your experience learning about urban sociology in this course.
How, if at all, has your understanding of inequality changed thus far through the course? How, if at all, has this learning environment enhanced your understanding of key sociological readings? Please draw on the readings and your class lecture notes as you write this essay.
This paper should not exceed 1200 words. You do not need to use formal citation practices in this paper.
Final Paper
We would like this final assignment to be useful to you in your academic or professional careers. You can choose a topic of your choice relevant to your future goals and endeavors to address in a research paper of 3,500 words or fewer. The main requirement is that you draw from the class readings. Everyone is required to submit a two-page proposal explaining their project.
Students need to submit this proposal by Week 8, and the final paper is due Week 13. Please use APA style citations in this paper.
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Course Overview
This page focuses on the course 11.469 Urban Sociology in Theory and Practice as it was taught by Assistant Professor Justin Steil and Teaching Assistant Aditi Mehta in Spring 2016.
This course introduces students to core writings in the field of urban sociology, and explores the nature and changing character of the city and the urban experience in the U.S. and abroad. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of categorical inequality, and the interaction of social structure and political power. This class is comprised of students from MIT and from the Boston University Metropolitan College Prison Education Program, and took place at the Massachusetts Correctional Institution in Norfolk.
Course Outcomes
Course Goals for Students
The course has two primary goals:
- To give students a more critical appreciation of the contemporary, comparative, and historical contexts in which planning skills and sensibilities have been developed and are applied.
- To offer a “sociology of knowledge” approach to the field of urban sociology.
Instructor Insights
Below, Assistant Professor Justin Steil and Teaching Assistant Aditi Mehta describe various aspects of how they taught 11.469 Urban Sociology in Theory and Practice.
- Creating a Collaborative Learning Environment
- Unique Learning Environment, Unique Discussions
- Teaching without Information Communication Technologies
Curriculum Information
Prerequisites
There are no prerequisites for this course. Permission of the instructor is required.
Requirements Satisfied
None
Offered
Offered on a variable schedule.
Assessment
Grade Breakdown
The students’ grades were based on the following activities:
- 20% In-class participation
- 30% Weekly response paper & presentation
- 10% In-class team presentation of an ethnography
- 15% Reflection paper on the learning experience
- 25% Term paper or research proposal
Student Information
Enrollment
23 students
Breakdown by Year
Undergraduate and graduate students
Breakdown by Major
MIT students were pursuing graduate degrees in city planning and urban studies and planning.
Boston University Metropolitan College students had received or were pursuing bachelor’s degrees in urban studies and sociology.
How Student Time Was Spent
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
Seminar
- Met 1 time per week for 3 hours, 13 sessions total.
- Seminars included Socratic discussions, student presentations, and brief lectures about the assigned readings and study questions.
Out of Class
- Weekly response papers
- Preparation for team presentation of an ethnography
- Reflection paper on the learning experience
- Term paper or research proposal
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11.469 Urban Sociology in Theory and Practice comprised students from MIT and from the Boston University Metropolitan College Prison Education Program, and took place at the Massachusetts Correctional Institution in Norfolk. In this section, Justin Steil and Aditi Mehta share their insights about creating and sustaining a collaborative classroom environment.
A focus in designing this course was integrating the two groups of students, and creating a space in which everyone felt that they had something to contribute and to learn. The course attracted socially aware and empathetic individuals from both institutions, making a discussion-based, collaborative learning environment particularly rewarding. On the first day of class, several of the incarcerated participants emphasized their concern that the MIT students would see them only as prisoners and not as fellow students. There was a need to establish trust among the class based on an appreciation of each student as an individual. As instructors, we worked to create an environment in which everyone felt safe to express themselves.
We began the first class by distributing two sets of twelve photographs to the MIT students and BU students. Each MIT student partnered with a BU student that received the matching image. We then asked the pairs to scrutinize their pictures together, identify social processes at work, and report back to their classmates. The various photos represented different themes that we were to cover throughout the semester, including the societal implications of industrialization and deindustrialization; the dynamics of urban political power; drivers of urban inequality; and racial, ethnic, and gender identities; among others. The images broke the ice; they served as a starting point for conversation between strangers. The activity helped cross-institution relationships form quickly, and those initial partnerships lasted throughout the entire semester.
Several of the assignments throughout the semester involved MIT and BU student collaboration. For example, each week an MIT student and BU student would present the assigned readings to the class, connect them to a current event, and lead a brief discussion. Since MIT and BU students could not communicate between meetings, these presentations were prepared weeks in advance during the classroom breaks, building rapport among the two groups.
During class discussions, we tried to remain cognizant of participation. Particular topics sometimes inspired more commentary from one set of students or another. When we observed an unevenness in conversations, we would intentionally try to tease out opinions from those who were quieter.
The real turning point in class discussions occurred mid-semester when we asked students to submit a reflection paper about the course. The prompt was:
How, if at all, has your understanding of inequality changed thus far through the course? How, if at all, has this learning environment enhanced your understanding of key sociological readings? Please draw on the readings and your class lecture notes as you write this essay.
The students gave us permission to pull excepts from their papers and we designed a lecture around the collected thoughts. This format allowed us to have raw and deeply personal discussions about the experience. For the first time, the class was explicit about the extreme differences in opportunity between the two groups and how that affects individual lives. Many of the BU students then felt compelled to talk more about their experiences in prison as they related to the urban sociology topics of the class. This marked a shift from the beginning of the course when BU students sought to leave behind their identity as prisoners in the classroom.
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In this section, Justin Steil and Aditi Mehta share their insights about designing and teaching 11.469 Urban Sociology in Theory and Practice without the use of any information communication technologies.
A fun challenge in designing this course was doing it without the assistance of any information communication technologies (ICTs). At first, we thought this would be a hindrance to student learning. We could not communicate with the BU students between classes, and we had to keep in mind that they had no access to Internet, word processing, printers, e-mail, and had a limited library, etc. This reality made us more organized as instructors, and we prepared everything in paper-form well before class meetings, including readings, articles, assignment prompts, and feedback on graded assignments. Also, we made sure to address student questions and concerns in class during breaks since we would not see or hear from them until the following week.
We believe that the quality of the classroom experience actually increased without the distraction of ICTs. Oftentimes at MIT, students are typing away on their laptops during lectures and discussions. The hope is that the student is documenting notes, but they may be replying to emails, finishing other assignments, digitally chatting with their classmates, or generally surfing the internet. It has become normal to look at your computer while another student or the teacher is speaking. Similarly, professors rely heavily on PowerPoint presentations or other media material when they teach, not connecting with students and becoming too entrenched in the electronic environment. Since we did not have any of these distractions at MCI-Norfolk, everyone in the classroom was forced to focus on one another.
Simply making eye contact with someone when they speak instead of typing on your computer actually builds trust. Students were really listening to each other and distractions were not a problem in this class. And as instructors, lecturing or teaching without A/V aids forced us to internalize and embrace the material and communicate it clearly. We could not hide behind a pretty slide or bullet points. In our future teaching, we hope to continue embracing this way of facilitating and learning - simply person to person.
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In this section, Justin Steil and Aditi Mehta share how discussions in 11.469 Urban Sociology in Theory and Practice differed from others at private universities.
Student discussions in this urban sociology course differed from others at private universities in two main ways: 1) A nuance in the classic sociological “structure versus agency” debate and 2) The different approaches to engaging assigned readings.
In our experience, students from elite universities tend to emphasize the importance of social structures, believing that larger economic, political, and social forces determine individual outcomes and actions. At MCI-Norfolk, this view was challenged by some of the BU students, who underscored the significance of personal responsibility and individual agency. Some of the MIT students felt that in order to be advocates for social justice, the focus should be placed on acknowledging the oppressive power of larger socio-economic structures. This viewpoint was complicated when some BU students explained how they felt limited by the attribution of an individual’s actions simply to social structures. Several BU students felt that they were forced to wrestle more deeply than the MIT students with the actions they had taken and their consequences, and found more dignity in recognizing the significance of personal choice and agency, both for actions they had already taken and actions they hoped to be able to take in the future. Indeed, a focus on individual will was seen as providing more hope that one has control over one’s life in the future, especially when a solely structural perspective suggests the highly limited nature of choices available to some. This complicated tension was one that was revisited throughout the semester as the course sought to point out ways to analyze the interaction of both structure and agency in action.
The second main difference of teaching in this context arises from the unique diversity of students, beyond that generally found in private university classes. The wide-range of races, ages, socioeconomic statuses, and life experiences brought a richness to the interpretation of class readings. Whereas in courses at MIT, students often discuss the readings abstractly, at MCI-Norfolk more students related the readings to their personal lives and analyzed them through this micro lens. This may be because, placed in a room with so many people with such varying life experiences, it feels more relevant to share your point of view and explain its origins than in a class of people seen as more similar. The micro “personal stories” and macro “abstract analysis” were different and valuable ways of making sense of and engaging the same material.
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SES # TOPICS READINGS 1 Introduction to the course, orientation at MCI Norfolk Alexander, Michelle. Chapters 1–3, and 5 in The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New Press, 2012, pp. 1–139 and 178–220. (181 pages) ISBN: 9781595586438. 2 The Sociological Imagination Marx, Karl. “The Commodity” and “The Process of Exchange.” In Capital, Volume 1. Vintage Books, 1977, pp. 125–77 and 178–87. (61 pages) ISBN: 9780394726571. Weber, Max. “Types of Social Action,” “The Three Pure Types of Authority,” and “The Routinization of Charisma.” In Economy and Society: An Outline of Interpretive Sociology. University of California Press, 1978, pp. 24, 215–7, 223–6, 237–8, 241–5, 246, 251–4, and 267–70. ISBN: 9780520035003. [Preview with Google Books] Merton, Robert K. “On Sociological Theories of the Middle Range.” Chapter 2 in Social Theory and Social Structure. Free Press, 1968. ISBN: 9780029211304. [Preview with Google Books] Mills, C. Wright. Chapter 1 in The Sociological Imagination. Oxford University Press, 2000. ISBN: 9780195133738. [Preview with Google Books] Abbott, Andrew Delano. Methods of Discovery: Heuristics for the Social Sciences (Contemporary Societies). W. W. Norton & Company, 2004, pp. 20–52. ISBN: 9780393978148. 3 Early Urban Sociology DuBois, W. E. B. Chapters 1–2 in The Souls of Black Folk: A Social Study. Tribeca Books, 2011. ISBN: 9781612931074. Simmel, Georg. The Metropolis and Metal Life (PDF) (1903). Park, Robert E. “The City: Suggestions for the Investigation of Human Behavior in the City Environment.” American Journal of Sociology 20, no. 5 (1915): 577–612. Weber, Max. Chapter 1 in The City. Free Press, 1966. ISBN: 9780029342107. Wirth, Louis. “Urbanism as a Way of Life.” In American Journal of Sociology 44, no. 1 (1938): 1–24. Robinson, Cedric. “Historiography and the Black Radical Tradition.” In Black Marxism: The Making of the Black Radical Tradition. The University of North Carolina Press, 2000, pp. 212–40. ISBN: 9780807848296. 4 Community and How to Study It Class 4 Study Guide (PDF) Brint, Steven. “Gemeinschaft Revisited: A Critique and Reconstruction of the Community Concept.” Sociological Theory 19, no. 1 (2001): 1–23. Wellman, Barry. “The Community Question: The Intimate Networks of East Yorkers.” American Journal of Sociology 84, no. 5 (1979): 1201–231. Sampson, Robert J. “What Community Supplies.” In The Community Development Reader. 2nd edition_._ Edited by James DeFillippis and Susan Saegert. Routledge, 2012, pp. 308–18. ISBN: 9780415507769. Fischer, Claude S. “The Subcultural Theory of Urbanism: A Twentieth-Year Assessment.” American Journal of Sociology 101, no. 3 (1995): 543–77. Kelley, Robin. Chapters 1 and 2 in Yo’ Mama’s Disfunktional: Fighting the Culture Wars in Urban America. Beacon Press, 1998. ISBN: 9780807009413. [Preview with Google Books] Kaplan, Elaine Bell. Chapters 1 and 2 in “We Live in the Shadow” Inner-City Kids Tell Their Stories through Photographs. Temple University Press, 2013. ISBN: 9781439907900. 5 The Ethnographic Tradition Wilson, William Julius, and Chaddha Anmol. “The Role of Theory in Ethnographic Research.” Ethnography 10, no. 4 (2009): 549–64. Choose one of the following four ethnographies to read and present to the class as a group: Anderson, Elijah. Code of the Street: Decency, Violence, and the Moral Life of the Inner City. W. W. Norton & Company, 2000. ISBN: 9780393320787. Reviews Wacquant, Loïc. “Scrutinizing the Street: Poverty, Morality, and the Pitfalls of Urban Ethnography.” American Journal of Sociology 107, no. 6 (2002): 1468–532. Anderson, Elijah. “The Ideologically Driven Critique.” American Journal of Sociology 107, no. 6 (2002): 1533–50. Klinenberg, Eric. Heat Wave: A Social Autopsy of Disaster in Chicago. University of Chicago Press, 2003. ISBN: 9780226443225. [Preview with Google Books] (skip chapter 5) Reviews Duneier, Mitchell. “Ethnography, the Ecological Fallacy, and the 1995 Chicago Heat Wave.” American Sociological Review 71, no. 4 (2006): 679–88. Klinenberg, Eric. “Blaming the Victims: Hearsay, Labeling, and the Hazards of Quick-Hit Disaster Ethnography.” American Sociological Review 71, no. 4 (2006): 689–98. Pattillo, Mary. Chapters 2, 3, and 5–7 in Black on the Block: The Politics of Race & Class in the City. University of Chicago Press, 2007. ISBN: 9780226649313. [Preview with Google Books] Small, Mario Luis. Villa Victoria: The Transformation of Social Capital in a Boston Barrio. University of Chicago Press, 2004. ISBN: 9780226762920. [Preview with Google Books] 6 Urban Political Economy: Cities, Industrialization, and Deindustrialization Class 6 Study Guide (PDF) Katznelson, Ira. Chapters 2, 3, and 8 in City Trenches: Urban Politics and the Patterning of Class in the United States. Chicago University Press, 1981. ISBN: 9780226426730. [Preview with Google Books] Wilson, William Julius. Chapters 1 and 2 in When Work Disappears: The World of the New Urban Poor. Vintage, 1997. ISBN: 9780679724179. Dawson, Michael C. Chapters 1 and 2 in Behind the Mule: Race and Class in African-American Politics. Princeton University Press, 1995. ISBN: 9780691025438. [Preview with Google Books] O’Connor, Alice. “Introduction.” In Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton University Press, 2002. ISBN: 9780691102559. [Preview with Google Books] 7 Urban Political Economy: Elites, Political Power, and Urban Dynamics Dahl, Robert A. Chapters 19–20 and 24–25 in Who Governs? Democracy and Power in an American City. Yale University Press, 2005. ISBN: 9780300103922. Stone, Clarence. Chapters 1–9 and 11–12 in Regime Politics: Governing Atlanta, 1946–1988. University Press of Kansas, 1989. ISBN: 9780700604166. Lukes, Steven. “Introduction.” Chapter 1 in Power: A Radical View. Palgrave Macmillan, 2005. ISBN: 9780333420928. Marwell, Nicole P. Chapters 1 and 3 in Bargaining for Brooklyn: Community Organizations in the Entrepreneurial City. University of Chicago Press, 2007. ISBN: 9780226509075. Recommended Scott, James C. Chapter 1 in Domination and the Arts of Resistance: Hidden Transcripts. Yale University Press, 1992. ISBN: 9780300056693. 8 Theories of Urban Inequality Harvey, David. Chapters 1 and 6 in Social Justice and the City. University of Georgia Press, 2009. ISBN: 9780820334035. [Preview with Google Books] Tilly, Charles. Chapters 1–3 and 5–6 in Identities, Boundaries, Social Ties. Routledge, 2006. ISBN: 9781594511325. Marable, Manning. “Introduction.” In How Capitalism Underdeveloped Black America: Problems in Race, Political Economy, and Society. South End Press, 1999. ISBN: 9780896085794. [Preview with Google Books] 9 Identities, Boundaries, and Inequality Class 9 Study Guide (PDF) Fanon, Franz. Chapter 2 in Toward the African Revolution. Grove Press, 1994. ISBN: 9780802130907. Omi, Howard Winant, and Michael. Chapter 4 in Racial Formation in the United States from the 1960’s to the 1980’s. Routledge, 1986. ISBN: 9780415039864. Lopez, Ian F. Chapter 1 in White by Law: The Legal Construction of Race. NYU Press, 2006. ISBN: 9780814736944. [Preview with Google Books] Bonilla-Silva, Eduardo. “Rethinking Racism: Toward a Structural Interpretation.” American Sociological Review 62, no. 3 (1997): 465–80. Rumbaut, Ruben G. “Pigments of Our Imagination: On the Racialization and Racial Identities of ‘Hispanics’ and ‘Latinos’.” In How the United States Racializes Latinos: White Hegemony and Its Consequences. Edited by José A. Cobas, Jorge Duany, and Joe R. Feagin. Routledge, 2015. [Preview with Google Books] Prashad, Vijay. “Of Antiblack Racism.” In The Karma of Brown Folk. University of Minnesota Press, 2001. ISBN: 9780816634392. [Preview with Google Books] Young, Iris Marion. Chapter 2 in Justice and the Politics of Difference. Princeton University Press, 1990. ISBN: 9780691023151. [Preview with Google Books] Carby, Hazel. “White Woman Listen! Black Feminism and the Boundaries of Sisterhood.” Chapter 2 in Black British Cultural Studies: A Reader. Edited by Houston A. Baker Jr. and Manthia Diawara. University of Chicago Press, 1996. ISBN: 9780226144825. [Preview with Google Books] Nash, Jennifer C. “Practicing Love: Black Feminism, Love-Politics, and Post-Intersectionality.” Meridians 11, no. 2 (2011): 1–24. 10 Social Capital and Social Networks Class 10 Study Guide (PDF) Bourdieu, Pierre. “The Forms of Capital.” In Handbook of Theory and Research for the Sociology of Education. Edited by John Richardson. Greenwood, 1986, pp. 46–58. ISBN: 9780313235290. Coleman, James S. “Social Capital in the Creation of Human Capital.” American Journal of Sociology 94 (1988): S95–S120. Lin, Nan. “Building a Network Theory of Social Capital (PDF - 1.8MB).” Connections 22, no. 1 (1999): 28–51. Burt, Ronald S. “Structural Holes and Good Ideas.” American Journal of Sociology 110, no. 2 (2004): 349–99. Small, Mario Luis. Chapters 1 and 7 in Unanticipated Gains: The Origins of Network Inequality in Everyday Life. Oxford University Press, 2010. ISBN: 9780199764099. [Preview with Google Books] 11 Neighborhood Effects: Order, Disorder, and Collective Efficacy Class 11 Study Guide (PDF) Sampson, Robert J. “Moving to Inequality: Neighborhood Effects and Experiments Meet Social Structure.” American Journal of Sociology 114, no. 1 (2008): 189–231. Sharkey, Patrick. “Residential Mobility and the Reproduction of Unequal Neighborhoods.” Cityscape (2012): 9–31. ———. “Geographic Migration of Black and White Families Over Four Generations.” Demography 52, no. 1 (2015): 209–31. Sharkey, Patrick, and Jacob W. Faber. “Where, When, Why, and for Whom Do Residential Contexts Matter? Moving Away from the Dichotomous Understanding of Neighborhood Effects.” Annual Review of Sociology 40 (2014): 559–79. Chetty, Raj, Nathaniel Hendren, et al. “Where Is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States (PDF - 2.3MB).” No. w19843. National Bureau of Economic Research, 2014. Chetty, Raj, Nathaniel Hendren, et al. “The Effects of Exposure to Better Neighborhoods on Children: New Evidence from the Moving to Opportunity Experiment.” American Economic Review 106, no. 4 (2016): 855–902. Pattillo, Mary, Sherrilyn Ifill, et al. “Why Integration?” NewYork University Furman Center (2014). 12 Social Origins of Violence Class 12 Study Guide (PDF) Sampson, Robert J., Stephen W. Raudenbush, et al. “Neighborhoods and Violent Crime: A Multilevel Study of Collective Efficacy.” Science 277, no. 5328 (1997): 918–24. Morenoff, Jeffrey D., Robert J. Sampson, et al. “Neighborhood Inequality, Collective Efficacy, and the Spatial Dynamics of Urban Violence.” Criminology 39, no. 3 (2001): 517–58. Kirk, David S. “A Natural Experiment on Residential Change and Recidivism: Lessons from Hurricane Katrina.” American Sociological Review 74, no. 3 (2009): 484–505. Gould, Roger V. “Collective Violence and Group Solidarity: Evidence from a Feuding Society.” American Sociological Review 64, no. 3 (1999): 356–80. Collins, Randall. Violence: A Micro-Sociological Theory. Princeton University Press, 2009. ISBN: 9780691143224. [Preview with Google Books] Goffman, Alice. “On the Run: Wanted Men in a Philadelphia Ghetto.” American Sociological Review 74, no. 3 (2009): 339–57. Stoudt, Brett G., and Maria Elena Torre. The Morris Justice Project: Participatory Action Research. Sage Research Methods Cases. Sage (2014). 13 Collective Action Class 13 Study Guide (PDF) Olson, Mancur. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, 1971, pp. 9–16. ISBN: 9780674537514. Ransby, Barbara. Chapter 12 in Ella Baker and the Black Freedom Movement: A Radical Democratic Vision. The University of North Carolina Press, 2003. [Preview with Google Books] Fernandez, Johanna. “Community Organizing in New York City.” In Freedom North: Black Freedom Struggles Outside the South, 1940–1980. Edited by Jeanne F. Theoharis and Komozi Woodward. Palgrave Macmillian, 2003, pp. 255–77. ISBN: 9780312294687. McAdam, Doug. “Introduction.” Chapters 3 and 6 in Political Process and the Development of Black Insurgency, 1930–1970. University of Chicago Press, 2010. [Preview with Google Books] Gould, Roger V. “Multiple Networks and Mobilization in the Paris Commune, 1871.” American Sociological Review 56, no. 6 (1991): 716–29. McAdam, Doug, Sidney Tarrow, et al. Chapter 2 in Dynamics of Contention. Cambridge University Press, 2001. ISBN: 9780521011877. [Preview with Google Books]
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Course Meeting Times
Seminars: 1 meeting / week, 3 hours / week
Prerequisites
Permission of the instructor is required for this course.
Course Description
This seminar introduces students to core writings in the field of urban sociology and explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of categorical inequality, and the interaction of social structure and political power. We examine several of the key theoretical paradigms that have constituted sociology since its founding, assess how and why they have changed over time, and discuss the implications of these shifts for urban research and planning practice. The course has two primary aims: To give students a more critical appreciation of the contemporary, comparative, and historical contexts in which planning skills and sensibilities have been developed and are applied; and to offer a “sociology of knowledge” approach to the field of urban sociology.
Learning Approach and Evaluation
The seminar will take place in the Massachusetts Correctional Institution in Norfolk, with half of the class from MIT and half of the class from the Boston University Metropolitan College Prison Education Program at MCI Norfolk. The location and composition of the class was chosen based on the belief that bringing together students of sociology and urban studies who are incarcerated with those who are at MIT will create a unique and valuable environment in which to generate new knowledge about our social world and the repeated mechanisms that contribute to persistent socio-economic inequality and other pressing social problems. Participation in the course accordingly involves a commitment to a new learning environment and a significant dedication of time (from 7:30 am to 12:30 pm every Friday, including travel time for those coming from MIT). Students should feel free to raise questions or concerns about the environment at any time, but should be prepared for the time commitment and new context.
The seminar is centered on intensive and often Socratic discussion, as well as brief lectures, about the assigned readings and study questions. Students will be encouraged to discuss how the theoretical and practical concerns that have preoccupied sociologists can be applied to their individual interests and the future of planning.
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Course Description
This course examines the policy and planning for the provision of water supply and sanitation services in developing countries. It reviews available technologies, but emphasizes the planning and policy process, including economic, social, environmental, and health issues. The course incorporates considerations of …
This course examines the policy and planning for the provision of water supply and sanitation services in developing countries. It reviews available technologies, but emphasizes the planning and policy process, including economic, social, environmental, and health issues. The course incorporates considerations of financing, pricing, institutional structure, consumer demand, and community participation in the planning process. And it evaluates policies and projects in case studies from Asia, Africa, Latin America, and Central and Eastern Europe.
Course Info
Instructor
Departments
Topics
Learning Resource Types
notes
Lecture Notes
assignment_turned_in
Written Assignments with Examples
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Reading Journals
Each student will keep a journal of notes/short reflections on the assigned readings for the class. For each set of readings, the instructor will provide a short list of discussion questions to help students focus their reading and prepare for the next class session. Students can, but need not, also use these questions as the basis of their readings journal entries. Note that this should not be a summary of the readings, but some of the students’ own thoughts about the themes and debates of the readings.
Reading Journal 1 (PDF)
Reading Journal 2 (PDF)
Reading Journal 3 (PDF)
Reading Journal 4 (PDF)
Reading Journal 5 (PDF)
Reading Journal 6 (PDF)
Reading Journal 7 (PDF)
Reading Journal 8 (PDF)
Reading Journal 9 (PDF)
Policy Memos
Policy memos are a unique written product that practitioners in the policy and planning fields should be able to produce. See the “Guide to Writing Effective Policy Memos” and the student examples below.
Policy Memo 1 (PDF)
Policy Memo 2 (PDF)
Policy Memo 2 Background File (PDF)
Policy Memo Survey (PDF)
Guide to Writing Effective Policy Memos (PDF)
Policy Memo 1: 2004 Student Examples
Here are some exemplary policy memos written by students in response to the first assignment in the class. Each memo is courtesy of the student named and used with permission.
Sarah Banas (PDF)
Anna Brown (PDF)
Jin Hooi Chan (PDF)
Amber Franz (PDF)
Gabrielle Kruks-Wisner (PDF)
Jennifer Usas (PDF)
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Lec # Topics readings 1 Introduction to the Class State of the World’s Water and Sanitation Infrastructure Problem Identification “What will it take? Water, Sanitation, and the Millennium Development Goals.” Abridged Final Report of the United Nations Millennium Project’s Task Force on Water and Sanitation. (PDF - 1.3MB) World Health Organization and UNICEF. Global Water Supply and Sanitation Assessment. Excerpts, 2000. 2 An Introduction to Water Supply and Sanitation Technologies: Guest Speaker: Prof. Susan Murcott 3 How to Define and Measure Access to Water Supply and Sanitation 4 Goals of W&S Investment: Human Health and Productivity Gains, the Environment Recommended World Bank. “Infrastructure: Achievements, Challenges, and Opportunities.” In World Development Report 1994: Infrastructure for Development. Washington, DC: The World Bank, 1994, pp. 13-22. ISBN: 0195209915. 5 The Millennium Development Goals for Water and Sanitation Visit Millennium Development Goals for some background information on the MDG process. Note: If you are unfamiliar with international aid agencies like the World Bank, you will also find the following Web sites useful: The World Bank Group (click on ‘About’ at the top left corner) The World Bank and International Monetary Fund (start with the ‘Questions and Answers’ link) 6 Stakeholder Analysis: Actors in Water and Sanitation Infrastructure Planning and their Objectives Davis, J. “Corruption in Public Services: Experience from South Asia’s Water and Sanitation Sector.” World Development 32, no. 1 (2004): 53-71. James, A., J. Verhagen, C. van Wijk, R. Nanavaty, M. Parikh, and M. Bhatt. “Transforming Time into Money using Water: A Participatory Study of Economics and Gender in Rural India.” Natural Resources Forum 26 (2002): 205-217. 7 Institutional Options for W&S Planning and Policy in Developing Countries: Decentralization, Community Management, Privatization, etc. Davis, J. “Private-sector Participation in Water Supply and Sanitation: A Review of Experience.” Forthcoming in Annual Review of Environment and Resources. 2005, Sections 1 and 2. Spiller, W., and P. Savedoff. “Government Opportunism and the Provision of Water.” Chapter 1 in Spilled Water: Institutional Commitment in the Provision of Water Services. Washington, DC: Inter-American Development Bank, 1999. ISBN: 1886938563. Pathak, B. “Sanitation is the Key to Healthy Cities.” Environment and Urbanization 11, no. 1 (1999): 221-229. Davis, J. Handout on Economic Principles of W&S Service Delivery. Parkinson, J., and K. Tayler. “Decentralized Wastewater Management in Peri-Urban Areas in Low-Income Countries.” Environment and Urbanization 15, no. 1 (2003): 75-89. Optional Davis, J., et. al. “Local Government: Kerala, India.” Section 4 in Good Governance in the Water and Sanitation Sector: Experience from South Asia. New Delhi, India: Water and Sanitation Program, 2001. 8 The Evolution of W&S Infrastructure Planning in Developing Countries: Supply versus Demand-oriented Approaches The Dublin Statement McPhail, A. “The ‘Five Percent Rule’ for Improved Water Service: Can Households Afford More?” World Development 21, no. 6 (1993): 963-973. Whittington, D., J. Davis, H. Miarsono, and R. Pollard. “Designing a ‘Neighborhood Deal’ for Urban Sewers: A Case Study of Semarang, Indonesia.” Journal of Planning Education and Research 19 (2000): 297-308. MacRae, D., et. al. “Assessing Preferences in Cost-Benefit Analysis: Reflections on Rural Water Supply Evaluation in Haiti.” Journal of Policy Analysis and Management 7, no. 2 (1988): 246-263. 9 Discussion of Policy Memo 1 Recommended for Case Study Zaroff, Barbara, and Daniel A. Okun. “Water Vending in Developing Countries.” Aqua, no. 5 (1984): 289-295. 10 Urban Sanitation Projects with Community Participation: Experiences from Brazil: Guest Speaker: Prof. Earthea Nance, Virginia Tech Nance, E. “Innovating with Condominial Sewer Technology.” Chapter 2 in Putting Participation in Context: An Evaluation of Urban Sanitation in Brazil. Ph. D. Dissertation, Stanford University Department of Civil and Environmental Engineering, 2004. Sinnatamby, G. “Low Cost Sanitation.” In The Poor Die Young. Edited by S. Cairncross, J. Hardoy, and D. Satterthwaite. London, UK: Earthscan, 1990. ISBN: 1853830194. 11 Providing Water and Sanitation Services to the Poor: Strategies and Obstacles Crane, R. “Water Markets, Market Reform and the Urban Poor: Results From Jakarta, Indonesia.” World Development 22, no. 1 (1994): 71-83. Davis, J., S. Tankha, A. Ghosh, P. Martin, T. Samad, B. Zia, and G. Prunier. “Ahmedabad: The Slum Networking Program.” Section 3 in Good Governance the Water and Sanitation Sector: Experience from South Asia. New Delhi, India: Water and Sanitation Program. (Forthcoming.) Gomez-Lobo, A. “Making Water Affordable: Output-based Consumption Subsidies in Chile.” In Contracting for Public Services: Output-based Aid and its Applications. Edited by P. Brooks, and S. Smith. Washington, DC: The World Bank, 2001. ISBN: 0821350072. 12 Guest Speaker: Dale Whittington, University of North Carolina-Chapel Hill 13 Community Participation in Water Supply and Sanitation: Alternative Models and Outcomes Isham, J., et. al. “Does Participation Improve Performance? Establishing Causality with Subjective Data.” World Bank Economic Review 9, no. 2 (1995): 175-200. Jaglin, S. “The Right to Water versus Cost Recovery: Participation, Urban Water Supply and the Poor in Sub-Saharan Africa.” Environment and Urbanization 14, no. 1 (2002): 232-245. Khwaja, A. I. “Can Good Projects Succeed in Bad Communities? Collective Action in Public Good Provision.” Unpublished Manuscript, Harvard University, 2002. (Notes: Focus on the ‘Intuition’ sections in the Presentation of the Econometric Model. Our discussion will largely center on Sections 5 and 6.) 14 Financing and Pricing of Water and Sanitation Services Boland, J., and D. Whittington. “The Political Economy of Increasing Block Tariffs in Developing Countries.” Ottowa: Economy and Environment Program for Southeast Asia, 2003. UNDP-World Bank Water and Sanitation Program. “Willing to Pay but Unwilling to Charge.” Field Note, June 1999. (PDF - 5.2 MB) DeMoor, Andre. “Stalking the Elusive Subsidy (PDF),” and “Water, Water Everywhere (PDF).” In Subsidizing Unsustainable Development: Undermining the Earth with Public Funds. San Jose, Costa Rica: Earth Council, 1997. ISBN: 0968184405. 15 Revisiting the Privatization Debate Davis, J. “Private-sector Participation in Water Supply and Sanitation: A Review of Experience.” Forthcoming in Annual Review of Environment and Resources. 2005. Nickson, A., and C. Vargas. “The Limitations of Water Regulation: The Failure of the Cochabama Concession in Bolivia.” Bulletin of Latin American Research 21, no. 1 (2002): 99-120. Clarke, G., and C. Menard. “Measuring the Welfare Effects of Reform: Urban Water Supply in Guinea.” World Development 30, no. 9 (2002): 1517-1537. (Note: Don’t worry about the statistical analysis; just focus on the main ideas.) Mehta, L., and B. Madsen. “The General Agreement on Trade in Services (GATS) and Poor People’s Right to Water.” IDS Bulletin 35, no. 1: 92-102. 16 W&S Planning and the Environment McGranahan, G., and D. Satterthwaite. “Environmental Health or Ecological Sustainability? Reconciling the Brown and Green Agendas in Urban Development.” In Planning in Cities: Sustainability and Growth in the Developing World. Edited by R. Zetter, and R. London. London: ITDG, 2002. ISBN: 1853395439. Esrey, S., et. al. Ecological Sanitation. Stockholm, Sweden: Sida, 1998. ISBN: 9158676120. 17 Discussion of Policy Memo 2 Wrap-up Discussion
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Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
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common_crawl_stanford.edu_0
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Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
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common_crawl_stanford.edu_1
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Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
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common_crawl_stanford.edu_2
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Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_3
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Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_4
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_5
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_6
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_7
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_8
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_9
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_10
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_11
|
Main Content
A Mission Defined by Possibility
At Stanford, our mission of discovery and learning is energized by a spirit of optimism and possibility that dates to our founding. Here you’ll find a place of intellectual expansiveness, wide-ranging perspectives, and freedom to explore new lines of thinking. Buzzing with ideas and innovation, approaching questions with openness and curiosity, pursuing excellence in all we do – this is Stanford.
Campus News
Stories about people, research, and innovation across the Farm
Academics
Preparing students to make meaningful contributions to society as engaged citizens and leaders in a complex world
Undergraduate Education
Rich learning experiences that provide a broad liberal arts foundation and deep subject-area expertise
Graduate Education
Unsurpassed opportunities to participate in the advancement of entire fields of knowledge
Driving Impact
Continuing adult education, executive and professional programs, and programs for K-12 students
Seven schools in which to pursue your passions
Profile of Renee Zhao
“The truly impactful technologies are always based on the condition that you can freely explore.”
Research
Driving discoveries vital to our world, our health, and our intellectual life
Upcoming Events
Health Care
Advancing human health through innovative research, education, and care
Stanford Medicine
Leading a worldwide revolution in precision health through biomedical research, education, and clinical enterprises
Stanford Health Care
Leveraging expertise and advanced technology to deliver unparalleled care for each patient’s unique needs
Stanford Children’s Health
The only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care
Profile of Yannie Tan
“I think about all the projects that students throw themselves at quarter after quarter, just really expanding and stretching their minds. … Stanford allows you to experience evolutions of yourself.”
Campus Life
Building a vibrant community of creative and accomplished people from around the world
Student Life
A residential campus with diverse housing, exceptional dining, and over 600 student organizations
Arts & Culture
A rich tradition of fostering creativity and a vibrant arts district on campus
Recreation & Wellness
State-of-the-art facilities and fitness programs to encourage movement and play
Athletics
Providing student-athletes the opportunity to achieve excellence both in competition and in the classroom
Home of Champions
Stanford’s 137 NCAA championships are the most for any university, a product of an unrivaled culture of excellence and continued support from the campus community
Olympic Excellence
The Cardinal has produced at least one medalist in every Olympics in which the U.S. has competed since 1912, totaling 335 medals from 196 medalists
Multidimensional Impact
Stanford student-athletes have achieved local, national, and global impact through community involvement and advocacy
Admission
Offering extraordinary freedom to explore, to collaborate, and to challenge yourself
Explore the possibilities of a Stanford education as you map out your college journey.
We look for distinctive students who exhibit an abundance of energy and curiosity in their classes, activities, projects, research, and lives.
Stanford meets the full financial need of every admitted undergrad who qualifies for assistance.
More than two-thirds of undergrads receive some form of financial assistance. Generally, tuition is covered for families with incomes below $150,000.
|
common_crawl_stanford.edu_12
|
Stanford students create and apply knowledge by thinking and doing, preparing for leadership in a rapidly changing world.
Main Content
Academics
Undergraduate Studies
Undergraduate Education
Stanford Undergrad is your guide to undergraduate academics and opportunities run by the Vice Provost for Undergraduate Education.
Majors
Explore the 66 major fields of undergraduate study at Stanford.
Undergraduate Facts & Figures
Approximately 7,550 undergraduate students attend Stanford. Learn more about the undergraduate program and student body.
Seven schools on one campus offer students boundless opportunities to pursue their passions and collaborate on solving complex global problems.
Graduate Studies
Office of the Vice Provost for Graduate Education
The VPGE office works collaboratively across the University to ensure that every graduate student has the best possible education.
Graduate Facts & Figures
Today, 9,915 students are pursuing 18 distinct postbaccalaureate degrees in about 150 graduate programs in all seven of Stanford’s schools. Learn more about graduate studies at Stanford.
Lifelong Learning
From Pre-K to College
Stanford offers a variety of educational and enrichment opportunities for young children through high schoolers and community college students. Offerings include STEM programs for all ages, classes for parents of infants to teens, an entire online high school, and internships.
Professional Development
Learn from our expert faculty as you grow your knowledge in your professional sphere or prepare to pivot into a new career.
Learning for Exploration and Enrichment
No matter where you live or work, Stanford offers learning opportunities that empower you to feed your curiosity, seek meaning, and engage wholeheartedly in the world.
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common_crawl_stanford.edu_13
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Please make note of our exam dates in the Course Info handout because we do not allow make-up exams (other than for OAE or student athletics).
If you want to try out your solutions to problems in CodeStepByStep:
The system for final exam regrades is the same as on the midterm. If you disagree with the grading of a programming problem, such as if you think your solution actually does work, or that your solution is more nearly correct than it was given credit for, you must download our code ZIP Qt Creator code project, which will contain runnable testers for the exam problems. Type your code into the project .cpp file, fixing any trivial syntax problems. Run it for yourself and see how nearly correct your solution is. Or you can use CodeStepByStep to run and test your code.
If after running the code files you still think your grade is incorrect, fill out this form. We will not accept any exam for a regrade unless the form is filled out in entirety, and we will not re-evaluate grading of the correctess of any programming questions without a typed copy of your solution being shown to us first.
Also note: When you submit an exam for a regrade, we will regrade your entire exam. If we notice anywhere that you were mistakenly given too many points, we will also correct this. So it is possible (though less likely) that a regrade request will result in you receiving a lower mark than what you started with.
All midterm regrade requests (other than simple score addition errors) must be submitted to the instructor no later than 7 days after the start of next quarter (Spring 2018, in this case).
Same as on the midterm exam (see rules below).
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want more practice problems, here are links to some past exams given in 106B by other instructors. They don't exactly match the current exam format, so they may be of limited use. Some of the problems on these tests don't match the topics, difficulty level, and/or type of questions we currently plan to ask. These links are provided merely as a convenience to help you study.
The actual exam will have roughly 10 total problems. Those problems will be selected from the following categories. For each category, you may be asked to read code (look at a piece of existing code and answer questions about it, such as writing its output), and/or write code (write a piece of code such as a function or short program that solves a problem about that topic).
ListNode
objects from lecture, or a similar linked list class
BinaryTree
class from lecture or a similar binary tree class
TreeSet
or ArrayList
GWindow
class
=
operator, copy constructors, and deep copying
ArrayList<T>
If you want to test out your solutions in CodeStepByStep, here are direct links to each problem:
If you are an SCPD student who took the exam remotely with a proctor, you received a different midterm exam that does not exactly match the one on this page. Go to the SCPD page to download a copy of that exam and its answer key.
* Stats below are curved scores, and they do reflect our curve as explained below.
Curve?: No curve. We were satisfied with the existing scores, so we will not be curving the scores to add points. Remember that all students' grades are fit to a distribution at the end of the quarter, so your grade may still be higher than the minimum guarantees listed on the course information handout.
Low Grades: Another topic some students ask about is: If their score was lower than they hoped, how much effect will that have on their grade, or what are their options, etc.? Most of the information to answer this can be found on this web site. The course info sheet lists the relative grading weight of homework vs. midterm vs. final exam, so you can use that to compute the rough effect on your grade of a particular midterm score. Also look at our FAQ page for info about pass/fail grading options, drop dates, and other information.
Picking up your exam: We do not return the paper exams, but you can see the digital scan of your exam in the GradeScope system once exam scores are published. You should log in (or create account as needed) using your Stanford email account.
We work hard to grade consistently and correctly, but sometimes we make mistakes in grading. If you disagree with the grading of your exam, such as if you think your solution actually does work, or that your solution is more nearly correct than it was given credit for, the procedure for regrades is the following:
If your complaint is about the correctness of your solution to a programming question, you must download our Qt Creator code project (below), which will contain runnable testers for the midterm problems. Type your code into the project .cpp file, fixing any trivial syntax problems. Run it for yourself and see how nearly correct your solution is.
If after running the code files you still think your grade is incorrect, fill out this form. We will not accept any exam for a regrade unless the form is filled out in entirety, and we will not re-evaluate grading of the correctess of any programming questions without a typed copy of your solution being shown to us first.
Also note: When you submit an exam for a regrade, we will regrade your entire exam. If we notice anywhere that you were mistakenly given too many points, we will also correct this. So it is possible (though less likely) that a regrade request will result in you receiving a lower mark than what you started with.
All midterm regrade requests (other than simple score addition errors) must be submitted to the instructor no later than Week8 Fri, at 5pm.
Sample midterm exam(s) posted here are intended to be very similar to the actual midterm. The number of problems and type of problems on the actual exam will be much like what is seen on these practice exams. You can test your answer by typing it into Qt Creator or CodeStepByStep.
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
If you want to work on this practice exam's problems in CodeStepByStep, here are direct links to each problem:
#include
statements in your exam code.
The actual midterm exam will have roughly 8-10 total problems. Those problems will be selected from the following categories. For each category, you may be asked to read code (look at a piece of existing code and answer questions about it, such as writing its output), and/or write code (write a piece of code such as a function or short program that solves a problem about that topic).
Vector
, Grid
, Stack
, Queue
, Set
, Map
, HashSet
, HashMap
, or Lexicon
; understanding tradeoffs between various data structures
iomanip
library (e.g. setw
, setprecision
)
GWindow
class or any other code related to graphical user interfaces (GUIs)
Here is a handout created by a past CS 106B instructor with her advice about how to study for, and take, a CS 106B exam. Note that not all of the information and policies in this handout are correct for the current quarter; for example, in Julie's quarter the exam was open-notes, but the exam this quarter is not.
Week1 Sun 9:00 AM Week4 Tue 9:00 AM No other exam information has been posted yet. There will be an announcement on the main course web page when exam information is posted.
You are expected to follow the Stanford Honor Code.
If this is an assignment that allows pairs, the same rules apply to each team. For example, do not look at assignment solutions that do not belong to your team, and do not give your solution to anyone outside of your team.
Remember that we run similarity-detection software over all solutions, including this quarter and past quarters, as well as any solutions we find on the web.
If you need help solving an assignment, we are happy to help you. You can go to the LaIR, or the course message forum, or email your section leader, or visit the instructor / head TA during office hours. You can do it!
See Course Information handout for full Honor Code policies, or email us if you have any questions.
|
common_crawl_stanford.edu_14
|
NOTE: This web site is
out of date.
This is the course web site from a past quarter,
Winter 2018.
If you are a current student taking the course, this is not your class web site, and you should visit the current class web site instead at
http://cs106b.stanford.edu/.
If you are already at http://cs106b.stanford.edu/, the web page may not be updated yet for the new quarter.
Please be advised that courses change with each new quarter and instructor.
Any information on this out-of-date page may not apply to you this quarter.
Handouts
We typically will not bring paper copies of handouts for every student to lecture.
You can print them yourself or access them online through this web site.
Note that several of the handouts below (The ones that cover material in a textbook-like format, generally labeled, "Week X: ___") are essentially copied from past quarters and are not carefully reviewed or edited by the current instructor.
Therefore there might be minor differences in the coding style they display or the information they present, relative to the lecture content.
The handouts are provided as a convenience to give you more reading material and more coding examples to go through.
-
-
(MUST READ)
-
(approximate; subject to change)
-
- by Mehran Sahami, Keith Schwarz, and Cynthia Lee
-
-
(handout by former CS 106B/X head TA, Jess Fisher; thanks, Jess!)
-
Week1 Tue 8:00 AM
-
Week1 Fri 12:00 PM
(
Grid
)
-
Week1 Sat 12:00 AM
-
Week1 Sat 12:00 AM
-
Week2 Sat 12:00 AM
-
Week3 Sat 12:00 AM
-
Week5 Sat 12:00 AM
This document and its content are copyright © Marty Stepp, 2018.
All rights reserved.
Any redistribution, reproduction, transmission, or storage of part or all of the contents in any form is prohibited without the authors' expressed written permission.
|
common_crawl_stanford.edu_15
|
Our textbook for CS 106B this quarter is the following:
Roberts, Eric S. Programming Abstractions in C++. ISBN 978-0133454840.
Students can purchase the textbook from the Stanford University Bookstore, which is our recommended place to purchase this textbook. The book can also be ordered online from various retailers.
The book was written by a Stanford CS professor and targeted directly for this course, and it makes a useful supplement to the lecture and section presentations. Also, exams in this course will be open-book, so it will be advantageous to own the book for use as a reference during exams.
Problems will not be assigned directly out of the textbook. Our primary homework assignments don't come from the book either, and the provided lecture slides generally cover the necessary material. So it is possible to achieve success in this course without owning the textbook. However, we recommend that every student either owns a copy or has convenient access to a copy. For example, at least one copy of this textbook has been made available for checkout from the Stanford Library reserves.
In previous quarters, a preliminary "course reader" version of the textbook was available in printed and PDF form (linked below). This older version might be usable for you in CS 106B this quarter, but some of its content is missing or less polished. Also, you will not be able to use the digital version on your exams, so it will be less useful than the physical textbook. (There is a printed version of the "course reader" from last year that is bound with a colored cover and spiral ringed binding; this is allowed to be used during the exams. But you may not print a copy on loose paper for use on exams, because it is too hard to distinguish from other printed handouts and materials.) We are not able to officially provide support for the course reader/PDF version of the book and will not provide help with mapping reading sections, page numbers, problem numbers, etc. from the old version to the current version.
|
common_crawl_stanford.edu_16
|
As part of celebrating the 125th anniversary of Stanford's Electrical Engineering department, we are designing, engineering and installing an interactive light sculpture in the 3-story glass stairwell of the Packard building. The sculpture will remain in Packard for 3-5 years, allowing refinement, exploration of new engineering ideas, and new interactions.
The piece, titled FLIGHT, is artistically designed by Charles Gadeken, a local light sculpture artist whose pieces have been installed in Palo Alto, San Francisco, Reno, Los Altos, Calabasas, and Robina (Australia). His most recent installation is Entwined Elder Mother in Golden Gate Park. FLIGHT represents the past, present, and future of the EE department as 76 moving shapes made of dichroic acrylic so they change color in the light; each of these Fractal Flyers is individually programmable and represents an important part of the department's past and present.
You can see the current state and design of the Flyer and supporting software on the course git repository.
In Autumn 2024, the class will focus on five projects. The emphasis in the course is engineering: designing and defining processes that predictably create artifacts that meet requirements. Because there are 76 Fractal Flyers and they will be installed for years, each one needs to be robust and require very little maintenance. The five projects are:
Students fill out a questionaire in the first day of class to describe their background and group preferences and we will assign you to groups by the second day of class (Thursday 9/26).
Course enrollment is limited to 25 students. If enrollment reaches this cap the instructors will use the questionnaire on the first day to select who may take the course. The goal of selection is to have a diverse group that has a mix of relevant skills and backgrounds.
The difference between EE185 and EE285/CS241 is the complexity of work. Students taking EE185 are expected to be an integral part of their project team and make several engineering contributions. Students taking EE285/CS241 are expected to do more design work and analysis of the tradeoffs involved.
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common_crawl_stanford.edu_17
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EE364a is the same as CME364a.
This webpage contains basic course information; up to date and detailed information is on Ed.
Welcome to EE364a, Winter quarter 2024–2025.
EE364a will be taught by Stephen Boyd and Babak Ayazifar.
Lectures are Tuesdays and Thursdays 10:30–11:50AM, NVIDIA AUD. The first lecture is January 7.
Boyd's office hours: Tuesdays 1:15–2:30PM, Packard 254.
The last lecture will be Thursday March 6. There will be no lecture on Tuesday March 11 or Thursday March 13. Babak will hold the usual problem session on the afternoon of March 11.
If you're looking for something to do before class starts, you could read Chapter 1 of the textbook, or install CVXPY. If you're really antsy, you could start reading Chapter 2.
The course will be on CGOE (formerly known as SCPD), so videos of the lectures will be available to enrolled students.
Yes, you can take EE364a and another course taught at the same time. The lectures will be recorded, and homework and exams are online.
Course assistants:
Fangzhao Zhang
Max Schaller
Malo Sommers
Alan Yang
Daniel Cederberg
TA office hours and locations will be announced on Ed.
The textbook is Convex Optimization, available online, or in hard copy from your favorite book store.
Weekly homework assignments, due each Friday at midnight, starting the second week. We will use Gradescope for homework submission, with the details on Ed. We will have a late day policy on homeworks. Each student has one late day, i.e., you may submit one homework (except for homework 0) up to 24 hours late. Always reach out if you're facing unusual disruptions to your classwork. You are allowed, even encouraged, to work on the homework in small groups, but you must write up your own homework to hand in. Each question on the homework will be graded on a scale of {0, 1, 2}.
Midterm quiz. The format is a timed online 75 minute exam, at the end of the 4th week. The midterm quiz covers chapters 1–3, and the concept of disciplined convex programming (DCP).
Final exam. The format is a 24 hour take home exam, scheduled for the end of the last week of classes. You can take it during any 24 hour period over a multi-day period we'll fix later. We can arrange for you take it earlier (as a beta tester, and only if you really need to) but not later. The final exam will require the use of CVXPY.
Homework 20%, midterm 15%, final exam 65%. These weights are approximate; we reserve the right to change them later.
Good knowledge of linear algebra (as in EE263) and probability. Exposure to numerical computing, optimization, and application fields helpful but not required; the applications will be kept basic and simple.
You will use CVXPY to write simple scripts, so basic familiarity with elementary Python programming is required. We will not be supporting other packages for convex optimization, such as Convex.jl (Julia), CVX (Matlab), and CVXR (R). In particular, the final exam will require the use of CVXPY.
Concentrates on recognizing and solving convex optimization problems that arise in applications. Convex sets, functions, and optimization problems. Basics of convex analysis. Least-squares, linear and quadratic programs, semidefinite programming, minimax, extremal volume, and other problems. Optimality conditions, duality theory, theorems of alternative, and applications. Interior-point methods. Applications to signal processing, statistics and machine learning, control and mechanical engineering, digital and analog circuit design, and finance.
to give students the tools and training to recognize convex optimization problems that arise in applications
to present the basic theory of such problems, concentrating on results that are useful in computation
to give students a thorough understanding of how such problems are solved, and some experience in solving them
to give students the background required to use the methods in their own research work or applications
This course should benefit anyone who uses or will use scientific computing or optimization in engineering or related work (e.g., machine learning, finance). More specifically, people from the following departments and fields: Electrical Engineering (especially areas like signal and image processing, communications, control, EDA & CAD); Aero & Astro (control, navigation, design), Mechanical & Civil Engineering (especially robotics, control, structural analysis, optimization, design); Computer Science (especially machine learning, robotics, computer graphics, algorithms & complexity, computational geometry); Operations Research (MS&E at Stanford); Scientific Computing and Computational Mathematics. The course may be useful to students and researchers in several other fields as well: Mathematics, Statistics, Finance, Economics.
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common_crawl_stanford.edu_18
|
Winter 2020, EE367/CS448I: Computational Imaging and Display
Instructors:
Gordon Wetzstein
,
Mark Nishimura (TA)
Final Projects
#
Team Members
Project Title
Mentor
Proposal
Report
Poster
Code
1
Erick Blankenberg, Scott Blankenberg
Survey of Disparity Map Algorithms Intended for Real Time Stereoscopic Depth Estimation
Julien Martel
PDF
PDF
PDF
GitHub
,
ZIP
2
Alex Evelson, Andrea Baldioceda
Creating a Low-Light, Motion-Blurred Image Processing Pipeline
Mark Nishimura
DOCX
PDF
PDF
ZIP
3
Natalie Gable
Single Image Dehazing of Remote Sensing Images
Gordon Wetzstein
PDF
PDF
PDF
ZIP
4
Manu Gopakumar, Brian Chiang
Learned Propagation Model with Complex Convolutions for Holographic Systems
Evan Peng
PDF
PDF
PPTX
ZIP
5
Linus Hein
High Resolution and Frame Rate Video through Fusion of Lower Quality Videos
Gordon Wetzstein
PDF
PDF
PDF
ZIP
6
Axel Levy
A Continuous Neural Representation for Events to Video Reconstruction
Julien Martel
PDF
PDF
PDF
ZIP
7
Junnan Liu
Dynamic Depth of Field Rendering
Cindy Nguyen
PDF
PDF
PPT
ZIP
8
William Meng
Single-Element Ultrasound Imaging with Compressed Sensing
Suyeon Choi
PDF
PDF
PDF
ZIP
9
Jhoneldrick Millares
Dynamic Defocus Deblurring with Depth Data
Mark Nishimura
PDF
PDF
PDF
GitHub
,
ZIP
10
Anthony Vento, Edwin Pan
MetaHDR: Model-Agnostic Meta-Learning for HDR Image Reconstruction
Cindy Nguyen
PDF
PDF
PDF
GitHub
,
ZIP
11
Cesare Mercurio, Nagappan Rathinam, Shankar Parasaram
Extended DOF with Focus Sweep
Gordon Wetzstein
PDF
PDF
PPT
ZIP
12
Qingqing Zhao
Meta-learning for Solving Inverse Problems
David Lindell
PDF
PDF
PDF
ZIP
13
Wei Ren
Denoising Experimental Video with BM3D-based Methods
Mark Nishimura
PDF
PDF
PDF
ZIP
14
Weiyun Jiang
Super-Resolution with Local Implicit Image Function and SIREN
Alex Bergman
PDF
PDF
PDF
ZIP
15
Sarah Xu
Light Field Depth Estimation with Multi-Layer Perceptron
Gordon Wetzstein
PDF
PDF
PPT
ZIP
16
Zewen Zhang
Image Denoising of Low-Electron-Dose Transmission Electron Microscopy
Hayato Ikoma
PDF
PDF
PDF
ZIP
17
Jerald Evans
Analysis of Richardson-Lucy Deconvolution with a TV Prior
Mark Nishimura
PDF
PDF
PDF
ZIP
|
common_crawl_stanford.edu_19
|
Winter 2022, EE367/CS448I: Computational Imaging
Instructors:
Gordon Wetzstein
,
David Lindell
,
Mark Nishimura (TA)
Final Projects
#
Team Members
Project Title
Mentor
Proposal
Report
Poster
Code
1
ZhuoYi Cai
HDR image reconstruction from a single short-exposure image
Manu Gopakumar
PDF
PDF
PDF
ZIP
2
Zhengyang Wei
Depth from defocus approaches for video depth estimation
Mark Nishimura
PDF
PDF
PDF
ZIP
3
Elizabeth Wig
Denoising of inSAR phase closure
David Lindell
PDF
PDF
PDF
ZIP
4
Qingxi Meng, Tracy Chen
Single Noisy Image Depth Estimation with Multi-Scale Feature Fusion Module
David Lindell
PDF
PDF
PDF
ZIP
5
Itamar Terem
Denoising for amplified Magnetic Resonance Imaging (aMRI)
Gordon Wetzstein
PDF
PDF
PDF
ZIP
6
Emil Emir Vardar, Elin Lovisa Byman
Video denoising with local linear denoising and non-local means
Gordon Wetzstein
PDF
PDF
PDF
ZIP
7
Jean-Christophe Miller Perrin
Robust estimation of offset between images with strong spatial periodicity
Mark Nishimura
PDF
PDF
PDF
ZIP
8
Chris Fritz
Neural Radiance Fields (NeRF) for Novel View Synthesis
Jeong Joon Park
PDF
PDF
PDF
ZIP
9
Arjun Dhawan, Varun Shenoy
A Deep Learning Approach for Image Reconstruction from Smartphone Under Display Camera Technology
Gordon Wetzstein
PDF
PDF
PDF
ZIP
10
Andrei Kanavalau
Implementation of the weighted nuclear norm minimization for image denoising
Qingqing Zhao
PDF
PDF
PDF
ZIP
11
Qingyue Wei, Xuetong Zhou
Comparison of Randomly Undersampled Magnetic Resonance Imaging Reconstruction Methods
Mark Nishimura
PDF
PDF
PDF
ZIP
12
Alex Richard Gogliettino, Amrith Lotlikar
MonkeyNet: A CNN Decoder for Natural Image Reconstruction from Primate Retinal Ganglion Cells
Alex Bergman
PDF
PDF
PDF
ZIP
13
Yueming Zhuo
A Modified U-net for Dispersion Compensation of OCT Simulated Layered Images
David Lindell
PDF
PDF
PDF
ZIP
14
Michelle Shi
3D Optical Profilometer Image Processing
Mark Nishimura
PDF
PDF
PDF
ZIP
15
Haley So
A Survey of Gradient Estimators for Binary Neural Networks for Image Classification
Gordon Wetzstein
PDF
PDF
PDF
ZIP
16
Yixuan Shao
Reconstruct a Hyperspectral Image from a Single Shot
Manu Gopakumar
PDF
PDF
PDF
ZIP
17
Megan Zhang, Claire Zhang
Reconstructing HDR Images using Non-Learning and Deep Learning Based Multi-exposure Image Synthesis Techniques
Gordon Wetzstein
PDF
PDF
PDF
ZIP
18
Jessica Tawade, Rahul Shiv
Few-Shot Meta-Learning for Image Denoising
Cindy Nguyen
PDF
PDF
PDF
ZIP
19
Orr Zohar
Programmable Sensors for Task-Specific Imaging
Gordon Wetzstein
PDF
PDF
PDF
ZIP
20
Cynthia Chen
Low-light image haze removal
Qingqing Zhao
PDF
PDF
PDF
ZIP
21
Xiang Wu
Evaluation of ADMM-based Poisson denoiser with different image priors on synthetic and real experimental images
Manu Gopakumar
PDF
PDF
PDF
ZIP
22
Matt McCready
Single Shot HDR Imaging via Compressed Sensing
Manu Gopakumar
PDF
PDF
PDF
ZIP
23
Ike Osafo Nkansah, Guillermo de Leon Archila
Deep-Demosaicking using CNNs
Eric Chan
PDF
PDF
PDF
ZIP
24
Leo Dong
Denoising Capacity of Implicit Image Representation
Alex Bergman
PDF
PDF
PDF
ZIP
25
Bowen Song
Personalized Patient-adaptive Sparse-View CT Deep Reconstruction
David Lindell
PDF
PDF
PDF
ZIP
26
Yi-Shiou Duh
Image simulation through scattering medium: Interplay between nanophotonics (near field) & Fourier optics (far field)
David Lindell
PDF
PDF
PDF
ZIP
27
Ishan Taneja
Dynamic window sizes for contrast estimation in interferometric scattering
Mark Nishimura
PDF
PDF
PDF
ZIP
28
Jin Woo Baik
Image Inpainting
Suyeon Choi
PDF
PDF
PDF
ZIP
29
Zhuofan Xi
Structure Analysis of Deep Image Prior
Jeong Joon Park
PDF
PDF
PDF
ZIP
30
Sathya Ranjan Chitturi
X-ray Photon Fluctuation Spectroscopy Analysis using Convolutional Neural Networks
Gordon Wetzstein
PDF
PDF
PDF
ZIP
31
Oliver Johnson
Comparison of Phase Retrieval Methods
Suyeon Choi
PDF
PDF
PDF
ZIP
32
Siddarth Doshi, Chance Ornelas-Skarin
Non-Negative Matrix Factorisation (NNMF) for Recovery of Time Traces from Overlapping Signals
Gordon Wetzstein
PDF
PDF
PDF
ZIP
|
common_crawl_stanford.edu_20
|
The "1984" commercial is the best-known part of Apple's effort to market the Macintosh. Directed by Ridley Scott (whose movies Alien and Blade Runner were already science-fiction classics), broadcast only once (except for one earlier broadcast, and endless repeats), the commercial is still instantly recognizable. (See it on the Chiat/Day Web site.)
(still from Gartner Group report)
But the rest of the Macintosh marketing campaign, though less clearly-remembered, may have been more influential over the long run. The Macintosh introduction brought a new level of sophistication to high-technology marketing. It introduced a set of practices that have been widely emulated in Silicon Valley, and advanced the careers of several high-profile marketing experts. In some small measure, it even helped change the way people think about computers. Some of these techniques had been used in earlier product introductions, but their combination, and the quality of their execution, put the Macintosh introduction in a class by itself.
The personal computer industry in the 1970s and early 1980s catered mainly to hobbyists and "early adopters" (people who were willing to take on the challenge of learning about computers in order to realize major productivity gains at work); consumer marketing was virtually unheard-of. (Mainframe computers, of course, were never consumer products: they were sold to corporations, government and military agencies, and universities.) Products were introduced with little fanfare, and marketing efforts were directed almost exclusively at the trade press and industry insiders.
(advertisement for mouse, c. 1980)
This in turn affected high-tech journalism. Covering the computer industry, San Jose Mercury News reporter Evelyn Richards remembered, "was just like covering any other industry-- steel, or automobiles. Actually, it wasn't even as prominent as automobiles." New product announcements, she continued, "were very techie: they focused on bits and bytes and the operating system, and how many megabits of memory a machine had. Their press releases were pretty unreadable.... It was just industry insiders; it wasn't really consumer-focused."
Apple itself had enjoyed great success marketing the Apple II to computer enthusiasts, and enjoyed a reputation as one of the more approachable computers for non-technical users; but it was clear that its future growth required reaching out to larger markets. The hiring of Pepsi CEO John Sculley had been one more in that direction. New versions of the Apple II (the Apple IIe, and Apple IIc) aimed at more general markets gave the company experience in conducting broader advertising campaigns. But the Apple II was a well-established platform; marketing an entirely new technology would require more intensive efforts.
All the marketing-related primary documents are listed on a separate page. A good place to start is with a short extract from Regis McKenna's classic book Relationship Marketing, which describing the Macintosh introduction. It provides an excellent overview of Apple's position going into 1984, and the key messages the Macintosh team sought to communicate. (A distillation of McKenna's strategic marketing principles, and the tactics his group developed to get them into public circulation, is also available.) Another inside views of the Macintosh launch is available in the Interview with Andy Cunningham, the McKenna consultant who worked on the Macintosh.
Apple, like many companies, devoted considerable effort to maintaining its corporate image. One tactic involved presenting writers with material on the company, like Jean Richardson and Rene White's 1980 "Apple Computer" corporate backgrounder. Another involved regulating press access to Apple employees, and vice versa: Barbara Krause's Inquiries from the Press summarizes company policy.
Lou Weiss' Focus Groups on Macintosh Experience, based on a video presentation of the results of focus group research, gives a sense of the strengths and weaknesses Apple marketing felt it had to deal with in the rollout.
For the truly serious, the Macintosh Product Introduction Plan (7 October 1983) offers a comprehensive overview of the strategic marketing effort, with a focus on the initial rollout.
(Steve Jobs)
How well were the Macintosh's key marketing messages picked up by the press? The Gartner Group's "Evolution of a Computer" series featured in-depth stories on Apple computer, the computer's creators, the Macintosh factory, the marketing program, the educational market, and the overseas market. The major marketing themes Regis McKenna and Apple outlined echo throughout the series.
One notable element of the campaign were the public accolades given to members of the design team. With very few exceptions, hardware designers, software engineers, and others receive little public attention in marketing campaigns; IBM's elaborate 1983 rollout of the IBM PCjr included no special material on the computer's developers. In contrast, Macintosh engineers were almost treated like rock stars-- featured in a Rolling Stone article, photographed by a team that had worked with Fleetwood Mac. Chris Espinosa has donated copies of these pictures, while Andy Cunningham describes what turning software developers into corporate representatives was like.
What did the journalists who covered the Macintosh introduction think of all this effort? The Interview with Evelyn Richards offers the perspective of a veteran technology journalist on the regime of sneak previews and multiple exclusives.
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common_crawl_stanford.edu_21
|
Carolyn Sagami is a former baker who knows she won't be working on any more BMUG Newsletters unless someone dies, or she is officially committed.
Zig Zichterman is a Computer Science student at UC Berkeley and the "casual and generous"' tech support for Farallon's MacRecorder Sound System. He's also very bad at basketball.
Randy Simon is a frustrated pianist from Beverly Hills and currently a tech support guru for the BMUG Help Line who has bad dreams about widows and orphans (he's a sensitive guy).
It goes without saying that a publication of this size involves many dedicated people, but it should also be noted that only a few people are actually responsible for the BMUG Newsletter. These people are not paid big bucks, yet they work very hard, losing weekends and losing sleep for months on end until the book goes to the printer. These people actually aren't paid anything at all, yet they willingly suffer from a recurring, semi-annual condition called "Newsletter Bum-Out."
This issue was a scorcher. Carolyn Sagami set a record by returning for her third term as an editor. Though she saw it through to the end, she will not be returning this Spring. She has worked nearly continuously since the Spring of 1987 on one Newsletter or another or another. Our thanks as a group go out to her, as it has to no previous editor.
The other two editors also did more than we could ask (do you know how embarrassing it would be to actually ask, "Hey, would you guys read, format, edit, layout, and publish several hundred pages of articles for free?"), and they have produced one of our best Newsletters yet. A description of this hair-raising process follows.
And lots of it. An entire filing cabinet in the office is dedicated to storing the articles submitted for the Newsletter, and it's usually overflowing by the end of the production period. This is where the process of cataloging and tracking articles begins. Each article is given its own folder in both manila and magnetic media. The manila one contains a floppy disk with the original article and the edited copy in MacWrite format, as well as printouts of every edited version from the raw original to the final version you now hold. Also in this folder is the Track Sheet, where editors sign their names and date their changes. Current versions of all articles are kept on an antiquated HD 20 hard disk, which is backed up onto a second set of floppies. Yes, we backed up everything a lot, and yes, we fell back on the backups a lot.
To keep track of all this information, Zig enlisted the aid of everybody's favorite almost-database: HyperCard. A small stack listed authors' names and addresses so we could send them their rewards: a thank you letter, a coupon for a free disk from our library, and a free six-month membership or extension. In the future we hope to also send a confirmation-of-receipt card and a copy of their edited article for comment prior to publication. Maybe next issue. The stack tracked which editors had which articles and which types of editing had been done on each. The stack was fun to build and frighteningly easy to adapt to the changing needs of the editorial staff (although certain upper-echelon editors found the interface too difficult to master, which was more the fault of the stack designer than of the HyperCard team.)
All this was the Content Editor's job: to handle initial editorial work including filing and organizing articles, to watch them through sequential edits (spelling, style, content, (p. xii) technical, and final), and to call and meet with the Volunteer editors. Due to the wide range of topics covered, and the limited experience of any one editor, BMUG follows the "as many eyes as possible read each article before it goes to the printer" school of editing. So BMUG is always in need of loyal Volunteers who would enjoy spending a couple hours a week reading material that other people pay $25 to see. Unfortunately, Spring is always worse than Fail with respect to the number of volunteer editors who show up on those sunny weekends. In fact, last Newsletter we had twice as many editors as this time around, with only four of the previous ones returning.
After talking with Raines Cohen, Sysop Extraodinaire of the BMUG Bulletin Board System, we decided to set up a section on the BBS for editors to transfer articles via modem instead of motorcar. New articles, after a Zig-check, were posted with the first half page as the message and the MacWrite file enclosed and ready for downloading. Editors with modems were given access to the Newsletter Area on the board and could download any articles that interested them. After doing so, they would delete the message so that no one else would simultaneously edit the same one (a wasteful practice to be avoided at all costs). Editors were given extra time on the BBS to accommodate these multiple downloads added bonus for volunteering.
But the dream of a paperless office shattered as usual. The fact that articles were available online was not made well known and only a handful of volunteers tried to keep the information flow going. A few hardy souls used it rigorously and were very helpful in pointing out several annoying features not originally intended. To further complicate matters, most editors found it difficult or impossible to get on the BBS at all. Although we have four incoming phone lines, the board is still busy several hours a day. In the future, distant editors will be given access to Line 5, a closed line only for volunteers working on current projects.
So the ultimate editing burden fell back onto Carolyn and Zig. Carolyn's motto for her job become "the Managing Editor does whatever needs to be done," and in this case that was a lot. Fortunately, she was between jobs for an entire week, during which more than a third of the articles were worked over in what Zig called "a mind-boggling editing blitzkrieg" and which Carolyn called "not fun."
One of the things that makes editing such a task is the need to reformat so many articles. BMUG has a standard Style Sheet (on paper) describing some basic rules we follow for formatting the text of articles (italics for application names, bold for menu commands, etc). Anyone interested in writing for the Newsletter should write a letter first and ask for a copy-it will make your editors happy.
The other major hassle of initial editing arose from our loving spell-checker, Spellswell, which has the annoying tendency not to learn new words until after you're done with the current document. A spell-checker is not a lot of help after you've finished the article. Spellswell also has a pathetically small dictionary. It seemed fine two years ago when we started using it, but though we have added to it with each issue it now seems seriously impaired. We ended up re-checking everything with Coach Profes-sional this time, and it was needed.
Of course, not all our experiences were unpleasant. We learned that DiskFit was sent from Heaven the night both the HD 20 and Zig's home hard drive went down. He now backs up religiously every day. (p. xiii)
Once the editing had been done, the Newsletter Odyssey led to the layout stage. The design for this Newsletter was begun as long ago as late February. Randy had decided to go with PageMaker 3.0 (which he was beta-testing at the time, but which would reach final release before the actual layout began) to continue BMUGs experimenta-tion with the latest page layout software. This little project of ours makes a pretty good test of an application. He assembled a separate team of layout volunteers who began work in late May.
For some formatting changes, all the articles had to be converted into Microsoft Word (in order to search for double carriage returns, etc. and because of its speed). This may mark the end of an era, folks. The next issue may have Word as its basic article format unless something better comes along (hint: it hasn't yet). Finally, formatted articles were imported into PageMaker and laid out based on the templates and Styles designed by Randy.
The proofs were finished four weeks later, and a final edit was performed by more volunteers. The perpetually-late entries (mostly stuff in this section!) were added and the final checking was done in another marathon effort by Randy in late June.
But it got done. This issue marks the first time in our group's history that we have finished a Fall Newsletter with enough lead time to mail it to members well before the Boston MacWorld Expo in mid-August. We hope it doesn't look rushed, but the truth is that it was produced in remarkably little time. Congratulations to everyone involved.
The folks at BMUG usually have good ideas, but we often end up trying to do too much at once. For instance, this was the first time we used separate editorial positions. Dividing up the work would have been a fine change by itself, but adding the BBS option at the same time really spread our resources too thin. Giving editors access to articles from home was intended to make editing easier, but it also caused confusion for those new to the Newsletter process. Murphy's Law definitely applies here. We are learning (in the school of hard knocks) that with a project of this size, any change has big consequences. Maybe someday it'll be done perfectly.
Really, all that counts is the book in your hands. It doesn't matter how it got there. It would have been nice if all the articles that were meant to get in had actually made it. The PD ROM, Shareware Directory, various doctoral theses, jobs in transition, and graduations all exacted their toll from our regular contributors. We thank all of you out there who did submit articles to this issue of BM UG Newsletter. Wanna go for two?
BMUG also thanks our volunteers who did much of the brute work:
Phoebe Bixler
Mark Nadell
Manny Roizen
Caleb Ross
"Big" Eric Gundrum
Christine Wykoff
Mark Smith
Henry
Kevin Countryman
Janna Bouc
Geoff Geiger
Janice Albert
Orville Perkins
"Lil" Erik Engstrom
Joe Urcia, Jr.
Michael Wright
Hans Hansen
Cafe Neutron
Don Mehl
Michael Claysen
Ken Bobu
Reed Derlith
Patrick Kammermeyer
Joe Caldarola
Jim Woolurn
Noah Potkin
Taqueria de Berkeley
...and everybody else not named here who helped.
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common_crawl_stanford.edu_22
|
Mouse Parts
Source: Memorandum from Bill Lapson, 10
April 1981.
Location: Jim Yurchenco Papers, untitled folder, private possession.
Memorandum
To: Tim Soho
From: Bill Lapson
Subject: Summary of discussion regarding Mouse parts
Date: April 10, 1981
- Discussion involved Tim Soho, Larry Kelly, Chris Christophier,
Bill Lapson, Dean Hovey, Bill Dresselhaus, and Steve Balog. Topics
were materials, colors, and textures for the case and keybutton,
logo, and centering of the keybutton.
- The keybutton shall be molded of ABS, the same material used
by the Keyboard Co. for Lisa keycaps. Texturing of mold shall
be done by same vendor used by the Keyboard Co. (Raywald, Chicago).
- The top cover is to be mide of Noryl N-190 with MT`055 texturing
as noted on drawing SK 2175-00.
- The base is to be made of polycarbonate with color matching
the keybutton as closely as possible. Texturing shall be MT1055
as noted on drawing SK 2177-00.
- Apple keybutton will provide color reference chips and keycaps.
- The artwork for the logo will be revised by Bill Dresselhaus.
A new logo insert is to be made which will be tried by shooting
a few parts with the P3 mice mold.
- Dean Hovey will check that the above points regarding materials
are indicated on the drawing. Dean will also mark case and keybutton
drawings showing the critical dimensions determining keybutton
centering. Christophier will have P3 Mouse parts measured to
establish the correct dimensions to be shown on the drawings
to assure keybutton centering.
Document created on 24 May
2000;
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common_crawl_stanford.edu_23
|
To: T. Hawkins, R. Tompane, L. Garvey, W. Lapson, P. Swearingen,
L. Tesler, J. Scott, B. Yarkoni, W. Rosing, D. Hovey (Hovey-Kelley
Design)
From: Dave Evans
Re: Mouse OEM Vendors (Whetstone) Response and Confidentiality
Date: 3/4/82
Today, Steve Kirsch of Whetstone (baby start up) came in to make a presentation to some POS Marketing and Peripherals Div. Engineering staff regarding his new optical mouse (as opposed to a mechanical mouse). Apple attendees included P. Swearingen, W. Lapson, R. Tompane, L. Garvey, and D. Evans.
We listened and said virtually nothing, but looked semi-interested. Needless to say, Steve would like to sell billions of mice to Apple, or at least license his design to us. He is going to develop some proposal to us for potential evaluation of the device for product opportunity analysis.
Steve's device is definitely inferior to ours. It is.more expensive ($100/ea. at 10,000 units/yr.) and requires the use of a reflective grid pad as its sliding surface. It could determine rotation as well as translation, but the value of that is hardly obvious (except for aiming while playing tank)-- especially at 3X our current costs. We never confirmed or denied anything whatsoever regarding our mouse. We also did not confirm or deny the existence of a mouse or the desire to use a mouse for any current or future products.
I strongly recommend that we kindly receive Steve's proposal, then respond that Apple is impressed with his technology, has investigated pointer technologies such as mice, but is not presently in a position to further discuss any OEM or co-development arrangements for pointing devices with any groups or individuals.
It may seem that "everyone knows" about Lisa and the mouse, but they don't really. They for the most part are going on rumors. Steve indicated that a mechanical mouse required a pad under it in order to work properly (e.g.: the Alto mouse), clearly showing that he does not know anything about the universal surface mouse that we have in the Hovey-Kelley design. The Apple mouse is state-of-the-art in terms usability and cost of manufacture. We should retain our uniqueness by not giving these guys the time of day.
SO.... even though it may be interesting to talk about new technologies, lets not use our valuable time educating these entrepreneurs and others like them in a technology area that we spent over a year (2 years!) developing to its current state. Please do not speak to anyone about our mouse. All future inquiries should receive a kind "Thank you, we are looking at pointing technologies but cannot talk with any 3rd parties at this time-- period."
Please be sure people in your areas follow these instructions and remind any knowledgeable suppliers that their work with Apple on this product remains fully confidential regardless of what they see in the media.
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common_crawl_stanford.edu_24
|
CUPERTINO, Calif.--November 28, 1984--Apple Computer today announced a book publishing program to improve the distribution of existing and future Apple manuals and to encourage the development of computer books and training materials.
Called the Apple Press, the new program will increase the availability of Apple manuals by taking advantage of Addison-Wesley's existing marketing resources and distribution channels. The Apple Press also will encourage the development of computer books that contain accurate technical information about Apple products.
As part of the Apple Press program, Apple has established an ongoing relationship with Addison-Wesley for the exclusive distribution of selected Apple II and Macintosh user and technical reference manuals to the trade and college book markets. Apple selected Addison-Wesley after evaluating proposals from 13 major publishing houses. Most of the manuals to be distributed under this agreement provide technical information required by computer students, enthusiasts and professionals.
"Addison-Wesley has been publishing computer textbooks and other technical materials for over 40 years, so they are familiar with our industry, our markets and our products," said Martha Steffen, Apple Press project manager. "For this reason, and because of the consistent high quality of their products, we selected Addison-Wesley to be our primary publishing partner."
In addition, the Apple Press includes an endorsement program that allows Apple to proactively form select affiliations with other major publishing houses. These affiliations will permit Apple and a number of book publishers to jointly design and develop the publishers' own computer-related books.
Under the endorsement progr am, Apple and Hayden Book Company have entered into an agreement to develop a Macintosh Programmer's Series that will contain programming tools and information for novice to advanced intermediate programmers. Apple expects to sign similar endorsement agreements with other publishers in the future.
"The Apple Press is the first publishing program of its kind in the industry," added Steffen. "By leveraging off of Addison-Wesley's and other publishers' resources, we believe we can more effectively reach both potential Apple customers as well as existing Apple owners."
All products developed under the Apple Press will be sold through the participating book publishers' regular distribution channels. Authorized Apple dealers will be able to order Apple Press products directly from the publishers.
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common_crawl_stanford.edu_25
|
Apple Computer Inc., is a rapidly growing company in a young and rapidly growing industry--personal computing.
In 1980, the industry was barely six years old, yet retail sales approached $700 million. By 1985, industry sales are expected to grow to $5 billion.
Apple's growth rate outstrips that of the industry as a whole, zooming from about $3 million in 1977 to more than $160 million in 1980.
Behind these impressive dollar figures lies the true significance of personal computing. It is bringing computer power to countless thousands of new applications because of the low cost, small size, and ease of use of personal computers. There were nearly 400,000 personal computers in daily operation in 1980. That figure will swell to approximately 1.6 million personal computers in 1984.
From this growth has emerged a new and exciting concept, the one-on-one relationship between an individual and computer, and Apple is an acknowledged leader in this development. Apple computers are monitoring oil-drilling operations, doing payroll and, inventory for stereo stores, helping students at all levels improve their skills in mathematics, spelling, science, and other subjects, and administering and scoring personality tests for psychologists. They are used by lawyers in the courtroom, by insurance executives making sales calls, and by transportation companies to contact truckers on the road. And soon an Apple computer will be aboard a NASA shuttle to monitor an in-space plant-growing experiment.
As a pioneer in the industry, Apple has more experience in both system design and market understanding than any other personal computer manufacturer. This experience includes defining the personal computer market, educating people to the potential of these machines, and developing systems and software in direct response to customer needs.
Apple was also among the first to recognize the importance of convenient product availability and fast, complete service and today has one of the most extensive sales and service networks in the world.
The following pages will provide a more complete view of the company, its products and services, and its management. (p. 3)
Apple Computer Inc., designs, manufactures and markets personal computers and systems for use in education, business, scientific and home applications. Employment in 1980 rose to about 800 people who occupied 560,000 square feet of floor space in the U.S. and Europe. Apple's manufacturing plants are located in and around corporate headquarters in Cupertino, Calif., in Carrollton, Tex., and in Cork, Ireland. In addition, there are six regional support centers in the U.S. and Europe and Apple products are sold worldwide through a network of more than 1,200 retail dealers.
Incorporated in 1977, Apple is one of the leading manufacturers of personal computers, measured both in number of units sold and in total sales dollars. Its sales in 1980 exceeded $160 million.
Most of Apple's professional employees have technical degrees, and more than half of this technical staff is involved in software development. Each year, Apple invests about 10 percent of its total sales in research and development activities.
Its main products are the Apple II personal computer, nearly 200,000 of which have been sold since its introduction in 1977, and the recently introduced Apple III computer system. Apple II is a simple-to-use, entry-level system priced beginning at $1,200. The more sophisticated Apple III is aimed at the professional user and costs between $4,300 and $7,800, depending on system design. (p. 4)
In addition, Apple designs and manufactures its own disk drives and develops many of the applications software programs for its computers. Because of the large installed base of more than 100,000 units in the field, many independent companies make equipment and write programs for Apple computers. This assures users of a wide selection of hardware and software with which to expand their systems.
Apple Computer and two other domestic manufacturers are the major suppliers of personal computers. It is estimated by Dataquest Inc., that these three companies had 85 percent of the $394 million personal computer market in 1979. Strong competition is expected to develop from several prominent minicomputer and large computer suppliers.
The international market is a large and growing one for Apple. Approximately 25 percent of Apple's sales are to customers outside the United States. The company began manufacturing personal computers in Cork, Ireland in 1980 to serve the European market. At the same time, it opened a European regional distribution and support center in Zeist, the Netherlands.
In 1979, the company established a nonprofit foundation to support the development of microcomputer projects in education and training. with Apple as its major donor, the foundation underwrote about $400,000 worth of computer-assisted instructional development in 1980. (p. 5)
Apple computers represent the widest combination of price and performance in the mid to-upper range of the personal computer industry. Its systems range in cost from about-$1,200 to $7,800 and in complexity from an easy-to-learn machine for dedicated applications to one that can fulfill the word processing and bookkeeping needs of a small company.
There are two basic models in Apple's family of computers. Both models are completely self-contained and include high-resolution color and black and white graphics capability, the Basic, FORTRAN, Pascal and Pilot languages, interfaces for supporting peripheral devices, and a wide variety of applications programs.
Introduced in May 1980, Apple III is the most powerful personal computer on the market. It is a fully integrated computer system with a built-in 143K byte disk drive, up to 128K bytes of main memory, a human-engineered, 74-key keyboard with a 13-key numeric keypad, built-in disk controller for handling up to four floppy disk drives, new Sophisticated Operating System (SOS) software and an improved central processing unit.
Major advances over the earlier Apple II include an 80-column upper- and lower-case display, more main memory and a higher capability operating system, a built-in disk drive, (p. 6) improved multicolor capability and 16 shades of gray for vivid graphics presentations in black and white. These improvements, engineered by Apple in response to the needs of the marketplace, make Apple III the first microcomputer designed specifically for professional and small business users.
For example, Apple III has introduced two new applications packages that deliver computer power previously found on machines costing up to three times as much as Apple III.
The two applications packages:
Information Analyst software is a powerful tool used in planning, forecasting, modeling, pricing and costing, scheduling and budgeting; and
Word Processor software turns the Apple III into a general-purpose office machine for letter writing, text editing, list maintenance and other word-related business tasks.
By simply changing program disks, the user can tailor the Apple III to perform a wide variety of data manipulation and word processing assignments. Apple III also has an emulation mode in which it can run Apple II software--thus protecting the software investment of Apple II owners.
Apple II was the first completely self-contained and fully programmable personal computer. Its place in the product line is as a low-cost, easy-to-use personal computer for small businesses, schools and professionals. (p. 7)
Recent advances in semiconductor technology have led to the emergence of the personal computer industry. These tiny silicon chips-- such as the 6502 in Apple's line of computers-- are powerful microprocessors that are reliable, can be manufactured in quantity, and are reasonable in cost.
However, it has been the development of easy-to-use software that has made these new computers useful and popular. These software programs, available on convenient disks, provide the instructions that tell the computer system what to do and how to do it. In effect, they tailor the system to perform the tasks required by the user.
Apple has invested heavily in software development and today offers one of the widest selections of applications and computer language programs of any personal computer manufacturer. In addition, its new Sophisticated operating System (SOS), an integral part of Apple III computers, is the most flexible microcomputer operating system on the market. It makes system operation virtually transparent to the user and supports the three Apple III high-level languages.
The availability of useful software is one important reason for the popularity of Apple computers in sophisticated applications. These include programs written by Apple programmers and software written by Apple users which is then usually refined and debugged by Apple personnel before being marketed. (p. 9)
These software packages fall into two general categories: Applications software turn the computer into a dedicated machine for doing specific tasks such as accounting, text editing and mailing list maintenance; Language Library software are program development tools that enable more sophisticated users to get maximum benefit from Apple computers through the use of advanced languages.
Some examples of applications software:
In addition to these and other applications programs, Apple offers the industry's most complete line of programming (p. 10) languages. These include Apple's Basic, Pascal, FORTRAN and Pilot. All four are extensively used in education; large libraries of programs using these languages currently exist. These software programs are in addition to Information Analyst and Word Processor software developed for the more powerful Apple III personal computer. All of the programs in the Apple library can be used on an Apple III system.
The software packages are priced from $25 to $625. (p. 11)
From the beginning, Apple personal computers were designed to grow along with the needs of the user. This has resulted in a basic computer system that communicates easily with other computers and peripheral products, and a series of Apple-designed accessories and peripherals.
Chief among the latter is the Apple II floppy disk subsystem, which results in expanded memory capacity, faster data retrieval speed and random access to stored data; and the Silentype Thermal graphics printer for quality hardcopy printing.
A series of interface cards enable Apple computers to communicate with other computers, printers, disk drives, CRT terminals and other computer hardware. This availability of a wide range of equipment and software results in greater flexibility for system growth for Apple computers than for other microcomputers. (p. 12)
The typical owner of a personal computer is a non-technical person who usually uses the computer on a daily basis. It is important that sales, service, repairs and information be available locally and quickly. From the beginning, Apple management recognized the importance of fast response to their customers' needs.
With this in mind, Apple has established a network of more than 700 authorized Apple service centers worldwide, by far the largest support effort among independent personal computer companies.
in addition, owners of Apple computers can call a "hotline" telephone number and be in touch immediately with applications experts. A further protection for the owner of Apple computers is a one-year extended warranty insurance policy which covers all Apple-supplied hardware and system software at a small annual cost.
Distribution is another key element in Apple's program to encourage the vast potential market of personal computer users. This includes offering Apple computers through new outlets serving nontechnical users, such as office supply stores. Also, Apple computers dominate shelf space alongside major competitors at most computer stores. Altogether, Apple products can be purchased at more than 1,200 outlets in this country and overseas. (p. 13)
In June 1980, Apple added five new regional support and distribution centers to better serve local markets, including its first European center at Zeist, the Netherlands. Other new distribution and support centers were announced for Boston, Mass., Charlotte, N.C., Costa Mesa, Calif., and Carrollton, Texas. The company continues to operate its Sunnyvale, Calif. , center. (p. 14)
The history of Apple Computer begins in 1976 when two young, self-made engineers collaborated on a small computing board for personal use. Steven P. Jobs, then 21, and Stephen G. Wozniak, then 26, took six months to design the prototype, 40 hours to build it, and soon had an order for 50 of their personal computers.
With that first order in hand they raised about $1,200 from the sales of a used Volkswagen van and a programmable calculator, and set up shop in Jobs' garage. By 1976 they were doing well enough to form Apple Computer Company, with Jobs as business manager and Wozniak as engineer. They named their computer--and the company--Apple because an apple represents the simplicity they were trying to achieve in the design and use of their computers.
Their first computer--sold in kit form to electronics hobbyists--was so successful that demand soon outstripped both the capacity of jobs' garage and their capital. Believing they had a product with commercial value, Jobs and Wozniak set out to find professional managers who could help them make the company fiscally sound.
Their first recruit was A. C. "Mike" Markkula, whom they met through a mutual friend. Markkula had successfully managed marketing in two semiconductor companies that had experienced dynamic growth--Intel Corporation and Fairchild Semiconductor. (p. 15) He joined Apple Computer as chairman of the board and vice president of marketing.
After researching the personal computer market and assessing Apple Computer's chances of leading the field, the three men decided what it would take in terms of capital, management expertise, technical innovation, software development, and marketing.
Initial financing for Apple came from Markkula and a group of venture capitalists that included Venrock Associates, Arthur Rock and Associates, and Capital Management Corporation. The company also obtained a line of credit from the Bank of America (which has recently been extended). Retained earnings have provided most of the financing required by the company's growth to date.
Jobs, Wozniak, and Markkula worked out a strategy to compete successfully with the corporate giants that were beginning to enter the personal computer market. They decided to emphasize technological superiority and customer support while growing as fast as possible. (p. 16)
The three men felt the best insurance against the risks of rapid growth was a management team with proven ability to manage the dynamics of high-technology growth companies. This team includes:
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common_crawl_stanford.edu_26
|
David Kelley is the co-founder of Hovey-Kelley (now IDEO), the product design company that did the critical work on the Apple mouse. Like other members of Hovey-Kelley (and others involved in Apple design projects, like Jerry Manock and Bill Dresselhaus), Kelley graduated from the Stanford University Product Design Program. He co-founded Hovey-Kelley in 1978 with Dean Hovey; the company was renamed David Kelley Design after Dean Hovey left to found Trace Systems, and changed its name to IDEO in 1990 after merging with an industrial design firm.
In addition to serving as CEO of IDEO, Kelley is also a professor in the Product Design Program.
In this interview, David Kelley talks about his introduction to the field of product design and the Stanford program; describes how product design compares to the more traditional and well-established field of industrial design; how Hovey-Kelley came to work for Apple; the ergonomic issues his group confronted when designed the Apple mouse; and the influence the mouse project had on Hovey-Kelley Design.
The interview was conducted by Alex Pang on 24 July 2000, in Kelley's office at IDEO, in Palo Alto. The interview was transcribed and edited by Alex Pang, and reviewed by David Kelley's staff. A final version of the transcript was generated on 12 September 2000.
The original recording (a cassette tape) has been deposited with Stanford University Library's Department of Special Collections.
The transcript has been broken up into several pages, each of which deals with a particular subject. A full transcript is also available that contains the same content, but presents it on a single page.
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common_crawl_stanford.edu_27
|
Working at Stanford
Cardinal at Work
Your destination for all employee-related information from University Human Resources
Benefits & Rewards
Manage health, retirement, and other benefits
University Holidays
University paid holiday schedule and policies
Stanford Careers
Explore job openings, sign up for alerts
New Staff Welcome Center
Onboarding resources for new employees
Manager Resources
Resources, tools, and training for Stanford managers
Faculty Resources
Faculty Affairs
Faculty appointments, policies, handbook, and updates
Faculty Senate
Meeting schedule, notes, and announcements
Faculty Housing
Housing programs for eligible faculty
Faculty Development & Diversity
Professional development, inclusion, recruitment
Faculty Financial Activities
Fingate hub for faculty accounts, payroll, expenses
On Campus
Places to Eat
Restaurants and cafes on campus
Meal Plans
Details on plans, account management
Faculty Club
Member dining, catering, and guest rooms
Staff Groups
List of groups and events
Stanford Guest House
Lodging for Stanford business
Conference Services
Year-round meeting planning services
Safety & Support
Public Safety
Contact, alerts, and resources
Sexual Assault Support & Resources
Urgent help, reporting, and safety
University Ombuds
Confidential assistance with conflict resolution
Diversity & Access
Resources to ensure equal opportunity and access
SHARE Title IX Office
Sexual harassment/assault response & education
Ethics & Compliance Helpline
Report an issue of concern
Health & Wellness
Stanford BeWell
Program details, perks, events
Stanford Healthy Living
Search and register for classes
Recreation & Wellness
Fitness and recreation facilities, programs, classes, hours
Faculty/Staff Help Center
Confidential counseling and other support services
WorkLife Office
Programs and services to promote work / life balance
Windhover
Mindfulness and meditation center
Mental Health Resources for Students
For referrals and consultation
Getting to Work
Locations
Info about our many workplaces
Commute Information
Plan your commute, free, and discounted transportation
Marguerite Shuttle
Stanford’s free bus service around campus
Parking
Parking permits and prices
Remote Worker Resources
Community of practice for remote workers
Campus Map
Getting around campus
Online Technology
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Publications
Preprints
Zhao X, Yan X, Contrepois K, Vallania F, Ellenberger M, Kashiwagi CM, Gagnon SD, Siebrand CJ, Cabruja M, Traver GM, McKay A, Hornburg D, Khatri P, Snyder MP, Zare RN and Brunet A (2022). Lipidomic profiling reveals age-dependent changes in complex plasma membrane lipids that regulate neural stem cell aging. BioRxiv PDF
2025
Sun ED*, Nagvekar R*, Pogson AN* and Brunet A (2025) Brain aging and rejuvenation at single cell resolution. Neuron, 113:82-108. Abstract PDF
2024
Sun ED, Zhou OY, Hauptschein M, Rappoport N, Xu L, Navarro Negredo P, Liu L, Rando, TA, Zou J and Brunet A (2024) Spatial transcriptomic clocks reveal proximity effect in brain ageing. Nature, doi: 10.1038/s41586-024-08334-8. Abstract PDF
Ruetz TJ, Pogson AN*, Kashiwagi CM*, Gagnon SD, Morton B, Sun ED, Na J, Yeo RW, Leeman DS, Morgens DW, Tsui CK, Li A, Bassik MC and Brunet A (2024) CRISPR-Cas9 screens reveal regulators of ageing in neural stem cells. Nature, 634:1150-1159. Abstract PDF
Singh PP*, Reeves GA*, Contrepois K, Papsdorf K, Miklas JW, Ellenberger M, Hu C-K, Snyder MP and Brunet A (2024) Evolution of diapause in the African turquoise killifish by remodeling the ancient regulatory gene landscape. Cell, 187:3338-3356.e30. Abstract PDF
Chen Y*, Harel I*, Singh PP, Ziv I, Moses E, Goshtchevsky U, Machado BE, Brunet A* and Jarosz D* (2024) Tissue-specific landscape of protein aggregation and quality control in an aging vertebrate. Developmental Cell, 59:1892-1911.e13. Abstract PDF
Harel I*, Chen Y*, Ziv I, Singh PP, Navarro Negredo P, Goshtchevsky, Wang W, Astre G, Moses E, McKay A, Machado BE, Hebestreit K, Yin S, S�nchez Alvarado A, Jarosz D* and Brunet A* (2024) Identification of protein aggregates in the aging vertebrate brain with prion-like and phase-separation properties. Cell Reports, 43:112787. Abstract PDF
Xu L, Ramirez-Matias J, Hauptschein M, Sun ED, Lunger JC, Buckley MT, and Brunet A (2024) Restoration of neural progenitors by partial reprogramming in the aged neurogenic niche. Nature Aging, 4:546-567. Abstract PDF
Sun ED, Ma R, Navarro Negredo P, Brunet A, and Zou J (2024) TISSUE: uncertainty-calobrated prdiction of single-cell spatial transcriptomics improves downstream analaysis. Nature Methods, 21:444-454. Abstract PDF
Reyes JM, Ayala T, Zhang L, Bortoletto AS, Rosas C, Chen C-W, Waldvogel SM, Guzman AG, Aguilar R, Gupta S, Liu L, Buckley MT, Patel K, Marcogliese AN, Li Y, Curry CV, Rando TA, Brunet A, Parchem RJ, Rau RE, and Goodell MA (2024) Hematologic DNMT3A reduction and high-fat diet synergize to promote weight gain and tissue inflammation. iScience, DOI: 10.1016/j.isci.2024.109122. Abstract PDF
2023
Silva-García CG, Láscarez-Lagunas LI, Papsdorf K, Heinz C, Prabhakar A, Morrow CS, Pajuelo Torres L, Sharma A, Liu J, Colaiácovo MP, Brunet A, Mair WB (2023) The CRTC-1 transcriptional domain is required for COMPASS-complex mediated longevity in C. elegans. Nature Aging, 3:1358-1371. doi: 0.1038/s43587-023-00517-8. Abstract PDF
Yeo RW*, Zhou OY*, Zhong BL, Sun ED, Navarro Negredo P, Nair S, Sharmin M, Ruetz TZ, Wilson M, Kundaje A, Dunn AR, and Brunet A (2023) Chromatin accessibility dynamics of neurogenic niche cells reveal defects in neural stem cell adhesion and migration during aging. Nature Aging, 3:866-893. doi: 10.1038/s43587-023-00449-3. Abstract PDF
Papsdorf K, Miklas JW, Hosseini A, Cabruja M, Morrow CS, Savini M, Yu Y, Silva-Garcia CG, Haseley NR, Murphy LM, Yao P, de Launoit E, Dixon SJ, Snyder MP, Wang MC, Mair WB, and Brunet A (2023) Lipid droplets and peroxisomes are co-regulated to drive lifespan extension in response to mono-unsaturated fatty acids. Nature Cell Biology, doi: 10.1038/s41556-023-01136-6. Abstract PDF
Bedbrook CN*, Nath RD*, Nagvekar R, Deisseroth K, and Brunet A (2023) Rapid and precise genome-engineering in a naturally short-lived vertebrate. eLife, doi: 10.7554/eLife.80639. Abstract PDF
Buckley MT*, Sun E*, Benson GM, Liu L, Schaum N, Xu L, Reyes JM, Goodell MA, Weissman IL, Wyss-Coray T, Rando TA and Brunet A (2023) Cell type-specific aging clocks to quantify aging and rejuvenation in neurogenic regions of the brain. Nature Aging, 3:121-137. Abstract PDF
Liu L, Kim S, Buckley MT*, Reyes JM, Kang J, Tian L, Wang M, Lieu A, Mao M, Rodriguez-Mateo C, Ishak HD, Jeong M, Wu JC, Goodell MA, Brunet A, Rando TA (2023) Exercise reprograms the inflammatory landscape of multiple stem cell compartments during mammalin aging . Cell Stem Cell, S1934-5909(23)00087-5, doi: 10.1016/j.stem.2023.03.016. Abstract PDF
Chen J, Khondker R, and Brunet A (2023) Breeding and reproduction of the African turquoise killifish Nothobranchius furzeri. Cold Spring Harb Protoc, doi: 10.1101/pdb.prot107816. Abstract PDF
Nath RD*, Bedbrook CN*, Nagvekar R, and Brunet A (2023) Husbandry of the African turquoise killifish Nothobranchius furzeri. Cold Spring Harb Protoc, doi: 10.1101/pdb.prot107738. Abstract PDF
Bedbrook CN*, Nath RD*, Barajas R and Brunet A (2023) Life span assessment in the African turquoise killifish Nothobranchius furzeri. Cold Spring Harb Protoc, doi: 10.1101/pdb.prot107917. Abstract PDF
Reeves GA, Singh PP, and Brunet A (2023) Chromatin accessibility profiling and data analysis using ATAC-seq in Nothobranchius furzeri. Cold Spring Harb Protoc, doi: 10.1101/pdb.prot107747. Abstract PDF
Boos F, Chen J, and Brunet A (2023) The African turquoise killifish: A scalable vertebrate model for aging and other complex phenotypes. Cold Spring Harb Protoc, doi: 10.1101/pdb.over107737. Abstract PDF
Zhou OY and Brunet A (2023) Seeig is believing: old clones die young. Nature Aging, 3: 371-373. PDF
Brunet A, Goodell MA and Rando TA (2023). Ageing and rejuvenation of tissue stem cells and their niches. Nature Review Molecular and Cellular Biology, doi: 10.1038/s41580-022-00510-w. Abstract PDF
2022
McKay A*, Costa EK*, Chen J*, Hu C-K, Chen X, Bedbrook CN, Khondker RC, Thielvoldt M, Singh, PP, Wyss-Coray T, and Brunet A (2022) An automated feeding system for the African killifish reveals effects of dietary restriction on lifespan and allows scalable measurement of associative learning. Elife PDF
Booth LN, Shi C, Tantilert C, Yeo RW, Miklas, JW, Hebestreit K, Hollenhorst CN, Maures TJ, Buckley MT, Murphy CT* and Brunet A* (2022) Males induce premature demise of the opposite sex by multifaced strategies. Nature Aging, 2:809-823. PDF
Miklas JW and Brunet A (2022). Long life depends on open communication. Nature Cell Biology, 24: 808-810. PDF
2021
Navarro Negredo P and Brunet A (2021) Unwanted help from T cells in the aging central nervous system. Nature Aging, 1: 330-331. PDF
Cabruja M, Priotti J, Domizi P, Papsdorf K, Kroetz DL, Brunet A, Contrepois K, and Snyder MP (2021) In depth triacylglycerol profiling using MS3 Q-Trap mass spectrometry. Anal Chim Acta , 1184: 339023. PDF
2020
Wang W, Hu C-K, Zeng A, Alegre D, Hu D, Gotting K, Ortega Granillo A, Wang Y, Robb S, Schnittker R, Zhang S, Alegre D, Li H, Ross E, Zhang N, Brunet A, and S�nchez Alvarado A (2020) Changes in regeneration-responsive enhancers shape regenerative capacities in vertebrates. Science, 369: eaaz3090. Abstract PDF
Yan X*, Zhao X*, Zhou Z*, McKay A, Brunet A, and Zare RN (2020) Cell-type-specific metabolic profiling achieved by combining desorption electrospray ionization mass spectrometry imaging and immunofluorescence staining. Anal Chem, doi: 10.1021/acs.analchem.0c02519. Abstract PDF
Navarro Negredo P*, Yeo RW*, and Brunet A (2020) Aging and Rejuvenation of Neural Stem Cells and Their Niches. Cell Stem Cell, 27: 202-223. Abstract PDF
Brunet A (2020) Old and new models for the study of human ageing. Nature Review Mol Cell Biol, doi: 10.1038/s41580-020-0266-4. Abstract PDF
Vonk WIM, Rainbolt TK, Dolan PT, Webb AE, Brunet A, and Frydman J (2020) Differentiation drives widespread rewiring of the neural stem cell chaperone network. Molecular Cell, 78: 329-345.e9. Abstract PDF
Hu C-K, Wang W, Brind'Amour J, Singh PP, Reeves GA, Lorincz MC, Sánchez Alvarado A and Brunet A (2020) Vertebrate diapause preserves organisms long term through Polycomb complex members. Science, 367: 870-874. Abstract PDF
Miklas JW and Brunet A (2020) Support cells in the brain promote longevity. Science, 367: 365-366. Abstract PDF
Ahadi S, Zhou W, Sch�ssler-Fiorenza Rose SM, Sailani MR, Contrepois K, Avina M, Ashland M, Brunet A, and Snyder M (2020) Personal aging markers and ageotypes revealed by deep longitudinal profiling. Nature Medicine, 26: 83-90. Abstract PDF
2019
Mahmoudi S*, Mancini E*, Moore A, Xu L, Jahanbani F, Hebestreit K, Srinivasan R, Li X, Devarajan K, Pr�lot L, Ang CE, Shibuya Y, Benayoun BA, Chang ALS, Wernig M, Wysocka J, Longaker MT, Snyder MP and Brunet A (2019) Heterogeneity in old fibroblasts is linked to variability in reprogramming and wound healing. Nature, 574: 553-558. Abstract PDF
Booth LN, Maures TJ, Yeo RW, Tantilert C and Brunet A (2019) Self-sperm induce resistance to the detrimental effects of sexual encounters with males in hermaphroditic nematodes. eLife, 8:e46418. Abstract PDF
Dulken BW*, Buckley MT*, Navarro Negredo P*, Saligrama N, Cayrol R, Leeman DS, Benson GM, Boutet SC, Hebestreit K, Pluvinage JV, Wyss-Coray T, Weissman IL, Vogel H, Davis MM and Brunet A (2019) Single-cell analysis reveals T cell infiltration in old neurogenic niches. Nature, 571: 205-210. Abstract PDF
Singh PP*, Demmitt BA*, Nath RD*, and Brunet A (2019) The genetics of aging: a vertebrate perspective. Cell, 177: 200-220. Abstract PDF
Benayoun BA, Pollina EA, Singh PP, Mahmoudi S, Harel I, Casey KM, Dulken BW, Kundaje A and Brunet A (2019) Remodeling of epigenome and transcriptome landscapes with aging in mice reveals widespread induction of inflammatory responses. Genome Research, 29: 697-709. Abstract PDF
Mahmoudi S*, Xu L* and Brunet A (2019) Turning back time with emerging rejuvenation strategies Nature Cell Biology, 21: 32-43. Abstract PDF
2018
Papsdorf K and Brunet A (2018) Linking lipid metabolism to chromatin regulation in aging Trends Cell Biol, 29: 97-116. Abstract PDF
Lim JP, Fehlauer H, Das A, Saro G, Glauser DA, Brunet A, and Goodman MB (2018) Loss of CaMKI function disrupts salt aversive learning in C. elegans. J Neuroscience, 38: 6114-6129. Abstract PDF
Contrepois K, Mahmoudi S, Ubhi BK, Papsdorf K, Hornburg D, Brunet A and Snyder M (2018) Cross-platform comparison of untargeted and targeted lipidomics approaches on aging mouse plasma.Scientific reports , 8: 17747. Abstract PDF
Leeman DS, Hebestreit K, Ruetz T, Webb AE, McKay A, Pollina EA, Dulken BW, Zhao X, Yeo RW, Ho TT, Mahmoudi S, Devarajan K, Passegu� E, Rando TA, Frydman J, and Brunet A (2018) Lysosome activation clears aggregates and enhances quiescent neural stem cell activation during aging. Science, 359: 1277-1283. Abstract PDF
Hu C-K and Brunet A (2018) The African turquoise killifish: A research organism to study vertebrate aging and diapause. Aging Cell, 17: e12757. Abstract PDF
Dulken BW and Brunet A (2018) Same path, different beginnings. Nature Neuroscience, 21: 159-160. Abstract PDF
Wagner JT, Singh PP, Romney AL, Riggs CL, Minx P, Woll SC, Roush J, Waren WC, Brunet A, and Podrabsky JF (2018) The genome of Austrofundulus limnaus offers insights into extreme vertebrate stress tolerance and embrynic development. BMC Genomics, 19: 155. Abstract PDF
2017
Daugherty AC*, Yeo RW*, Buenrostro JD, Greenleaf WJ, Kundaje A, and Brunet A (2017) Chromatin accessibility dynamics reveal novel functional enhancers in C. elegans. Genome Research, 27: 2096-2107. Abstract PDF
Tan MH, Li Q, Shanmugam M, Piskol R, ...Pollina EA, Leeman DS,.... Brunet A, Conrad DF, Samuel CE, O'Connell MA, Walkley CR, Nishikura K and Li JB (2017) Dynamic landscape and regulation of RNA editing in mammals. Nature, 550: 249-254. Abstract PDF
Russell JJ, Theriot JA, Sood P, Marshall WF, Landweber LF, Fritz-Laylin L, Polka JK, Oliferenko S, Gerbich T, Gladfelter A, Umen J, Bezanilla M, Lancaster MA, He S, Gibson MC, Goldstein B, Tanaka EM, Hu CK and Brunet A (2017) Non-model model organisms. BMC Biol, 15: 55. Abstract PDF
Theret M, Gsaier L, Schaffer B, Juban G, Ben Larbi S, Weiss-Gayet M, Bultot L, Collodet C, Foretz M, Desplanches D, Sanz P, Zang Z, Yang L, Vial G, Viollet B, Sakamoto K, Brunet A, Chazaud B, Mounier R (2017) AMPKa1-LDH pathway regulates muscle stem cell self-renewal by controlling metabolic homeostasis. EMBO J, 36: 1946-1962. Abstract PDF
Han S, Schroeder EA, Silva-Garcia CG, Hebestreit K, Mair WB and Brunet A (2017) Mono-unsaturated fatty acids link H3K4me3 modifiers to C. elegans lifespan. Nature, 544: 185-190. Abstract PDF
Kao AW, McKay A, Singh PP, Brunet A, and Huan EJ (2017) Progranulin, lysosomal degradation and neurodegenerative diseases. Nature Reviews Neuroscience, 18: 325-333. Abstract PDF
Brunet A and Rando T (2017) Interaction between epigenetic and metabolism in stem cell aging. Current Opinion in Cell Biology, 45: 1-7. Abstract PDF
Dulken BW, Leeman DS, Boutet SC, Hebestreit K and Brunet A (2017) Single-cell transcriptomic reveals heterogeneity and transcriptional dynamics in the neural stem cell lineage. Cell Reports, 18: 777-790. Abstract PDF
2016
Mahmoudi S and Brunet A (2016) Burst of reprogramming: a path to extend lifespan? Cell, 167:1672-1674. Abstract PDF
Harel I, Valenzano DR and Brunet A (2016) Efficient genome engineering approaches for the short-lived African turquoise killifish. Nature Protocols, 11:210-2028. Abstract PDF African Killifish Genome Browser
Ahlenius H, Chanda S, Webb AE, Yousif I, Karmasin J, Prusiner SB, Brunet A Sudh�f TC and Wernig M (2016) FoxO3 regulates neuronal reprogramming of cells from postnatal and aging mice. Proc Natl Acad Sci,113:8514-8519. Abstract PDF
Booth LN and Brunet A (2016) The aging epigenome. Molecular Cell, 62:728-44. Abstract PDF
Webb AE, Kundaje A and Brunet A (2016) Characterization of the direct targets of FOXO transcription factors throughout evolution. Aging Cell, 15:673-85. Abstract PDF
Yeo R and Brunet A (2016) Deconstructing dietary restriction: a case for systems approaches in aging. Cell Metabolism, 23:395-96. Abstract PDF
Valenzano DR*, Benayoun BA*, Singh PP*, Zhang E, Etter PD, Hu CK, Clément-Ziza M, Willemsen D, Cui R, Harel I, Machado BE, Yee MC, Sharp SC, Bustamante CD, Beyer A, Johnson EA and Brunet A (2015) The African turquoise killifish genome provides insights into evolution and genetic architecture of lifespan. Cell, 163:1539-54. *Equal contribution. Abstract PDF African Killifish Genome Browser
Harel I and Brunet A (2015) The African turquoise killifish: a model for exploring vertebrate aging and diseases in the fast lane. Cold Spring Harb Quant Biol, pii: 027524. Abstract PDF
Schaffer BE, Levin RS, Hertz NT, Maures TJ, Schoof ML, Hollstein PE, Benayoun BA, Banko MR, Shaw RJ, Shokat KM and Brunet A (2015) Identification of AMPK phosphorylation sites reveals a network of proteins involved in cell invasion and facilitates large scale substrate prediction. Cell Metabolism, 22:907-21. Abstract PDF
Schroeder EA and Brunet A (2015) Lipid profiles and signals for long life. Trends Endocrinol Metab, 26:589-92. Abstract PDF
Benayoun BA*, Pollina EA* and Brunet A (2015) Epigenetic regulation of aging: linking environmental input to genomic stability. Nature Review Mol Cell Biol16:593-610. *Equal contribution. Abstract PDF
Booth LN and Brunet A (2015) Shockingly early: Chromatin-mediated loss of the heat shock response. Molecular Cell 59:515-16. Abstract PDF
Dulken B and Brunet A (2015) Stem cell aging and sex: are we missing something? Cell Stem Cell 16:588-90. Abstract PDF
Harel I, Benayoun BA, Machado B, Singh PP, Hu CK, Pech MF, Valenzano DR, Zhang E, Sharp SC, Artandi SE and Brunet A (2015) A platform for rapid exploration of aging and diseases in a naturally short-lived vertebrate. Cell 160:1013-26. Abstract PDF
Han S and Brunet A (2015) Cell biology: Lysosomal lipid lengthens life span. Science, 347: 32-33. Abstract PDF
Kareta MS, Gorges LL, Hafeez S, Benayoun BA, Marro S, Zmoos AF, Cecchini MJ, Spacek D, Batista LF, O'Brien M, Ng YH, Ang CE, Vaka D, Artandi SE, Dick FA, Brunet A, Sage J and Wernig M (2015) Inhibition of pluripotency networks by the Rb tumor suppressor restricts reprogramming and tumorigenesis. Cell Stem Cell, 16:39-50. Abstract PDF
2014
Benayoun BA*, Pollina EA*, Ucar D*, Mahmoudi S, Karra K, Wong E, Devarajan K, Daugherty AC, Kundaje A, Mancini E, Rando TA, Snyder MP, Baker JC, Cherry M and Brunet A (2014) H3K4me3 breadth is linked to cell identity and transcriptional consistency. Cell, 158:673-688. *Equal contribution. Abstract PDF Database Correction
Maures TJ, Booth LN, Benayoun BA, Izrayelit Y, Schroeder FC and Brunet A (2014) Males shorten the life span of C. elegans hermaphrodites via secreted compounds. Science, 343:541-544. Abstract PDF
Webb AE and Brunet A (2014) FOXO transcription factors: key regulators of cellular quality control. Trends Biochem Sci., 39: 159-169.4. Abstract PDF
Leeman DS and Brunet A (2014) Stem cells: Sex specificity in the blood. Nature, 505:488-490. Abstract PDF
Gopinath SD, Webb AE, Brunet A and Rando TA (2014) FOXO3 promotes quiescence in adult muscle stem cells during the process of self-renewal. Stem Cell Reports, 2: 414-426. Abstract PDF
2013
Wapinski OL, Vierbuchen T, Qu K, Lee QY, Chanda S, Fuentes DR, Giresi PG, Ng YH, Marro S, Neff NF, Drechsel D, Martynoga B, Castro DS, Webb AE, Südhof TC, Brunet A, Guillemot F, Chang HY and Wernig M (2013) Hierarchichal mechanisms for direct reprogramming of fibroblasts to neurons. Cell, 155:621-635. Abstract PDF
Webb AE, Pollina EA, Vierbuchen T, Urbán N, Ucar D, Leeman DS, Martynoga B, Sewak M, Rando TA, Guillemot F, Wernig M and Brunet A. FOXO3 shares common targets with ASCL1 genome-wide and inhibits ASCL1-dependent neurogenesis. Cell Reports 4: 477-491. Abstract PDF
Liu L, Cheung TH, Charville GW, Urgo BM, Leavitt T, Shih J, Brunet A, and Rando TA. Chromatin modifications as determinants of muscle stem cell quiescence and chronological aging. Cell Reports 4: 189-204. Abstract PDF
Lim JP and Brunet A (2013) Bridging the transgenerational gap with epigenetic memory. Trends in Genetics 29: 176-186. Abstract PDF
2012
Rafalski VA, Mancini E and Brunet A (2012) Energy metabolism and energy-sensing pathways in mammalian embryonic and adult stem cell fate Journal of Cell Science 125: 5597-608. Abstract PDF
Salih DA, Rashid AJ, Colas D, de la Torre-Ubieta L, Zhu RP, Morgan AA, Santo EE, Ucar D, Devarajan K, Cole CJ, Madison DV, Shamloo M, Butte AJ, Bonni A, Josselyn SA, Brunet A (2012) FoxO6 regulates memory consolidation and synaptic function. Genes & Development 26:2780-801. Abstract PDF Supplemental PDF
Mahmoudi S and Brunet A (2012) Aging and reprogramming: a two-way street. Current Opinion in Cell Biology, 24:744-756. Abstract PDF
Calnan DR, Webb AE, White JL, Stowe TR, Goswami T, Shi X, Espejo A, Bedford MT, Gozani O, Gygi SP, and Brunet A (2012) Methylation by Set9 modulates FoxO3 stability and transcriptional activity. Aging, 4:462-79. Abstract PDF
Benayoun BA and Brunet A (2012) Epigenetic memory of longevity in Caenorhabditis elegans. Worm, 1:1: 1-5. Abstract PDF
Han S and Brunet A (2012) Histone methylation makes its mark on longevity. Trends in Cell Biology, 22:42-49. Abstract PDF
2011
Valenzano DR, Sharp S and Brunet A (2011) Transposon-mediated transgenesis in the short-lived African killifish Nothobranchius furzeri, a vertebrate model for aging. G3, Genes Genome Genetics, 1: 531-538. PDF Cover article.
Banko MR , Allen JJ, Schaffer BE, Wilker EW, Tsou P, White KL, Villén J, Wang B, Kims SR, Sakamoto K, Gygi SP, Cantley LC, Yaffe MB, Shokat KM, and Brunet A (2011). Chemical genetic screen for AMPKalpha2 substrates uncovers a network of proteins involved in mitosis. Molecular Cell, 44: 878-892. Abstract PDF Supplementary information
Greer EL, Maures TJ, Ucar D, Hauswirth AG, Mancini E, Lim JP, Benayoun BA, Shi Y and Brunet A (2011). Transgenerational epigenetic inheritance of longevity in Caenorhabditis elegans. Nature (Article), 479: 365-371. Abstract PDF Supplementary information
Maures TJ, Greer EL, Hauswirth AG and Brunet A (2011). H3K27 demethylase UTX-1 regulates C. elegans lifespan in a germline-independent, insulin-dependent, manner. Aging Cell, 10: 980-990. Abstract PDF
Brunet A (2011) A CRTCal link between energy and life span. Cell Metabolism, 6: 358-360. Abstract PDF
Pollina EA and Brunet A (2011) Epigenetic regulation of aging stem cells. Oncogene, 30: 3105-3126. Abstract PDF
Arnold CP, Tan R, Zhou B, Yue SB, Schaffert S, Biggs JR, Doyonnas R, Lo MC, Perry JM, Renault VM, Sacco A, Somervaille T, Viatour P, Brunet A, Cleary ML, Li L, Sage J, Zhang DE, Blau HM, Chen C and Chen CZ (2011) MicroRNA programs in normal and aberrant stem and progenitor cells. Genome Research, 21: 798-810. Abstract PDF
Renault VM, Thekkat PU, Hoang KL, White JL, Brady CA, Kenzelmann Broz D, Venturelli OS, Johnson TM, Oskoui PR, Xuan Z, Santo EE, Zhang MQ, Vogel H, Attardi LD and Brunet A (2011) The pro-longevity gene FoxO3 is a direct target gene of the p53 tumor suppressor. Oncogene, 30: 3207-3221. Abstract PDF
Brett JO, Renault VM, Rafalski VA, Webb AE and Brunet A (2011) The microRNA cluster miR-106b~25 regulates adult neural stem/progenitor cell proliferation and neuronal differentiation. Aging, 3: 108-124. Abstract PDF
Rafalski VA and Brunet A (2011) Energy metabolism in adult neural stem cell fate. Progress in Neurobiology, 93: 182-203. Abstract PDF
2010
Greer EL, Maures TJ, Hauswirth AG, Green EM, Leeman DS, Maro GS, Han S, Banko MR, Gozani O and Brunet A (2010) Members of the H3K4 trimethylation complex regulate lifespan in a germline-dependent manner in C. elegans. Nature, 466: 383-387. Abstract PDF
de la Torre-Ubieta L, Gaudillière B, Yang Y, Ikeuchi Y, Yamada T, DiBacco S, Stegmüller J, Schüller U, Salih DA, Rowitch D, Brunet A and Bonni A (2010) A FOXO-Pak1 transcriptional pathway controls neuronal polarity. Genes & Development, 8: 799-813. Abstract PDF
2009
Renault VM, Rafalski VA, Morgan AA, Salih DAM, Brett JO, Webb AE, Villeda SA, Thekkat PU, Guillerey C, Denko NC, Palmer TD, Butte AJ and Brunet A (2009) FoxO3 regulates neural stem cell homeostasis. Cell Stem Cell, 5: 527-539. Abstract PDF
Valenzano DR, Kirschner J, Kamber RA, Zhang E, Weber D, Cellerino A, Englert C, Platzer M, Reichwald K, and Brunet A (2009) Mapping loci associated with tail color and sex determination in the short-lived fish Nothobranchius furzeri. Genetics, 183: 1385-1395. Abstract PDF
Greer EL, Banko MR and Brunet A (2009) AMP-activated protein kinase and FoxO transcription factors in dietary restriction-induced longevity. Annals NY Academy of Science, 1170: 688-692. Abstract PDF
Brunet A (2009) Cancer: when restriction is good. Nature, 458: 713-714. Abstract PDF
Greer EL and Brunet A (2009) Different dietary restriction regimens extend lifespan by both independent and overlapping genetic pathways in C. elegans. Aging Cell, 8: 113-127. Abstract PDF
2008
Greer EL and Brunet A (2008) Signaling networks in aging. Journal of Cell Science , 121: 407-412. Abstract PDF Poster
Greer EL and Brunet A (2008) FoxO transcription factors in ageing and cancer. Acta Physiology (Oxf), 192: 19-28. Abstract
Salih DA and Brunet A (2008) FoxO transcription factors in the maintenance of cellular homeostasis during aging. Current Opinion in Cell Biology, 20: 126-136. Abstract PDF
Calnan DR and Brunet A (2008) The FoxO code. Oncogene, 27: 2276-2288. Abstract PDF
2007
Brunet A (2007) Aging and cancer: killing two birds with one worm. Nature Genetics, 39: 1306-1307. Abstract PDF
Greer EL, Dowlatshahi D, Banko MR, Hoang K, Blanchard D and Brunet A (2007) An AMPK-FOXO pathway mediates the extension of lifespan induced by a novel method of dietary restriction in C. elegans. Current Biology, 17: 1646-1656. Abstract PDF
Brunet A and Rando T (2007) From stem to stern. Nature, 449: 288-289. Abstract PDF
Greer EL, Oskoui PR, Banko, MR, Maniar JM, Gygi MP, Gygi SP and Brunet A (2007) The energy sensor AMP-activated protein kinase directly regulates the mammalian FOXO3 transcription factor. Journal of Biological Chemistry, 282: 30107-30119. Abstract PDF
Carter ME and Brunet A (2007) FOXO transcription factors. Current Biology 7(4): R113-114. PDF
2005
Greer EL and Brunet A (2005) FOXO transcription factors at the interface between longevity and tumor suppression. Oncogene, 24: 7410-7425. Abstract PDF
Before 2005 (selected publications)
Brunet A, Sweeney L, Sturgill F, Chua K, Greer P, Lin Y, Tran H, Ross S, Mostoslavsky R, Cohen H, Hu L, Cheng H, Jedrychowsky M, Gygi S, Sinclair D, Alt F and Greenberg ME (2004) Stress-dependent regulation of FOXO transcription factors by the SIRT1 deacetylase. Science, 303: 2011-2015. Abstract PDF
Tran H, Brunet A, Griffith E and Greenberg ME (2003) The Many Forks in FOXO’s Road. Science STKE, (172):RE5. Abstract PDF
Tran H*, Brunet A*, Grenier J, Datta S, Fornace Jr A, Distefano P, Chiang L and Greenberg ME (2002) DNA repair pathway stimulated by the Forkhead transcription factor FOXO3a (FKHRL1) through the GADD45 protein. Science, 296: 530-534. *Equal contribution. Abstract PDF
Brunet A, Kanai F, Stehn J, Xu J, Sarbassova D, Frangioni J, Dala S, DeCaprio J, Greenberg ME and Yaffe M (2002) 14-3-3 Transits to the Nucleus and actively participates in dynamic nucleo-cytoplasmic transport. Journal of Cell Biology, 156: 817-828. Abstract PDF
Brunet A*, Park J*, Tran H, Hu LS, Hemmings BA and Greenberg ME (2001) The protein kinase SGK mediates survival signals by phosphorylating the Forkhead transcription factor FKHRL1/FOXO3a. Molecular and Cellular Biology, 21: 952-965. *Equal contribution. Abstract PDF
Brunet A, Datta S and Greenberg ME (2001) Transcription-dependent and independent control of neuronal survival by the Pi3K-Akt signaling pathway. Current Opinion in Neurobiology, 11: 297-305. Abstract PDF
Brunet A, Bonni A, Zigmond, M, Lin MZ, Juo P, Hu L, Anderson M, Arden K, Blenis J and Greenberg ME (1999) Akt promotes cell survival by phosphorylating and inhibiting a Forkhead transcription factor. Cell, 96: 857-868. Abstract PDF
Bonni A, Brunet A, West AE, Datta SR, Takasu MA and Greenberg ME (1999). Cell survival promoted by the Ras-MAPK signaling pathway by transcription-dependent and transcription- independent mechanisms. Science, 286: 1358-1362. Abstract PDF
Brunet A, Roux D, Lenormand P, Dowd S, Keyse S and Pouysségur J (1999). Nuclear translocation of p42/p44 mitogen-activated protein kinase is required for growth factor-induced gene expression and cell cycle entry. EMBO Journal, 18: 664-74. Abstract PDF
Brunet A and Pouysségur J (1996) Identification of MAP kinase domains by re-directing stress signals into growth factor responses. Science, 272: 1652-1655. Abstract PDF
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common_crawl_stanford.edu_29
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1997 - 2025 Roel NusseLast updated: January 1, 2025
Acting as signals between cells, Wnt proteins regulate the proliferation of cells. Wnt signals are active in numerous contexts, during early development and later during the growth and maintenance of various tissues. In comparison to other growth factors, Wnt signals have several unique properties, including a short range of action. Thereby, Wnts predominantly mediate signaling locally, between neighboring cells. In addition, Wnt signals give shape to tissues as cells are proliferating. This is a consequence of the ability of Wnt signaling to confer polarity and asymmetry to cells. Wnt proteins are highly conserved in evolution and are active in every branch of the animal kingdom.
Wnt signaling is often implicated in stem cell control, as a proliferative and self-renewal signal. Mutations in Wnt genes or Wnt pathway components lead to specific developmental defects, while various human diseases, including cancer, are caused by abnormal Wnt signaling.
Insights into the mechanisms of Wnt action have emerged from several systems: genetics in Drosophila and Caenorhabditis elegans; biochemistry in cell culture and ectopic gene expression in Xenopus embryos. As currently understood, Wnt proteins bind to receptors of the Frizzled and LRP families on the cell surface. Through several cytoplasmic relay components, the signal is transduced to ß-catenin, which enters the nucleus and forms a complex with TCF to activate transcription of Wnt target genes.
Structures
Diagrams of Wnt signaling events
Wnt signaling (overview)
Wnt secretion
Wnt receptors
The destruction complex
Nuclear events
Wnt signaling in cancer
Protein interactions
Have a question about Wnt? Consult the Wnt community on LinkedIn®!
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common_crawl_stanford.edu_30
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"I AM the most offensively possessive man on earth. I do something to things. Let me pick up an ashtray from a dime-store counter, pay for it and put it in my pocket--and it becomes a special kind of ashtray, unlike any on earth, because it's mine." What was true of Wynand, one of the main characters in Ayn Rand's novel "The Fountainhead", may be true of everyone. From basketball tickets to waterfowl-hunting rights to classic albums, once someone owns something, he places a higher value on it than he did when he acquired it--an observation first called "the endowment effect" about 28 years ago by Richard Thaler, who these days works at the University of Chicago.
The endowment effect was controversial for years. The idea that a squishy, irrational bit of human behaviour could affect the cold, clean and rational world of markets was a challenge to neoclassical economists. Their assumption had always been that individuals act to maximise their welfare (the defining characteristic of economic man, or HOMO ECONOMICUS). The value someone puts on something should not, therefore, depend on whether he actually owns it. But the endowment effect has been seen in hundreds of experiments, the most famous of which found that students were surprisingly reluctant to trade a coffee mug they had been given for a bar of chocolate, even though they did not prefer coffee mugs to chocolate when given a straight choice between the two.
Moreover, it is now possible to see the effect in the brain. In the June 12th edition of Neurone, Brian Knutson of Stanford University describes a brain-scanning study he carried out recently. The pattern and location of the activity he observed suggests the endowment effect works by enhancing the salience of possible loss. But that still does not explain why this sense of loss should be felt. The question is whether such behaviour is truly irrational, or just "differently" rational. That might be the case if, for instance, it was a hangover from the evolutionary past that worked then, but is no longer appropriate now.
Mug's Game
The endowment effect has nothing to do with wealth (it is not as if chocolate bars and coffee mugs matter) or transaction costs (in most experiments these are zero). Not even emotional attachment, whatever that means, can really be called in as an explanation, since the effect is both instantaneous and sometimes felt even by those who buy and sell for a living. According to Pete Lunn, an economist at the Economic and Social Research Institute in Dublin, professional market traders are often reluctant to sell investments they already hold, even though they could trade them for assets they would prefer to invest in if starting from scratch.
Supposedly rational economists are affected, too. Dr Thaler, who recently had some expensive bottles of wine stolen, observes that he is "now confronted with precisely one of my own experiments: these are bottles I wasn't planning to sell and now I'm going to get a cheque from an insurance company and most of these bottles I will not buy. I'm a good enough economist to know there's a bit of an inconsistency there."
The effect is not, however, universally observed. Whereas coffee mugs generate an endowment effect, tokens that can be exchanged for coffee mugs do not. And despite Dr Lunn's observations, other work suggests professional traders can, and do, overcome the effect. So what is going on?
Owen Jones, a professor of law and biology at Vanderbilt University, and Sarah Brosnan, a primatologist at Georgia State University, suspect the answer is that, in the evolutionary past, giving things up, even when an apparently fair exchange seemed to be on offer, was just too risky. These days, as they discuss in a paper just published in the WILLIAM AND MARY LAW REVIEW, there are contracts, rights and other ways of enforcing bargains. Animal societies have none of these mechanisms. As Adam Smith observed in the "Wealth of Nations", "nobody ever saw a dog make a fair and deliberate exchange of one bone for another with another dog."
To put flesh on their idea, Dr Jones and Dr Brosnan have been trying to overcome Smith's observation by training chimpanzees to trade. In 2006 Keith Chen of Yale University showed that capuchin monkeys could learn to do so, and also seemed to exhibit the endowment effect. Chimps, it turns out, can manage to truck too. In the chimp study, tubes of peanut butter and frozen juice bars were used. Both treats were designed to be difficult to eat quickly. This makes it possible for animals that would otherwise consume any food they were given at the first opportunity at least to consider the idea of an exchange.
When presented with a choice, 60% of the chimps preferred peanut butter to juice. However, when they were endowed with peanut butter, 80% of them chose to keep it instead of exchanging it for juice. It was as if the peanut butter became more valuable as soon as it was possessed. And an opposite endowment effect was observed when the chimps were given juice.
Observing the endowment effect in three primate species suggests it does, indeed, have deep evolutionary roots. Better still, before they started work Dr Jones and Dr Brosnan predicted that the strength of the effect would vary with the evolutionary salience of the item in question. Lo and behold, when they tried the same experiments using bone and rope toys, no endowment effect was seen. Food is vital. Toys are not.
If the endowment effect does indeed vary according to evolutionary salience, this may make sense of the disparate results of hundreds of studies on people. But it does raise the question of what is and is not evolutionarily salient. Food and mates clearly are. Tangible goods such as mugs, as opposed to abstract goods such as vouchers for mugs, probably are too. But intangible possessions, such as shareholdings, do generate some effect, so physical presence cannot be all there is to it.
Steffen Huck, an economist at University College, London, has an alternative hypothesis that is directly to do with trade. In societies with markets, customers can go elsewhere. But in a small, tribal society there may be no alternative seller. In that case, those who were reluctant to trade might get better prices. It may thus make sense for an owner to be psychologically predisposed to hold out for a high price as soon as someone else expresses interest in one of his possessions--something Dr Huck's models predict would, indeed, be evolutionarily beneficial.
Keep on Trucking
Because the endowment effect touches on so many areas, Dr Jones thinks it may be helpful for legislators to understand its evolutionary origins. That goods and rights such as pollution permits, radio spectrum and mobile-telephone licences do not inexorably flow towards the most efficient distribution worries the legal scholars charged with designing fair allocations. The effect also complicates the negotiation of contracts, as people demand more to give up standard provisions than they would have been willing to pay had they bargained anew.
Nor is the endowment effect alone in suggesting that HOMO ECONOMICUS is a rarer species than neoclassical taxonomists would like to believe. Other "irrational" phenomena include confirmation bias (searching for or interpreting information in a way that confirms one's preconceptions), the bandwagon effect (doing things because others do them) and framing problems (when the conclusion reached depends on the way the data are presented). All in all, the rational conclusion is that humans are irrational animals.
(source: http://www.economist.com/science/displaystory.cfm?story_id=11579107)
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common_crawl_stanford.edu_31
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Clinical care, research, and education fuel innovation to advance human health.
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Health Care
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We coordinate expertise with the most advanced treatments and technology for the best possible patient outcomes.
Stanford Health Care
Stanford Medicine delivers unparalleled care for each patient’s unique needs. Our multidisciplinary approach to health care coordinates expertise with the most advanced technology for the best possible outcomes.
Stanford Children’s Health
Stanford Children’s Health is the only health care network in the Bay Area – and one of the few in the country – exclusively dedicated to pediatric and obstetric care.
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We are drawn to the difficult problems, the ones for which prevailing science does not yet have a framework to understand.
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Our strength in interdisciplinary scholarship, our dedicated faculty, and a culture of innovation set the training ground for the next generation of biomedical leaders and pioneers.
Stanford School of Medicine
With easy access to world-class faculty and coursework in medical science as well as engineering, computer science, education, business, and the humanities, aspiring physicians and scientists can experiment across disciplines and customize their education to match their interests.
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common_crawl_stanford.edu_32
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common_crawl_stanford.edu_33
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common_crawl_stanford.edu_34
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common_crawl_stanford.edu_35
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common_crawl_stanford.edu_36
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common_crawl_stanford.edu_38
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From Nobel Prize winners to undergraduates, all members of the Stanford community are engaged in the creation of knowledge.
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SLAC is a U.S. Department of Energy national laboratory operated by Stanford, conducting research in chemistry, materials and energy sciences, bioscience, fusion energy science, high-energy physics, cosmology and other fields.
Hoover Institution
The Hoover Institution, devoted to the study of domestic and international affairs, was founded in 1919 by Herbert Hoover, a member of Stanford’s pioneer class of 1895 and the 31st U.S. president.
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common_crawl_stanford.edu_39
|
From Nobel Prize winners to undergraduates, all members of the Stanford community are engaged in the creation of knowledge.
Main Content
Research
The Research Enterprise
Stanford’s culture of collaboration drives innovative discoveries in areas vital to our world, our health, and our intellectual life.
Interdisciplinary Research
At the intersection of disciplines is where new ideas emerge and innovative research happens.
Institutes, Labs & Centers
Fifteen independent labs, centers, and institutes engage faculty and students from across the university.
Independent Laboratories, Centers and Institutes
Other Research Centers & Labs
Academic departments sponsor numerous other research centers and labs.
Where Research Happens
SLAC National Accelerator Laboratory
SLAC is a U.S. Department of Energy national laboratory operated by Stanford, conducting research in chemistry, materials and energy sciences, bioscience, fusion energy science, high-energy physics, cosmology and other fields.
Hoover Institution
The Hoover Institution, devoted to the study of domestic and international affairs, was founded in 1919 by Herbert Hoover, a member of Stanford’s pioneer class of 1895 and the 31st U.S. president.
Stanford Woods Institute for the Environment
Working toward a future in which societies meet people’s needs for water, food and health while protecting and nurturing the planet.
Stanford Humanities Center
Advancing research into the historical, philosophical, literary, artistic, and cultural dimensions of the human experience.
Stanford Bio-X
Biomedical and life science researchers, clinicians, engineers, physicists and computational scientists come together to unlock the secrets of the human body.
Freeman Spogli Institute for International Studies (FSI)
Understanding problems, policies and processes that cross borders and affect lives around the world.
Libraries
Stanford University Libraries
Stanford is home to more than 20 individual libraries, each with a world-class collection of books, journals, films, maps and databases.
Online Catalog
SearchWorks is Stanford University Libraries’ official online search tool providing metadata about the 12 million+ resources in our physical and online collections.
Undergraduate Research
Undergraduate Research and Independent Projects connects undergraduates with faculty to conduct research, advanced scholarship, and creative projects.
Research Administration
The Office of the Vice Provost and Dean of Research, provides comprehensive information about the research enterprise at Stanford.
Find A Researcher
Search and read profiles of Stanford faculty, staff, students, and postdocs. Find researchers with whom you would like to collaborate.
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common_crawl_stanford.edu_40
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Access to websites and electronic content is integral to the academic, research, and engagement activities available at Stanford University. Stanford is committed to making its electronic content accessible to its students, faculty, staff, and all other individuals with disabilities participating or engaging in the programs and services of the University.
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The Accessibility of Electronic Content policy addresses the responsibilities and processes for Stanford’s electronic content and accessibility for individuals with disabilities.
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The Office of Digital Accessibility serves the Stanford community by providing technical guidance, techniques for achieving accessibility, and best practices for accessible electronic content. The Office of Digital Accessibility website includes solutions for evaluating website accessibility, website scanning and monitoring tools, accessibility guidance for common applications, and other informational resources.
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common_crawl_stanford.edu_41
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Stanford University provides the following information relating to your privacy when using websites in the Stanford.EDU domain. This privacy policy covers all Stanford.EDU websites unless otherwise indicated on a specific website.
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This Online Privacy Notice (“Notice”) applies to the Personal Information that Stanford University (“Stanford”, “we”, “us”, “our”) – as data controller – collects when you visit Stanford’s main website (www.stanford.edu) and other websites that we own or control and link or refer to in this Notice (together, the “Sites”), including mobile applications and through communications such as subscription to newsletters and email updates.
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1. Personal Information we collect and process
When you access or use the Sites, we may collect and process the following types of information from you:
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- Information related to your application, such as information related to your application for admission (including your educational history, personal statements, reference letters, any other relevant information provided in your application), and information related to your visa application.
- Information related to your student life, such as your courses, programs and training (including online/hybrid courses, programs and training), housing and/or dining status, travels through Stanford’s programs, and alumni status.
- Financial and banking information, such as your salary history, tax forms, any relevant financial information to evaluate and determine your eligibility for financial aid opportunities, and payment information.
- Information related to your donation, such as the amount of your donation, affiliation to Stanford, giving history, and legal documentation related to your donation.
- Information related to your exchanges with Stanford, such as date, hour, and subject of your request, exchanges with Stanford’s services, and preferred means of communication.
Information Received from Third Parties:
We collect your Personal Information from third parties, including other schools, references, family members, and education partners (e.g., The Common Application Inc., Law School Admissions Council, The College Board, etc.) where authorized by the data protection laws.
In compliance with the data protection laws, we may collect information about you from other companies and organizations, including public databases, social media platforms, our third-party marketing partners, or various independent organizations. For example, we may collect public information about you when you interact with us through social media.
Automatically Collected Personal Information:
Whenever you visit or interact with our Sites, we may use a variety of technologies that automatically or passively collect information about your online activity. This information may be collected in the following ways:
- Through your browser: Certain information is collected by most browsers, such as your IP address and Internet browser type and version. Your “IP address” is a number that is automatically assigned to the computer that you are using by your Internet Service Provider (ISP). An IP Address is identified and logged automatically whenever a user visits the Sites, along with the time of the visit and the page(s) that were visited. We use IP addresses for purposes such as calculating Site’s usage levels, helping diagnose server problems, administering the Sites, and presenting content that is tailored to your country.
- Through Cookies: Cookies allow a web server to transfer data to a computer for recordkeeping and other purposes. We use cookies and other similar technologies to, among other things, better serve you with more tailored information and to facilitate your ongoing access to and use of the Sites. If you do not want your information collected by cookies and other similar technologies, please refer to our Cookies Policy. Some features of the Sites may not work properly if you decline the use of cookies and other similar technologies. To learn more about cookies, please visit http://www.allaboutcookies.org/.
- Through pixel tags, web beacons, clear GIFs, or other similar technologies: These may be used in connection with some Sites pages and HTML-formatted email messages to, among other things, track the actions of Site users and email recipients, and compile statistics about Sites usage and response rates.
- From you: Information such as your location, as well as other information, such as your preferred means of communication, is collected when you voluntarily provide this information.
Sensitive Personal Information:
“Sensitive Personal Information” includes special categories of Personal Information (e.g., racial or ethnic origin, political opinions, religious or philosophical beliefs, or trade union membership, genetic data, biometric data, data concerning health, and data concerning a natural person’s sex life or sexual orientation) for which the applicable data protection laws provide enhanced protections.
In compliance with the applicable data protection laws, we may collect Sensitive Personal Information such as race/ethnicity, and certain financial information when you provide it to us for purposes described above, including as part of your application package for graduate or undergraduate admissions or financial aid opportunities. We do not sell or use your Sensitive Personal Information for targeted marketing purposes, and only use your Sensitive Personal Information as permitted by the applicable data protection laws.
Refusing or Withdrawing Consent:
Data protection laws that apply to you may let you refuse to consent to our proposed collection, use, or disclosure of your Personal Information.
When we need to process your Personal Information as part of your relationship with us, we usually do not process it based on your consent. But if we have asked for consent, you have the right to withdraw consent at any time. If you withdraw consent, this doesn’t affect the lawfulness of the processing before you withdrew consent. To withdraw consent, please contact us in writing using the information in the “Contact Us” section below. However, if you withdraw your consent, we may not be able to adequately provide you the assistance or services you requested.
Anonymity:
If you are located in Australia, you have the option to remain anonymous, where practicable. However, if you do not provide us with the Personal Information we require for processing, we may not be able to adequately provide you the assistance or services you requested.
Failure to Provide Personal Information:
If you fail to provide certain Personal Information when requested or if you withdraw consent to processing, we may not be able to perform the contract we have entered with you (where applicable), we may not be able to process your request, or we may not be able to properly comply with legal obligations (i.e., tax reporting). If this is the case, we may have to stop providing you any services or assistance. If we need to process requested Personal Information to provide you a service or fulfill our obligations to you, we will tell you that in the event you do not provide your consent for us to process that Personal Information where authorized by the data protection laws that apply to you.
2. Marketing
Personal Information you submit through our Sites, such as your name, address, and other contact information, may be collected by Stanford for internal marketing and development purposes as well as to respond to your inquiry, complete a transaction for you, or fulfill other forms of customer service. Where required by applicable data protection laws, we will obtain your consent prior to sending you marketing communications. You can choose not to receive marketing emails from us by “unsubscribing” using the instructions in any marketing email you receive from us.
3. Legal Basis for Processing
All processing and use of your Personal Information is justified by a “legal basis” for processing. In most cases, processing will rely on one of the following legal bases:
- Take steps prior to entering into a contract or contract performance: The processing is necessary to perform a contract with you or take steps prior to entering into a contract at your request, such as to fulfill a specific request, or to provide information about our services you have requested;
- Legal obligation: The processing is necessary for us to comply with legal and jurisdictional obligations (i.e. EEA, UK, Australia, Brazil or China) to which we are subject such as keeping accounting records;
- Legitimate interests: The processing is in our legitimate interests or the legitimate interests of a third party, which are not overridden by your interests and fundamental rights and freedoms; or
- Consent: You have consented to the processing.
We use the Personal Information we collect for the purposes we described above relying on the following legal bases:
- Contract performance – to create and manage your account(s) on our Sites; to manage your admission if your application is successful; to manage your student record and your education at Stanford; to provide you with the services offered by Stanford (e.g. housing and dining services, wellness program, IT or helpdesk services, events organized by Stanford or its partners, etc.) and to manage any payment related to such services; and to manage the donations.
- Legal obligation – to process your visa application where required for employment or travel; to comply with legal, regulatory and jurisdictional obligations to which Stanford is subject; and to process your request when you exercise your rights in accordance with the data protection laws that apply to you.
- Legitimate interests – to evaluate your candidacy for admissions and visa (where relevant); conduct internal analyses and collect statistics (with your consent where required); evaluate financial aid eligibility; facilitate provisioning, administration, instruction and quality improvement of educational platform use, courses, learning and teaching; inform registrants about research opportunities; inform the current Stanford student about wellness programs, courses, activities and facilitating enrollment to such programs; provide information and processing applications for employment opportunities; if you are a current Stanford student, to distribute brochures, newsletters and other requested communications; manage the alumni network; personalize your user experience on our Sites (with your consent when required), to improve our Sites, their services and your user experience; ensure the security of our Sites; and manage any pre-litigation and litigation.
- Consent – to send you Stanford’s newsletters and any other electronic communications that might interest you where your consent is required for such communication; and process your personal information if the data protection laws that apply to you expressly require your consent for such processing, including the processing of the Sensitive Personal Information.
4. Sharing your Personal Information
We share your information internally at Stanford to facilitate and manage the purposes listed above. This includes third parties whom Stanford engages to process your Personal Information on our behalf for the purposes stated above, such as vendors who help Stanford with our marketing, application processing, IT services, and web hosting.
Stanford may also share your Personal Information with government and law enforcement agencies, regulators or other relevant authorities to 1) comply with a legal process, subpoena, order or other legal or regulatory requirement applicable to us; 2) enforce our terms of use or other policies; or 3) pursue available legal remedies or defend against legal claims.
Stanford may also share your Personal Information with lawyers and all interested parties, but exclusively in the case of the management of possible disputes and other legal matters where appropriate.
Stanford may share your Personal Information following or during a restructuring, reconstitution, acquisition, debt financing, merger, sale of assets of Stanford or a similar transaction, as well as in case of insolvency, bankruptcy or receivership where personal information is transferred to one or more third parties as assets of Stanford.
Other third parties as you may so request as permitted by this and other Stanford policies and applicable laws and regulations.
Stanford does not sell any Personal Information, including Personal Information of minors, to third parties for their use in direct marketing, advertising, or promotion of their products or services.
5. International Transfer of Personal Information
Personal information that you provide to us may be transferred and stored in countries other than your home country such as the United States (U.S.), where applicable data protection laws may differ from those of your home country. By providing us with your information you acknowledge that your information will be transferred to the U.S. and processed and stored on servers in the U.S. Your Personal Information may also be processed by employees or by other third parties who work for us, or by the representatives and employees or Workers of Stanford located outside your home country.
If we transfer your Personal Information to third parties located in other countries, we will only do so if the third party offers an adequate level of protection under the data protection laws that apply to you and by implementing the appropriate safeguards where required.
In addition, we take all reasonable steps to protect your privacy in accordance with the applicable data protection laws.
We only share your Personal Information with third parties who adequately implement appropriate technical and organizational measures and who guarantee the protection of your rights as required under the laws that apply to you.
If you live in the EEA, UK, Australia, Brazil or China, if we transfer your Personal Information out of your respective area, and that area has not been deemed to provide an adequate level of protection for Personal Information, we will ensure the appropriate safeguards are implemented such as using standard contractual clauses or contracts approved by the data protection laws or the relevant authorities which gives Personal Information the same protection it has in your home country or ensure there is some other protections in place which has been approved by the law giving Personal Information the same protection it has in your home country.
6. Individual Privacy Rights
Under certain circumstances, you have rights under the data protection laws that apply to you in relation to your Personal Information. You have the right to:
a. Know What Personal Information We Have:
You may have the right to know what Personal Information is being collected about you, whether it is disclosed, and to whom (as provided in this Notice). If you are located in China and if you have questions, you have the right to ask that we explain Personal Information handling rules and policies to you.
b. Access Your Personal Information:
You can request access to your Personal Information. This enables you to receive a copy of the Personal Information we hold about you and to check that we are lawfully processing it. Please note that we may request specific information from you to enable us to confirm your identity and right to access, as well as to search for and provide you with the Personal Information we have about you. Your right to access the Personal Information that we hold about you is not absolute. There are instances where the applicable laws or regulatory requirements allow or require us to refuse to provide some or all the Personal Information we hold about you. If we cannot provide you with access to your Personal Information, we will inform you of the reasons why, subject to any legal or regulatory restrictions.
c. Modify or Update Your Personal Information:
We aim to ensure that Personal Information in our possession is accurate, current, and complete. If you believe that the Personal Information about you is incorrect, incomplete, or outdated, you may request the correction or update of that information. We will use reasonable efforts to revise it and, if required by the data protection laws that apply to you, to use reasonable efforts to inform other third parties if applicable, so records in their possession may also be corrected or updated. However, we reserve the right not to change any Personal Information we consider accurate or if it is necessary for our records.
d. Erasure of Your Personal Information:
You may ask us to delete or remove Personal Information where there is no legal reason for us to continue using it. You also have the right to ask us to delete or remove your Personal Information where:
- you object to the processing of your Personal Information, and there are no overriding legitimate reasons justifying to maintain the processing of your Personal Information (e.g., legal obligation);
- you object to marketing activities;
- you decide to withdraw your consent on which the processing is based;
- your Personal Information is no longer useful for the original purposes for which it was collected or for any other type of processing;
- the use that is made of your Personal Information does not comply with the applicable legal or regulatory obligations.
Please note that we may not always be able to comply with your request of erasure for specific legal reasons including complying with legal obligations, pursuit of legal action, detection and monitoring of fraud or for the performance of a task in the public interest. We will notify you, if applicable, at the time of your request. To the extent possible and where required by the data protection laws that apply to you, we will inform any third parties we might have shared your Personal Information with of your deletion request. If you are in Brazil and believe we are processing unnecessary or excessive Personal Information, you may ask us to anonymize, block, or delete your personal information.
e. Object to Processing of Your Personal Information:
You may have the right to object to us processing your Personal Information in certain circumstances. This right applies when we are processing your Personal Information based on a legitimate interest (or those of a third party), which you may challenge if you feel it impacts your fundamental rights and freedoms. You also have the right to object where we are processing your Personal Information for direct marketing purposes. However, in some cases, we may demonstrate that we have compelling legitimate grounds to process your Personal Information or legal obligations which override your rights and freedoms.
f. Restrict Processing of Your Personal Information:
You may have the right to request restricted processing of your Personal Information which if applicable, we will limit the processing if you dispute the accuracy of the Personal Information, your Personal Information was processed unlawfully and you request a limitation on processing, rather than the deletion of your Personal Information, we no longer need to process your Personal Information, but you require your Personal Information in connection with a legal claim, or you object to the processing pending verification as to whether an overriding legitimate ground for such processing exists. You may also have the right to ask us to limit our processing of your Sensitive Personal Information to what is necessary to our relationship with you. While Stanford’s practices are to restrict processing of your Sensitive Personal Information to what is strictly necessary at all times, you are welcome to make a request by contacting us.
g. Data Portability:
You may request that we transfer your Personal Information to you or a third party where technically feasible. We will provide to you, or a third party you have chosen, your information in a structured, commonly used, machine-readable format. Please note this right only where the processing of your Personal Information is based on your consent or required for the performance of a contract and the processing is carried out by automated means (paper files are therefore not included). Your request will only relate to your Personal Information (excluding anonymous or third-party Personal Information) and your request must not adversely affect the rights or freedoms of others, in particular those of Stanford (e.g., trade secret) or any third party (e.g., intellectual property, recommendation letters that you previously agreed would remain confidential).
h. Opt Out of Marketing:
You may opt out of receiving future electronic marketing messages from Stanford and request that we not share your Personal Information with unaffiliated third parties. If you are in India or China, you may opt out of the collection of your Personal Information by contacting us. However, we may not be able to adequately provide you assistance or services you requested.
i. Automated Decision Making:
In Brazil, China, UK or the EEA, you have the right to not be subject to decisions based solely on automated processing and not be subject to decisions with a legal or similarly significant effect (including profiling) that are based solely on the automated processing of your Personal Information, unless you have given us your explicit consent or where they are necessary for a contract with us. You can request to have a human review an automated decision made by automated means (if applicable) and ask us to explain the automated decision-making process.
j. Withdraw Consent:
You have the right to withdraw any consent you may have previously given us at any time. If you withdraw your consent, this will not affect the lawfulness of our collecting, using and sharing of your Personal Information up to the point in time that you withdraw your consent. Even if you withdraw your consent, we may still use your information that has been fully anonymized and does not personally identify you.
k. Right to Make a Complaint:
If needed, you have a right to file a complaint related to our Personal Information practices or file a complaint to your country’s supervisory authority (e.g., Canada’s Office of the Privacy Commissioner, Australian Privacy Commissioner, Brazil’s National Data Protection Authority, the United Kingdom’s Information Commissioner’s Office, an EEA specific country supervisory authority, or China’s Cyberspace Administration) if you believe we have not processed your Personal Information in compliance with the data protection laws and principles that apply in your home country.
l. Non-Discrimination:
We do not discriminate against people who exercise their privacy rights.
Making a Request:
If you wish to contact us in connection with the exercise of your rights listed above, please email us at privacy@stanford.edu. Please include your name, address, email, phone number, and the specific type of request you would like to make (a request to know, erase, opt out, etc.). Current Stanford students should open a case at https://privacyrequest.stanford.edu/.
We will respond to your written request without unreasonable delay and in accordance with any deadlines imposed by the data protection laws that apply to you and without making our other data less secure or changing our data.
Unless specific circumstances, we will not charge you any fee in connection with the exercise of your rights. If we are not able to honor any part of your request, we will notify you in our response as well as the reason we cannot do so.
To protect you and your information, we may ask you to confirm certain information before we honor your request. For example, where permitted by the data protection laws, we will ask you to confirm your name, email address, and phone number to verify your identity, so that we can help protect your information.
7. Access and Choice
Stanford students can manage privacy settings for their directory information in Axess. Faculty, staff and other Stanford affiliates can manage their privacy settings in StanfordYou.
You can choose not to receive emails from us by “unsubscribing” using the instructions in any email you receive from us. This will not stop us from sending emails about your account or your transactions with us.
8. Document Retention
To the extent permitted by applicable law, we keep your Personal Information for as long as needed to fulfill the particular purpose for which it was collected and in accordance with this Notice. We may also retain your Personal Information if legally required or to fulfill a legitimate interest or another lawful basis for retaining the information beyond the period which is necessary, including a legal action. If the legal basis is based solely on consent, we will delete the Personal Information once consent is withdrawn.
9. Information Security
Stanford takes the security of your personal information seriously. We protect your information using security measures including physical, administrative and technical safeguards to reduce the risk of loss, misuse, unauthorized access, disclosure or modification of your information. Our minimum security standards can be found at: https://uit.stanford.edu/guide/securitystandards.
10. Third-Party Links
Our Sites may include links to third-party websites and services that we do not operate. If you visit a third-party website or service via a link on our Sites, you are subject to that third party’s privacy practices and policies. This Notice does not apply to any Personal Information that you provide to third-party websites or services. A link to a third-party website or service does not mean that we endorse that third party or the quality or accuracy of the information presented on its website or service.
11. Contact Information
For more information on how we collect and process your Personal Information, or if you have any complaints please contact privacy@stanford.edu. Current Stanford faculty, staff and students should open a case at https://privacyrequest.stanford.edu/.
12. Updates to Notice
Stanford reserves the right to modify this Notice at any time. If we make any material changes to this Notice, we will provide you notice on our Site and make it available at privacy.stanford.edu. Where we are required by the applicable data protection laws, we will also seek your consent to any material changes that affect how we use your personal information.
13. Effective Date
The effective date of this Notice is Dec. 20, 2023.
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Please read these Terms of Use (“Terms”) carefully before accessing or participating in any chatroom, newsgroup, bulletin board, mailing list, website, transaction or other on-line forum available at stanford.edu, stanfordalumni.org or other Stanford sites (“site” or “sites”). By using and participating in these sites, you signify that you have read these terms and agree to be bound by and comply with them. If you do not agree to be bound by these terms, please promptly exit all sites. Stanford reserves the right to modify these terms at any time and will publish notice of any such modifications on-line at this site or elsewhere on-line. By continuing to access a site after notice of such modifications has been published, you signify your agreement to be bound by them.
Disclaimer
Sites may include unmoderated forums containing the personal opinions and other expressions of the persons who post entries on a wide range of topics. Neither the content of these Sites, nor the links to other web sites, are screened, approved, reviewed or endorsed by Stanford University, the Stanford Alumni Association or any Stanford-affiliated entity (“Stanford”). Stanford is not a publisher of any of the content of the Sites, or of any content that may be available through links to and from them, and is acting solely as an internet service provider. 47 U.S.C. § 230(c)(1).
The text and other material on these Sites are the opinion of the specific author and are not statements of advice, opinion, or information of Stanford. If you feel you might be offended by the content of the Sites, you should not continue.
Rules for Online Conduct
You agree to use the Sites in accordance with all applicable laws. Because Stanford is a nonprofit, tax-exempt organization, you agree that you will not use the Site for organized partisan political activities. You further agree that you will not e-mail or post any of the following content anywhere on the Site, or on any other Stanford computing resources:
- Content that defames or threatens others
- Harassing statements or content that violates federal or state law
- Content that discusses illegal activities with the intent to commit them
- Content that infringes another’s intellectual property, including, but not limited to, copyrights, trademarks or trade secrets
- Material that contains obscene (i.e. pornographic) language or images
- Advertising or any form of commercial solicitation
- Content that is otherwise unlawful
Copyrighted material, including without limitation software, graphics, text, photographs, sound, video and musical recordings, may not be placed on the Site without the express permission of the owner of the copyright in the material, or other legal entitlement to use the material.
Stanford students using this Site are expected to abide by the Fundamental Standard which has set the standard of conduct for students at Stanford since 1896 and which provides:
Students at Stanford are expected to show both within and without the University such respect for order, morality, personal honor and the rights of others as is demanded of good citizens. Failure to do this will be sufficient cause for removal from the University.
Stanford employees using this Site are expected to abide by the University Code of Conduct, Administrative Guide Memo 1.
Although Stanford does not routinely screen or monitor content posted by users to the Site, Stanford reserves the right to remove content which violates the above rules of which it becomes aware, but is under no obligation to do so.
Finally, you agree that you will not access or attempt to access any other user’s account, or misrepresent or attempt to misrepresent your identity while using the Sites.
Permission to Use Materials
In consideration for your agreement to the terms and conditions contained here, Stanford grants you a personal, non-exclusive, non-transferable license to access and use the Sites. User may download material from the Sites only for User’s own personal, non-commercial use. User may not otherwise copy, reproduce, retransmit, distribute, publish, commercially exploit or otherwise transfer any material. The burden of determining that use of any information, software or any other content on the Site is permissible rests with User.
Limitation of Use
You may use Sites for legal purposes only. Furthermore, you agree that, if a third party claims that any material you have contributed to a Site is unlawful, you will bear the burden of establishing that the material complies with all applicable laws. Although Stanford does not monitor the content of the Sites, Stanford has the right to remove material from the Sites, block access, or take other action with respect to the Material in its sole discretion, although Stanford is under no obligation to do so. You may not use Stanford computing resources or Sites to disseminate unsolicited advertising or promotional material of any kind.
Links to Other Sites
Stanford’s Site may include hyperlinks to websites maintained or controlled by others. Stanford is not responsible for and does not routinely screen, approve, review or endorse the contents of or use of any of the products or services that may be offered at these websites.
Choice of Law/Forum Selection
Sites are hosted by Stanford on computing resources located on the Stanford campus or elsewhere in Santa Clara County, California. You agree that any dispute arising out of or relating to these Terms or any content posted to a Site, including copies and republication thereof, whether based in contract, tort, statutory or other law, will be governed by the laws of the State of California, excluding its conflicts of law provisions. You further consent to the personal jurisdiction of and exclusive venue in the federal and state courts located in and serving Santa Clara County, California as the legal forum for any such dispute.
Disclaimer of Warranty/Limitation of Liability
THESE SITES AND ANY INFORMATION, PRODUCTS OR SERVICES THEREIN ARE PROVIDED “AS IS” WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESS OR IMPLIED, INCLUDING WITHOUT LIMITATION, THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR USE OF A PARTICULAR PURPOSE, OR NONINFRINGEMENT.
Stanford does not warrant, and hereby disclaims any warranties, either express or implied, with respect to the accuracy, adequacy or completeness of any Site, information obtained from a Site, or link to a Site. Stanford does not warrant that Sites will operate in an uninterrupted or error-free manner or that Sites are free of viruses or other harmful components. Use of information obtained from or through these Sites is at your own risk.
YOU AGREE THAT STANFORD WILL NOT BE LIABLE TO YOU FOR ANY LOSS OR DAMAGES, EITHER ACTUAL OR CONSEQUENTIAL, ARISING OUT OF OR RELATING TO THESE TERMS, OR TO YOUR (OR ANY THIRD PARTY’S) USE OR INABILITY TO USE A SITE, OR TO YOUR PLACEMENT OF CONTENT ON A SITE, OR TO YOUR RELIANCE UPON INFORMATION OBTAINED FROM OR THROUGH A SITE. IN PARTICULAR, STANFORD WILL HAVE NO LIABILTY FOR ANY CONSEQUENTIAL, INDIRECT, PUNITIVE, SPECIAL OR INCIDENTAL DAMAGES, WHETHER FORESEEABLE OR UNFORESEEABLE, (INCLUDING, BUT NOT LIMITED TO, CLAIMS FOR DEFAMATION, ERRORS, LOSS OF DATA, OR INTERRUPTION IN AVAILABILITY OF DATA), ARISING OUT OF OR RELATING TO THESE TERMS, YOUR USE OR INABILITY TO USE A SITE, OR ANY PURCHASES ON THIS SITE, OR YOUR PLACEMENT OF CONTENT ON A SITE, OR TO YOUR RELIANCE UPON INFORMATION OBTAINED FROM OR THROUGH A SITE, WHETHER BASED IN CONTRACT, TORT, STATUTORY OR OTHER LAW, EXCEPT ONLY IN THE CASE OF DEATH OR PERSONAL INJURY WHERE AND ONLY TO THE EXTENT THAT APPLICABLE LAW REQUIRES SUCH LIABILITY.
Stanford makes no representation regarding your ability to transmit and receive information from or through the Sites and you agree and acknowledge that your ability to access the Sites may be impaired. Stanford disclaims any and all liability resulting from or related to such events.
Trademarks
The logo, name and all graphics on the Sites of Stanford, Stanford Alumni Association (“SAA”), the Stanford Athletic Department, Stanford Hospital & Clinics and Lucile Packard Children’s Hospital at Stanford or any of their affiliates, are trademarks of Stanford or its affiliates. Use, reproduction, copying or redistribution of trademarks, without the written permission of Stanford or its affiliates is prohibited. All other trademarks or servicemarks appearing on the Site are the marks of their respective owners.
Indemnification
You agree to indemnify and hold Stanford harmless from any claims, losses or damages, including legal fees, resulting from your violation of these Terms, your use of a Site or your placement of any content onto a Site, and to fully cooperate in Stanford’s defense against any such claims.
Your Account
If you use this site, you are responsible for maintaining the confidentiality of your account and password, if any, and for restricting access to your computer, and you agree to accept responsibility for all activities that occur under your account or password. If you are under 18, you may purchase products or services only through a parent or guardian. You agree that billing and registration information you provide on the Sites will be accurate and complete. Stanford and its affiliates reserve the right to refuse service, terminate accounts, remove or edit content, or cancel orders in their sole discretion.
Other
The Sites may contain errors and omissions relating to product description, pricing and availability. We reserve the right to correct errors or omissions without prior notice. We also reserve the right to cancel any offered product or service in the event of an error or omission in the description, including price, unavailability or other reason.
General
These Terms constitute the entire agreement between you and Stanford and its affiliates with respect to the subject matter herein and supersedes any and all prior or contemporaneous oral or written agreements.
Copyright Complaints
Stanford respects the intellectual property rights of others. If you believe your copyright has been violated on a Stanford site, please give notice as stated under Reporting of Alleged Copyright Infringement.
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Stanford University is committed to integrity and trustworthiness in all of its activities and operations. We were profoundly shocked, and continue to be deeply pained, by the events around the federal investigation of Operation Varsity Blues, and we have worked vigorously to strengthen our policies and processes against attempted acts of fraud in the future. However, Stanford believes the Netflix film Operation Varsity Blues provides an inaccurate depiction of Stanford regarding these matters. The facts are as follows:
At Stanford one coach, the former head sailing coach, pleaded guilty in 2019 to felony charges that he accepted financial contributions to the Stanford sailing program in exchange for agreeing to recommend two prospective students for admission to Stanford, neither of whom was admitted. This was part of a federal investigation of fraud committed on a national basis by college consultant Rick Singer.
When news of Operation Varsity Blues first broke in 2019, Stanford immediately took action to review and strengthen its policies and processes to prevent such fraud from happening again. Those actions included verifying that Stanford had received no other contributions from Singer’s foundation, implementing a second-level review process to confirm the athletic credentials of all recruited student-athletes, and developing enhanced controls in the university’s gift acceptance process.
An external review found no evidence of fraud by any employee at Stanford other than the former head sailing coach. The university commissioned this external review, undertaken by the international law firm Simpson Thacher & Bartlett LLP. The firm interviewed more than 55 people and obtained and reviewed more than 35,000 records as part of its review. The external review recommended additional steps to strengthen university policies and processes, beyond those the university had already undertaken. All of those recommendations have been implemented.
Contrary to the Netflix film’s narrative, Stanford’s athletic director did not know Singer and never met or spoke with him. The film’s suggestion that the former head sailing coach spoke to the athletic director or any senior athletics official about attempts to influence admissions decisions through donations to the Athletic Department also is false.
The film also leaves the erroneous impression, until one of the final screens, that Stanford kept the $770,000 that came to the Athletic Department from Rick Singer’s foundation. Stanford made an immediate commitment to redirect those funds and sought guidance from the California Attorney General’s Office. That office advised that, given the nature of Singer’s scheme, the funds would best be redirected to an entity or entities supporting financially challenged high school students who are seeking financial support and enhanced preparation for college admission. The university then sought recommendations from an outside philanthropic consulting group on the distribution of funds within that guidance. The funds were redistributed in 2020 to 10 college access programs active in the Bay Area: Beyond 12, CollegeSpring, College Track, Peninsula Bridge, Destination College Advising Corps, Foundation for a College Education, uAspire, QuestBridge, OneGoal and Teen Success.
Finally, the film creates the opportunity for inaccurate impressions of the admissions process as practiced at Stanford. Every student admitted to Stanford must meet the university’s high academic standards. The admissions office conducts a holistic review of each applicant, focused on academic excellence, intellectual vitality, extracurricular activity and personal context. For students who have special talents, those talents are factored into the process. In the case of athletics, Stanford has a process through which coaches can identify the most promising athletic recruits, for the consideration of the admissions office in its review. But such talents, athletic or otherwise, by themselves never ensure admission to Stanford.
Stanford relies upon the honesty and trustworthiness of its employees. In the case of Operation Varsity Blues, the former head sailing coach exploited that reliance to deceive Stanford, its athletic program and its community. We have worked diligently to shore up university policies and processes in response to everything we have learned through this regrettable episode to prevent such fraud in the future. Additional detail is available on our website.
April 12, 2021
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Bissera Pentcheva
© 2009 Pentcheva
Per gentile concessione della Procuratoria di San Marco - Venezia
The Byzantine mixed-media icons stood
in sensually rich spaces of mosaics, silk, and incense. Sunrays
moving across the rich surfaces of these objects infused them with movement
of highlights and shadows, while the shimmer of flickering candlelights
stirred by drafts of air endowed the images with life. The Byzantines called the spectacle of polymorphous appearances – poikilia – phenomenal effects sensually experienced. Unfortunately, the electric spotlighting and clinical setting of the modern museum have destroyed the medieval poikilia. Similarly, photography has tried to capture an "objective" replica of the icon. My research has sought to break the modern spell of petrification by turning to film as a technology suitable for the recording of kinetic poikilia.
In this experiment a lit wax candle is moved left and right, up and down in front of the face of a repoussé gilded-silver icon made in the late tenth century. The golden eyes of the Archangel Michael immediately respond to the shifting light and become animated through a series of phenomenal changes. With their movement from radiance to shadow, they rotate, explore the space, and arrest the viewer. Their captivating power, created through natural moving shadows and reflections on a gold surface, carries a tradition of human fascination with the sparkling gaze. An ancient and medieval theory of visuality known as extramission understood the act of seeing as rays of fire emanating from the eye. In Greek the verb marmarysso and the noun amarygma express this brilliancy, sparkle, and glitter of the eyes. This perception stems from statues and images made of metal and gems and features prominently in Archaic, Hellenistic, and Byzantine poetry. Marmarysso connects coruscating light with fire and emotion: a sparkling gaze is flashing and overpowering.
When voicing a prayer, the faithful infused the icon with human breath and experienced the ensuing movement of golden shimmer and shadows as the image becoming alive: empnous and empsychos, filled with divine pneuma. This spectacle of phenomenal changes, the Byzantine poikilia, is thus offering us a bridge linking the medieval concept of liveliness to contemporary installation art.
|
common_crawl_stanford.edu_45
|
Foundations and Trends in Optimization, 3(1):1–76, August 2017.
Final version
Slides
Code
We consider a basic model of multi-period trading, which can be used to evaluate the performance of a trading strategy. We describe a framework for single-period optimization, where the trades in each period are found by solving a convex optimization problem that trades off expected return, risk, transaction costs and holding costs such as the borrowing cost for shorting assets. We then describe a multi-period version of the trading method, where optimization is used to plan a sequence of trades, with only the first one executed, using estimates of future quantities that are unknown when the trades are chosen. The single-period method traces back to Markowitz; the multi-period methods trace back to model predictive control. Our contribution is to describe the single-period and multi-period methods in one simple framework, giving a clear description of the development and the approximations made. In this paper we do not address a critical component in a trading algorithm, the predictions or forecasts of future quantities. The methods we describe in this paper can be thought of as good ways to exploit predictions, no matter how the forecasts are made. We have also developed a companion open-source software library that implements many of the ideas and methods described in the paper.
|
common_crawl_stanford.edu_46
|
J. Ott, M. Kochenderfer, and S. Boyd
To appear, Robotics and Automation Systems, 2024.
Current version
Code
We consider the problem of finding an informative path through a graph, given initial and terminal nodes and a given maximum path length. We assume that a linear noise corrupted measurement is taken at each node of an underlying unknown vector that we wish to estimate. The informativeness is measured by the reduction in uncertainty in our estimate, evaluated using several metrics. We present a convex relaxation for this informative path planning problem, which we can readily solve to obtain a bound on the possible performance. We develop an approximate sequential method where the path is constructed segment by segment through dynamic programming. This involves solving an orienteering problem, with the node reward acting as a surrogate for informativeness, taking the first step, and then repeating the process. The method scales to very large problem instances and achieves performance not too far from the bound produced by the convex relaxation. We also demonstrate our method's ability to handle adaptive objectives, multimodal sensing, and multiagent variations of the informative path planning problem.
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common_crawl_stanford.edu_47
|
Christopher Potts +> Teaching
2024–2025 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 197a: Undergraduate research seminar (senior capstone course; undergraduate, Winter)
- Linguist 395: Research workshop (graduate, Spring)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Fall)
2023–2024 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 197a: Undergraduate research seminar (senior capstone course; undergraduate, Winter)
- Linguist 395: Research workshop (graduate, Spring)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Winter)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Fall)
2022–2023 (Stanford)
- Linguist 230b: Advanced semantics and pragmatics (undergraduate and graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 197a: Undergraduate research seminar (senior capstone course; undergraduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Fall)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Winter)
2021–2022 (Stanford)
- Linguist 278: Programming for linguists (undergraduate and graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 197a: Undergraduate research seminar (senior capstone course; undergraduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Fall)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Winter)
2020–2021 (Stanford)
- Linguist 278: Programming for linguists (undergraduate and graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Fall)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Winter)
2019–2020 (Stanford)
- Linguist 278: Programming for linguists (undergraduate and graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
- XCS 224u, Natural language understanding (online course, Stanford Center for Professional Development, Spring)
2018–2019 (Stanford)
- Linguist 278: Programming for linguists (undergraduate and graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
2017–2018 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 230b: Advanced semantics and pragmatics (graduate, Spring)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
2015–2016 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics> (undergraduate and graduate, Winter)
- Linguist 230b: Advanced semantics and pragmatics (graduate, Spring)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
2014–2015 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
- Linguist 236: Reasoning with quantifiers (graduate, Spring; with Dan Lassiter)
2013–2014 (Stanford)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Spring; with Bill MacCartney)
- Linguist 278: Programming for linguists (graduate, Fall)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- Linguist 230d: Semantics and Pragmatics Group (graduate, Fall–Spring; with Dan Lassiter and Beth Levin)
2012–2013 (Stanford)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Winter; with Bill MacCartney)
- Linguist 236 / Psychology 236c: Representations of meaning (graduate, Spring; with Noah D. Goodman)
- Linguist 395: Research workshop (graduate, Spring 2013)
- Linguist 230d: Semantics and Pragmatics Group (graduate, Fall–Spring; with Beth Levin)
- Extracting social meaning and sentiment
2011–2012 (Stanford)
- Linguist 230b: Advanced semantics and pragmatics (graduate, Spring)
- Linguist 236 / Psychology 236c: Context dependence in language and communication (graduate, Spring; with Michael C. Frank)
- Linguist 130a/230a: Introduction to semantics and pragmatics (undergraduate and graduate, Winter)
- CS 224u / Linguist 188/288: Natural language understanding (undergraduate and graduate, Winter; with Bill MacCartney)
- LING7800-007: Computational Pragmatics
2010–2011 (Stanford)
- Linguist 130a: Introduction to linguistic meaning (undergraduate, Winter)
- Linguist 230a: Introduction to semantics and pragmatics (graduate, Fall)
- Linguist 287 / CS 424p: Extracting social meaning and sentiment (graduate, Fall)
- Linguist 239: Semantics Research Seminar (graduate, Fall–Winter; with Beth Levin)
2009–2010 (Stanford)
- Linguist 130a: Introduction to linguistic meaning (undergraduate, Spring)
- Linguist 230a: Introduction to semantics and pragmatics (graduate, Winter)
- Linguist 236: Lexical and constructional pragmatics (graduate, Fall)
- Linguist 239: Semantics Research Seminar (graduate, Fall–Spring; with Beth Levin)
- Linguist 278: Programming for linguists (graduate, Fall)
2008–2009 (UMass Amherst)
- Ling 380/390a: Controlling the Discourse, with Lyn Frazier (undergraduate, Spring)
- Ling 409: Formal Methods in Linguistics, with Rajesh Bhatt (undergraduate, Spring)
- Ling 610: Semantics and Generative Grammar (graduate, Fall)
- Ling 797A: Third-Year Seminar (graduate, Fall)
2007–2008 (UMass Amherst)
- Ling 753: Conversational Inference (graduate, Spring)
- Ling 390a: Controlling the Discourse (undergraduate, Fall)
- LSA.314: Dimensions of Meaning
- LSA.374: Conversational Inference (with David Beaver and Robert van Rooij)
- LSA.108P: Logic for Linguists
2006–2007 (UMass Amherst)
- Ling 201: Introduction to Linguistics (undergraduate, Spring)
- Ling 620: Formal Semantics (graduate, Spring)
2005–2006 (UMass Amherst)
- Ling 390a: Controlling the Discourse, with Lyn Frazier (undergraduate, Spring)
- Ling 510: Introduction to Semantics (undergraduate, Spring)
- Ling 496: Introduction to Pragmatics (undergraduate, Spring)
- Ling 610: Semantics and Generative Grammar (graduate, Fall)
- Introduction to Semantics (two weeks)
- Introduction to Pragmatics (two weeks)
2004–2005 (UMass Amherst)
- Ling 394a: Controlling the Discourse, with Lyn Frazier (undergraduate, Spring)
- Ling 753: Seminar on Modes of Semantic Composition (graduate, Spring)
- Ling 201: Introduction to Linguistics (undergraduate, Fall)
- Ling 610: Semantics and Generative Grammar (graduate, Fall)
- Ling 797A: Third-Year Seminar (graduate, UMass Amherst, Fall)
- Introduction to Pragmatics (two weeks)
- Controlling the Discourse (two weeks)
2003–2004 (UMass Amherst)
- Ling 401: Introduction to Syntax (undergraduate, Spring)
- Ling 620: Formal Semantics (graduate, Spring)
- Ling 720: Proseminar in Semantics (graduate, Fall)
- Ling 797A: Third-Year Seminar, with Barbara Partee (graduate, Fall)
2002–2003 (UCSC)
- Writing I (Writing Program, Spring)
- Semantics II, Department of Linguistics, Spring 2002. [A sample Semantics II squib is available in PDF]
|
common_crawl_stanford.edu_48
|
exactInference.py
'''
Licensing Information: Please do not distribute or publish solutions to this
project. You are free to use and extend Driverless Car for educational
purposes. The Driverless Car project was developed at Stanford, primarily by
Chris Piech (piech@cs.stanford.edu). It was inspired by the Pacman projects.
'''
from engine.const import Const
import util
# Class: ExactInference
# ---------------------
# Maintain and update a belief distribution over the probability of a car
# being in a tile using exact updates (correct, but slow times).
class ExactInference(object):
# Function: Init
# --------------
# Constructer that initializes an ExactInference object which has
# numRows x numCols number of tiles.
def __init__(self, numRows, numCols):
self.belief = util.Belief(numRows, numCols)
''' initialize any variables you will need later '''
# Function: Observe
# -----------------
# Updates beliefs based on the distance observation and your agents position.
# The noisyDistance is a gaussian distribution with mean of the true distance
# and std = Const.SONAR_NOISE_STD.
def observe(self, agentX, agentY, observedDist):
''' your code here'''
# Function: Elapse Time
# ---------------------
# Update your inference to handle the passing of one heartbeat. Use the
# transition probability you created in Learner
def elapseTime(self):
''' your code here'''
# Function: Get Belief
# ---------------------
# Returns your belief of the probability that the car is in each tile. Your
# belief probabilities should sum to 1.
def getBelief(self):
return self.belief
|
common_crawl_stanford.edu_49
|
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