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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... | common_crawl_ocw.mit.edu_148 |
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 ... | common_crawl_ocw.mit.edu_149 |
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 disp... | common_crawl_ocw.mit.edu_150 |
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 ab... | common_crawl_ocw.mit.edu_151 |
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-... | common_crawl_ocw.mit.edu_152 |
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.... | common_crawl_ocw.mit.edu_153 |
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... | common_crawl_ocw.mit.edu_154 |
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 engageme... | common_crawl_ocw.mit.edu_155 |
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 Dem... | common_crawl_ocw.mit.edu_156 |
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 sem... | common_crawl_ocw.mit.edu_157 |
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 Contro... | common_crawl_ocw.mit.edu_158 |
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, Poten... | common_crawl_ocw.mit.edu_159 |
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 ... | common_crawl_ocw.mit.edu_160 |
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... | common_crawl_ocw.mit.edu_161 |
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.
... | common_crawl_ocw.mit.edu_162 |
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. Environment... | common_crawl_ocw.mit.edu_163 |
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 diff... | common_crawl_ocw.mit.edu_164 |
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. I... | common_crawl_ocw.mit.edu_165 |
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 e... | common_crawl_ocw.mit.edu_166 |
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 devel... | common_crawl_ocw.mit.edu_167 |
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] = ... | common_crawl_ocw.mit.edu_168 |
[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] = ... | common_crawl_ocw.mit.edu_169 |
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 Prim... | common_crawl_ocw.mit.edu_170 |
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 T... | common_crawl_ocw.mit.edu_171 |
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 h... | common_crawl_ocw.mit.edu_172 |
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... | common_crawl_ocw.mit.edu_173 |
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 involv... | common_crawl_ocw.mit.edu_174 |
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 e... | common_crawl_ocw.mit.edu_175 |
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... | common_crawl_ocw.mit.edu_176 |
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 t... | common_crawl_ocw.mit.edu_177 |
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 ... | common_crawl_ocw.mit.edu_178 |
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 ... | common_crawl_ocw.mit.edu_179 |
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 ... | common_crawl_ocw.mit.edu_180 |
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 an... | common_crawl_ocw.mit.edu_181 |
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... | common_crawl_ocw.mit.edu_182 |
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 an... | common_crawl_ocw.mit.edu_183 |
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 hum... | common_crawl_ocw.mit.edu_184 |
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 hum... | common_crawl_ocw.mit.edu_185 |
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... | common_crawl_ocw.mit.edu_186 |
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... | common_crawl_ocw.mit.edu_187 |
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:
- An... | common_crawl_ocw.mit.edu_188 |
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 cha... | common_crawl_ocw.mit.edu_189 |
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 sustainin... | common_crawl_ocw.mit.edu_190 |
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 techn... | common_crawl_ocw.mit.edu_191 |
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 “st... | common_crawl_ocw.mit.edu_192 |
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 Commo... | common_crawl_ocw.mit.edu_193 |
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 ur... | common_crawl_ocw.mit.edu_194 |
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 cons... | common_crawl_ocw.mit.edu_195 |
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 us... | common_crawl_ocw.mit.edu_196 |
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 - 1.3M... | common_crawl_ocw.mit.edu_197 |
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 ... | common_crawl_stanford.edu_0 |
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 ... | common_crawl_stanford.edu_1 |
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 ... | common_crawl_stanford.edu_2 |
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 ... | common_crawl_stanford.edu_3 |
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 ... | 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 ... | 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 ... | 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 ... | 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 ... | 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 ... | 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 ... | 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 ... | 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 ... | 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... | common_crawl_stanford.edu_13 |
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 prog... | 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/, th... | 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.
... | 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 en... | common_crawl_stanford.edu_17 |
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 ... | 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
J... | 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
Dept... | 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 ... | 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 basketb... | 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 L... | 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... | 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 manua... | 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 who... | 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 Pro... | 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 Staf... | common_crawl_stanford.edu_28 |
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 ... | common_crawl_stanford.edu_29 |
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 ... | common_crawl_stanford.edu_30 |
"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 nove... | common_crawl_stanford.edu_31 |
Clinical care, research, and education fuel innovation to advance human health.
Main Content
Health Care
Patient Care
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 uniq... | common_crawl_stanford.edu_32 |
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Bill ... | common_crawl_stanford.edu_37 |
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a
... | common_crawl_stanford.edu_38 |
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.
Interdisciplinar... | 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.
Interdisciplinar... | common_crawl_stanford.edu_40 |
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 pro... | common_crawl_stanford.edu_41 |
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.
Online Privacy Notice
This Online Privacy Notice (“Notice”) applies to the Personal Infor... | common_crawl_stanford.edu_42 |
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,... | common_crawl_stanford.edu_43 |
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 again... | common_crawl_stanford.edu_44 |
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 shim... | 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... | 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 ... | 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 ... | 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 projec... | common_crawl_stanford.edu_49 |
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