The United Nation Sustainable Development Goals (SDGs) aim to promote peace, end poverty, and protect the planet. Building resilient Infrastructure, promoting inclusive and sustainable Industrialization, and fostering Innovation are the themes for UN SDG9. The UN SDG16 promotes peaceful and inclusive societies for sustainable development, and building inclusive institutions at all levels. This VIP class integrates SDG 9 and 16 through a Peace Engineering framework.
This course is an exploration of social and environmental sustainability in Modern Iran with a focus on Iranian women changemakers. The course is fully remote with only one synchronous session each week. Taught in Persian. Students will have the opportunity to collaborate with different initiatives and work on projects focused on social and cultural sustainability on campus. Assignments will allow students to work in their medium of choice such as short videos, info graphs, paper, websites, or podcasts to give voice to sustainability efforts.
This course is an exploration of questions and themes in cultural sociology with a focus on the Middle East. The course is fully remote with one synchronous session each week. It fulfills non-U.S. requirement for HTS majors. Students will have the opportunity to collaborate with different initiatives and work on projects focused on social and cultural sustainability on campus. Assignments will allow students to create cultural products in their medium of choice such as short videos, info graphs, paper, websites, or podcasts to give voice to peacemaking efforts.
The course is focused on the topic of social and spatial justice and equity planning. The course explores the inequalities in our planning theory and practice. The course highlights and engages in the key debates in the realm of planning and urban policy. We collectively study the problems of equity and justice in various substantive topics including education, job training, housing and criminal justice system. It encourages thinking of approaches to difficult issues.
The course Modern Iran: Tehran on Screen is an exploration of modern Iran through cinematic representations of its capital city, Tehran and has the following four goals. First, it trains students to become participants in debates about the Iranian Cinema, mediated representations of Tehran, as well as Iranian arts, urban culture and society. In doing so, it introduces students to dominant paradigms of cinematic arts, urban social development and welfare, and situates such paradigms in the contemporary history of Iran.
The Reel Cities: Public Spaces & Social Issues is a course where students learn about the urban sociology of the Middle East through movies. This class has the following four goals. First, it trains students to become participants in debates about mediated representations of the Middle East, global violence, urbanism, poverty, and inequality. In doing so, it introduces students to dominant paradigms of urban development, sustainability, and social welfare and situates such paradigms in the 20th and the 21st century history of the Middle East.
Conservation approaches have now entered the age of databases, remotely sensed data, computational modeling, and datasets based on long term monitoring. The culmination of these rich data sources is a series of fascinating papers that mine these data to address compelling, big-picture questions about how species, communities, and ecosystems respond to environmental and anthropogenic changes. These studies provide the resources to guide conservation decisions and policies with insight and deliberation.
Life Cycle Assessment, ISYE 8813 teaches the methods of evaluating life cycle environmental, economic, and social impacts of products and services. Open to graduate students of all majors, this course includes work on an individual life cycle assessment matched to your interests and graduate program. Previous projects have included the life cycle impacts of clothing, the impacts of a large local Georgia coal plant, comparison of transportation technologies including electric vehicles, using solar energy for fertilizer production in India, and electricity in sub-Saharan Africa.
If you have wondered why American cities today are simultaneously sites of hyper-investment (New York) and radical disinvestment (Detroit); why European cities privilege public spaces and life lived in public spaces (Barcelona); why Asian cities (Hong Kong) appear to have addressed the Coronavirus public health emergency better than others . . . Three basic questions provide the framework for this course: What makes a great city – its physical form or the life it affords its inhabitants? How do cities come to be – how do they start? How do they develop?