Teaching & Academics
Sub Category
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Population and Society by Prof. A. K. Sharma , Department of Humanities and Social Sciences, IIT Kanpur For more details on NPTEL visit http://nptel.iitm.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Macro Economics by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Money & Banking by Prof.Surajit Sinha,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Introductory Sociology by Prof. A.K. Sharma, Department of Humanities and
Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.iitm.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Communication Skills by Dr. T. Ravichandran,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences, IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in b
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
History of Economic Theory by Dr. Shivakumar, Department of Humanities and Social Sciences IIT Madras, For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Better Spoken English by Prof. Shreesh Chaudhary, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Introduction to Film Studies by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Contemporary Literature by Dr. Aysha Iqbal Viswamohan, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Principles and Parameters in Natural Language by Prof.Rajesh Kumar,Department of Humanities and Social Sciences,IIT Madras.For more details on NPTEL visit http://nptel.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Indian Philosophy by Dr. Satya Sundar Sethy, Department of Humanities and Social Sciences, IIT Madras. For more details on NPTEL visit http://nptel.iitm.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Human Adjustment Processes by Prof. Braj Bhushan,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Selected Topics in Psychology by prof.Braj Bhushan,prof.Ajit Dalal,prof.Alok Bajpai,prof.Girishwar Misra,prof.JBP Sinha,prof.Manas K Mandal,prof.Rakesh K. Gupta,prof.Ramadhar Singh & prof.Vivek Benegal,Department of Humanities and Social Sciences,IIT Kanpur.For more details on NPTEL visit http://nptel.ac.in
Yale
المحاضرة الخامسة والعشرون والأخيرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن دوركهايم، حقائق اجتماعية
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الرابعة والعشرون من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن دوركهايم، الانتحار
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثالثة والعشرون من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن دوركهايم، نظرية الشذوذ
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثانية والعشرون من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن دوركهايم، أنواع التضامن الاجتماعي
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الحادية والعشرون من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ويبر، نظرية الطبقات
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة العشرون من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ويبر، السلطة القانونية-الرشيدة
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة التاسعة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ويبر، السلطة الكاريزمية
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثامنة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ويبر، السلطة التقليدية
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة السابعة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن أسس المفاهيم لنظرية ويبر حول الهيمنة
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة السادسة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ويبر، البروتستانتية والرأسمالية
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الخامسة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن فرويد، الجنس والحضارة
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الرابعة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن نيتشه، المعرفة، والسلطة، والأخلاق
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثالثة عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ماركس ونظرية الطبقات والاستغلال
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثانية عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ماركس ونظرية التاريخ
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الحادية عشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن نظرية المادية التاريخية 2
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة العاشرة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ماركس: نظرية المادية التاريخية 1
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة التاسعة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ماركس: نظرية الاغتراب
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثامنة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن سميث: اليد الخفية
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة السابعة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن ميل: النفعية والحرية
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة السادسة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن روسو: الدولة الطبيعة والتعليم
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الخامسة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن روسو: السيادة الشعبية والإرادة العامة
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الرابعة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن مونتسكيو: تقاسم السلطات
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
النظرية الاجتماعية المعاصرة (جامعة ييل) المحاضرة 3: لوك: المساواة والحرية والملكية والحق في الاختلاف
Yale
المحاضرة الثالثة من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن لوك: المساواة والحرية، والملكية والحق في الاختلاف
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الثانية من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي عن هوبز: السلطة وحقوق الإنسان والنظام الاجتماعي
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Yale
المحاضرة الأولى من مساق أسس النظرية الاجتماعية المعاصرة من جامعة ييل للبروفيسور ﺇﻳﻔﺎﻥ ﺳﻴﻠﻴﻨﻲ
وهي مقدمة حول المساق
رابط المساق
https://youtu.be/6eptJo4L4Ag?l....ist=PLgtqMzuQ7vip_I6
يمكنكم الاشتراك بقناتنا
https://www.youtube.com/user/s....hamsunalarabia?sub_c
---------------------------------- تعريف بموقعنا -------------------------------------
يوفر موقع "شمسنا العربية" عدد من المساقات المتكاملة والتي تحتوي على فيديوهات
وملفات التمارين والوظائف المنزلية والامتحانات (مع حلها) بالإضافة للمذكرات الدراسية
http://www.shamsunalarabia.org
http://www.facebook.com/shamsunalarabia
https://twitter.com/shamsunalarabia
Thomas Malthus's views on population. Malthusian limits. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/science/cosmology-and-astronomy/life-earth-universe/humanity-on-earth-tutorial/v/land-productivity-limiting-human-population?utm_source=YT&utm_medium=Desc&utm_campaign=cosmologystronomy
Missed the previous lesson? https://www.khanacademy.org/science/cosmology-and-astronomy/life-earth-universe/humanity-on-earth-tutorial/v/collective-learning?utm_source=YT&utm_medium=Desc&utm_campaign=cosmologystronomy
Cosmology & Astronomy on Khan Academy: The Earth is huge, but it is tiny compared to the Sun (which is super huge). But the Sun is tiny compared to the solar system which is tiny compared to the distance to the next star. Oh, did we mention that there are over 100 billion stars in our galaxy (which is about 100,000 light years in diameter) which is one of hundreds of billions of galaxies in just the observable universe (which might be infinite for all we know). Don't feel small. We find it liberating. Your everyday human stresses are nothing compared to this enormity that we are a part of. Enjoy the fact that we get to be part of this vastness!
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s Cosmology & Astronomy channel: https://www.youtube.com/channe....l/UChNPnEkW8LYZ5Rwi8
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
The Sixth Coalition forces Napoleon into exile on Elba. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/hundred-days-and-waterloo?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/french-invasion-of-russia?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Napoleon's disastrous invasion of Russia. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-forced-to-abdicate?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-s-peninsular-campaigns?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
French forces get embroiled in the Iberian Peninsula. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/french-invasion-of-russia?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-war-of-the-fourth-coalition?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Napoleon takes on Prussia and Russia and wins again. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-s-peninsular-campaigns?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-war-of-the-third-coalition?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Napoleon leads France to become the dominant power in Europe. Napoleon I becomes Emperor of France. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-war-of-the-fourth-coalition?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-wars-of-the-first-and-second-coalitions?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Overview of the first two coalitions against France and Napoleon's roles in them. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-war-of-the-third-coalition?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-4-the-rise-of-napoleon-bonaparte?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Dessalines takes on Leclerc and Rochambeau. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/renaissance-and-reformation/protestant-reformation/v/protestant-reformation-1?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-3-reign-of-terror?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Slaves rebel in Saint-Domingue (Haiti). Rise of Toussaint L'Ouverture. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/haitian-revolution/v/haitian-revolution-part-2?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/many-french-revolutions/v/les-miserables-and-france-s-many-revolutions?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
The rise of Napoleon Bonaparte. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/napoleon-bonaparte/v/napoleon-and-the-wars-of-the-first-and-second-coalitions?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-3-reign-of-terror?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
The Reign of Terror. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-4-the-rise-of-napoleon-bonaparte?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-2?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Royals try to escape. Champ De Mars Massacre. Declaration of Pillnitz. Movement towards becoming a Republic. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-3-reign-of-terror?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-1?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Called the Great War (before World War II came about), World War I was the bloody wake-up call that humanity was entering into a new stage of civilization. Really the defining conflict that took Europe from 19th Century Imperial states that saw heroism in war into a modern shape. Unfortunately, it had to go through World War II as well (that some would argue was due to imbalances created by World War I).
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Part 1 of the French Revolution. From the Convocation of the Estates General to the storming of the Bastille. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-2?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/pattern-of-us-cold-war-interventions?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: Do we need kings? Can people govern themselves? What rights do we all have? Can science and understanding uplift all of humanity? This topic lays the foundation for our modern thinking about the world. From democratic revolutions to the establishment of empires backed by industrial power.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Overview of cycles of regulation, de-regulation and government in 20th century US capitalism
More free lessons at: http://www.khanacademy.org/video?v=J33nVRyTeyU
Understanding when capitalism can potentially undermine innovation, competition and merit
More free lessons at: http://www.khanacademy.org/video?v=8NJEeEUUhaI
Outline of the 1973 Allende Coup in Chile and Pinochet's Junta (this video under CC-BY-SA). Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/pattern-of-us-cold-war-interventions?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/vietnam-war?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
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Comparing the patterns of Korea, Cuba and Vietnam. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-1?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/allende-and-pinochet-in-chile?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
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Sal gives an overview of the Vietnam War. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/allende-and-pinochet-in-chile?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/cuban-missile-crisis?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Sal gives an overview of the Cuban Missile Crisis. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/vietnam-war?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/bay-of-pigs-invasion?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Sal explains the Bay of Pigs Invasion. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/cuban-missile-crisis?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/korean-war-overview?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Sal talks about the origins and progress of the Korean War. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/bay-of-pigs-invasion?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/communism?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Overview of Communism and Marxist-Leninist states. Created by Sal Khan.
Watch the next lesson: https://www.khanacademy.org/humanities/world-history/euro-hist/cold-war/v/korean-war-overview?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
Missed the previous lesson? https://www.khanacademy.org/humanities/world-history/euro-hist/wo/v/1945-end-of-world-war-ii?utm_source=YT&utm_medium=Desc&utm_campaign=worldhistory
World history on Khan Academy: From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the complex world we inhabit today.
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy’s World History channel: https://www.youtube.com/channe....l/UC6KRvvmvkCchFMo2E
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
World War II, Hitler, Cold War, Bay of Pigs, Cuban Missile Crisis and the Space Race
More free lessons at: http://www.khanacademy.org/video?v=j2eKaxU-8kA
Reconstruction to the Great Depression
More free lessons at: http://www.khanacademy.org/video?v=zmBV87XA52Q
From Lee's Surrender to Grant to Lincoln's Assassination
More free lessons at: http://www.khanacademy.org/video?v=Frpq_A7Ky_Q
Jamestown to the Civil War. Correction: Jamestown was the first successful ENGLISH settlement in what is now the United States. The Spanish actually settled St. Augustine, Florida in 1595.
More free lessons at: http://www.khanacademy.org/video?v=ghgPq2wjQUQ
About Khan Academy: Khan Academy is a nonprofit with a mission to provide a free, world-class education for anyone, anywhere. We believe learners of all ages should have unlimited access to free educational content they can master at their own pace. We use intelligent software, deep data analytics and intuitive user interfaces to help students and teachers around the world. Our resources cover preschool through early college education, including math, biology, chemistry, physics, economics, finance, history, grammar and more. We offer free personalized SAT test prep in partnership with the test developer, the College Board. Khan Academy has been translated into dozens of languages, and 100 million people use our platform worldwide every year. For more information, visit www.khanacademy.org, join us on Facebook or follow us on Twitter at @khanacademy. And remember, you can learn anything.
Conditions for perfect competition. Looking at the airline industry
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/perfect-competition-topic/monopolies-tutorial/v/monopoly-basics?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Understanding the long term supply curve in terms of economic profit
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/firm-economic-profit/average-costs-tutorial/v/fixed-variable-and-marginal-cost?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Why it is rational to produce at a loss
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/firm-economic-profit/average-costs-margin-rev/v/long-term-supply-curve-and-economic-profit?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Thinking about a rational quantity of juice to produce
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Looking at marginal and average total cost in the context of a juice business
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
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Graphing variable cost, fixed cost and total cost
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
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Thinking about average fixed, variable and marginal cost
More free lessons at: http://www.khanacademy.org/video?v=bBQVaRnHqLs
How to account for things when you own the building instead of renting it
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Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/firm-economic-profit/economic-profit-tutorial/v/economic-profit-vs-accounting-profit?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
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Difference between a firm's accounting and economic profit
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Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/marginal-utility-tutorial/v/types-of-indifference-curves?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
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Indifference curves for normal goods, substitutes and perfect complements
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Using indifference curves to think about the point on the budget line that maximizes total utility
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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What I can buy with my income
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Seeing what happens to quantity demanded when price changes
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Why the marginal utility for dollar spent should be theoritically equal for the last increment of either good purchased
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Marginal utility and marginal benefit. How you would spend $5 on chocolate and fruit
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Who bears the burden for a tax on a good with perfectly elastic demand
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Who bears the burden for the taxes when demand is inelastic
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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What would happen if we have a percentage tax instead of a fixed dollar amount
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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The effect of taxation on the equilibrium price and quantity
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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How a minimum wage might effect the labor market
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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How instituting a price ceiling lower than the equilibrium price reduces the total surplus (dead weight loss)
Looking at the supply curve as an opportunity cost curve. Understanding the producer surplus as the area between the supply curve and the market price
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Looking at consumer surplus as area between the demand curve and the market price
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Consumer surplus as difference between marginal benefit and price paid
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Thinking about a demand curve in terms of quantity driving price
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Why we calculate percent changes in a strange way when calculating elasticities
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Thinking about elasticity of supply
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Price of one good impacting quantity demanded of another
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Clarification on the relationship between total revenue and elasticity
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Thinking about how total revenue and elasticity are related
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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What a demand curve with constant unit elasticity would look like
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Extreme examples of price elasticity of demand
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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Introduction to price elasticity of demand
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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In this video, learn about calculating the price elasticity of demand using the midpoint method (also called the arc elasticity method).
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/elasticity-tutorial/price-elasticity-tutorial/v/more-on-elasticity-of-demand?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
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Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
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How the equilibrium price or quantity might change due to changes in supply or demand
More free lessons at: http://www.khanacademy.org/video?v=NgPqyM3I_8o
Equilibrium price and quantity for supply and demand
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/market-equilibrium-tutorial/v/changes-in-market-equilibrium?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/supply-curve-tutorial/v/long-term-supply-curve-1?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How the price of inputs, price of related goods, number of suppliers technology, and expected future prices affects the supply curve
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/supply-curve-tutorial/v/long-term-supply-curve-1?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/supply-curve-tutorial/v/law-of-supply?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Introduction to the Law of Supply
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/supply-curve-tutorial/v/factors-affecting-supply?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/inferior-goods-clarification?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
More clarification on inferior and normal goods
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/supply-curve-tutorial/v/law-of-supply?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/normal-and-inferior-goods?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How the demand for some goods could actually go down if incomes go up
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/inferior-goods-clarification?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/changes-in-income-population-or-preferences?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How demand can be affected by changes in income, population or preferences
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/normal-and-inferior-goods?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/change-in-expected-future-prices-and-demand?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How changes in the price of related goods can shift demand
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/change-in-expected-future-prices-and-demand?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/law-of-demand?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Example of the law of demand
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/demand-curve-tutorial/v/price-of-related-products-and-demand?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/supply-demand-equilibrium/economics-introduction/v/introduction-to-economics?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Showing that a party benefits from trade as long as there is a comparative advantage (and not necessarily an absolute advantage)
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/marginal-utility-tutorial/v/marginal-utility?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/gains-from-trade-tutorial/v/comparative-advantage-specialization-and-gains-from-trade?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How two parties can get better outcomes by specializing in their comparative advantage and trading
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/gains-from-trade-tutorial/v/comparative-advantage-and-absolute-advantage?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/economic-growth-through-investment?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
How investing for capital formation can expand the production possibilities frontier (PPF)
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/gains-from-trade-tutorial/v/comparative-advantage-specialization-and-gains-from-trade?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/allocative-efficiency-and-marginal-benefit?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Marginal Utility and maximization
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/economic-growth-through-investment?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/increasing-opportunity-cost?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Why the opportunity cost may increase as you pursue more rabbits
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/allocative-efficiency-and-marginal-benefit?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/opportunity-cost?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
Opportunity cost (and marginal cost) based on the PPF
More free lessons at: http://www.khanacademy.org/video?v=pkEiHZAtoro
Tradeoffs for a hunter gatherer and the production possibilities frontier, and the notion of "ceteris paribus" (which means "everything else held equal").
Watch the next lesson: https://www.khanacademy.org/economics-finance-domain/microeconomics/choices-opp-cost-tutorial/production-possibilities/v/opportunity-cost?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Missed the previous lesson? https://www.khanacademy.org/economics-finance-domain/microeconomics/consumer-producer-surplus/externalities-topic/v/tragedy-of-the-commons?utm_source=YT&utm_medium=Desc&utm_campaign=microeconomics
Microeconomics on Khan Academy: Topics covered in a traditional college level introductory microeconomics course
About Khan Academy: Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
For free. For everyone. Forever. #YouCanLearnAnything
Subscribe to Khan Academy's Microeconomics channel: https://www.youtube.com/channe....l/UC_6zQ54DjQJdLodws
Subscribe to Khan Academy: https://www.youtube.com/subscr....iption_center?add_us
![دراسات فلسطينية: التسوية السياسية-03 [المحاضرة: 23/23]](https://i.ytimg.com/vi/mLMwOCcc-WY/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: التسوية السياسية -2 [المحاضرة: 22/23]](https://i.ytimg.com/vi/OWHn7uLYlD4/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: التسوية السياسية -1 [المحاضرة: 21/23]](https://i.ytimg.com/vi/R8R5GMm23mw/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام السياسي الفلسطيني - 4 [المحاضرة: 20/23]](https://i.ytimg.com/vi/-5_jAkq0RmQ/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام السياسي الفلسطيني - 3 [المحاضرة: 19/23]](https://i.ytimg.com/vi/JO0SS3AllhM/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام السياسي الفلسطيني - 2 [المحاضرة: 18/23]](https://i.ytimg.com/vi/4V8nP39_pOU/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام السياسي الفلسطيني-1 [المحاضرة: 17/23]](https://i.ytimg.com/vi/ms3Elxgf8dg/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: حرب الفرقان 2008-2009 [المحاضرة: 16/23]](https://i.ytimg.com/vi/n1JIkgCCp4s/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: الإنتفاضة المباركة 1987 [المحاضرة: 15/23]](https://i.ytimg.com/vi/WFZqswV1-ao/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: المواجهة العربية -الفلسطينية للمشروع الصهيوني-2 [المحاضرة: 14/23]](https://i.ytimg.com/vi/yEEj6Zy6pn0/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: المواجهة العربية -الفلسطينية للمشروع الصهيوني -1 [المحاضرة: 13/23]](https://i.ytimg.com/vi/XWjywJwalTQ/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام الساسي الصهيوني - 2 [المحاضرة: 12/23]](https://i.ytimg.com/vi/68t3YFNgiag/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: النظام الساسي الصهيوني [المحاضرة: 11/23]](https://i.ytimg.com/vi/2dKRgZMk0nA/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: قرار التقسيم وقيام الكيان الصهيوني [المحاضرة: 10/23]](https://i.ytimg.com/vi/iuCYOzY0EKU/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: الثورة الفلسطينية الكبري [المحاضرة: 9/23]](https://i.ytimg.com/vi/Ozj_mU-XtVM/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: المقاومة الفلسطينية للمشروع الصهيوني [المحاضرة: 8/23]](https://i.ytimg.com/vi/ZTeYgIMjc9A/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: اليهود في العالم [المحاضرة: 7/23]](https://i.ytimg.com/vi/w03astYvUFQ/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: الفكر الصهيوني [المحاضرة: 6/23]](https://i.ytimg.com/vi/V7PXDPs8bBo/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: الصهيونية فكرة وديانة وتنظيم ممارسة ونفوذ [المحاضرة: 5/23]](https://i.ytimg.com/vi/xu0qbIsIWW4/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: خلفيات بروز القضية الفلسطينية [المحاضرة: 4/23]](https://i.ytimg.com/vi/jW9y6XEWn6c/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: الحق التاريخي والديني [المحاضرة: 3/23]](https://i.ytimg.com/vi/fYfzN_cfPvQ/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: فلسطين في العهد الإسلامي ومكانتها [المحاضرة: 2/23]](https://i.ytimg.com/vi/TYtHPi7v2Z8/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
![دراسات فلسطينية: فلسطين الأرض والإنسان والتاريخ [المحاضرة: 1/23]](https://i.ytimg.com/vi/MjeaKysdUVE/mqdefault.jpg)
اسم المساق: دراسات فلسطينية
اسم المحاضر: أ. أمين دبور
الكلية: التجارة
القسم: الاقتصاد والعلوم السياسية
وصف المساق :
يتناول المساق دراسة الموضوعات التالية:
1. تاريخ فلسطين القديم، علاقة فلسطين بالتاريخ الإسلامي حتى المرحلة الحديثة.
2. تاريخ الحركة الصهيونية ودورها في بناء المدرسة اليهودية في عام 1948.
3. الثورات الفلسطينية، ودور الفلسطينيين في المحافظة على عروبة وإسلامية أرضهم.
4. حرب 1948م، والدور الفلسطيني والعربي وتصفية القضية بعد عام 1948.
5. جذور نشأة المقاومة الفلسطينية وفصائلها المتعددة بما فيها الفصائل الإسلامية.
6. وقرارات الأمم المتحدة المتعلقة بها.
7. عملية السلام وما آلت إليه حتى هذه المرحلة.
مركز التميز الأكاديمي:
http://quality.iugaza.edu.ps/E....xcellenceCenter/ar/D
قائمة محاضرات المساق:
http://www.youtube.com/playlist?feature=edit_ok&list=PL9fwy3NUQKwbqfBOTGv0uRF4ymPq-7IEI
الجامعة الإسلامية غزة:
http://www.iugaza.edu.ps/ar
قناة مركز التميز الأكاديمي بالجامعة الإسلامية - غزة على YouTube :
http://www.youtube.com/iugaza1
Milton (ENGL 220)
Milton's early ode, "On the Morning of Christ's Nativity" (1629) is presented and discussed. The author's preoccupation with his standing as a novice poet and his early ambitions, as carefully outlined in the letter to Charles Diodati, are examined. The ode's subject matter, other poets' treatment of the Nativity, and Milton's peculiar contributions to the micro-genre are discussed, including his curious temporal choices, the competitive attitude of his narrator, and the mingling of Christian and classical elements. The rejection of the pagan world in the poem's final stanzas is explicated and underscored as an issue that will recur throughout the corpus. Additional reading assignments for this class meeting include "At a Vacation Exercise in the College" (1628), "On the Death of a Fair Infant" (1628), and "Elegia sexta" (1629).
00:00 - Chapter 1. Introduction: The Nativity Ode
05:10 - Chapter 2. Milton on Poetry as a Divine Vocation
16:02 - Chapter 3. The Poetic Celebration of the Birth of Christ
18:43 - Chapter 4. Nativity Ode: The Prelude
30:59 - Chapter 5. Nativity Ode: The Hymn
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this final lecture, Professor Wrightson reviews the major themes of the class through a reflection on the nature of the historical process. He explains how the developments traced in the course illustrate the complex and ambiguous nature of historical change and emphasizes the importance of studying history as a means of "understanding ourselves in time" through the disciplined recreation of the past in the present. He concludes by offering his thanks to the Teaching Fellows.
00:00 - Chapter 1. Conclusions
03:54 - Chapter 2. Historiographical Lessons
15:31 - Chapter 3. Awards
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture, Professor Wrightson discusses the transformation of the English state in the twenty years following the Glorious Revolution of 1688. He examines the ambiguities of the Revolutionary Settlement which placed authority in William III and Mary II following the deposition/abdication of James II, and the manner in which parliamentary government was strengthened through responses to the demands of the wars precipitated by the revolution, culminating in the constitutional provisions of the Act of Settlement of 1701. Finally he considers the origins and outcomes of the 1707 Act of Union which fused the kingdoms of Scotland and England into the United Kingdom of Great Britain, and ends by briefly characterizing the paradoxical realities of the British state of 1714.
00:00 - Chapter 1. The Glorious Revolution of 1688
07:28 - Chapter 2. Settlement
12:25 - Chapter 3. War
16:15 - Chapter 4. The Financial Revolution
34:17 - Chapter 5. Scotland
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson discusses the remarkable growth of the British economy in the late seventeenth and early eighteenth centuries. He examines the changed context of stable population and prices; regional agricultural specialization; urbanization; the expansion of overseas trade both with traditional European trading partners and with the Americas and the East; the growth of manufacturing industries which served both domestic and overseas markets, and the intensification of internal trade. He describes and explains the emergence of an increasingly closely articulated national market economy, closely linked to a nascent world economy in which Britain now played a core role.
00:00 - Chapter 1. The Economy in the Late Seventeenth and Early Eighteenth Centuries
01:16 - Chapter 2. Economic Growth
08:36 - Chapter 3. Agriculture and Polycentric Urbanism
17:06 - Chapter 4. Commerce
30:46 - Chapter 5. Industrial Agglomeration
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture Professor Wrightson discusses the Restoration settlement of 1660 and the reigns of Charles II and James II. He highlights the manner in which tensions between the crown and the political nation slowly escalated during Charles's reign (as a result of his attempts to grant religious toleration, unpopular wars against the Dutch and diplomatic alliances with France). Charles showed himself to be a shrewd politician and managed to contain these tensions, but the situation became increasingly fraught after the alleged 'Popish Plot' precipitated the 'Exclusion Crisis' of 1679-81 and the emergence of the 'Whig' and 'Tory' parties. Charles faced down the threat to his authority successfully. However, he was succeeded in 1685 by his openly Catholic brother James II, who proved politically inept and unable to build on Charles' success. Fears of James' catholicizing and absolutist intentions erupted in 1688 in the 'Glorious revolution,' when the Dutch leader William of Orange (husband of James' daughter Mary) was invited to intervene, leading in James' flight abroad and the offer of the crown to William and Mary.
00:00 - Chapter 1. Restoration: Convention Parliament
04:42 - Chapter 2. Cavalier Parliament
09:10 - Chapter 3. Charles II
20:38 - Chapter 4. The Exclusion Crisis
33:02 - Chapter 5. James II
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture Professor Wrightson considers the events leading to the execution of Charles I in 1649, and the republican regimes of 1649-60 (the Commonwealth and the Protectorate), with particular attention to the role of Oliver Cromwell. He begins with the unsuccessful attempts to negotiate a settlement with Charles I after the civil war, the intervention of the army in 1647 and the outbreak of the second civil war in 1648, which culminated in Pride's Purge and the trial and execution of Chares I. He then considers Cromwell's campaigns in 1649-51, his expulsion of the Rump Parliament in 1653, the nominated parliament of 1653 (Barebone's Parliament) and the two phases of the Cromwellian Protectorate 1654-8, ending with the instability following Cromwell's death and the restoration of the monarchy in 1660. Professor Wrightson notes that although the Restoration marked the failure of the revolution, the political landscape had been irrevocably changed. The restored monarchy lived in the shadow of the civil war, the politicization of a large section of society was not reversed, religious dissent was now a permanent reality, and a plethora of new political and religious ideas had been advanced.
00:00 - Chapter 1. Continuing Tensions
09:18 - Chapter 2. Putney Debates
14:43 - Chapter 3. Renewal of War
22:56 - Chapter 4. A Commonwealth and Free State
29:23 - Chapter 5. Cromwell as Lord Protector
38:20 - Chapter 6. Dissolution of Parliament
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson begins his examination of the major events of the English Civil Wars which culminated ultimately with the defeat of the royalist forces and the execution of King Charles I in 1649. He describes how Charles was forced to end his personal rule and call a parliament in 1640 in order to defend England against invading Scottish armies. The events of the Short Parliament and the first sessions of the Long Parliament are examined, culminating in the outbreak of war in 1642. The composition of both royalist and parliamentarian support is discussed, followed by the war aims and strategies of the two sides and the campaigns and politics of 1642-44, leading eventually to the formation of the New Model Army under the leadership of Sir Thomas Fairfax and Oliver Cromwell. He concludes with the victory of parliamentary forces in 1645-1646.
00:00 - Chapter 1. Reemergence of Parliament
12:12 - Chapter 2. Rebellion in Ireland
14:49 - Chapter 3. Civil War: Foundations
20:52 - Chapter 4. War Begins
33:02 - Chapter 5. War Continues
47:41 - Chapter 6. Struggle Ends, for a Time
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson reviews the events leading up to the outbreak of the English civil wars and assesses the various historiographical interpretations that have been advanced to explain the war. He notes that while it is essential to appreciate the various long-term causes of the conflict, we must also recognize the role of contingency in the period leading up to the war. He then describes tensions between the crown and the political nation under James I and Charles I with particular attention to the role of the Duke of Buckingham, growing dissatisfaction with royal policy and the increasingly acrimonious tone of parliaments in the 1620s. The fresh start represented by the period of 'personal rule' 1629-40 is then considered, with an emphasis on the anxiety aroused by royal financial expedients (notably Ship Money) and religious policy. He ends with the violent response to the attempt by Charles I and Laud to impose prayer book worship on the Scottish church, which triggered the collapse of Charles attempt to rule without calling parliament.
00:00 - Chapter 1. A High Road to Civil War?
08:01 - Chapter 2. Buckingham
15:40 - Chapter 3. Five Parliaments
27:48 - Chapter 4. Dissolution of 1629
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson reviews the conflicts which developed within the Church of England in the early seventeenth century and played a role in the growing tensions which led to the English civil wars. Wrightson begins by describing the 'Jacobethan consensus' which largely prevailed throughout the reign of James I, characterized by broad-based conformity and adherence to Calvinist doctrine. However, this consensus was strained by the local activism of Puritans in many areas. The success of these Puritan efforts at local reformation was uneven across the country and largely depended on whether Puritan clerics were able to secure the support of secular magistrates in order to enforce godly discipline. He next considers the Arminian movement (anti-Calvinist in doctrine and with strong elements of ritualism and clericalism) which destroyed the Jacobethan consensus. He traces how the rise of Arminianism resulted in the polarization and politicization of religion with Charles I's appointment of Arminian clerics (notably William Laud) to positions of control of the church and their repression of Puritan opponents.
00:00 - Chapter 1. Jacobethan Consensus
07:12 - Chapter 2. Puritan Reformation
25:59 - Chapter 3. Arminian Reaction
42:18 - Chapter 4. Results
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson begins by assessing the state of education in the late medieval period and then discusses the two cultural forces (Renaissance humanism and the Reformation) which lay behind the educational expansion of the sixteenth and seventeenth centuries. While there were distinct hierarchies of learning in the period (with women and the lower orders having far fewer educational opportunities open to them than other members of the social order), this was genuinely a revolutionary period in terms of education. Attendance at the universities and the Inns of Court expanded exponentially, educational ideals for the elite were transformed, standards of clerical education reached unprecedented heights, grammar schools and petty schools were founded across the country and, by the end of the period, literacy levels in the population were much higher. England was now a partially literate society and was well on its way to achieving mass literacy. A threshold had been crossed, and this shift had far-reaching cultural and political effects.
00:00 - Chapter 1. Education: Cultural Influences Underlying an Increase in Schooling
09:33 - Chapter 2. Elite Education
21:03 - Chapter 3. Clerical Education
22:42 - Chapter 4. Education for Commoners
26:16 - Chapter 5. Limits in the Educational Revolution
30:41 - Chapter 6. Literacy
36:59 - Chapter 7. Gender
40:18 - Chapter 8. Conclusions
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson reviews the basic structures and aims of popular protest: notably food riots and agrarian disturbances. He notes that such disturbances were often surprisingly orderly affairs, rather than chaotic expressions of discontent. They aimed to defend traditional rights (rooted in custom) that participants felt were being threatened, either by food shortages or by agrarian changes such as enclosure. The forms taken by such events reveal a coherent moral order. Professor Wrightson reviews the tactics employed by protestors and the ways in which they constituted attempts to negotiate with authority. Official responses were often equally restrained (although the government was capable in some situations of displaying real severity). He concludes by noting that these forms of early modern popular protest were fundamentally political in nature, and that while agrarian resistance gradually subsided, these defenses of popular custom and rights influenced early forms of labor organization from the late seventeenth century onwards.
00:00 - Chapter 1. Riot
18:21 - Chapter 2. Ritualism
21:38 - Chapter 3. Legitimizing Ideas
29:01 - Chapter 4. Riot as a Tactic
37:50 - Chapter 5. Riot as Un-political
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture Professor Wrightson examines the problem of order in early modern society, focusing on crimes of violence and upon property crime. In examining violence, he notes the existence of special cases geographically (the borderlands) and socially (aristocratic violence) before looking at the lower (and gradually declining) levels of homicide in general. He then considers property crime, distinguishing the various categories of theft and the manner in which cases were brought to, and handled in, the courts. The late sixteenth and early seventeenth centuries witnessed a peak in prosecution, but while the law could be harsh and bloody in meting out punishment, it was also characterized by discretionary extension of mercy. Interpretations of the use of such discretion are compared and assessed -- as are the limits that existed on its use in a society that believed in the deterrent effect of 'exemplary punishment.'
00:00 - Chapter 1. The Question of Violence
03:25 - Chapter 2. Examples
11:01 - Chapter 3. Responses
16:48 - Chapter 4. Homicide
23:16 - Chapter 5. Property Crime: Capital and Non-capital, Clergyable and Non-clergyable
27:47 - Chapter 6. Incidences
34:52 - Chapter 7. Responses
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture, Professor Wrightson discusses witchcraft and magic. He begins with the context of magic beliefs in this period, introducing the 'cunning folk' who had reputations as healers and were often consulted. He then considers the specific problem of witchcraft, the use of magic to do harm, and its identification by the late medieval church as a form of anti-Christian cult. He examines the distinctive nature of both witchcraft beliefs and the history of witchcraft prosecution in England (as compared with both Scotland and continental Europe), outlining the typical circumstances of a witchcraft accusation and what these might suggest about the rise and fall of concern with witchcraft. Finally he considers a number of unresolved problems in the history of witchcraft in England: the nature of the links between gender and witchcraft; the reasons behind the passage of the statutes defining witchcraft as a crime; and the exceptionally large number of trials conducted in the county of Essex.
00:00 - Chapter 1. Magic
08:56 - Chapter 2. Differences between Witchcraft in England and in Europe
19:26 - Chapter 3. Trials in England
35:05 - Chapter 4. Witchraft Statutes in Essex
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson reviews the consequences of the economic and population changes discussed in the last lecture. While economic shifts allowed some members of English society, especially members of the gentry and the land-holding classes, to increase their wealth, they also (coupled with an expanding population and price inflation) resulted in the growth of poverty and vagrancy. Professor Wrightson discusses the relative wealth and economic pressures faced by various segments of the early modern population (providing specific examples) and suggests that, while society was becoming increasingly polarized between the poor and the wealthy, there was also a third group, the 'middling sort,' who were expanding in numbers and influence. Professor Wrightson concludes by touching on the rising levels of poverty in the period and government responses to it (culminating in the passage of the Poor Laws), as well as very real human element in these larger social and economic processes.
00:00 - Chapter 1. Effects of Economic Expansion on the Nobility and Gentry
06:47 - Chapter 2. The Tenantry
16:06 - Chapter 3. Trade
23:02 - Chapter 4. Social Polarization
37:24 - Chapter 5. Further Developments
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson traces the major economic expansion of the late sixteenth and early seventeenth centuries. Despite occasional crises of mortality, population levels rose steadily, particularly in urban areas. Increased population levels resulted in enhanced agricultural and industrial output. Professor Wrightson reviews the extension of the cultivated area, forms of agricultural improvement and trends in enclosure. He then examines urban growth, the expansion of traditional industries such as cloth-making, and the development of new ones such as coal production. He ends by discussing the intensification of internal commerce and the expansion in foreign trade which took place during the Despite economic expansion and a greatly increased national income, however, prices continued to rise, real wages remained depressed, and the problem of poverty appears to have grown.
00:00 - Chapter 1. Economic History
04:05 - Chapter 2. Agriculture
15:14 - Chapter 3. Urbanization
26:47 - Chapter 4. Changing Industrial Trends
38:53 - Chapter 5. Looking Outward
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture Professor Wrightson provides an overview of central political issues of the reign of Queen Elizabeth I. He discusses the Queen's personal character and identity-forming experiences (and the challenges posed by her gender), the manner in which she interacted with her political advisors (notably William Cecil) and addresses the foreign and domestic crises which impacted her rule (such as the ongoing threat posed by the claims of Mary, Queen of Scots to the English throne and England's increasingly tense relationship with Spain). In particular, Professor Wrightson highlights the shifts in political culture which occurred during the period, as ideas concerning political participation and the role of institutions such as Parliament expanded. He introduces Patrick Collinson's notion of the Elizabethan regime as something of a "monarchical republic," with the Queen exercising power in cooperation with political stakeholders whose ideas about governance were informed by both their Protestant convictions and classical political principles.
00:00 - Chapter 1. Elizabeth I and Her Councilors
15:37 - Chapter 2. Foreign Policy
25:13 - Chapter 3. Succession
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson discusses the Elizabethan settlement of religion and the manner in which it was defended from both 'Papist' and 'Puritan' opponents. The settlement of religion achieved in 1559 (and enforced through the Act of Uniformity) restored the royal supremacy, but was in some respects deliberately ambiguous, combining moderately Protestant doctrine with traditional forms of worship and church government. It was designed to minimize the danger of religious conflict by appealing to traditionalists as well as convinced Protestants. From the 1570s, however, the settlement came under attack from both Catholics and Puritans (the "hotter sort of Protestants" dissatisfied with the limits of the Elizabethan reformation). Wrightson describes how both threats were countered and defeated, while the Church of England gradually became normalized and accepted by the population as a whole.
00:00 - Chapter 1. Religion and Elizabeth I
13:43 - Chapter 2. Catholics
28:34 - Chapter 3. Protestants
46:01 - Chapter 4. Reformation as a Series of Confirming Experiences
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson surveys the changing economic landscape of early modern England in the early sixteenth century. He notes that, throughout the period, population levels rose and, at the same time, inflation caused a rise in prices, and real wages fell. While many landowners were able to raise rents on their lands and profit from enclosing land, and many yeoman farmers prospered, these trends also resulted in a measure of social dislocation and a growth in poverty and vagrancy. Moral outrage at these developments was voiced by the so-called Commonwealth's Men, and popular discontent resulted in large scale rebellions, such as the Pilgrimage of Grace and Kett's Rebellion. Professor Wrightson ends by discussing the economic thought of Sir Thomas Smith, which influenced government initiatives to combat these problems.
00:00 - Chapter 1. Rising Prices and Population
04:45 - Chapter 2. Landlords and the Peasantry
21:14 - Chapter 3. Poverty
26:29 - Chapter 4. The Commonwealth's Men
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson examines the various stages of the reformation in England, beginning with the legislative, as opposed to doctrinal, reformation begun by Henry VIII in a quest to settle the Tudor succession. Wrightson shows how the jurisdictional transformation of the royal supremacy over the church resulted, gradually, in the introduction of true religious change. The role played by various personalities at Henry's court, and the manner in which the King's own preferences shaped the doctrines of the Church of England, are considered. Doctrinal change, in line with continental Protestant developments, accelerated under Edward VI, but was reversed by Mary I. However, Wrightson suggests that, by this time, many aspects of Protestantism had been internalized by part of the English population, especially the young, and so the reformation could not wholly be undone by Mary's short reign. The lecture ends with the accession of Elizabeth I in 1558, an event which presaged further religious change.
00:00 - Chapter 1. The English Reformation
04:36 - Chapter 2. A Gathering Crisis
13:18 - Chapter 3. The Royal Supremacy
20:12 - Chapter 4. The Henrician Reformation
34:13 - Chapter 5. The Edwardian Reformation
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
In this lecture Professor Wrightson surveys the religious landscape of England during the later medieval period through to the reign of Henry VIII and the beginnings of the reformation. He notes that while the late medieval church was more vibrant and popular than many early triumphal analysis of the reformation allowed for, there were, nonetheless, critics of Catholicism within England. He traces the earlier opposition to the church as arising from three primary groups: those educated clerics and laymen who desired reform within the church, the small pockets of Lollards within England who opposed traditional religion, and the group of people influenced by European reformation thought who would later work to implement doctrinal change within the Church of England. Professor Wrightson also provides an analysis of late medieval piety and the role that the traditional church played in people's daily lives at the local level prior to the reformation.
00:00 - Chapter 1. Religion
05:08 - Chapter 2. The Pre-Reformation Church
14:51 - Chapter 3. Potential Weaknesses
29:31 - Chapter 4. Criticism
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson begins by discussing recent trends in English political history, which has expanded from focusing solely on institutions to include analysis of political culture. After this, the formal institutions of government, such as the various law courts, the offices of royal administration, and Parliament, are briefly defined and situated. In the remainder of the lecture, Professor Wrightson explores the dynamics of royal power and authority. The impact of the personalities of Henry VII and Henry VIII on their individual reigns are noted and their relationships with the nobility are focused upon. Professor Wrightson addresses the manner in which the early Tudor kings solidified and extended royal authority through the uses of propaganda, patronage, consultations, and coercion. He ends by signaling the expansion of government which was to occur post-1530 as a result of the issues of the succession and religious change.
00:00 - Chapter 1. The Early Tudors
06:09 - Chapter 2. Institutions: The King
15:08 - Chapter 3. Parliament
19:28 - Chapter 4. Monarchy
30:43 - Chapter 5. Propaganda, Patronage, Consultation, and Coercion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson discusses local particularism and regionalism in early modern England and highlights the importance of local customs and economic patterns. He then focuses on the manner in which these local areas, while enjoying a measure of cultural, institutional, and economic autonomy, were simultaneously integrated into a larger national whole. The role of trade (both between English regions and with the Continent via the Netherlands), the importance of market towns within the localities as nexuses of social and economic interaction, the place of 'provincial capitals,' and the pivotal position of the metropolis of London are all considered. Throughout the lecture Professor Wrightson also provides details of early modern regional topography and information concerning the role of urban areas in early modern social and economic life.
00:00 - Chapter 1. Countries
11:14 - Chapter 2. Local Markets
22:36 - Chapter 3. Regional and Interregional Patterns of Trade
25:36 - Chapter 4. Trading Systems of National or International Significance
39:30 - Chapter 5. Limitations
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson begins by discussing how modern perceptions of the 'traditional' community have informed the manner in which the early modern social landscape is discussed. From here he moves on to address the lived reality of community and social bonds in the period. The roles that the intertwined ideas of lordship and tenancy, custom, neighborliness and social 'credit' played in rural manors and parishes are examined, as are urban institutions like the guilds, and relationships of kinship more generally. Professor Wrightson argues that the social bonds of community and neighborliness were indeed key features of early modern society and could occupy a pivotal position in people's lives, but also warns that communities could also be restrictive and riven by conflicts and tensions. While recognizing the importance of bonds of mutual obligation, we must not sentimentalize them.
00:00 - Chapter 1. Community
08:24 - Chapter 2. Authority
18:32 - Chapter 3. Neighbors
37:27 - Chapter 4. Kinship
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson lectures on the structures of households in early modern England. Differentiating between urban and rural households, the households of great lords and those of yeoman, husbandmen, and craftsmen, the varying structures and compositions of households are discussed. The process by which households were established, courtship and marriage, are addressed. Stressing the various ways in which early modern households differed from modern notions of the home, Professor Wrightson analyzes the roles played by individuals within them. The positions occupied by women and the array of tasks that they were expected to perform in furtherance of the household economy receive detailed attention, as do the experiences of children. Professor Wrightson discusses the manner in which households could be affected by external crises, such as plague or harvest failure, and touches on the strategies and steps employed by householders to ensure survival of this important unit.
00:00 - Chapter 1. The Household
05:45 - Chapter 2. "Huswifery"
14:48 - Chapter 3. The Role of Children
17:54 - Chapter 4. The Priority of Survival
24:11 - Chapter 5. Providing for the Future
28:47 - Chapter 6. Marriage
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson provides a broad sketch of the social order of early modern England, focusing on the hierarchical language of "estates" and "degrees" and the more communitarian ideal of the "commonwealth" by which society was organized. The differences between the social structure in rural and urban areas are addressed and the subordinate roles of women and the young are also outlined. Professor Wrightson discusses the differences between members of peerage, the gentry, and the commonalty and the social positions of servants, yeoman, husbandmen, and apprentices are explained. The mechanisms by which the social order was preserved, such as prescriptive literature and ecclesiastical injunctions, are also considered. Professor Wrightson concludes that, while in the theory the social order was rigidly hierarchical and rooted in relationships of authority and subordination, in practice there was a great more flexibility and ambiguity within every day interpersonal social relationships.
00:00 - Chapter 1. The Tree of Commonwealth
11:07 - Chapter 2. The Nobility
18:17 - Chapter 3. The Commonalty
26:26 - Chapter 4. Gender and Age
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts (HIST 251)
Professor Wrightson provides an introduction to the course. He briefly discusses the main features of the political and social landscape of early modern England and then summarizes the broad social and structural changes that occurred during the period. Professor Wrightson offers some thoughts on the nature of history and the study of history and focuses, in particular, on the benefits of studying the history of early modern England. He notes that the history of Britain in this period affected many other nations, such as early America and Canada, as well as later colonies such as those in Africa and India, and that studying these events helps us to better understand ourselves in time and contextualize many of the features of modern society that we take for granted.
00:00 - Chapter 1. The Historical Importance of Epidemics
07:23 - Chapter 2. Themes of the Course
19:49 - Chapter 3. Humoralism and Bubonic Plague
28:37 - Chapter 4. Logistics
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
The American Revolution (HIST 116)
Professor Freeman discusses when we can consider a revolution to have ended, arguing that a revolution is finally complete when a new political regime gains general acceptance throughout society - and that, for this reason, it is the American citizenry who truly decided the fate and trajectory of the American Revolution. Yet, in deciding the meaning of the Revolution, the evolving popular memory of its meaning counts as well. Founders like Thomas Jefferson and John Adams frequently told younger Americans not to revere the Revolution and its leaders as demigods, insisting that future generations were just as capable, if not more so, of continuing and improving America's experiment in government. Professor Freeman concludes the lecture by suggesting that the ultimate lesson of the American Revolution is that America's experiment in government was supposed to be an ongoing process; that the Revolution taught Americans that their political opinions and actions mattered a great deal - and that they still do.
00:00 - Chapter 1. Introduction: The End of the Revolution
02:21 - Chapter 2. Change and Acceptance of Revolutionary Principles between the 1770s and 1790s
15:00 - Chapter 3. Gauging Change in Public Opinion and Acceptance of New Governance: Eyewitness Accounts
24:29 - Chapter 4. Reconstructing and Remembering the American Revolution: The Founders' Reflections
39:27 - Chapter 5. Revolution Runs in the People: A Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses the national debate over the proposed Constitution, arguing that in many ways, when Americans debated its ratification, they were debating the consequences and meaning of the Revolution. Some feared that a stronger, more centralized government would trample on the rights and liberties that had been won through warfare, pushing the new nation back into tyranny, monarchy, or aristocracy. The Federalist essays represented one particularly ambitious attempt to quash Anti-Federalist criticism of the Constitution. In the end, the Anti-Federalists did have one significant victory, securing a Bill of Rights to be added after the new Constitution had been ratified by the states.
00:00 - Chapter 1. Introduction: Creating a Nation
02:53 - Chapter 2. Difficulties in Ratifying the Constitution: Exchanges between Jefferson and Madison, and Ezra Stiles's Diary
14:20 - Chapter 3. Debates on Balance of Power between Anti-Federalists and Federalists
22:32 - Chapter 4. In Defense of the Constitution: The Federalist Essays
28:54 - Chapter 5. The Anti-Federalists' Push for Bill of Rights
36:04 - Chapter 6. General Consensus on Experimenting with Republican Government and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses the national debate over the proposed Constitution, arguing that in many ways, when Americans debated its ratification, they were debating the consequences and meaning of the Revolution. Some feared that a stronger, more centralized government would trample on the rights and liberties that had been won through warfare, pushing the new nation back into tyranny, monarchy, or aristocracy. The Federalist essays represented one particularly ambitious attempt to quash Anti-Federalist criticism of the Constitution. In the end, the Anti-Federalists did have one significant victory, securing a Bill of Rights to be added after the new Constitution had been ratified by the states.
00:00 - Chapter 1. Introduction: The Constitution was Not Inevitable
08:48 - Chapter 2. State Fears of Monarchy: Attendees of the Constitutional Convention
22:24 - Chapter 3. Initial Plans to Revise the Articles and Madison's Virginia Plan
29:11 - Chapter 4. The New Jersey Plan and Hamilton's Praise of British Governance
34:56 - Chapter 5. Debates on State Representation, Slavery, and the Executive Branch
44:44 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses how the new nation moved towards creating a stronger, more centralized national government than the Articles of Confederation. Complications of commerce between individual states - a factor that wasn't regulated by the Articles - led to a series of interstate gatherings, like the Mount Vernon Conference of March 1785. Some strong nationalists saw these meetings as an ideal opportunity to push towards revising the Articles of Confederation. Professor Freeman ends with a discussion of James Madison's preparations for the Federal Convention, and the importance of his notes in understanding the process by which delegates drafted a new Constitution.
00:00 - Chapter 1. Introduction: The Road to the Constitutional Convention
06:07 - Chapter 2. Complications of Interstate Commerce and the Mount Vernon Conference
13:11 - Chapter 3. Nationalist Hopes to the Revise the Articles of Confederation
23:29 - Chapter 4. Madison's Historical Analyses of Republics and the Results of the Annapolis Convention
37:27 - Chapter 5. Madison's Notes on the Constitutional Convention
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses the Articles of Confederation. Although they seem hopelessly weak in the long view of history, the Articles made perfect sense as a first stab at a national government by a people who deeply distrusted centralized power - a direct product of their recent experience of the British monarchy. Among the many issues that complicated the drafting of the Articles, three central issues included: how war debts to European nations would be divided among the states; whether western territories should be sold by the national government to pay for those debts; and how large and small states would compromise on representation. When a series of events - like Shays' Rebellion - highlighted the weaknesses of the Articles, some Americans felt ready to consider a stronger national government.
00:00 - Chapter 1. Introduction: A Union Without Power
02:12 - Chapter 2. Representation, Taxation, Western Lands: Debates on the Articles of Confederation
10:03 - Chapter 3. The Immediate Effects of the Articles
17:15 - Chapter 4. Frail Foreign Relations, Weak Congress, Splitting States: Weaknesses in the Confederation in the 1780s
30:40 - Chapter 5. Shays' Rebellion and Newbough Conspiracy: Their Impacts on Thoughts for a Stronger, National Government
40:02 - Chapter 6. How Can the States be United? Debates on the National Constitution
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
This lecture discusses the ongoing political experimentation involved in creating new constitutions for the new American states. Having declared independence from Great Britain, Americans had to determine what kind of government best suited their individual states as well as the nation at large; to many, this was the "whole object" of their revolutionary turmoil. Different people had different ideas about what kind of republican government would work best for their state. Should there be a unicameral or a bicameral legislature? How should political representation be organized and effected? How far should the principle of popular sovereignty be taken?
00:00 - Chapter 1. Introduction: Confederation
03:13 - Chapter 2. An Atmosphere of Experimentation with Governance
07:47 - Chapter 3. Congressional Encouragement of New State Constitutions
13:38 - Chapter 4. Adams's Thoughts on Government: Support for Bicameral Legislature
20:12 - Chapter 5. Core Tenets and Ideas in the State Constitutions
32:30 - Chapter 6. The Development of the Articles of Confederation
41:31 - Chapter 7. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses the experiences of African Americans, women, and Native Americans during the Revolution, framing her discussion within a larger historical debate over whether or not the Revolution was "radical." Freeman ultimately concludes that while white American males improved their position in society as a result of the Revolution, women, African Americans, and Native Americans did not benefit in the same ways.
00:00 - Chapter 1. Introduction: War and Society
01:53 - Chapter 2. How Radical was the Revolution?
08:52 - Chapter 3. African Americans during the American Revolution: Issues on Fighting and Slavery
24:02 - Chapter 4. The Extent of Inclusion of Women in the Political Community
34:24 - Chapter 5. Native Americans' Relations with the British and the Americans
41:34 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Today's lecture concludes Professor Freeman's discussion of the four phases of the Revolutionary War. America's victory at the Battle of Saratoga in 1777 marked the end of the third phase of the war, and led to a turning point in the conflict: France's decision to recognize American independence and enter into an alliance with the fledging nation. Although the British made one final attempt at reconciliation in 1778 with the Conciliatory Propositions, they were rejected by the Continental Congress. The fourth and final phase of the war lasted from 1779 to 1781, as the British Army focused its attention on the American South. The British seized Charleston and South Carolina, and defeated the Continental Army in a series of battles. But with the help of the French fleet, Washington was able to defeat Cornwallis's army at the Battle of Yorktown in 1781. Peace negotiations to end the Revolutionary War began in Paris in June of 1782.
00:00 - Chapter 1. Introduction: The Revolution was Not Inevitable
04:46 - Chapter 2. Summary of the First Three Phases of the War
12:13 - Chapter 3. Franklin in Paris and France's Recognition of America
21:20 - Chapter 4. The British Conciliatory Propositions and their Rejection
25:09 - Chapter 5. The Final Phase: Valley Forge and the American South
39:04 - Chapter 6. The French Impact on the War and Peace Negotiations in Paris
45:08 - Chapter 7. Victory, Independence, and Uncertainty
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman explains the logic behind American and British military strategy during the early phases of the Revolution. First, she discusses the logistic disadvantages of the British during the war: the difficulties shipping men and supplies from more than three thousand miles away; the vast expanse of countryside with no one central target to attack; difficulties in recruiting British soldiers to fight in America; and the fact that the British faced a citizen army comprised of highly motivated soldiers who didn't act in predictable ways. In addition, the British consistently underestimated the revolutionaries in America, and overestimated Loyalist support. Professor Freeman also discusses the four main phases of the Revolutionary War, differentiated by shifts in British strategy. During the earliest phase of the war, the British thought that a show of military force would quickly lead to reconciliation with the colonists. During the second phase, the British resolved to seize a major city - New York - in the hope that isolating New England from the rest of the colonies would end hostilities. By 1777, the war had entered its third phase, and the British set their sights on seizing Philadelphia and defeating George Washington. This phase ended with the Battle of Saratoga in late 1777.
00:00 - Chapter 1. Introduction
04:14 - Chapter 2. British Disadvantages in the War
10:39 - Chapter 3. British Assumptions of Citizen Armies and Loyalists
18:45 - Chapter 4. The First Phase: British Displays of Force
29:31 - Chapter 5. The Second Phase: Capturing New York
41:42 - Chapter 6. Third Phase: Defeating Washington and the Battle at Saratoga
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
This lecture focuses on George Washington and the combined qualities that made him a key figure in Revolutionary America, arguing that the most crucial reason for his success as a national leader was that he proved repeatedly that he could be trusted with power - a vital quality in a nation fearful of the collapse of republican governance at the hands of a tyrant.
00:00 - Chapter 1. Introduction: The Importance of George Washington
03:36 - Chapter 2. The Many Merits of Washington from the Letters of Hamilton and Adams
15:42 - Chapter 3. Ingredients of the Washington Phenomenon: Self-Presentation, Fortune, and the Need for a King
25:07 - Chapter 4. Balancing Solemnity with Humility: Washington as the Reluctant Leader
30:13 - Chapter 5. Washington's Symbolic Gestures as Commander-in-Chief of a Republican Army
43:08 - Chapter 6. Washington's Legacy as a Leader
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
To show how Americans experienced the war and made difficult choices, Professor Freeman offers a spur-of-the-moment lecture on New Haven during the Revolution, discussing how Yale College students and New Haven townspeople gradually became caught up in the war. Warfare finally came to New Haven in July 1779 when the British army invaded the town. Professor Freeman draws on first-hand accounts to provide a narrative of the invasion of New Haven.
00:00 - Chapter 1. Introduction: The Revolution in New Haven
06:16 - Chapter 2. Yale College as the Seedbed of Political Protest and its Relation with the New Haven Community
17:18 - Chapter 3. Diversity of Colonial Opinions at Yale and the Formation of New Haven Military Units
26:05 - Chapter 4. British Landing in New Haven and Yale's Call to Arms
41:08 - Chapter 5. The Influence of the Revolution on Citizenship and Leadership in the Common Person
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses Benedict Arnold as a case study of the ways in which ideas about regionalism, social rank, and gender - and the realities of the Continental Congress and the Continental Army - played out in this period. Like many Americans during this period, Benedict Arnold thought that he could improve his social rank and reputation in the military, but he was unable to advance due to the Continental Congress's policy on military promotions. Frustrated and facing mounting personal debts, he decided to aid the British in exchange for a reward. Arnold and his wife Peggy developed a plan for Arnold to smuggle American military plans to the British with the help of a young British soldier named John André. However, André was captured while smuggling Arnold's papers and the plot quickly unraveled. In the end, Arnold fled; his wife played upon conventional stereotypes of women to avoid punishment; and André was executed but idealized in the process.
00:00 - Chapter 1. Introduction: Complications within the Continental Congress
06:48 - Chapter 2. Opportunities for Social Mobility in the American Revolution
14:20 - Chapter 3. Benedict Arnold's Early Frustrating Military Career
23:36 - Chapter 4. Arnold's Marriage with Peggy Shippen and Plans for Spying
37:39 - Chapter 5. The Unraveling of Arnold's Plot
44:17 - Chapter 6. An Example out of John Andre and the Fate of the Arnolds
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses four difficulties that the Continental Congress faced in organizing the colonial war effort: regionalism, localism, the supply shortage that the Continental Army faced in providing for its troops, and the Continental Congress's inexperience in organizing an army. The lecture concludes with a discussion of a Connecticut newspaper from July 1776.
00:00 - Chapter 1. Introduction: Organizing a War
02:54 - Chapter 2. Regionalism in Leadership and Military Makeup: The Promotion of George Washington
21:50 - Chapter 3. Localism and Supply Shortages: Issues in Fighting for a National Cause and in Fighting with Proper Equipment
29:31 - Chapter 4. Continental Congress's Inexperience in Organizing an Army
42:31 - Chapter 5. Snapshot of Early Communication in the States: The Connecticut Courant
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman concludes the discussion of the Declaration of Independence. The Declaration was widely circulated and read aloud throughout the colonies. Professor Freeman argues that by 1775-1776, British and American citizens were operating under different assumptions about how the conflict between them could be resolved. The American colonists began to organize themselves for defensive measures against an aggressive British state. Meanwhile, the British assumed that the rebels were a minority group, and if they could suppress this radical minority through an impressive display of force, the rest of the colonists would submit to their governance again. Spring of 1775 saw the beginnings of military conflict between the British army and colonial militias, with fighting at Lexington, Concord, and Breed's Hill. As a result, the colonists began to seriously consider the need for independence, and the Continental Congress began the process of organizing a war.
00:00 - Chapter 1. The Editing Process of the Declaration of Independence
04:26 - Chapter 2. Short Cheers for Independence, Looming Plans for War
10:16 - Chapter 3. British Thoughts on Colonial Radicalism and Plans for Display of Force
19:19 - Chapter 4. The Symbolic Battle at Salem
25:07 - Chapter 5. The Conciliatory Resolution and Gunshots at Lexington and Concord
35:23 - Chapter 6. Changing British and Americans Opinions at Breed's Hill
41:42 - Chapter 7. Congress's Efforts to Organize War Efforts and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
In this lecture, Professor Freeman discusses the Declaration of Independence and sets the document in its historical context. The Declaration was not the main focus of the Second Continental Congress, which was largely concerned with organizing the defensive war effort. The Congress had sent King George III the Olive Branch Petition in a last attempt at reconciliation in August 1775, but the King ignored the petition and declared the colonies to be in rebellion. Throughout the colonies, local communities began debating the issue of independence on their own, often at the instruction of their colonial legislatures, and these local declarations of independence contributed to the formal declaration of independence by the Continental Congress in July 1776. Professor Freeman concludes the lecture by describing the decision to have Thomas Jefferson draft the Declaration.
00:00 - Chapter 1. Introduction: Independence
03:38 - Chapter 2. Organizing for War during the Second Continental Congress
10:46 - Chapter 3. King George III's Response to the Olive Branch Petition and the Release of Common Sense
18:01 - Chapter 4. The General Populace's Thoughts on Cries for Independence
28:35 - Chapter 5. Debates on Drafting a Formal Declaration of Independence
39:33 - Chapter 6. Editing the Declaration and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
This lecture focuses on the best-selling pamphlet of the American Revolution: Thomas Paine's Common Sense, discussing Paine's life and the events that led him to write his pamphlet. Published in January of 1776, it condemned monarchy as a bad form of government, and urged the colonies to declare independence and establish their own form of republican government. Its incendiary language and simple format made it popular throughout the colonies, helping to radicalize many Americans and pushing them to seriously consider the idea of declaring independence from Britain.
00:00 - Chapter 1. Introduction: Voting on Voting
01:40 - Chapter 2. On Paine's Burial
05:52 - Chapter 3. Colonial Mindset during the Second Continental Congress
12:28 - Chapter 4. Serendipity and Passion: The Early Life of Thomas Paine
21:53 - Chapter 5. Major Arguments and Rhetorical Styles in Common Sense
33:45 - Chapter 6. Common Sense's Popularity and Founders' Reactions
39:16 - Chapter 7. Social Impact of the Pamphlet and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
The lecture first concludes the discussion of the First Continental Congress, which met in 1774. Ultimately, although its delegates represented a range of opinions, the voices of the political radicals in the Congress were the loudest. In October 1774, the Continental Congress passed both the radical Suffolk Resolves and the Declaration and Resolves, which laid out the colonists' grievances with Parliament. The Congress also sent a petition to the King which warned him that the British Parliament was stripping the American colonists of their rights as English citizens. Given such radical measures, by early 1775, many American colonists were choosing sides in the growing conflict, and many chose to be Loyalists. Professor Freeman concludes her lecture with a discussion of the varied reasons why different Loyalists chose to support the British Crown, and what kinds of people tended to be Loyalists in the American Revolution.
00:00 - Chapter 1. Introduction: The Loyalists
01:32 - Chapter 2. Radical Voices in the First Continental Congress: the Grand Council and the Suffolk Resolves
17:23 - Chapter 3. Deliberations over Declaration and Resolves, and the Impact of the Continental Association
27:49 - Chapter 4. Taking Sides: The King's Friends, or the Loyalists
37:53 - Chapter 5. Loyalist Demographics
44:46 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman lays out the logic of American resistance to British imperial policy during the 1770s. Prime Minister Lord North imposed the Intolerable Acts on Massachusetts to punish the radicals for the Boston Tea Party, and hoped that the act would divide the colonies. Instead, the colonies rallied around Massachusetts because they were worried that the Intolerable Acts set a new threatening precedent in the imperial relationship. In response to this seeming threat, the colonists formed the First Continental Congress in 1774 to determine a joint course of action. The meeting of the First Continental Congress is important for four reasons: it forced the colonists to clarify and define their grievances with Britain; it helped to form ties between the colonies; it served as a training ground for young colonial politicians; and in British eyes, it symbolized a step towards rebellion. The lecture concludes with a look at the importance of historical lessons for the colonists, and how these lessons helped form a "logic of resistance" against the new measures that Parliament was imposing upon the colonies.
00:00 - Chapter 1. Introduction: The Logic of Resistance
03:23 - Chapter 2. North's Intolerable Acts and Colonial Solidarity
11:28 - Chapter 3. The First Continental Congress
19:14 - Chapter 4. Jefferson's Dinner Party and the Influence of Enlightenment Thought on the Colonists
27:24 - Chapter 5. Jefferson's Reflection on Hamilton's Favorite Hero
35:58 - Chapter 6. The Logic of Colonial Unity from the British Perspective
45:48 - Chapter 7. Edmund Burke's Warning and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman continues her discussion of the Boston Massacre and how it represented a growing sense of alienation between the American colonists and the British authorities. The Americans and British both felt that the colonies were subordinate to Parliament in some way, but differed in their ideas of the exact nature of the imperial relationship. This period saw the formation of non-importation associations to discourage merchants from importing British goods, as well as committees of correspondence to coordinate resistance. One instance of such resistance occurred in December 1773, when Boston radicals who were frustrated with the Tea Act threw shipments of tea into Boston Harbor.
00:00 - Chapter 1. Different Conceptions of Colonists' Relationship to Britain
07:55 - Chapter 2. The Growth of Non-Importation Associations in the Colonies
19:05 - Chapter 3. Taxing as Display of British Supremacy: Parliament's Reactions
26:34 - Chapter 4. The Impact of the Tea Tax and the Development of Committees of Correspondence
33:50 - Chapter 5. Colonial Interpretation of and Reactions to the Tea Act: The Boston Tea Party
43:09 - Chapter 6. British Dismantling of Colonial Governance and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses the mounting tensions between the colonists and the British in the late 1760s and early 1770s. The Virginia Resolves were published and read throughout the colonies in 1765, and generated discussion about colonial rights and liberties. Colonies began working together to resolve their problems, and formed the Stamp Act Congress in 1765. Meanwhile, Boston was becoming more radicalized and mobs began acting out their frustration with British policies. Colonists began to believe that the British were conspiring to oppress their liberties, a belief that seemed to be confirmed when the British stationed troops in Boston. The mounting tension between the Bostonians and British troops culminated in the violence of the Boston Massacre in March 1770.
00:00 - Chapter 1. The Circulation of the Virginia Resolves
03:47 - Chapter 2. The Stamp Act Congress and Parliamentary Thoughts on the Stamp Act
10:11 - Chapter 3. Mob Protests by the Sons of Liberty
15:41 - Chapter 4. The Repeal of the Stamp Act and the Complications of the Declaratory Act
19:39 - Chapter 5. Reactions to the Townshend Acts and Samuel Adams's Propaganda
31:48 - Chapter 6. Different Viewpoints on the Boston Massacre
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman concludes her discussion (from the previous lecture) of the three early instances in which the American colonies joined together to form a union. She then turns to a discussion of the Stamp Act crisis, and how American colonists found a shared bond through their dissatisfaction with the Stamp Act. Faced with massive national debts incurred by the recent war with France, Prime Minister George Grenville instituted several new taxes to generate revenue for Britain and its empire. The colonists saw these taxes as signaling a change in colonial policy, and thought their liberties and rights as British subjects were being abused. These feelings heightened with the Stamp Act of 1765. Finding a shared cause in their protestations against these new British acts, Americans set the foundation for future collaboration between the colonies.
00:00 - Chapter 1. Introduction: The Albany Congress of 1754
09:32 - Chapter 2. British Budget Post-French and Indian War, and the Sugar Act
22:24 - Chapter 3. Colonial Responses to the Early Acts, and the Stamp Act
30:49 - Chapter 4. Limited Liberties in Virtual Representation and the Stamp Act
36:02 - Chapter 5. Patrick Henry on the Stamp Act and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses colonial attempts to unite before the 1760s and the ways in which regional distrust and localism complicated matters. American colonists joined together in union three times before the 1760s. Two of these attempts were inspired by the necessity of self-defense; the third attempt was instigated by the British as a means of asserting British control over the colonies.
00:00 - Chapter 1. Introduction
02:52 - Chapter 2. Intercolonial Opinions: Notes from Jefferson, Washington, and Adams
11:44 - Chapter 3. Colony Types, and Differences between New England and Middle Colonies
23:58 - Chapter 4. Education and Social Culture in the Southern Colonies
30:43 - Chapter 5. Dutch Expansion and the English Dominion: The First Two Unions
36:30 - Chapter 6. The French and Indian Threats: The Third Colonial Union
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses the differences between society in the American colonies and society in Britain in the eighteenth century. She uses examples from colonists' writings to show that the American colonies differed from British society in three distinct ways: the distinctive character of the people who migrated to the colonies; the distinctive conditions of life in British America; and the nature of British colonial administration.
00:00 - Chapter 1. Introduction
02:30 - Chapter 2. From Dr. Hamilton's Diary: Religiosity, Diversity, and Coloniality
11:56 - Chapter 3. Risk-takers, Landowners, Voters: Life in British America
17:31 - Chapter 4. Door Persuasions and Middling Society
23:33 - Chapter 5. Free Will and Spiritual Equality: The Impact of the Great Awakening
32:13 - Chapter 6. The Power of Colonial Legislatures and the British-American Identity
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman discusses what it meant to be a British colonist in America in the eighteenth century. She explains how American colonists had deep bonds of tradition and culture with Great Britain. She argues that, as British colonists with a strong sense of their British liberties, settlers in America valued their liberties above all else. She also explains that many Americans had a sense of inferiority when they compared their colonial lifestyles to the sophistication of Europe. Professor Freeman discusses the social order in America during the eighteenth century, and suggests that the lack of an entrenched aristocracy made social rank more fluid in America than in Europe. She ends the lecture by suggesting that the great importance that American colonists placed on British liberties and their link with Britain helped pave the way for the Revolution.
00:00 - Chapter 1. Introduction
02:02 - Chapter 2. Association of Colonists' Identity to English Monarchy
11:51 - Chapter 3. The British Colonists' Inferiority Complex
20:34 - Chapter 4. The Fluidity of American Social Order: Gentry Minorities, Prisoners, and Religious Exiles
35:02 - Chapter 5. Salutary Neglect's Effect on British Liberties in the Colonies and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The American Revolution (HIST 116)
Professor Freeman offers an introduction to the course, summarizing the readings and discussing the course's main goals. She also offers five tips for studying the Revolution: 1) Avoid thinking about the Revolution as a story about facts and dates; 2) Remember that words we take for granted today, like "democracy," had very different meanings; 3) Think of the "Founders" as real people rather than mythic historic figures; 4) Remember that the "Founders" aren't the only people who count in the Revolution; 5) Remember the importance of historical contingency: that anything could have happened during the Revolution.
00:00 - Chapter 1. Introduction: Is the War Part of the American Revolution?
08:24 - Chapter 2. Reading Materials for the Course
13:45 - Chapter 3. Freeman's Tips One and Two: Facts and Meanings
22:13 - Chapter 4. Freeman's Tip Three: The Founders Were Human, Too
31:33 - Chapter 5. Freeman's Tip Four: The Other Revolutionaries
37:48 - Chapter 6. Freeman's Tip Five and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
The Civil War and Reconstruction Era, 1845-1877 (HIST 119)
Professor Blight finishes his lecture series with a discussion of the legacies of the Civil War. Since the nineteenth century, Blight suggests, there have been three predominant strains of Civil War memory, which Blight defines as reconciliationist, white supremacist, and emancipationist. The war has retained a political currency throughout the years, and the ability to control the memory of the Civil War has been, and continues to be, hotly contested.
00:00 - Chapter 1. Introduction: Legacies of the Civil War
08:29 - Chapter 2. Catton's "Lost Cause" Interpretation: The Dependence of Memory on Historical Period
19:21 - Chapter 3. Reconciliationist, White Supremacist and Emancipationist Memories
29:11 - Chapter 4. The Shifting Grasp and Struggle to Control Civil War Memories
44:57 - Chapter 5. Echoes of the Civil War, Hope for Racial Equality: A Conclusion?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction Era, 1845-1877 (HIST 119)
Having dealt with the role of violence and the Supreme Court in bringing about the end of Reconstruction in his last lecture, Professor Blight now turns to the role of national electoral politics, focusing in particular on the off-year Congressional election of 1874 and the Presidential election of 1876. 1874 saw the return of the Democrats to majority status in the Senate and the House of Representatives, as voters sick of corruption and hurt by the Panic of 1873 fled the Republicans in droves. According to many historians, the contested election of 1876, and the "Compromise of 1877," which followed it, marked the official end of Reconstruction. After an election tainted by fraud and violence, Republicans and Democrats brokered a deal by which Republican Rutherford B. Hayes took the White House in exchange for restoration of "home rule" for the South.
00:00 - Chapter 1. Introduction: Exhibitions and Elections of 1876
11:21 - Chapter 2. The Off-Year Congressional Election of 1874: Shifts in Party Representation
22:26 - Chapter 3. Confusion in Rhetoric and Votes: The Presidential Election of 1876
37:16 - Chapter 4. The Ensuing Election Dispute and "Compromise of 1877"
49:48 - Chapter 5. The Return of "Home Rule" in the South and the End of Reconstruction
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction Era, 1845-1877 (HIST 119)
This lecture focuses on the role of white southern terrorist violence in brining about the end of Reconstruction. Professor Blight begins with an account the Colfax Massacre. Colfax, Louisiana was the sight of the largest mass murder in U.S. history, when a white mob killed dozens of African Americans in the April of 1873. Two Supreme Court decisions would do in the judicial realm what the Colfax Massacre had done in the political. On the same day as the Colfax Massacre, the Supreme Court offered a narrow reading of the 14th Amendment in the Slaughterhouse cases, signaling a judicial retreat from the radicalism of the early Reconstruction years. The Cruikshank case, two years later, would overturn the convictions of the only three men sentenced for their involvement in Colfax, and marked another step away from reconstruction. Professor Blight concludes with the Panic of 1873 and the seemingly innumerable political scandals of the Grant Administration, suggesting the manner in which these events encouraged northerners to tire of the Reconstruction experiment by the early 1870s.
00:00 - Chapter 1. Introduction: The Regression of Revolution
03:46 - Chapter 2. Southern Reactions to the Fifteenth Amendment
10:46 - Chapter 3. The Slaughterhouse Cases and their Impact on the 14th Amendment
18:44 - Chapter 4. The Colfax Massacre and the Cruikshank Case
31:54 - Chapter 5. The Panic of 1873 and Scandals within the Grant Administration
44:04 - Chapter 6. The Ku Klux Klan and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
This lecture opens with a discussion of the myriad moments at which historians have declared an "end" to Reconstruction, before shifting to the myth and reality of "Carpetbag rule" in the Reconstruction South. Popularized by Lost Cause apologists and biased historians, this myth suggests that the southern governments of the Reconstruction era were dominated by unscrupulous and criminal Yankees who relied on the ignorant black vote to rob and despoil the innocent South. The reality, of course, diverges widely from this image. Among other accomplishments, the Radical state governments that came into existence after 1868 made important gains in African-American rights and public education. Professor Blight closes the lecture with the passage of the 15th Amendment, the waning radicalism of the Republican party after 1870, and the rise of white political terrorism across the South.
00:00 - Chapter 1. Introduction: Peace Among Whites? End of Reconstruction?
05:05 - Chapter 2. Freedmen's Desires for Socioeconomic and Political Mobility
17:23 - Chapter 3. The Myth of the "Carpetbag Rule"
29:53 - Chapter 4. The Lasting Influences of the Carpetbaggers
38:51 - Chapter 5. The Passing of the 15th Amendment and Waning of Republican Radicalism
48:07 - Chapter 6. The Growing White Supremacist Violence and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight begins this lecture in Washington, where the passage of the first Reconstruction Act by Congressional Republicans radically altered the direction of Reconstruction. The Act invalidated the reconstituted Southern legislatures, establishing five military districts in the South and insisting upon black suffrage as a condition to readmission. The eventful year 1868 saw the impeachment of one president (Andrew Johnson) and the election of another (Ulysses S. Grant). Meanwhile, southern African Americans struggle to reap the promises of freedom in the face of economic disempowerment and a committed campaign of white supremacist violence.
00:00 - Chapter 1. Introduction
04:20 - Chapter 2. Implications of the Four Reconstruction Acts
10:49 - Chapter 3. The Impeachment Process for Andrew Johnson
27:50 - Chapter 4. The Election of Grant in 1868 and the Advent of the Ku Klux Klan
47:40 - Chapter 5. The Second Reconstruction's Impact on Freed Slaves and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight continues his discussion of the political history of Reconstruction. The central figure in the early phase of Reconstruction was President Andrew Johnson. Under Johnson's stewardship, southern whites held constitutional conventions throughout 1865, drafting new constitutions that outlawed slavery but changed little else. When the Republican-dominated U.S. Congress reassembled late in 1865, they put a stop to Johnson's leniency and inaugurated Radical (or Congressional) Reconstruction, a process that resulted in the immediate passage of the Civil Rights bill and the Fourteenth Amendment, and the eventual passage of four Reconstruction Acts. The Congressional elections in 1866 and Johnson's disastrous "Swing Around the Circle" speaking tour strengthened Radical control over Congress. Each step of the way, Johnson did everything he could to obstruct Congressional Reconstruction, setting the stage for his impeachment in 1868.
00:00 - Chapter 1. Introduction
01:56 - Chapter 2. Johnson's Limited Stance and Approach to Reconstruction
14:49 - Chapter 3. The Republican Congress's Radical Reconstruction
25:41 - Chapter 4. The Reconstruction Amendments: Civil Rights and Citizenship
43:06 - Chapter 5. Johnson's "Swing Around the Circle" and Impeachment
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
In this lecture, Professor Blight begins his engagement with Reconstruction. Reconstruction, Blight suggests, might best be understood as an extended referendum on the meaning of the Civil War. Even before the war's end, various constituencies in the North attempted to control the shape of the post-war Reconstruction of the South. In late 1863, President Abraham Lincoln offered his lenient "Ten Percent Plan." Six months later, Congressional Republicans concerned by Lincoln's charity rallied behind the more radical provisions of the Wade-Davis Bill. Despite their struggle for control over Reconstruction, Congressional Radicals and President Lincoln managed to work together on two vital pieces of Reconstruction legislation in the first months of 1865--the 13th Amendment, which outlawed slavery in the United States, and the Freedmen's Bureau bill.
00:00 - Chapter 1. Introduction to Reconstruction
05:11 - Chapter 2. Reconstruction as a Forum to Understand the Civil War
13:37 - Chapter 3. The Early Debates on Reconstruction and Lincoln's Ten-Percent Plan
24:49 - Chapter 4. The Development of the Wade-Davis Manifesto
36:04 - Chapter 5. The Passing of the 13th Amendment and the Freedmen's Bureau
43:51 - Chapter 6. The Election of Andrew Johnson and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
This lecture begins with a central, if often overlooked, turning point in the Civil War--the re-election of Abraham Lincoln in 1864. Although the concerted efforts of northern Peace Democrats and a palpable war weariness among the electorate made Lincoln's victory uncertain, timely Union victories in Atlanta and Mobile in September of 1864 secured Lincoln's re-election in November. This lecture concludes Professor Blight's section on the war, following Lee and Grant to Appomattox Courthouse, and describing the surrender of Confederate forces. The nature of Reconstruction and the future of the South, however, remained open questions in April of 1865.
00:00 - Chapter 1. Introduction: Perceiving the Scale of Death through Whitman
06:26 - Chapter 2. Lincoln's Re-election in 1864
15:57 - Chapter 3. The South Surrenders: Grant and Lee at Appomattox
31:41 - Chapter 4. The Aftermath: Changes in the Constitution and Ideas of Reconstruction
46:39 - Chapter 5. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight uses Herman Melville's poem "On the Slain Collegians" to introduce the horrifying slaughter of 1864. The architect of the strategy that would eventually lead to Union victory, but at a staggering human cost, was Ulysses S. Grant, brought East to assume control of all Union armies in 1864. Professor Blight narrates the campaigns of 1864, including the Battles of the Wilderness, Spotsylvania, and Cold Harbor, and the siege of Petersburg. While Robert E. Lee battled Grant to a stalemate in Virginia, however, William Tecumseh Sherman's Union forces took Atlanta before beginning their March to the Sea, destroying Confederate morale and fighting power from the inside. Professor Blight closes his lecture with a description of the first Memorial Day, celebrated by African Americans in Charleston, SC 1865.
00:00 - Chapter 1. Introduction: Melville's "On the Slain Collegians"
05:21 - Chapter 2. Grant's Strategic Changes from the West to the East
13:26 - Chapter 3. The Psyche of Robert E. Lee
19:17 - Chapter 4. Wilderness, Cold Harbor, Crater: Grant and Lee in 1864
33:21 - Chapter 5. Sherman's March to the Sea
42:23 - Chapter 6. The Beginning of Memorial Day and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
This lecture probes the reasons for confederate defeat and union victory. Professor Blight begins with an elucidation of the loss of will thesis, which suggests that it was a lack of conviction on the home front that assured confederate defeat, before offering another of other popular explanations for northern victory: industrial capacity, political leadership, military leadership, international diplomacy, a pre-existing political culture, and emancipation. Blight warns, however, that we cannot forget the battlefield, and, to this end, concludes his lecture with a discussion of the decisive Union victories at Gettysburg and Vicksburg in July of 1863.
00:00 - Chapter 1. Introduction
08:10 - Chapter 2. Resources, Leadership, Diplomacy: Why The North Won
22:16 - Chapter 3. Frail Nationalism? The Loss-of-Will Theory on Why the South Lost
30:42 - Chapter 4. The Bloody Battle of Gettysburg
44:41 - Chapter 5. Union Victory at Vicksburg and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight begins his lecture with a description of the sea change in Civil War scholarship heralded by the Social History revolution of the 1960s and 1970s. Along with a focus on the experience of the common solider, women, and African Americans, a central component of this shift in scholarly emphasis was an increased interest in the effects of the war on the Union and Confederate home fronts. After suggesting some of the ways in which individual Americans experienced the war, Professor Blight moves to a discussion of the war's effect on industry and economics, North and South. The lecture concludes with a description of the increased activism of the federal government during the war, an activism that found expression in finance, agriculture, taxation, building railroads, and, most importantly, in emancipation.
00:00 - Chapter 1. Introduction: The Social History Revolution
07:39 - Chapter 2. Personal Trauma in the Civil War
21:32 - Chapter 3. Economy and Demography: Changes on the Confederate Home Front
43:14 - Chapter 4. Growing Republican Influences on Industry and Commerce in the North
48:36 - Chapter 5. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
This lecture focuses on the process of emancipation after the passage of the Emancipation Proclamation on January 1, 1863. The Proclamation, Professor Blight suggests, had four immediate effects: it made the Union army an army of emancipation; it encouraged slaves to strike against slavery; it committed the US to a policy of emancipation in the eyes of Europe; and it allowed African Americans to enlist in the Union Army. In the end, ten percent of Union soldiers would be African American. A number of factors, Professor Blight suggests, combined to influence the timing of emancipation in particular areas of the South, including geography, the nature of the slave society, and the proximity of the Union army.
00:00 - Chapter 1. Introduction: Freed Slaves on the Battlefield
06:58 - Chapter 2. The Immediate Effects of the Emancipation Proclamation and Ensuing Domestic Criticisms
24:47 - Chapter 3. Which Slaves Are Free? Which Slaves Can Fight?
31:01 - Chapter 4. Recognizing and Mobilizing Emancipation: The Story of Wallace Turnage
42:22 - Chapter 5. Higginson's Account of the Proclamation and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight follows Robert E. Lee's army north into Maryland during the summer of 1862, an invasion that culminated in the Battle of Antietam, fought in September of 1862. In the wake of Antietam, Abraham Lincoln issued his preliminary Emancipation Proclamation, a document that changed the meaning of the war forever. Professor Blight suggests some of the ways in which Americans have attempted to come to grips with the enigmatic Lincoln, and argues that, in the end, it may be Lincoln's capacity for change that was his most important characteristic. The lecture concludes with the story of John Washington, a Virginia slave whose concerted action suggests the central role American slaves played in securing their own freedom.
00:00 - Chapter 1. Introduction: Turning Points in the Civil War
07:42 - Chapter 2. Robert E. Lee's Assumptions on Moving North
15:55 - Chapter 3. The Battle of Antietam
25:07 - Chapter 4. Lincoln's Personal Views on Slavery and Historical Legacy
35:11 - Chapter 5. Slave Conscription and the Emancipation Proclamation
47:35 - Chapter 6. The Story of John Washington and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight lectures on the military history of the early part of the war. Beginning with events in the West, Blight describes the Union victories at Fort Donelson and Fort Henry, introduces Union General Ulysses S. Grant, and narrates the horrific battle of Shiloh, fought in April of 1862. Moving back East, the lecture describes the Union General George McClellan's abortive 1862 Peninsula campaign, which introduced the world to Confederate General Thomas "Stonewall" Jackson. The lecture concludes with Confederate General Robert E. Lee's decision to take the battle to the North.
00:00 - Chapter 1. The Mood of the Civil War and McClellan's Army
09:46 - Chapter 2. Early Union Successes and Ulysses S. Grant's Entry into the War
20:07 - Chapter 3. The Battle of Shiloh
26:29 - Chapter 4. McClellan's Abortive 1862 Naval Campaign and "Stonewall" Jackson
33:34 - Chapter 5. The Battle of Seven Days and Robert E. Lee's Move North
49:14 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight discusses the expectations, advantages, and disadvantages with which North and South entered the Civil War. Both sides, he argues, expected and desired a short, contained conflict. The northern advantages enumerated in this lecture include industrial capability, governmental stability, and a strong navy. Confederate advantages included geography and the ability to fight a defensive war. Professor Blight concludes the lecture with the Battle of Bull Run, the first major engagement of the war.
00:00 - Chapter 1. Introduction: Alcott's Hospital Sketches and Burns's The Civil War
09:28 - Chapter 2. Expectations on War and the West Point Graduates
20:38 - Chapter 3. Advantages of the Union Military
28:31 - Chapter 4. Tactical Advantages and Political Weaknesses of the South
39:35 - Chapter 5. Battle Strategies and Recruitment for the Two Militaries
46:25 - Chapter 6. The Battle of Bull Run and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
After finishing with his survey of the manner in which historians have explained the coming of the Civil War, Professor Blight focuses on Fort Sumter. After months of political maneuvering, the Civil War began when Confederates fired on Fort Sumter, in the harbor outside Charleston, SC. The declaration of hostilities prompted four more states--Virginia, Tennessee, North Carolina, and Arkansas--to secede. Professor Blight closes the lecture with a brief discussion of some of the forces that motivated Americans--North and South--to go to war.
00:00 - Chapter 1. Introduction: The Advent of War
05:06 - Chapter 2. A Meaningless War? Postwar Thoughts on the Civil War
12:15 - Chapter 3. April 1861: The Situation at Fort Sumter
24:28 - Chapter 4. Lincoln's Reaction and the Secession of the Upper South
37:01 - Chapter 5. Why Did I Go to War? Personal Motivations from the North and South
44:48 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight begins this lecture with an attempt to answer the question "why did the South secede in 1861?" Blight offers five possible answers to this question: preservation of slavery, "the fear thesis," southern nationalism, the "agrarian thesis," and the "honor thesis." After laying out the roots of secession, Blight focuses on the historical profession, suggesting some of the ways in which historians have attempted to explain the coming of the Civil War. Blight begins with James Ford Rhodes, a highly influential amateur historian in the late 19th century, and then introduces Charles and Mary Beard, whose economic interpretations of the Civil War had their heyday in the 1920s and 1930s.
00:00 - Chapter 1. Introduction: Jefferson Davis's Defense of Secession
08:24 - Chapter 2. Fear? Southern Unity? Why Did the South Seceded
20:46 - Chapter 3. Agrarian Society? Honor? Why the South Seceded, Continued
34:19 - Chapter 4. Historiography of the Civil War, from Rhodes to Beard
48:36 - Chapter 5. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
This lecture picks off where the previous one left off, with a discussion of the legacies of John Brown. The most important thing about John Brown's raid, Professor Blight argues, was not the event itself, but the way Americans engaged with it after the fact. Next, Professor Blight discusses the election of 1860, a four-way battle won by the Republican candidate, Abraham Lincoln. In the wake of Lincoln's election, the seven states of the deep South, led by South Carolina, seceded. The lecture closes with an analysis of some of the rationales underlying southern secession.
00:00 - Chapter 1. Introduction
02:38 - Chapter 2. John Brown's Trial and Publicity
11:01 - Chapter 3. John Brown: Was His Violence Justifiable?
19:53 - Chapter 4. The Four-Way Election of 1860
36:41 - Chapter 5. The Palmetta Republic and the Southern Secession
45:37 - Chapter 6. Reasons for Secession and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight narrates the momentous events of 1857, 1858, and 1859. The lecture opens with an analysis of the famous Lincoln-Douglas debates of 1858. Next, Blight analyzes the Dred Scott decision and discusses what it meant for northerners--particularly African Americans--to live in "the land of the Dred Scott decision." The lecture then shifts to John Brown. Professor Blight begins by discussing the way that John Brown has been remembered in art and literature, and then offers a summary of Brown's life, closing with his raid on Harpers Ferry in October of 1859.
00:00 - Chapter 1. Introduction
04:04 - Chapter 2. "A House Divided": The Lincoln-Douglas Debates
10:12 - Chapter 3. Implications of the Dred Scott Decision and the Panic of 1857
23:48 - Chapter 4. John Brown: His Early Life and Beliefs
45:13 - Chapter 5. Planning the Raid on Harpers Ferry
50:34 - Chapter 6. Brown's Capture and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight continues his march through the political events of the 1850s. Blight continues his description of the aftermath of the Kansas-Nebraska Act of 1854, describing the guerilla war that reigned in the territory of Kansas for much of 1856. The lecture continues, describing the caning of Senator Charles Sumner on the floor of the US Senate and the birth of the Republican party. The lecture concludes with the near-victory of Republican candidate John C. Fremont in the presidential election of 1856, and the passage of the Dred Scott decision in 1857.
00:00 - Chapter 1. Introduction: The Passing of the Kansas-Nebraska Act
07:43 - Chapter 2. The Early Republican Party
21:32 - Chapter 3. Bleeding Kansas and the Beating of Charles Sumner
37:31 - Chapter 4. Fremont's Near-Victory and the Failure of the Lecompton Constitution
47:01 - Chapter 5. The Case of Dred Scott and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight narrates some of the important political crises of the 1850s. The lecture begins with an account of the Compromise of 1850, the swan song of the great congressional triumvirate--Henry Clay, Daniel Webster, and John C. Calhoun. The lecture then describes northern opposition to the Fugitive Slave Act passed as part of the Compromise, and the publication of Harriet Beecher Stowe's classic Uncle Tom's Cabin in 1852. Professor Blight then introduces the Kansas-Nebraska Act of 1854, the most pivotal political event of the decade, and the catalyst for the birth of the Republican party.
The Civil War and Reconstruction (HIST 119)
In this lecture, Professor Blight discusses some of the conflicts, controversies, and compromises that led up to the Civil War. After analyzing Frederick Douglass's 1852 Fourth of July speech and the inherent conflict between American slavery and American freedom, the lecture moves into a lengthy discussion of the war with Mexico in the 1840s. Professor Blight explains why northerners and southerners made "such a fuss" over the issue of slavery's expansion into the western territories. The lecture ends with the crisis over California's admission to statehood and the Compromise of 1850.
00:00 - Chapter 1. Douglass's July Fourth Speech
12:36 - Chapter 2. The Election of 1844 and the Mexican War
25:52 - Chapter 3. Slavery in the West? The Legacy of the Mexican War
36:54 - Chapter 4. A Shrinking South? The South's Stance on Slavery in the West
42:36 - Chapter 5. Plans Leading to the Compromise of 1850
49:24 - Chapter 6. The Election of 1848 and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight discusses the rise of abolitionism. Blight begins with an introduction to the genre of slave narratives, with particular attention to Frederick Douglass' 1845 narrative. The lecture then moves on to discuss the culture in which antebellum reform grew--the factors that encouraged its growth, as well as those that retarded it. Professor Blight then describes the movement towards radical abolitionism, stopping briefly on colonization and gradualism before introducing the character and ideology of William Lloyd Garrison.
00:00 - Chapter 1. Frederick Douglass and the Slave Narrative
09:46 - Chapter 2. The Development of Abolitionism in the North
22:37 - Chapter 3. Colonization and the Idea of Gradualism
30:18 - Chapter 4. The Radicalization of Anti-slavery Thinkers
38:43 - Chapter 5. The Ideas of William Lloyd Garrison
46:42 - Chapter 6. Concluding Thoughts on Different Abolitionisms
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Having finished with slavery and the pro-slavery argument, Professor Blight heads North today. The majority of the lecture deals with the rise of the Market Revolution in the North, in the 1820s, 1830s, and 1840s. Blight first describes the causes of the Market Revolution--the rise of capital, a transportation revolution--and then moves to its effects on the culture and consciousness of antebellum northerners. Among these effects were a riotous optimism mixed with a deep-rooted fear of change, an embrace of the notions of progress and Manifest Destiny, and the intensification of the divides between North and South.
00:00 - Chapter 1. Introduction
04:40 - Chapter 2. Uriah Parmelee, the Yalie
12:54 - Chapter 3. The Market Revolution of the North: Mobility, Child Labor, Wealth
27:12 - Chapter 4. The Idea of Manifest Destiny, the Reality of Change, and the Transportation Revolution
37:23 - Chapter 5. Contradictions of Progress in American Literature
43:22 - Chapter 6. Change as Precursor to Reform: A Historical Perspective
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight lectures on southern slavery. He makes a case for viewing the U.S. South as one of the five true "slave societies" in world history. He discusses the internal slave trade that moved thousands of slaves from the eastern seaboard to the cotton states of the Southwest between 1820 and 1860. Professor Blight then sketches the contents of the pro-slavery argument, including its biblical, historical, economic, cynical, and utopian aspects.
00:00 - Chapter 1. Introduction
08:39 - Chapter 2. The American South as Slave Society -- From the Foreign Slave Trade to the Slave Jail
23:54 - Chapter 3. Slavery for the Sake of Social Stability
33:54 - Chapter 4. Biblical, Historical, Amoral, Economic, and Utopian Arguments for Slavery
50:11 - Chapter 5. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight offers a number of approaches to the question of southern distinctiveness. The lecture offers a survey of that manner in which commentators--American, foreign, northern, and southern--have sought to make sense of the nature of southern society and southern history. The lecture analyzes the society and culture of the Old South, with special emphasis on the aspects of southern life that made the region distinct from the antebellum North. The most lasting and influential sources of Old South distinctiveness, Blight suggests, were that society's anti-modernism, its emphasis on honor, and the booming slave economy that developed in the South from the 1820s to the 1860s.
00:00 - Chapter 1. Introduction: The Southern Memory of the Civil War
14:22 - Chapter 2. Similarities and Differences between the Antebellum North and South
24:44 - Chapter 3. Reputation and Honor -- Characteristics of Old South Society
31:27 - Chapter 4. The "Burden" of Southern History
38:15 - Chapter 5. The South's Cotton Economy
49:57 - Chapter 6. Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
The Civil War and Reconstruction (HIST 119)
Professor Blight offers an introduction to the course. He summarizes some of the course readings, and discusses the organization of the course is discussed. Professor Blight offers some thoughts on the nature of history and the study of history, before moving into a discussion of the reasons for Americans' enduring fascination with the Civil War. The reasons include: the human passion for epics, Americans' fondness for redemption narratives, the Civil War as a moment of "racial reckoning," the fascination with loss and lost causes, interest in military history, and the search for the origins of the modern United States.
00:00 - Chapter 1. Introduction
03:09 - Chapter 2. Course Texts and Structure
10:47 - Chapter 3. Martin Luther King Jr.'s "Promissory Note"
15:31 - Chapter 4. Books and the Purpose of History
22:00 - Chapter 5. Why Study the Civil War?
38:46 - Chapter 6. Whitman's "Democracy" and Conclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2008.
Roman Architecture (HSAR 252)
Professor Kleiner presents the architecture of Constantine the Great, the last pagan and first Christian emperor of Rome, who founded Constantinople as the "New Rome" in A.D. 324. She notes that Constantine began with commissions that were tied to the pagan past (the Baths of Constantine in Rome) but built others (the Aula Palatina at Trier) that looked to the Christian future. Professor Kleiner makes an impassioned case that some of the finest and most innovative Roman buildings date to the Constantinian period. The "Temple of Minerva Medica," a garden pavilion, for example, is decagonal in shape and the colossal Basilica Nova was inventively modeled on the frigidaria of Roman imperial bath complexes. In addition, the Arch of Constantine, a triple-bayed structure commemorating Constantine's victory over Maxentius at the Battle of the Milvian Bridge, serves as a compendium of Constantine's accomplishments in the context of those of the "good emperors" of the second century A.D. In conclusion, Professor Kleiner asserts that the transfer of the Empire's capital from Rome to Constantinople diminished Rome's influence, at least temporarily, but not the impact of its architecture, which like the city of Rome itself, is eternal.
00:00 - Chapter 1. The End of the Tetrarchy and the Rise of Constantine the Great
15:24 - Chapter 2. The Baths of Constantine in Rome and the Porta Nigra at Trier
27:00 - Chapter 3. The Basilica or Aula Palatina at Trier
34:36 - Chapter 4. The Temple of Minerva Medica in Rome
42:39 - Chapter 5. The Basilica Nova in Rome
01:00:12 - Chapter 6. The Arch of Constantine and the Enduring Impact of Roman Architecture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner characterizes third-century Rome as an "architectural wasteland" due to the rapid change of emperors, continuous civil war, and a crumbling economy. There was no time to build and the only major architectural commission was a new defensive wall. The crisis came to an end with the rise of Diocletian, who created a new form of government called the Tetrarchy, or four-man rule, with two leaders in the East and two in the West. Diocletian and his colleagues instituted a major public and private building campaign in Rome and the provinces, which reflected the Empire's renewed stability. Professor Kleiner begins with Diocletian's commissions in Rome--a five-column monument dedicated to the tenth anniversary of the formation of the Tetrarchy, the restoration of the Curia or Senate House, and the monumental Baths of Diocletian. She then presents Diocletian's Palace at Split, designed as a military camp and including the emperor's octagonal mausoleum, followed by an overview of the palaces and villas of other tetrarchs in Greece and Sicily. Professor Kleiner concludes with the villa on the Via Appia in Rome belonging to Maxentius, son of a tetrarch, and the main rival of another tetrarch's son, Constantine the Great.
00:00 - Chapter 1. Crisis in the Third Century and the Aurelian Walls
11:47 - Chapter 2. The Rise of the Tetrarchy
18:21 - Chapter 3. The Decennial or Five-Column Monument in the Roman Forum
28:48 - Chapter 4. The Senate House or Curia Julia
37:57 - Chapter 5. The Baths of Diocletian
47:52 - Chapter 6. The Palace of Diocletian at Split
57:30 - Chapter 7. Tetrarchic Palaces Around the Empire
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner explores the architecture of the western provinces of the Roman Empire, focusing on sites in what are now North Italy, France, Spain, and Croatia. Her major objective is to characterize "Romanization," the way in which the Romans provide amenities to their new colonies while, at the same time, transforming them into miniature versions of the city of Rome. Professor Kleiner discusses the urban design of two Augustan towns before proceeding to an investigation of a variety of such established Roman building types as theaters, temples, and aqueducts. The well-preserved Theater at Orange, the Maison Carrée at Nîmes, and the unparalleled aqueducts at Nîmes (the Pont-du-Gard) and Segovia are highlighted. The lecture concludes with an overview of imperial and private arches and tombs in the western provinces, among them the controversial three-bayed arch at Orange. The Trophy of Augustus at La Turbie serves as a touchstone for the Roman West, as it commemorates Augustus' subjugation of the Alpine tribes, clearing the way for Rome to create new cities with a distinctive Roman stamp.
00:00 - Chapter 1. Roman Colonies in the West
10:37 - Chapter 2. Urban Planning in North Italy and the South of France
20:55 - Chapter 3. Augustan Temples at Vienne and Nimes
32:33 - Chapter 4. The Pont du Gard and the Aqueduct at Segovia
47:33 - Chapter 5. Augustus Pacification of the Alpine Tribes and his Trophy at La Turbie
01:02:17 - Chapter 6. Funerary and Commemorative Architecture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses the rebirth of Athens under the Romans especially during the reigns of the two philhellenic emperors, Augustus and Hadrian. While some have dismissed the architecture of Roman Athens as derivative of its Classical and Hellenistic Greek past, Professor Kleiner demonstrates that the high quality of Greek marble and Greek stone carvers made these buildings consequential. In addition some structures provide evidence for the frequent and creative exchange of architectural ideas and motifs between Greece and Rome in Roman times. After a brief introduction to the history of the city of Athens, Professor Kleiner presents the monuments erected by Augustus and Agrippa on the Acropolis and in the Greek and Roman Agoras, for example the Odeion of Agrippa. Following with Hadrian's building program, she features an aqueduct and reservoir façade, the Library of Hadrian, and the vast Temple of Olympian Zeus, a project begun over six hundred years earlier. Professor Kleiner concludes the lecture with the Monument of Philopappos, a Trajanic tomb on the Mouseion Hill built for a man deprived of the kingship of Commagene by the Romans, but who made the best of the situation by becoming a suffect consul in Rome and then moving to Athens, where he died and was memorialized by his sister Balbilla.
00:00 - Chapter 1. Introduction to Greek and Roman Athens
13:09 - Chapter 2. Augustus and the Athenian Acropolis
24:56 - Chapter 3. Agrippas Building Program in Athens
41:13 - Chapter 4. The Roman Agora and the Tower of the Winds
50:58 - Chapter 5. Architecture in Athens under Hadrian
01:03:52 - Chapter 6. The Monument of Philopappos on the Mouseion Hill
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner features the baroque phenomenon in Roman architecture, in which the traditional vocabulary of architecture, consisting of columns and other conventional architectural elements, is manipulated to enliven building façades and inject them with dynamic motion. This baroque trend is often conspicuously ornamental and began to be deployed on the walls of forums and tombs in Italy already in the late first century A.D. But baroque architecture in Roman antiquity was foremost in the Greek East where high-quality marble and expert marble carvers made it the architectural mode of choice. At Petra in Jordan, tomb chambers were cut into cliffs and elaborate façades carved out of the living rock. The cities of Miletus and Ephesus in Asia Minor were adorned with gates and fountains and libraries and stage buildings that consisted of multi-storied columnar screens. The lecture culminates with the Sanctuary of Jupiter Heliopolitanus, a massive temple complex at Baalbek in Lebanon, with Temples of Jupiter and Bacchus in enormous scale and with extreme embellishment, and the Temple of Venus with an undulating lintel that foreshadows the curvilinear flourishes of Francesco Borromini's S. Carlo alle Quattro Fontane in seventeenth-century Rome.
00:00 - Chapter 1. Baroque Architecture in the Roman Empire
11:51 - Chapter 2. Exploring Baroque Elements in Italy
23:41 - Chapter 3. Baroque Facadism at Petra
41:39 - Chapter 4. The Baroque in Ancient Asia Minor
59:35 - Chapter 5. The Temples of Jupiter, Bacchus, and Venus in Baalbek, Lebanon
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses two Roman cities in North Africa: Timgad and Leptis Magna. Timgad was created as an entirely new colony for Roman army veterans by Trajan in A.D. 100, and designed all at once as an ideal castrum plan. Leptis Magna, conversely, grew more gradually from its Carthaginian roots, experiencing significant Roman development under Augustus and Hadrian. Septimius Severus, the first Roman emperor from North Africa, was born at Leptis and his hometown was renovated in connection with his historic visit to the city. This large-scale program of architectural expansion features the Severan Forum and Basilica and the nearby Arch of Septimius Severus, a tetrapylon or four-sided arch located at the crossing of two major streets. The lecture culminates with the unique Hunting Baths, a late second or early third-century structure built for a group of entrepreneurs who supplied exotic animals to Rome's amphitheaters. Its intimate vaulted spaces are revealed on the outside of the building and silhouetted picturesquely against the sea, suggesting that the bath's owners knew how to innovate through concrete architecture and how to enjoy life.
00:00 - Chapter 1. Timgad: The Ideal Second-Century Colony in Roman North Africa
15:52 - Chapter 2. Leptis Magna in the Age of Augustus
30:00 - Chapter 3. The Augustan Theater and the Hadrianic Baths at Leptis Magna
44:48 - Chapter 4. Septimius Severus Sheathes Leptis in Imported Marble
59:45 - Chapter 5. The Severan Temple and Basilica, the Arch of Septimius Severus, and the Unique Hunting Baths
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses the increasing size of Roman architecture in the second and third centuries A.D. as an example of a "bigger is better" philosophy. She begins with an overview of tomb architecture, a genre that, in Rome as in Ostia, embraced the aesthetic of exposed brick as a facing for the exteriors of buildings. Interiors of second-century tombs, Professor Kleiner reveals, encompass two primary groups -- those that are decorated with painted stucco and those embellished primarily with architectural elements. After a discussion of the Temple of the Divine Antoninus Pius and Faustina and its post-antique afterlife as the Church of S. Lorenzo in Miranda, Professor Kleiner introduces the Severan dynasty as it ushers in the third century. She focuses first on the Arch of Septimius Severus in the Roman Forum, the earliest surviving triple-bayed arch in Rome. She next presents the so-called Septizodium, a lively baroque-style façade for Domitian's Palace on the Palatine Hill. The lecture concludes with the colossal Baths of Caracalla, which awed the public by their size and by a decorative program that assimilated the emperor Caracalla to the hero Hercules.
00:00 - Chapter 1. A Brick Tomb for Annia Regilla on the Via Appia
17:44 - Chapter 2. Second-Century Tomb Interiors in Rome
24:42 - Chapter 3. The Tomb Of the Caetennii in the Vatican Cemetery
36:31 - Chapter 4. The Temple of Antoninus Pius and Faustina the Elder in the Roman Forum
46:21 - Chapter 5. The New Severan Dynasty and The Parthian Arch in the Roman Forum
01:01:59 - Chapter 6. Biggest Is Best: The Baths of Caracalla in Rome
Roman Architecture (HSAR 252)
Professor Kleiner focuses on Ostia, the port of Rome, characterized by its multi-storied residential buildings and its widespread use of brick-faced concrete. She begins with the city's public face--the Forum, Capitolium, Theater, and Piazzale delle Corporazioni. The Piazzale, set behind the Theater, was the location of various shipping companies with black-and-white mosaics advertising their business. Professor Kleiner examines the Baths of Neptune and the Insula of Diana, a brick apartment building with four floors that housed a number of Ostia's working families. The Insula of Diana and other similar structures, including warehouses like the Horrea Epagathiana, demonstrate a fundamental feature of second-century Ostia: the appreciation of the aesthetic qualities of brick facing. Since the time of Nero, brick was customarily covered with stucco and paint, but these Ostian buildings are faced with exposed brick, the color, texture, and design of which make it attractive in its own right. The lecture ends with a survey of several single family dwellings in Ostia, including the fourth-century House of Cupid and Psyche, notable for the pastel-colored marble revetment on its walls and floors and for a charming statue of the legendary lovers.
00:00 - Chapter 1. Ostia: Romes First Colony
12:37 - Chapter 2. Civic Architecture in Ostia
23:32 - Chapter 3. Transacting Business at the Piazzale delle Corporazioni
36:57 - Chapter 4. Residential Architecture at Ostia: The Insulae
49:43 - Chapter 5. The Warehouses of Ostia
56:19 - Chapter 6. Painted Decoration and Mosaic Floors
01:04:33 - Chapter 7. Re-emergence of the Domus at Ostia and Tombs at Isola Sacra
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner features the architecture built in and around Rome during the reign of Hadrian. The lecture begins with the Temple of Venus and Roma, a Greek-style temple constructed near the Colosseum in Rome, which may have been designed by Hadrian himself. Professor Kleiner then turns to the Pantheon, a temple dedicated to all the gods that combines the marble porch and pediment of a traditional Greco-Roman temple with a vast concrete cylindrical drum, hemispherical dome, and central oculus. The porch serves to conceal the circular shape from view, but upon entering the structure the visitor is impressed by the massive interior space and theatrical play of light. The Pantheon represents the culmination of the Roman quest towards an architecture that shapes and dramatizes interior space. Professor Kleiner next discusses the Villa of Hadrian at Tivoli, a sprawling complex in which the emperor re-created buildings and works of art he observed during his empire-wide travels. The lecture concludes with a brief overview of the Mausoleum of Hadrian (the Castel Sant'Angelo), a round tomb that refers back to the Mausoleum of Augustus and served as the last resting place for Hadrian and the succeeding Antonine dynasty.
00:00 - Chapter 1. The Temple of Venus and Roma: A Greek Temple in Rome
15:14 - Chapter 2. The Pantheon: A Temple to All the Gods
29:57 - Chapter 3. The Pantheon and Its Impact on Later Architecture
47:48 - Chapter 4. Hadrians Villa at Tivoli: Travelogue and Retreat
56:21 - Chapter 5. Unique Designs at Hadrians Villa and the Castel Sant Angelo in Rome
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner analyzes the major public architectural commissions of the emperor Trajan in Rome. Distinguished by their remarkably ambitious scale, these buildings mimic Trajan's expansion of the Roman Empire to its furthest reaches. Professor Kleiner begins with Trajan's restoration of the Forum of Julius Caesar and proceeds to the Baths of Trajan. Situated on the Oppian and Esquiline Hills, these Trajanic baths follow the basic model of the earlier imperial Baths of Titus but increase the size of the complex several times. Most of the lecture focuses on the famous Forum and Markets of Trajan, built on land that the engineer and architect Apollodorus of Damascus created by cutting away part of the Quirinal Hill. The Forum of Trajan consists of a large open rectangular area, a basilica, Greek and Latin libraries, and a temple dedicated to Trajan after his death. Between the libraries stands the celebrated Column of Trajan with a spiral frieze commemorating the emperor's military victories in Dacia (modern Romania) and reaching a height of 125 feet. The brick-faced concrete Markets of Trajan climb up the hill and form a dramatic contrast to the marble forum. The lecture concludes with a brief discussion of the Arch of Trajan at Benevento, which depicts scenes of the emperor's greatest accomplishments and the first representations of his successor, Hadrian.
00:00 - Chapter 1. Trajan Expands the Empire and Initiates Public Architecture in Rome
07:54 - Chapter 2. The Baths of Trajan
22:10 - Chapter 3. The Forum of Trajan
31:30 - Chapter 4. The Basilica Ulpia
45:36 - Chapter 5. The Column of Trajan
59:30 - Chapter 6. The Markets of Trajan and The Succession of Hadrian
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Kleiner presents the three options for the course's term paper, which fall into two main categories: a research paper or a project to design a Roman city. For the research paper, she suggests cities and monuments not covered or mentioned briefly in the lectures, which embody some of the themes and issues raised in the course. Such topics include, in the Eastern Empire, the Roman cities of Corinth and Gerasa (Jerash), the Library of Celsus at Ephesus, and the Temple of Bel and the tower tombs at Palmyra. In the West, possible subjects are the Villa of the Papyri at Herculaneum; funerary architecture in Pompeii; a Roman villa at Fishbourne; Roman baths at Bath; and the private houses at Vaison-la-Romaine. Students may also study a site or monument of their choice, provided that the topic is pre-approved by Professor Kleiner. The lecture concludes with an overview of the "Design a Roman City" option, in which students draw or generate plans and other representations of a hypothetical Roman city of 10,000 inhabitants, accompanied by a paper supporting their proposal.
00:00 - Chapter 1. Introduction to the Term Paper: Requirements and Resources
04:36 - Chapter 2. Option 1: Research Paper and Corinth and Ephesus
15:21 - Chapter 3. The Library of Celsus at Ephesus
23:28 - Chapter 4. Gerasa and Palmyra
37:24 - Chapter 5. The Villa of the Papyri at Herculaneum and the Getty Villa
46:48 - Chapter 6. Further Research Options in England, Israel, Italy, and France
55:57 - Chapter 7. Option 2: Select a Building, Select a Theme
57:15 - Chapter 8. Tower Tombs at Palmyra
58:19 - Chapter 9. Option 3: Design Your Own Roman City
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner investigates the major architectural commissions of the emperor Domitian, the last Flavian emperor. She begins with the Arch of Titus, erected after Titus' death by his brother Domitian on land previously occupied by Nero's Domus Transitoria. The Arch celebrated Titus' greatest accomplishment--the Flavian victory in the Jewish Wars--and may have served as Titus' tomb. Professor Kleiner also discusses the Stadium of Domitian, the shape of which is preserved in Rome's Piazza Navona. Her major focus is the vast Imperial Palace on the Palatine Hill designed by the architect Rabirius and featuring Domitian as dominus et deus (lord and god). Constructed from brick-faced concrete and revetted with multicolored imported marbles, this structure was divided into public and private wings, and was so magnificent that it served as the urban residence of all subsequent Roman emperors. The lecture concludes with the so-called Forum Transitorium, a narrow forum begun by Domitian and finished by his successor Nerva, which features a temple to Domitian's patron goddess Minerva and a series of decorative columnar bays that create a lively in-and-out undulation that heralds the beginning of a "baroque" phase in Roman architecture.
00:00 - Chapter 1. The Jewish Wars, the Flavian Dynasty, and the Arch of Titus
14:18 - Chapter 2. The Arch of Titus: Triumph and Tomb
23:25 - Chapter 3. Domitians Succession and Stadium (The Piazza Navona)
33:11 - Chapter 4. Domitian as Dominus et Deus in the Palatine Palace
46:14 - Chapter 5. Rabirius Architectural Innovations
01:02:06 - Chapter 6. The Forum Transitorium and Incipient Baroque Architecture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner features the tumultuous year of 68-69 when Rome had four competing emperors. Vespasian emerged the victor, founded the Flavian dynasty, and was succeeded by his sons, Titus and Domitian. The Flavians were especially adept at using architecture to shape public policy. Professor Kleiner demonstrates that Vespasian linked himself with the divine Claudius by completing the Claudianum and distanced himself from Nero by razing the Domus Aurea to the ground and filling in the palace's artificial lake. In that location, Vespasian built the Flavian Amphitheater, nicknamed the Colosseum, thereby returning to the people land earlier stolen by Nero. Professor Kleiner discusses the technical and aesthetic features of the Colosseum at length, and surveys Vespasian's Forum Pacis and Titus' Temple to Divine Vespasian. The lecture concludes with the Baths of Titus, Rome's first preserved example of the so-called "imperial bath type" because of its grand scale, axiality, and symmetry.
00:00 - Chapter 1. The Year 68-69 and The Founding of the Flavian Dynasty
11:42 - Chapter 2. The Claudianum or The Temple of Divine Claudius
19:52 - Chapter 3. The Colosseum: Icon of Rome
33:17 - Chapter 4. The Colosseum as a Post-Antique Quarry
44:30 - Chapter 5. The Forum or Templum Pacis
01:01:39 - Chapter 6. The Imperial Baths of Titus
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner features the architecture of Augustus' successors, the Julio-Claudian emperors, whose dynasty lasted half a century (A.D. 14-68). She first presents Tiberius' magnificent Villa Jovis on the Island of Capri and an underground basilica in Rome used by members of a secret Neo-Pythagorean cult. She then turns to the eccentric architecture of Claudius, a return to masonry building techniques and a unique combination of finished and unfinished, or rusticated, elements. Finally, Professor Kleiner highlights the luxurious architecture of the infamous Nero, especially his Domus Aurea or Golden House and its octagonal room, one of the most important rooms in the history of Roman architecture. The construction of the Domus Aurea accelerates the shift in Roman building practice toward a dematerialized architecture that fully utilizes recent innovations in concrete technology and emphasizes interior space over solid form.
00:00 - Chapter 1. Tiberius and the Villa Jovis on Capri
16:58 - Chapter 2. Caligula and the Underground Basilica in Rome
29:23 - Chapter 3. Claudius and the Harbor at Portus
39:59 - Chapter 4. Claudius Porta Maggiore in Rome
47:33 - Chapter 5. Nero and the Domus Transitoria in Rome
01:01:24 - Chapter 6. The Golden House of Nero and the Octagonal Room
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner explores sepulchral architecture in Rome commissioned by the emperor, aristocrats, successful professionals, and former slaves during the age of Augustus. Unlike most civic and residential buildings, tombs serve no practical purpose other than to commemorate the deceased and consequently assume a wide variety of personalized and remarkable forms. The lecture begins with the round Mausoleum of Augustus, based on Etruscan precedents and intended to house the remains of Augustus and the new Julio-Claudian dynasty. Professor Kleiner also highlights two of Rome's most unusual funerary structures: the pyramidal Tomb of Gaius Cestius, an aristocrat related to Marcus Agrippa, and the trapezoidal Tomb of Marcus Vergilius Eurysaces, probably a former slave who made his fortune overseeing the baking and public distribution of bread for the Roman army. Professor Kleiner concludes the lecture with a brief discussion of tombs for those with more modest means, including extensive subterranean columbaria. She also turns briefly to the domed thermal baths at Baia, part of an ancient spa and a sign of where concrete construction would take the future of Roman architecture.
00:00 - Chapter 1. Augustus Family Mausoleum
11:04 - Chapter 2. Etruscan Antecedents of the Mausoleum of Augustus
19:13 - Chapter 3. The Tomb of Caecilia Metella on the Via Appia
28:55 - Chapter 4. The Pyramidal Tomb of Gaius Cestius
41:33 - Chapter 5. The Tomb of the Baker Eurysaces and His Wife Atistia
50:30 - Chapter 6. Atistias Breadbasket and Eurysaces Achievements
01:00:16 - Chapter 7. Tombs for Those of Modest Means and the Future of Concrete Architecture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses the transformation of Rome by its first emperor, Augustus, who claimed to have found Rome a city of brick and left it a city of marble. The conversion was made possible by the exploitation of new marble quarries at Luna (modern Carrara) on the northwest coast of Italy. The lecture surveys the end of the Roman Republic and the inauguration of the Principate and analyzes the Forum of Julius Caesar and the Forum of Augustus. Professor Kleiner shines a spotlight on Caesar's attempt to link himself to his divine ancestress Venus Genetrix and on Augustus' appropriations of Greek caryatids and other decorative motifs that associate his era with the Golden Age of Periclean Athens. Finally, she analyzes the Ara Pacis Augustae, a monument commissioned upon Augustus' return to Rome after achieving diplomatic victories in Spain and Gaul, and serving as the Luna marble embodiment of the emperor's new hegemonic empire.
00:00 - Chapter 1. From Republic to Empire: Julius Caesar
08:39 - Chapter 2. Julius Caesar, Venus Genetrix, and the Forum Iulium
20:43 - Chapter 3. The Ascent of Augustus and Access to Italian Marble
32:43 - Chapter 4. Augustus Assembles His Marble City
44:01 - Chapter 5. The Forum of Augustus and Its Links to the Greek Past
54:03 - Chapter 6. The Ara Pacis Augustae
01:05:32 - Chapter 7. Mussolini, The Meier Museum, and a Jewel on Lungotevere
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses special subjects in Roman wall painting that do not fall within the four architectural styles but were nonetheless inserted into their wall schemes: mythological painting, landscape, genre, still life, history painting, and painted portraiture. The lecture begins with an in-depth examination of the unique Dionysiac Mysteries painting in Pompeii in which young brides prepare for and enter into a mystical marriage with the god Dionysus and simultaneous initiation into his cult. Professor Kleiner then presents a painted frieze from Rome that depicts the wanderings of Odysseus against a continuous landscape framed by Second Style columns. She subsequently analyzes Roman still life, remarkable in its similarity to modern still life painting; a scene of daily life in Pompeii; and a painting depicting a specific historical event--a riot in the Pompeii Amphitheater that caused the arena to be shut down for ten years. The lecture ends with a discussion of painted portraiture on Pompeian walls, including likenesses of two different women holding a similar stylus and wax tablet.
00:00 - Chapter 1. Initiation in the Villa of the Mysteries
08:45 - Chapter 2. A Mystical Marriage
25:44 - Chapter 3. The God of Wine and His Brides
36:04 - Chapter 4. Conclusion to the Initiation Rites
43:05 - Chapter 5. The Wanderings of Odysseus
56:44 - Chapter 6. Genre, Historical, and Portrait Painting
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses the development of Third Style Roman wall painting in late first century B.C. villas belonging to the imperial family and other elite patrons. Third Style painting, as Professor Kleiner demonstrates, is characterized by departure from the perspectival vistas and panoramas of the Second Style toward an attenuation of architectural elements and a respect for the inherent flatness of the wall. The Third Style remains popular until the middle of the first century A.D., when it is replaced by the Fourth Style of Roman painting; both styles coexist in the Domus Aurea, the luxurious pleasure palace of the emperor Nero in downtown Rome. Professor Kleiner characterizes the Fourth Style of Roman wall painting as a compendium of previous styles, with imitation marble veneer, framed mythological panels, and the introduction of fragments of architecture situated in an illogical space.
00:00 - Chapter 1. Introduction to Third and Fourth Style Roman Wall Painting
11:41 - Chapter 2. Transition from Second to Third Style at Oplontis
23:00 - Chapter 3. The Mature Third Style at Boscotrecase
37:26 - Chapter 4. A Third Style Garden and Fabullus Paints the Domus Aurea in Rome
55:11 - Chapter 5. Fourth Style Eclecticism and Display in Pompeii
01:07:36 - Chapter 6. Scenographic Painting in Herculaneum
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses domestic architecture at Herculaneum and the First and Second Styles of Roman wall painting. The lecture begins with an introduction to the history of the city of Herculaneum and what befell some of its inhabitants when they tried to escape obliteration by Vesuvius. She features three houses in Herculaneum, two of which--the Houses of the Mosaic Atrium and the Stags--are among the best examples of a residential style popular in Campania between A.D. 62 and 79. Professor Kleiner then turns to the First or Masonry Style of Roman wall painting, which seeks to replicate the built architecture of Hellenistic kings and other elite patrons by using stucco and paint to imitate a real wall faced with marble. She follows with Second Style Roman wall painting, which uses only paint to open up the wall illusionistically onto vistas and prospects of sacred shrines, city scenes, and landscapes. The lecture concludes with a discussion of the Garden Room from the Villa of Livia at Primaporta, which epitomizes the Second Style by transforming the flat wall into a panoramic window.
00:00 - Chapter 1. Introduction and the History of Herculaneum
13:30 - Chapter 2. Houses at Herculaneum and the Samnite House
20:35 - Chapter 3. Further Developments in Domestic Architecture at Herculaneum: The House of the Mosaic Atrium and the House
37:47 - Chapter 4. First Style Roman Wall Painting
52:02 - Chapter 5. Second Style Roman Wall Painting
01:04:18 - Chapter 6. Second Style Roman Wall Painting and the Family of Augustus
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses domestic architecture at Pompeii from its beginnings in the fourth and third centuries B.C. to the eruption of Vesuvius in A.D. 79. She describes the plan of the ideal domus italica and features two residences that conform to that layout. She then presents the so-called Hellenized domus that incorporates elements of Greek domestic architecture, especially the peristyle court with columns. The primary example is the famous House of the Faun with its tetrastyle atrium, double peristyles, and floor mosaic of the battle between Alexander the Great and Darius of Persia at Issus, a Roman copy of an original Greek painting. She concludes by highlighting the suburban Villa of the Mysteries and notes the distinction between plans of Roman houses and those of Roman villas.
00:00 - Chapter 1. Introduction and the Ideal Domus Italica
15:28 - Chapter 2. Early Pompeian Houses and the Ideal Hellenized Domus
25:07 - Chapter 3. Hellenized Houses in Pompeii
38:32 - Chapter 4. Chapter 4. The House of the Faun
54:00 - Chapter 5. Additional Pompeian Houses
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner explores the civic, commercial, and religious buildings of Pompeii, an overview made possible only because of an historical happenstance--the eruption of Mount Vesuvius in A.D. 79, which buried the city at the height of its development. While the lecture features the resort town's public architecture--its forum, basilica, temples, amphitheater, theater, and bath complexes--Professor Kleiner also describes such fixtures of daily life as a bakery and a fast food restaurant. The lecture culminates with a brief overview of tomb architecture in Pompeii and a moving account of what happened to the inhabitants of the city of Pompeii when disaster struck.
00:00 - Chapter 1. Introduction to Pompeii and the Citys History
11:08 - Chapter 2. The Early Settlement and the Forum at Pompeii
21:37 - Chapter 3. The Capitolium and Basilica of Pompeii
30:33 - Chapter 4. Pompeiis Entertainment District: The Amphitheater, Theater, and Music Hall
46:00 - Chapter 5. Bath Complexes at Pompeii
58:28 - Chapter 6. Daily Life and the Eruption of Vesuvius
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner discusses the revolution in Roman architecture resulting from the widespread adoption of concrete in the late second and first centuries B.C. She contrasts what she calls innovative Roman architecture with the more traditional buildings already surveyed and documents a shift from the use of concrete for practical purposes to an exploration of its expressive possibilities. The lecture concludes with a discussion of the Sanctuary of Fortuna Primigenia at Palestrina, an impressive terraced complex that uses concrete to transform a mountain into a work of architecture, with ramps and stairs leading from one level to the next and porticoes revealing panoramic views of nature and of man-made architectural forms.
00:00 - Chapter 1. Roman Concrete and the Revolution in Roman Architecture
13:26 - Chapter 2. The First Experiments in Roman Concrete Construction
25:11 - Chapter 3. Sanctuaries and the Expressive Potential of Roman Concrete Construction
41:28 - Chapter 4. Innovations in Concrete at Rome: The Tabularium and The Theater of Marcellus
56:56 - Chapter 5. Concrete Transforms a Mountain at Palestrina
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner traces the evolution of Roman architecture from its beginnings in the eight-century B.C. Iron Age through the late Republican period. The lecture features traditional Roman temple architecture as a synthesis of Etruscan and Greek temple types, early defensive wall building in Rome and environs, and a range of technologies and building practices that made this architecture possible. City planning in such early Roman colonies as Cosa and Ostia is also discussed, as are examples of the first uses of the arch and of concrete construction, two elements that came to dominate Roman architectural practice. The lecture ends with an analysis of typical late Republican temples at Rome, Cori, and Tivoli.
00:00 - Chapter 1. Romulus Founds Rome
10:05 - Chapter 2. Defensive Stone Walls and Regular Town Planning
27:37 - Chapter 3. Early Republican Architecture
45:06 - Chapter 4. The Hellenization of Late Republican Temple Architecture
01:03:20 - Chapter 5. The Advent of the Corinthian Order
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Roman Architecture (HSAR 252)
Professor Kleiner introduces the wide variety of Roman buildings covered in the course and links them with the theme of Roman urbanism. The lecture ranges from early Roman stone construction to such masterpieces of Roman concrete architecture as the Colosseum and Pantheon. Traveling from Rome and Pompeii across the vast Roman Empire, Professor Kleiner stops in such locales as North Africa and Jordan to explore the plans of cities and their individual edifices: temples, basilicas, theaters, amphitheaters, bath complexes, and tombs. The lecture culminates with reference to the impact of Roman architecture on post-antique architectural design and building practice.
00:00 - Chapter 1. Introduction: Roman Urbanism
09:47 - Chapter 2. The Urban Grid and Public Architecture
24:41 - Chapter 3. Bathing, Entertainment, and Housing in the Roman City
37:06 - Chapter 4. Roman Tombs, Aqueducts, and the Lasting Impact of Roman Architecture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Epidemics in Western Society Since 1600 (HIST 234)
Prof. Snowden describes the final exam, and takes questions from students.
00:00 - Chapter 1. Logistics
05:26 - Chapter 2. What Determines the Historical Significance of an Epidemic?
14:33 - Chapter 3. Diseases of Modernity
20:48 - Chapter 4. Diseases of Poverty
35:47 - Chapter 5. Magic Bullets
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
SARS, avian influenza and swine flu are the first new diseases of the twenty-first century. They are all diseases of globalization, or diseases of modernity, and while relatively limited in their impact, they have offered dress-rehearsals for future epidemics. As information about SARS spread internationally in 2002, in spite of China's campaign of silence, the global response had a curiously twofold character: on one hand, the mobilization of biologists and epidemiologists across national frontiers was rapid and unprecedented, while on the other hand, public health strategies on the ground were largely familiar from previous eras. If the spread of information and collaboration on international health regulations have been two positive aspects of public health response in the first decade of this century, more worrying questions have been raised concerning the production and distribution of drugs and the capacity of for-profit healthcare systems to cope with a major epidemic.
00:00 - Chapter 1. New Diseases of the Twenty-First Century
02:58 - Chapter 2. SARS
08:32 - Chapter 3. Symptoms, Epidemiology, and Effects on Society of SARS
26:04 - Chapter 4. Avian Flu
29:34 - Chapter 5. Swine Flu
34:38 - Chapter 6. Lessons
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The Global Polio Eradication Initiative, the largest public health campaign ever launched, began in 1988 with the ambition of achieving its goal by the year 2000. In the decade since this deadline was missed, the initiative has suffered a number of setbacks, notably in the tropical world. Four major types of problems have impeded the eradication effort: operational, biological, political and religious. Northern Nigeria offers a case study of all of these factors, with domestic political and religious conflict, unsanitary conditions, and suspicion of Western medicine all undermining the anti-polio campaign. One of the questions raised by the campaign's struggle is whether or not eradication is itself a realistic public health goal, and to what extent smallpox furnishes a model precedent or a potentially misleading dream scenario.
00:00 - Chapter 1. Polio
13:33 - Chapter 2. A Social Disease in Reverse
23:52 - Chapter 3. Vaccination
38:32 - Chapter 4. Challenges to Eradication
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Dr. Margaret Craven discusses HIV/AIDS from the perspective of a front-line clinician. AIDS is unprecedented in both the speed with which it spread across the globe and in the mobilization of efforts to control it. It is a disease of modernity. Along with the relative ease and velocity of modern transportation methods, other background conditions include Western medicine, with hypodermic needles and bloodbanking, intravenous drug use, and the development and concentration of gay culture. In the U.S., early public health attempts at understanding and combating the virus were hindered by right-wing domestic political and religious forces. Successful containment of epidemics cannot be achieved under the spell of hypocrisy and politicization; rather, medicine and education must be evidence-based and practical.
00:00 - Chapter 1. Dr. Margaret Craven Discusses AIDS
07:42 - Chapter 2. Beginnings of the Epidemic: Globalization
12:53 - Chapter 3. Modern Invasive Medical Technology
14:54 - Chapter 4. Homosexuality
20:36 - Chapter 5. Uncovering the Medical Basis
28:51 - Chapter 6. Treatment
33:26 - Chapter 7. Public Health Challenges
44:10 - Chapter 8. Future Directions
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The global AIDS pandemic furnishes a case study for many of the themes addressed throughout the course. While in the developed West the disease largely afflicts concentrated high-risk groups such as intravenous drug users and the sexually promiscuous, in Southern Africa it is much more a generalized disease of poverty. In countries such as Botswana and Swaziland, the economic and social consequences of the disease have created a vicious circle, whereby the devastation wrought by AIDS severely impedes public health efforts and prepares the way for further infection. One important lesson that has been drawn from the past decades of struggle against the epidemic is therefore to take account of the specific, local characteristics of each affected area, making provision for the social as well as purely biological factors of transmission.
00:00 - Chapter 1. AIDS: Background
09:06 - Chapter 2. Transmission
12:55 - Chapter 3. Scale of the Pandemic
20:09 - Chapter 4. Epidemiology
33:14 - Chapter 5. Societal Effects
38:59 - Chapter 6. Public Health Strategies
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The Tuskegee Syphilis Study, carried out in Macon, Alabama, from 1932 to 1972, is a notorious episode in the checkered history of medical experimentation. In one of the most economically disadvantaged parts of the U.S., researchers deceived a group of 399 black male syphilitics into participating in a study with no therapeutic value. These "volunteers" were not treated as patients, but rather as experimental subjects, or walking cadavers. Even after the development of penicillin, the Tuskegee group was denied effective treatment. Despite regularly published scholarly articles, forty years passed before there was any protest in the medical community. The aftereffects of the study, along with the suffering of its victims, include a series of congressional investigations, the drafting of medical ethics guidelines, and the establishment of independent review boards.
00:00 - Chapter 1. Tuskegee Syphilis Study, 1932-72
05:26 - Chapter 2. Origins
26:23 - Chapter 3. Continuation
45:45 - Chapter 4. Legacy
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Reliable records of influenza, dating back to the 1700s, suggest a pattern of one major pandemic every century. Among the pandemics for which there is solid documentary evidence, the outbreak of 1918-1920 is by far the greatest. The so-called Spanish Lady caused somewhere between 25 and 100 million deaths worldwide. It is distinctive both for its high mortality rate, in comparison to other flu pandemics, and for its unusual demographic effect: whereas the flu typically targets the very young and old, the 1918-1920 epidemic struck adults in the prime of life. Without a cure for the disease, public health authorities today are in a position to learn from the successes and failures of the early-twentieth-century response.
00:00 - Chapter 1. Influenza
05:17 - Chapter 2. Transmission
09:06 - Chapter 3. 1889-90 Pandemic
24:00 - Chapter 4. Spanish Influenza
38:09 - Chapter 5. Epidemiology and Responses
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The cultural transition from the romantic era of consumption to the era of tuberculosis derived not only from the germ theory of disease and the triumph of contagionism over anticontagionism, but also from political considerations. Worries over population decline and growing working-class militancy were aggravated by what now appeared to be a social disease, or a disease of poverty. One of the strategies deployed against the disease was the sanatorium, an institution which was capable both of instructing patients in contagionism and in imposing a practical quarantine. Although the development of effective chemotherapy in the 1940s raised hopes that tuberculosis might be globally eradicated, these have unfortunately proven to be overly optimistic. Factors such as poverty and population displacement continue to favor the disease's spread today, particularly in the Third World.
00:00 - Chapter 1. The Age of Tuberculosis
05:58 - Chapter 2. War on Tuberculosis: Sanatoria
30:23 - Chapter 3. Pneumothorax and Dispensaries
39:23 - Chapter 4. Vaccination and Antibiotics
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
An ancient disease, tuberculosis experienced a major upsurge in Western Europe in the nineteenth century, corresponding with increasing industrialization and urbanization. Poor air quality and cramped living conditions increased susceptibility to the disease. Tuberculosis also had a significant impact on European culture. In this respect, the modern career of the disease can be divided into two eras: the first associated with artistic romanticism and the idealized image of the beautiful and brilliant consumptive, the second, following the germ theory of disease, linking tuberculosis with social fears of poverty and contagion.
00:00 - Chapter 1. Tuberculosis: Epidemic or Endemic?
10:14 - Chapter 2. A Social Disease
16:54 - Chapter 3. Symptoms
25:09 - Chapter 4. Era of Consumption
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
In the last decade of the nineteenth century, malariology emerged as the most prestigious and intellectually exciting field in the new discipline of tropical medicine. The disease's complexity and resistance to conventional public health strategies posed a major challenge to doctors and scientists. Plague measures and social hygiene had no effect in curbing malaria, and the disease proved difficult to classify. The case of Italy, and the malaria eradication program of 1900-1962, furnished a model for other efforts across the world. In evaluating the Italian campaign, it is important to distinguish between valuable lessons and warnings for future efforts, and in particular to account for the diversity of strategies responsible for its success.
00:00 - Chapter 1. The Complexity of Malaria
10:00 - Chapter 2. A Societal View of Malaria: Characterization
17:08 - Chapter 3. Historical Strategies
23:14 - Chapter 4. Italian Eradication
41:29 - Chapter 5. Eradication After World War II
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Of all the diseases studied in this course, malaria has been responsible for the most human suffering. It has evolved alongside humans, and impacted human biology as well as civilization. In the former case, this impact is evident in genetic diseases like sickle-cell anemia which, while increasing vulnerability to a host of other illnesses, has the advantage of conferring substantial resistance to malaria. In social terms, malaria's debilitating sequelae have resulted in a reciprocal cycle of poverty and infection, low productivity and the desertion of profitable land weakening societies' ability to combat the disease and ultimately reinforcing a division between the global North (where malaria was eradicated following the Second World War) and the South, where the disease persists.
00:00 - Chapter 1. Malaria: Relationships between Diseases and Genetics
04:45 - Chapter 2. Scope
15:03 - Chapter 3. Etiology
30:17 - Chapter 4. Symptomatology and Relationship to Poverty
40:14 - Chapter 5. Mosquito Theory of Transmission
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The sub-discipline of tropical medicine furnishes a clear example of the socially constructed character of medical knowledge. Tropical diseases first enter medical discourse as a unique conceptual field and topic for specialization at the end of the 19th century, and the heyday of tropical medicine - from the 1890s to the First World War - corresponds to the golden age of Western colonialism in Africa and Asia. This correspondence was not accidental; tropical medicine both gave practical aid to colonial powers faced with unfamiliar disease environments and furnished a deeply Eurocentric view of disease well-suited to the ideology of colonial expansion. As a consequence of this approach, little attention was given to the social factors of disease (work conditions, poverty, malnutrition), and the health of native populations was largely ignored. Subsequent periods of research in tropical medicine have, with decolonization and infusions of money from American foundations, been obliged to confront the consequences stemming from the discipline's formation as an instrument of colonial subjugation.
00:00 - Chapter 1. Tropical Medicine
05:48 - Chapter 2. Background: Diseases of the Tropics
11:53 - Chapter 3. Transition to Tropical Diseases and Tropical Medicine: Medical Factors
31:09 - Chapter 4. Institutional Factors
34:15 - Chapter 5. Implications of Tropical Medicine
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Although the development of the germ theory of disease in the latter half of the nineteenth century marks a major revolution in medical science, comparable to the discoveries of Galileo in astronomy or Darwin in biology, it cannot be reduced to the heroic efforts of a single researcher or group of researchers. Rather, a number of conceptual, technological and institutional preconditions made the germ theory possible. Among these, contagionism, microscopy and hospital medicine all played a major role. The germ theory of disease facilitated a wide range of scientific advances, including the isolation of pathogens, the creation of vaccines and the introduction of antiseptics in surgery.
00:00 - Chapter 1. Germ Theory of Disease
03:33 - Chapter 2. Preconditions
14:34 - Chapter 3. Louis Pasteur
24:17 - Chapter 4. Attenuation
33:28 - Chapter 5. Robert Koch'
39:31 - Chapter 6. Therapeutic Effects
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The debate between contagionists and anticontagionists over the transmission of infectious diseases played a major role in nineteenth-century medical discourse. On the one side were those who believed that diseases could be spread by infected material, perhaps including people and inanimate objects, and on the other those who subscribed to the more venerable miasmatic theory. Although the contagionist view would be substantially vindicated by Robert Koch's germ theory of disease, it is important not to simply ignore the arguments put forward by the anticontagionists. Although these were based on science that has since been disproven, the concrete proposals put forward by scientists like Max von Pettenkofer marked a major step forward for public health policy. In particular, the anticontagionists' emphasis on the environmental factors of disease control continues to provide an important lesson.
00:00 - Chapter 1. Contagionism and Anticontagionism
07:14 - Chapter 2. Max van Pettenkofer
14:38 - Chapter 3. Contagionism
19:34 - Chapter 4. Anticontagionists
29:22 - Chapter 5. Pettenkofer's "Groundwater Theory"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
There is a longstanding debate over the origins of syphilis, in which arguments over how the disease arrived in Europe have historically been linked to racist and xenophobic ideologies as well as to scientific and historical research. Whatever its provenance, the major syphilis epidemic of the late sixteenth and early seventeenth centuries spread in the train of war, alongside Charles VIII of France's armies. Syphilis was distinguished both by its catholicity, targeting kings as well as paupers, and its mode of transmission. The disease's evident contagiousness served both as grist for a religious interpretation, emphasizing asceticism and divine punishment, and as a major challenge to the humoral theory of disease.
00:00 - Chapter 1. Comparative Questions about Diseases
12:37 - Chapter 2. Syphilis: Background
17:30 - Chapter 3. Origins
29:16 - Chapter 4. Etiology and Symptomatology
36:15 - Chapter 5. Societal Effects
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The sanitary movement was an approach to public health first developed in England in the 1830s and '40s. With increasing industrialization and urbanization, the removal of filth from towns and cities became a major focus in the struggle against infectious diseases. As pioneered by Edwin Chadwick, the sanitary movement also embraced an explicit political objective, according to which urban cleansing took on a figurative as well as a literal sense, and was seen as a potential solution to the threat posed by the "dangerous classes." European cities followed suit, with Paris and Naples embarking on wholesale rebuilding projects, necessitating large-scale state intervention. Although these technological reforms marked an undeniable step forward for public health, they often also entailed the exclusion of other strategies, such as progressive economic and educational reforms.
00:00 - Chapter 1. The Sanitary Movement
04:13 - Chapter 2. Background
10:15 - Chapter 3. Sir Edwin Chadwick
23:27 - Chapter 4. Social Medicine
30:25 - Chapter 5. Rebuilding Cities and Urban Planning: Paris
40:51 - Chapter 6. Naples
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Asiatic cholera was the most dreaded disease of the nineteenth century. While its demographic impact could not compare to that of the bubonic plague, it nonetheless held a tremendous purchase on the European social imagination. One reason for the intense fear provoked by the disease was its symptoms: not only did cholera exact a degrading and painful toll on the human body, it also struck suddenly, and was capable of reducing the seemingly healthy in a period of hours. A second major reason for the disease's significance was its overwhelming predilection for the poor: transmitted through the oral ingestion of fecal matter, cholera was intimately associated with poor diets and unsanitary living conditions. This correspondence qualifies it as an archetypical disease of poverty, and implicated cholera in the larger nineteenth-century political anxiety over the "social question."
00:00 - Chapter 1. Asiatic Cholera as an Emerging Disease in the West
07:37 - Chapter 2. Cholera Pandemics
13:31 - Chapter 3. Characteristics of the Disease
21:47 - Chapter 4. Symptoms
31:00 - Chapter 5. Effects on Society
39:33 - Chapter 6. Community Reactions
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Professor Snowden describes the historical detective work that went into the research and writing of Naples in the Time of Cholera, his study of the 1884 and 1911 epidemics of Asiatic cholera that struck Italy. The latter epidemic is of particular interest, because the official historiography of the disease has long confined its outbreaks in Western Europe to the nineteenth century. Through his investigation, Snowden discovered that there was in fact an epidemic on Italian shores in 1911, and that its absence from subsequent histories was the result of concerted efforts of concealment on the part of Italian and U.S. authorities. The story of this successful concealment sheds light not only on the history of Asiatic cholera in the early twentieth century, but also on more recent public health campaigns that have involved concealment, such as China's response to the 2002 SARS epidemic.
00:00 - Chapter 1. Asiatic Cholera in Naples in 1911
06:22 - Chapter 2. Concealment?
13:27 - Chapter 3. Search for Evidence
21:05 - Chapter 4. Advances in Cholera Therapeutics
27:39 - Chapter 5. Concealment in Conflict with Patient Care
33:49 - Chapter 6. Why Conceal?
44:59 - Chapter 7. Effects of Concealment
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
In the decades immediately following the French Revolution, Paris was at the center of a series of major developments in medical science, sometimes described as the transition from medieval to modern medicine. Although the innovations associated with the Paris School were in large part products of the ideological and institutional transformations brought on by the Revolution, they belong to a long list of challenges to the Galenic orthodoxy of "library medicine." Successive scientists and physicians had questioned the exclusive commitment of medicine to interpreting ancient texts; in the hospitals of Paris, a new medical epistemology, focused on empirical observation and the diagnosis of specific diseases, was put into practice.
00:00 - Chapter 1. The Paris School of Medicine
03:48 - Chapter 2. Limitations of Humoralism and Galenism
14:47 - Chapter 3. Hospital Medicine
18:12 - Chapter 4. Institutional Foundations
21:58 - Chapter 5. Philosophical Foundations
30:24 - Chapter 6. Influences of the French Revolution
34:37 - Chapter 7. "Peu lire et beaucoup voir": Observation-Based Medicine
46:23 - Chapter 8. Effects of the Paris School
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
It is not known for certain when smallpox first appeared in Europe; however, the disease reached its highpoint in the seventeenth and eighteenth centuries, when it persisted as an endemic disease while periodically erupting as an epidemic. European literature testifies to the pervasiveness of smallpox, a disease that most would have had acquired in childhood. In the New World, the disease was experienced very differently. With no acquired immunities on the part of native populations, European explorers and colonists were responsible for devastating "virgin soil epidemics," one consequence of which was to pave the way for the importation of African slaves. The first practical public health measure to effectively combat smallpox, inoculation and later vaccination, achieved notable success but was not free of flaws and controversy.
00:00 - Chapter 1. Smallpox in Europe
11:39 - Chapter 2. Public Responses
18:18 - Chapter 3. Smallpox in the New World, Australia, and New Zealand
30:34 - Chapter 4. Inoculation
39:41 - Chapter 5. Vaccination
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
In the eighteenth century, smallpox succeeded plague as the most feared disease. The two maladies, however, are very different. While plague is a bacterial disease, smallpox is viral. Plague is spread by rats and fleas, smallpox is transmitted by contact and airborne inhalation. Unlike plague, smallpox can exist as an endemic as well as an epidemic disease. The dread of smallpox was a result of its agonizing and unpleasant symptoms, which, in the case of survival, often left victims permanently disfigured. Prior to the discovery and successful implementation of inoculation and vaccination regimes, a host of ineffective and often dangerous treatments were attempted, including bleeding, purging, and cauterization of affected areas.
00:00 - Chapter 1. Smallpox
09:13 - Chapter 2. Etiology
16:49 - Chapter 3. Transmission and Epidemiology
22:32 - Chapter 4. Symptomatology
41:14 - Chapter 5. Remedies
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
One of the major cultural consequences of the second plague pandemic was its effect on attitudes towards death and the "art of dying." As a result both of its extreme virulence and the strictness of the measures imposed to combat it, plague significantly disrupted traditional customs of dealing with death. This disruption made itself felt not only in religious belief and burial practices but also in art, architecture and literature. European culture was profoundly shaped by the experience of the plague, as witnessed by the advent of symbols such as "vanitas" and the danse macabre in iconography, as well as the visual representations associated with the new cults of plague saints. The successful containment of the plague might be seen to have exercised a similarly powerful effect in shaping the philosophical project of the Enlightenment, in that the measures taken to ward off death gave material substance to theoretical claims of progress.
00:00 - Chapter 1. Effects of Bubonic Plague on European Culture
02:51 - Chapter 2. "Ars moriendi": The Art of Dying
07:54 - Chapter 3. "Mors Repentina": Death Unleashed
19:53 - Chapter 4. "Vanitas" and "Danse Macabre": Life as Transitory and Fragile, and Death as a Merry Dance
29:14 - Chapter 5. Cults of Plague Saints
37:24 - Chapter 6. Plague as a Factor in European Intellectual History
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Community responses to the bubonic plague ranged from the flight of a privileged few to widespread panic and the persecution of foreigners and other stigmatized social groups. The suspicion of willful human agency in spreading the disease, identified with the work of poisoners, was a major source of anxiety. Mass religious revivals also accompanied the pandemic, with the emergence of new cults of saints and public forms of repentance. Official attempts to contain the second pandemic resulted in the first full-scale public health program, the plague regulations instituted by the Italian city-states, regulations that included military quarantines, compulsory burial, and imprisonment of the infected. It is unclear to what extent these measures, while representative of impressive technical and administrative advances, actually contributed to defeating the epidemic.
00:00 - Chapter 1. Responses to the Plague and Miasmatism
09:05 - Chapter 2. Individual Measures of Self-Protection and Scape-Goating
18:52 - Chapter 3. Religiosity
25:51 - Chapter 4. Organized Public Health Measures
37:25 - Chapter 5. Did the Public Health Measures Succeed?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The bubonic plague is the measure by which succeeding epidemics have long been measured. Its extreme virulence, horrible symptoms, and indiscriminate victim profile all contributed to making plague the archetypical worst-case scenario. For these same reasons, the plague is also an ideal test case for the thesis that epidemic diseases play a major role in shaping human history. Over the course of its three pandemics, the plague had major economic, religious, cultural and political implications for affected societies. In its wake, religious beliefs and medical practices were questioned, public authorities tested, and the social fabric strained.
00:00 - Chapter 1. Bubonic Plague
14:03 - Chapter 2. Three Western Pandemics
23:39 - Chapter 3. Etiology
34:10 - Chapter 4. Symptomatology and Pathology
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
The form of medicine that arose in fifth-century Greece, associated with the name of Hippocrates and later popularized by Galen, marked a major innovation in the treatment of disease. Unlike supernatural theories of disease, Hippocrates' method involved seeking the causes of illness in natural factors. This method rested upon an analogy between the order of the universe and the composition of the body's "humors." Health, on this view, was a matter of achieving equilibrium between competing humoral forces. Although Hippocratic theory would later be challenged for a number of different reasons, notably including the experience of epidemic diseases, it persists today in various traditions of holistic medicine.
00:00 - Chapter 1. Diseases as Supernatural
13:50 - Chapter 2. Humoralism
30:14 - Chapter 3. Galen as Interpreter of Hippocratic Medicine
42:32 - Chapter 4. Ascelpius
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
Epidemics in Western Society Since 1600 (HIST 234)
Epidemics, or high-impact infectious diseases, have had an historical impact equal to that of wars, revolutions and economic crises. This course looks at the various ways in which these diseases have affected societies in Europe and North America from 1600 to the present. Contrary to optimistic mid-twentieth-century predictions, epidemic diseases still pose a major threat to human well-being. Diseases will be considered not only in their biological effects, but also as social, political and cultural phenomena. Attention will therefore be given to the different forms of human response to epidemics, from medical science to artistic representations.
00:00 - Chapter 1. The Historical Importance of Epidemics
09:28 - Chapter 2. Themes of the Course
18:48 - Chapter 3. Humoralism and Bubonic Plague
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2010.
European Civilization, 1648-1945 (HIST 202)
The disintegration of the Soviet Union resulted from a number of different factors. Three important ones are nationalism among Soviet satellite states, democratic opposition movements, and economic crisis. Along with these elements, the role of Mikhail Gorbachev should not be discounted. Although his attempt to reform communism was rejected, his reformist positions as Soviet premier helped open the way for full-fledged political dissidence. One of the major challenges faced by Europe in the wake of the collapse of communism has been that posed by ethnic nationalism, a problem that erupted violently in the Balkans in the 1990s. Immigration and the defense of human rights are two problems that now confront the United States, as well as a United Europe.
00:00 - Chapter 1. The Fall of Communism: Nationalism, Democratic Reform, and Economic Change
16:47 - Chapter 2. The Dissolution of the Soviet System in the Satellite States of Eastern Europe
29:00 - Chapter 3. Globalization and Americanization in Europe
31:07 - Chapter 4. Immigration and the European Union
35:21 - Chapter 5. Human Rights in Europe and the United States
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
One of the principal myths concerning collaboration during World War II in France, as in other countries, is that the domestic collaborators did so despite themselves, or to prevent even greater atrocities. In fact, many French, Belgians, Hungarians, Poles, Dutch and others voluntarily and enthusiastically abetted the occupying Germans. This collaboration, inspired by anti-Semitism and xenophobia, often resulted in extremely zealous persecution of Jewish nationals, communists, and others. Along with the myth of reluctant collaboration, France has also been obliged to confront the myth of widespread resistance, promulgated in part by a victorious Charles de Gaulle. Many questions concerning collaboration and resistance still remain unresolved in formerly occupied European countries to this day.
00:00 - Chapter 1. Resistance in Eastern and Southern Europe
05:19 - Chapter 2. Charles de Gaulle and Memory of the Second World War
12:06 - Chapter 3. Writing the History of French Collaboration: Developments in the 1970s and 1980s
25:26 - Chapter 4. The Work of the French Resistance
38:08 - Chapter 5. Communism and Resistance
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
While Nazi Germany's crimes were unprecedented, Adolf Hitler himself was in many respects a typical figure. An idle youth, of seemingly mediocre talents, his political career and passionate hatreds were formed by the experience of World War I. The rise of fascism in Germany, as elsewhere, must be understood in the context of a postwar climate of resentment and instability. Germany's economic crisis, in particular, led the middle classes to support National Socialism well before any other group. This resentment would find a ready outlet in the form of increasingly persecuted minority populations, above all the Jews. In considering Nazism against the backdrop of a more general wave of extreme rightwing and fascist political sentiment, it is important to note that the policies of the Third Reich were not only known to but also endorsed by the majority of the German population.
00:00 - Chapter 1. The Life of Adolf Hitler
20:39 - Chapter 2. Support of the Nazi Party: Rightwing Revisionism After the First World War
33:15 - Chapter 3. Order, Terror and Atomization: Society in Nazi Germany
42:16 - Chapter 4. Faith unto Death: Nazis throughout and After the War
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
One of the central questions in assessing Stalinism is whether or not the abuses of the latter were already present in the first years of the Russian Revolution. The archival evidence suggests that this is partly the case, and that even in its early stages Soviet Russia actively persecuted not just those who were believed to have profited unfairly, without laboring, but also non-Russian ethnic groups. Stalin, although not an ethnic Russian himself, was committed to the assimilation of national identity, and universal identification with the Soviet State. This commitment, coupled with his paranoia, lead to executions and deportations aimed at solidifying the state through exclusion of "undesirable" or politically suspect elements. Throughout years of economic hardship and violent purges, Soviet rhetoric consistently emphasized a glorious future in order to justify the miseries of the present. Such a future proved, in many ways, to be an illusion.
00:00 - Chapter 1. The Formation of the Leninist State: Democratic Centralism and the New Economic Policy
12:25 - Chapter 2. From Leninism to Stalinism
25:03 - Chapter 3. Societies of Exclusion
38:07 - Chapter 4. The Vision of the Radiant Future: High Hopes and Hard Reality
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Contrary to the "Great Illusion" that the end of World War I heralded a new era of peace, the interwar period can be considered to form part of a Thirty Years' War, spanning the period from 1914 to 1945. In the wake of the Treaty of Versailles, Europe was divided both literally and figuratively, with the so-called revisionist powers frustrated over their new borders. One of the most significant and ultimately most pernicious debates at Versailles concerned the identity of states with ethnic majorities. For those nations that resented the new partition of Europe, ethnic minorities, and Jews in particular, furnished convenient scapegoats. The persecution of minority groups in Central and Eastern Europe following the First World War thus set the stage for the atrocities of World War II.
00:00 - Chapter 1. The Wilsonian Illusion and War Guilt: The Aftermath of the First World War
09:20 - Chapter 2. Revisionism in Italy and Germany
16:42 - Chapter 3. Revisionism in Eastern Europe: The Former Austro-Hungarian Empire
26:03 - Chapter 4. Ethnic Tensions in Interwar States
35:57 - Chapter 5. The Peasant Majority: Agricultural Depression and the Rise of Fascism
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The period between the Russian Revolution of February 1917, which resulted in the overthrow of the autocracy and the establishment of a provisional government, and the Bolshevik Revolution in October of that same year, offers an instructive example of revolutionary processes at work. During this interval, the fate of Nicholas II and his wife, Alexandra, was bound up in the struggle for power amongst competing political factions in Russia. Until his death, Nicholas was convinced that the Russian people would rescue him from his captors. Such a belief would prove to be delusional, and the efforts on the part of liberals, socialists, and some Bolsheviks to arrange for a trial would fail to save the czar from the verdict of history.
00:00 - Chapter 1. The Process of Revolution: Political Competition after the February Revolution
10:58 - Chapter 2. Czar Nicholas II, a Family Man
18:39 - Chapter 3. The Father of His People: Narod and the National Family
30:10 - Chapter 4. The Fall of the Romanovs
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
As a result of World War I, Europe had a different understanding of war in the twentieth century than the United States. One of the most important ways in which the First World War was experienced on the continent and in Britain was through commemoration. By means of both mass-media technologies and older memorial forms, sites of memory offered opportunities for personal as well as political reconciliation with the unprecedented consequences of the war. The influence of these sites is still felt today, in a united Europe, as the importance of armies has diminished in favor of social welfare programs.
00:00 - Chapter 1. The Myths of War: Films and Legends
11:09 - Chapter 2. Cultural Remembrance: Memorializing the First World War
18:50 - Chapter 3. Religion and Commemoration: The Spiritualism Movement
22:24 - Chapter 4. The Construction of War Memorials
39:00 - Chapter 5. The Creation of Commemorative Ceremonies: "Never Again"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
With the failure of Germany's offensive strategy, WWI became a war of defense, in which trenches played a major role. The use of trenches and barbed wire, coupled with the deployment of new, more deadly forms of artillery, created extremely bloody stalemate situations. The hopelessness of this arrangement resulted in a number of mutinies on the French side, motivated neither by defeatism nor by ideology, but rather by the sheer horror of trench warfare. Due to the unprecedented scale of casualties, WWI impressed itself irresistibly upon the cultural imagination of the combatant nations.
00:00 - Chapter 1. The Failure of the Schlieffen Plan: The Battle of the Marne
05:47 - Chapter 2. Trench Warfare
13:51 - Chapter 3. The Legacy of the Great War
22:20 - Chapter 4. The French Mutinies of 1917
34:18 - Chapter 5: The Turning Point in 1917: The Russian Revolution and American Involvement
41:52 - Chapter 6: The Scale of Destruction
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
If the early years of the twentieth century were marked by a general consensus that a major war was impending, no similar consensus existed concerning the likely form that war would take. Not only the carnage of World War I, but also the nature of its alliances would have been difficult to imagine. Indeed, in 1900 many people would have predicted conflict, rather than collaboration, between France and Britain. The reasons for the eventual entente between France and Britain and France and Russia consist principally in economic and geopolitical motivations. Cultural identity also played a role, particularly in relations between France and Germany. The territory of Alsace-Lorraine formed a crucible for the questions of nationalism and imaginary identity that would be contested in the Great War.
00:00 - Chapter 1. Origins of the First World War: The Tangled Web of Alliances and Rivalries
22:27 - Chapter 2. Britain's Loyalties: Involvement in the Continental Competition
29:27 - Chapter 3. The Formation of the Triple Entente
35:56 - Chapter 4. The Saverne Incident
43:08 - Chapter 5. The Schlieffen Plan: The Timetable of Mobilization
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The boom in European colonial expansion in the second half of the nineteenth century, the so-called New Imperialism, can be seen to follow from three principle factors, in ascending order of importance: religious proselytizing, profit, and inter-imperial political strategy. With respect to the latter concern, the conflicts emerging from imperialism set the stage for World War I. Along with its military and industrial consequences, imperialism also entailed a large-scale cultural program dedicated to strengthening support for its objectives among the domestic populations of the imperial powers. The creation of the Boy Scouts is an exemplary form of such a program, founded upon a mythology of the American frontier reformulated to encompass Africa and Asia.
00:00 - Chapter 1. The Age of New Imperialism: God, Gold and Glory
08:19 - Chapter 2. The Domestic Influence of Social Imperialism
11:31 - Chapter 3. The Great Game: Colonial Rivalries Leading Up to the First World War
15:30 - Chapter 4. Violence and Atrocities in the Colonial System
22:26 - Chapter 5. The Culture of Imperialism: The Origins of the Boy Scouts and the Frontier Ideology
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Socialism in the nineteenth century can be divided into two different strains of thought, reformist and revolutionary. While reformist socialists believed in changing the State through legal activity, such as voting, revolutionary socialists viewed such measures as ineffective and perhaps even complicit in maintaining the status quo. Along the spectrum of leftwing political thought, syndicalists and anarchists shared the conviction that the State could not be reformed from within. In some cases, this conviction resulted in acts of violence, so-called propaganda by the deed. Émile Henry, a French anarchist, was among the first militants to target civilian rather than official targets; as such, he can be seen as one of the first modern terrorists.
00:00 - Chapter 1. Revolutionary and Reform Socialism
07:29 - Chapter 2. Syndicalism
11:15 - Chapter 3. Anarchism: Roots and Reasons
22:50 - Chapter 4. Propaganda by the Deed
27:46 - Chapter 5: The Life and Crimes of Émile Henry
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
In light of the many ethnic and national conflicts of the twentieth century, the dissolution of the Austro-Hungarian Empire in 1918 appears less surprising than the fact that it remained intact for so long. National identity is not an essential characteristic of peoples, and in many cases in Europe it is a relatively recent invention. As such, there are many different characteristics according to which national communities can be defined, or, in Benedict Anderson's phrase, imagined. Along with religion and ethnicity, language has played a particularly important role in shaping the imaginary identification of individuals with abstract communities. No one factor necessarily determines this identification, as evidenced by modern countries such as Belgium and Switzerland that incorporate multiple linguistic and cultural groups in one national community.
00:00 - Chapter 1. The "Imagined Communities" of Nationalism: The Macedonian Example
08:24 - Chapter 2. The Construction of National Identities in the Nineteenth Century: Language and Consciousness
25:45 - Chapter 3. The Development of Nationalism in Eastern Europe: Lithuania and Belarus
37:53 - Chapter 4. Complex Identities: Multiple Languages in Belgium and Switzerland
44:00 - Chapter 5. The Balancing Act of the Austria-Hungarian Empire: Factors of Stability
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The nineteenth century witnessed an unprecedented degree of urbanization, an increase in urban population growth relative to population growth generally. One of the chief consequences of this growth was class segregation, as the bourgeoisie and upper classes were forced to inhabit the same confined space as workers. Significantly, this had opposed effects in Europe, where the working classes typically inhabit the periphery of cities, and the United States, where they are most often in the city center itself. The growth of cities was accompanied by a high-pitched rhetoric of disease and decay, as the perceived hygienic problems of concentrated urban populations were extrapolated to refer to the city itself as a biological organism. The Baron Haussmann's reconstruction of Paris under the Second Empire is a classic example of the intertwinement of urban development, capitalism and state power.
00:00 - Chapter 1. Urban Growth and Urbanization in the Nineteenth Century
10:24 - Chapter 2. Immigration into the Cities: The Uprooting Hypothesis and Chain Migration
18:35 - Chapter 3. Representations of the Corrupt City
24:37 - Chapter 4. The City of Paris: A Case Study
47:30 - Chapter 5. Social Geography of the European City: The Center Versus the Periphery
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Revolutions occur when a critical mass of people come together to make specific demands upon their government. They invariably involve an increase in popular involvement in the political process. One of the central questions concerning 1848, a year in which almost every major European nation faced a revolutionary upsurge, is why England did not have its own revolution despite the existence of social tensions. Two principal reasons account for this fact: first, the success of reformist political measures, and the existence of a non-violent Chartist movement; second, the elaboration of a British self-identity founded upon a notion of respectability. This latter process took place in opposition to Britain's cultural Other, Ireland, and its aftereffects can be seen in Anglo-Irish relations well into the twentieth century.
00:00 - Chapter 1. The Nature of Revolution: Politicization of the Common Man
09:53 - Chapter 2. A Different Kind of Revolution in Germany and Italy: Unification after the Failure of 1848
20:37 - Chapter 3. The Absence of an 1848 Revolution in Britain: Reform and Chartism
28:20 - Chapter 4. The Unwanted Other: The Irish as a Potential Source of Insurgency
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Collective violence, in the form of popular protest, was one of the principal ways in which people resisted the expansion of capitalism and the state throughout the nineteenth century. The nature of this protest can be charted through three different, but related examples: grain riots across Europe in the first half of the century, the mythical figure of Captain Swing in England, and the Demoiselles of the Ariège in France. While these movements were ultimately repressed by the forces of capital and state power, they represented an attempt on the part of working people, the "remainders" of history, to impose an idea of popular justice.
00:00 - Chapter 1. Popular Protest and Collective Violence
03:59 - Chapter 2. The Grain Riots
22:21 - Chapter 3. The Swing Movement
33:48 - Chapter 4. The Demoiselles of the Ariège
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The nineteenth century in Europe is, in many ways, synonymous with the rise of the bourgeoisie. It is misleading, however, to consider this newly dominant middle class as a homogenous group; rather, the century may be more accurately described in terms of the rise of plural middle classes. While the classes comprising this group were united by their search for power based on property rights rather than hereditary privilege, they were otherwise strikingly diverse. Contemporary stereotypes of the bourgeois as a grasping philistine ought to therefore be nuanced. Along with the real, undeniable cruelty of many capitalists with respect to their workers, the middle classes also pioneered the first philanthropic voluntary associations, broadened the reach of public education, and inspired the development of effective birth control.
00:00 - Chapter 1. The Nineteenth Century, the Bourgeois Century
06:04 - Chapter 2. The Middle Class Work Ethic
10:57 - Chapter 3. Voluntary Organizations of the Middle Classes: Charity and Religion
15:49 - Chapter 4. Demographics of the Middle Class
20:39 - Chapter 5. Variations within the Bourgeoisie: From Financiers to Schoolteachers
35:18 - Chapter 6. The Homes of the Bourgeoisie: Common Cultural Accoutrements
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The Industrial Revolution was for a long time treated as a decisive break in which some countries, specifically England, innovated and progressed rapidly while others were left behind. This type of analysis lead many historians to overlook the more gradual process of industrialization in countries like France, and the persistence of older methods of artisanal production alongside new forms of mechanization. To understand the Industrial Revolution it is also necessary to take into account the Agricultural Revolution; the consequences of these twin developments include urban expansion and the "proletarianization" of rural laborers. Among the consequences of industrialization for workers are the imposition of industrial discipline and the emergence of schemes such as Taylorism dedicated to more efficiently exploiting industrial labor.
00:00 - Chapter 1. Industrialization as an Intensification of Existing Forms of Production
09:45 - Chapter 2. The English Catalysts: The Agricultural Revolution and Increasing Urban Populations
16:29 - Chapter 3. Women's Work in the Industrial Revolution
20:12 - Chapter 4. The Rise of Class Consciousness
34:34 - Chapter 5. Industrial Discipline and the Rise of the Foreman
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
One way of understanding Napoleon's life is through attention to his Corsican origins. Although Napoleon himself would later disavow his earlier identification with the island in favor of French identity, many of his actions and attitudes agree with stereotypical notions of Corsican culture. Did Napoleon inaugurate the era of total war? This question, posed in a recent book, is up for debate. On one hand, the violence of the Revolution and the Napoleonic wars may not seem uniquely devastating in comparison to the ravages of the Thirty Years' War. On the other hand, the faltering of distinctions between civilian and combatant as well as the large-scale mobilization of state resources for war do anticipate the modern concept of total war, typically associated with World War II.
00:00 - Chapter 1. Popular Histories of Napoleon
04:37 - Chapter 2. Napoleon, the Corsican
15:37 - Chapter 3. The Transference of National Allegiances: Becoming French with the Revolution
26:37 - Chapter 4. Looking for the Origins of Total War
37:28 - Chapter 5. Napoleon's Lasting Contributions to the French State: Centralization, Service Nobility and the Concordat
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Robespierre's ascetic personal life and severe philosophy of political engagement are attributed by some to his difficult childhood. As a revolutionary, one of his most significant insights was that the Revolution was threatened not only by France's military adversaries abroad, but also by domestic counter-revolutionaries. Under this latter heading were gathered two major groups, urban mercantilists and rural peasants. Relative strength of religious commitment is the major factor in explaining why some regions of France rose up in defense of the monarchy while others supported the Revolution.
00:00 - Chapter 1. The Trial of King Louis XVI and the Death of Marat: A Rock Opera
08:41 - Chapter 2. The Life of Maximilien Robespierre
18:30 - Chapter 3. The Jacobins and the Girondins
26:56 - Chapter 4. Counter-Revolutionary Forces: The Federalist Revolt and the Western Peasants
35:01 - Chapter 5. Revolutionary Fervor in Dechristianized Regions
40:32 - Chapter 6. The Terror: Robespierre's Attempt to Save the Revolution
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
While the major philosophical projects of the Enlightenment are associated with the names of individual thinkers such as Montesquieu, Rousseau, and Voltaire, the cultural transformation in France in the years leading up to the Revolution should also be understood in the context of the public sphere and popular press. Alongside such luminaries as those associated with Diderot's Encyclopédie were a host of lesser pamphleteers and libellists eager for fame and some degree of fortune. If the writings of this latter group were typically vulgar and bereft of literary merit, they nonetheless contributed to the "desacralization" of monarchy in the eyes of the growing literate public. Lawyers' briefs, scandal sheets and pornographic novels all played a role in robbing the monarchy of its claim to sacred authority at the same time as they helped advance the critique of despotism that would serve as a major impetus for the Revolution.
00:00 - Chapter 1. Six Ways That the Enlightenment Mattered
05:52 - Chapter 2. The Spread of Enlightenment Thinking through the Public Sphere: Academies, Masonic Lodges, and Salons
12:58 - Chapter 3. The Enlightenment among the Grub Street Hacks
23:05 - Chapter 4. Desacralization of the French Monarchy
27:43 - Chapter 5. Legal Briefs on the Despotism of the Monarchy: The Law as a New Source of Sovereignty
36:41 - Chapter 6. Sensational Royal Affairs: The Erosion of Monarchical Prestige
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Peter the Great's historical significance stems not only from his military ambitions and the great expansion of the Russian Empire under his supervision, but also from his efforts to introduce secular, Western customs and ideas into Russian culture. Despite his notorious personal brutality, Peter's enthusiasm for science and modern intellectual concerns made an indelible mark both on Russia's relationship to the West and on its internal politics. The struggle under Peter's reign between Westernizers and Slavophiles, or those who resist foreign influences, can be seen at work in Russia up to the present day.
00:00 - Chapter 1. Peter the Great and the Territorial Expansion of Russia
07:37 - Chapter 2. Russia as a European Power: The Influence of the West on the Russian State
14:47 - Chapter 3. The Peculiarities of Peter the Great: The Peasant Czar
27:37 - Chapter 4. A New Culture: Divergences from the Russian Orthodox Religious Tradition
32:40 - Chapter 5. The Boyars: Junior Partners in Russian Absolutism
37:29 - Chapter 6. Peter the Great: The Ambivalent Child of European Rationalism
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
Several reasons can be found to explain why Great Britain and the Netherlands did not follow the other major European powers of the seventeenth century in adopting absolutist rule. Chief among these were the presence of a relatively large middle class, with a vested interest in preserving independence from centralized authority, and national traditions of resistance dating from the English Civil War and the Dutch war for independence from Spain, respectively. In both countries anti-absolutism formed part of a sense of national identity, and was linked to popular anti-Catholicism. The officially Protestant Dutch, in particular, had a culture of decentralized mercantile activity far removed from the militarism and excess associated with the courts of Louis XIV and Frederick the Great.
00:00 - Chapter 1. Shared Character of the English and Dutch States: The Large Urban Middle Class
10:38 - Chapter 2. Anti-Absolutism in the Collective Consciousness: National Identity and Political Origins
18:50 - Chapter 3. Anti-Catholicism and Anti-Absolutism
26:33 - Chapter 4. The Canals of the Dutch Republic: A State Built around Sea Trade
40:43 - Chapter 5. Representations of Dutch Life in Painting: Emphasis on the Everyday
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The rise of absolutism in Europe must be understood in the context of insecurity attending the religious wars of the first half of the seventeenth century, and the Thirty Years' War in particular. Faced with the unprecedented brutality and devastation of these conflicts, European nobles and landowners were increasingly willing to surrender their independence to the authority of a single, all-powerful monarch in return for guaranteed protection. Among the consequences of this consolidation of state power were the formation of large standing armies and bureaucratic systems, the curtailment of municipal privileges, and the birth of international law.
00:00 - Chapter 1. The Rise of Absolutism in the Continental States of Europe
11:26 - Chapter 2. Reaction against War: Absolutism as Reassertion of Order
21:56 - Chapter 3. The Shape of Government in an Absolute State: Nobles and Bureaucrats
26:50 - Chapter 4. The Arm of the Absolute State: The Rise of Large Standing Armies
34:58 - Chapter 5. Representations of the Absolutism in Art and Literature
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
European Civilization, 1648-1945 (HIST 202)
The course will concern European history from 1648 to 1945. The assigned readings include both standard historical texts and works of fiction, as well as films. Although the period in question encompasses many monumental events and "great men," attention will also be paid to the development of themes over the long term and the experiences of people and groups often excluded from official histories. Among the principle questions to be addressed are the consolidation of state power, the formation of identities, linguistic and national affiliations, and the effects of economic change.
00:00 - Chapter 1. Course Structure and Requirements
14:38 - Chapter 2. Major Themes: State-Making, the Rise of Capitalism, and War
33:27 - Chapter 3. Brecht, "A Worker Reads History"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2008.
France Since 1871 (HIST 276)
French culture is threatened both by European Unification and the rise of xenophobia within France itself. The defeat of the referendum on the European Constitution testified to the dissatisfaction of many people in rural France with the economic realities of the new international community. Racist policies targeting residents of France's poor suburbs threaten the national ideal of liberty, equality, and fraternity. These problems remain to be resolved if France is to preserve its unique identity.
00:00 - Chapter 1. Preserving the Character of France: The European Union and the Threat of Homogeneity
06:42 - Chapter 2. Economic Problems of European Unification: Euro Inflation and Labor Competition from the East
15:28 - Chapter 3. The Problem of the Parisian Suburbs: The Riots of 2005 and Continuing Violence
26:09 - Chapter 4. Immigrant Populations, Suburban Violence, and Failure of Government Response
33:42 - Chapter 5. No Direction, No Opportunity, No Hope
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The student protests of May 1968 in France were linked to international protests against the American war in Vietnam and other political and social consequences of the Cold War. In many respects, the terrible condition of many schools in France that led students to revolt remains a problem. Recent attempts to impose American-style reforms on the university system have met with protests that echo some of the demands made in '68; although, other conditions for revolution seem as though they may never again be realized in the same way.
00:00 - Chapter 1. A Protest around the World: The Revolutionary Moment of 1968
09:18 - Chapter 2. The Crisis in the French University System
17:05 - Chapter 3. The Student Demonstrations
26:34 - Chapter 4. The Workers' Strikes
30:07 - Chapter 5. The Common Cause of Students and Workers: Against the Brutalization of Human Relations in the Capitalist Age of Technology
41:41 - Chapter 6. The Inadequacy of the Gaullist Response: A Sincere Revolution without Direction
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Charles de Gaulle's importance in postwar French political life was matched by his importance in the nation's collective imagination. This authority was consciously contrived by de Gaulle, who wished to bear upon his figurative body the will of the French people to maintain the power of their nation in the face of a political environment characterized by the opposition between the U.S. and the Soviet Union. Ultimately, de Gaulle's symbolic originality proved more lasting than his political innovations.
00:00 - Chapter 1. Current Unrest in the Parisian Suburbs: Villiers-le-Bel, December 2007
04:48 - Chapter 2. The Death of Charles de Gaulle: Legacy of French Nation
11:22 - Chapter 3. De Gaulle and the Napoleons: The Republican Monarchy
26:03 - Chapter 4. Maintaining French Greatness in the Cold War World: Third World Influence and Military
39:32 - Chapter 5. A Man above: The Stylistic Unity of de Gaulle
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
France's colonial territories were of very high importance after the embarrassment of occupation during World War II. Algeria, in particular, was a complicated case because it involved large numbers of French settlers, the pieds-noirs. Despite international support for Algerian independence, right-wing factions in the military and among the colonizers remained committed to staying the course. After Charles de Gaulle presided over French withdrawal, the cause of the pieds-noirs has remained divisive in French political life, particularly on the right.
00:00 - Chapter 1. Decolonization After the Second World War
05:13 - Chapter 2. Vietnamese Independence: Ho Chi Minh and the Vietminh
14:31 - Chapter 3. The Algerian Case: The Colons versus the Front de Libération Nationale
21:18 - Chapter 4. The Fight for North Africa: Rise of Right-Wing Military Control
29:09 - Chapter 5. De Gaulle's Return to Power: Betrayal of the Army, the Exit from Algeria
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Anti-Americanism in France has historically been directed toward the U.S. government and corporations rather than American citizens. In the wake of World War II, the Marshall Plan for rebuilding Europe was considered by many to be a form of American imperialism. Along with the establishment of American military bases on French soil, the years after World War II bore witness to a great influx of American products, notably refrigerators and Coca-Cola. French concern over American cultural imports persists today, and has extended to include policies aimed at keeping the French language free of English words.
00:00 - Chapter 1. Current Disputes in the French University System
06:00 - Chapter 2. Anti-Americanism in France from 1945: Intellectuals and Communists against "Coca-Colonization"
15:56 - Chapter 3. Perception of American Aggression: The Fear of War
21:57 - Chapter 4. The Coca-Cola Expansion
32:39 - Chapter 5. Anti-Americanism in Architecture: Against Skyscraperization
38:19 - Chapter 6. Americanization and Globalization: From Village Markets to Supermarkets
43:28 - Chapter 7. Purity of the French Language: The Threat of Franglais
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
If the extent of French collaboration during World War II has been obscured, so too has the nature of resistance. Although the communist Left represented the core of the resistance movement, resistors came from any different backgrounds, including in their ranks Catholics, Protestants, Jews and socialists. Unlike the relationship between de-Christianization and right-wing politics, in the case of the resistance there is no clear correlation between regional locations and cells of resistors. It has been argued that the definition of resistance itself should be broadened to include the many acts of passive resistance carried out by French civilians during the occupation.
00:00 - Chapter 1. Jews in Vichy France
10:35 - Chapter 2. Mitterrand's Confession
13:01 - Chapter 3. The Resistance: Roots in the Existing Communist Organization
24:40 - Chapter 4. Religious Resistance Movements: The Jewish Underground and the Protestant Adoptions
30:18 - Chapter 5. Defining Resistance: Mapping the Grey Areas
39:04 - Chapter 6. Regional Resistance? The Lack of Geographic Determinism
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
For decades after the end of World War II the question of French collaboration with the Nazis was obscured. One of the reasons for this was the desire of de Gaulle and others to downplay the central role of communists in resisting the occupation. In fact, many French civilians were involved to greater or lesser degrees in informing upon their fellows or otherwise furthering the interests of the German invaders. Under the Vichy regime, right-wing politics in France developed an ideological program founded upon an appeal to nationalism, the soil, and the rejection of perceived decadence.
00:00 - Chapter 1. The Outbreak of War: French and German Military Capacities
05:32 - Chapter 2. The Fall of France
09:02 - Chapter 3. Collaboration: Vichy France in Power
12:35 - Chapter 4. Gaps in National Memory: Problems in the History of Collaboration
21:16 - Chapter 5. The Collaborator Trials: The Vindication of History
33:20 - Chapter 6. The Character of the Collaborators: Identity and Motives
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
A plethora of Far Right and fascist organizations emerged in the wake of World War I. Economic depression, nationalism, anti-Semitism and xenophobia all played a part in this upsurge. On the left, the tension between communist revolutionaries and socialist reformers was reconciled, for a time, in the Popular Front government of Leon Blum. While the Popular Front would eventually fall, it pioneered many of the reforms and progressive measures that French workers enjoy today.
00:00 - Chapter 1. Rise of the Right in Interwar France
11:54 - Chapter 2. Xenophobia and Anti-Semitism in France
16:17 - Chapter 3. The Stavisky Affair
28:22 - Chapter 4. The Reassertion of the Republic: The Victory of the Popular Front and Leon Blum
41:19 - Chapter 5. Unraveling the Popular Front: The Depression and the Spanish Civil War
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The human cost of World War I cannot be understood only in terms of demographics. To better understand the consequences of the war upon both soldiers and civilians it is necessary to consider mourning in its private, as well as its public dimensions. Indeed, for many French people who lived through the war, public spectacles of bereavement, such as the Unknown Soldier, were also conceived of as intensely private affairs. Both types of mourning are associated with a wide variety of rituals and procedures.
00:00 - Chapter 1. Personal and Communal Mourning: Modes of Cultural Grief During and After the Great War
05:39 - Chapter 2. Communities in Mourning: Social Circles of Grief
15:57 - Chapter 3. Specificities of the Great War Experience: The Lost Generation, the Lost Bodies
27:53 - Chapter 4. Rites of Collective Mourning: Creating National Unity through Commemoration
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
1917 is a critical moment in World War I, as the Bolsheviks seize power in Russia and Woodrow Wilson leads the U.S. into war on the side of the Allied powers. Although morale held steady on the home front in France, there were multiple mutinies and strikes as the war progressed. These mutinies were not in favor of German victory; rather, they were in protest of corruption at home, in the form of incompetence and profiteering. Literary and historical records of World War I bear witness to the difficulty faced by soldiers in reentering civilian life after returning home.
00:00 - Chapter 1. Advice for the Midterm Exam
04:48 - Chapter 2. The Turning Point in 1917: The Russian Revolution and American Involvement
17:05 - Chapter 3. Social Tensions of War: Profiteers, Women and Refugees
24:19 - Chapter 4. Mutinies and Strikes: Popular Revolt on the Front and at Home
36:53 - Chapter 5. Ludendorff's Last Push: The German Offensive of 1918
41:30 - Chapter 6. The End at Last: The Human Cost of War
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The sacred union that united France's political parties during World War I contributed to a resilient morale on the home front. Germany's invasion of France, and the conflict over Alsace-Lorraine in particular, contributed to French concern over atrocities and the national investment in the war effort. New weapons and other fighting technologies, coupled with the widespread use of trenches, made fighting tremendously difficult and gruesome on all fronts.
00:00 - Chapter 1. The Schlieffen Plan: German Hopes for an Early Victory
07:16 - Chapter 2. The Early War of Movement: The Battle of the Marne and the Salvation of France
13:47 - Chapter 3. From Movement to Attrition: The Development of Trench Warfare
22:00 - Chapter 4. The Identity of the Citizen-Soldier: Society During and After the War
34:30 - Chapter 5. Conditions on the Front: The Nature of Machine Warfare
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The traditional, diplomatic history of World War I is helpful in understanding how a series of hitherto improbable alliances come to be formed in the early years of the twentieth century. In the case of France and Russia, this involves a significant ideological compromise. Along with the history of imperial machinations, however, World War I should be understood in the context of the popular imagination and the growth of nationalist sentiment in Europe.
00:00 - Chapter 1. Tangled Maps of Empire: Diplomatic Origins of the First World War
07:24 - Chapter 2. A Delicate Balances: The Shifting Alliances of the Great Powers
19:26 - Chapter 3. The British Empire on the World Stage: Capabilities on the Continent
32:29 - Chapter 4. Mounting Tensions in Alsace-Lorraine: The Saverne Crisis
40:14 - Chapter 5. War Expectations and Enthusiasm
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
France's colonial properties were thought of in the latter half of the nineteenth century as consolation for the bitter loss of Alsace and Lorraine to Germany. As civilian administrators came to replace military personnel in the colonies, and as more and more French settlers arrived, empire and colonialism came to play an important function in France's cultural self-presentation. World War I heralded the eventual decline of the French empire, a decline realized at the hands of the colonized subjects themselves.
00:00 - Chapter 1. The Explosion of French Imperialism: Reasserting National Greatness after Alsace-Lorraine
07:18 - Chapter 2. The Drive for Empire: External Relief for Internal Instability
12:23 - Chapter 3. Rise of the Colonial Lobby
18:02 - Chapter 4. The Empire in Popular Culture
26:43 - Chapter 5. From Military to Administrative Occupation: Regularization in the Empire
36:06 - Chapter 6. Lives of the Conquered: The Indigenous Perspective and the Rise of Anti-Colonialism
40:35 - Chapter 7. The First World War and the Decline of French Empire
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Modern Paris was indelibly shaped by the rebuilding project ordered by Napoleon III and carried out by Baron Haussmann in the 1850s and '60s. The large-scale demolition of whole neighborhoods in central Paris, coupled with a boom in industrial development outside the city, cemented a class division between center and periphery that has persisted into the twenty-first century. Curiously, this division is the obverse of the arrangement of most American cities, in which the inner city is typically impoverished while the suburbs are wealthy.
00:00 - Chapter 1. The Old Paris: A Portrait of Urban Poverty
07:27 - Chapter 2. Napoleon III and Haussmann: Building the Boulevards of Modern Paris
19:09 - Chapter 3. New Modes of Commerce in Belle Époque Paris
23:00 - Chapter 4. The East-West Dichotomy: Mapping the Character of the New Neighborhoods
38:23 - Chapter 5. Exile from the Center: The Development of Working Class Suburbia
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Because drinking is such an integral part of French culture, alcohol abuse has been historically ignored. Although there have been celebrated attempts to address this problem, such as Zola's L'Assomoir, it is only in the past five or ten years that the government has seriously tried to tackle the problem of alcoholism. One of the major ways in which alcohol is embedded in the cultural identity of the country is the close association of certain wines and liquors with their regions of production. Likewise, different types of bars serve as loci for social interaction, and have always played a central role in rural as well as urban life.
00:00 - Chapter 1. The Locales of French Drinking: A Dictionary of Café Culture
12:09 - Chapter 2. The Mid-Nineteenth Century Wine Surge: Developing Modes of Production and Consumption
26:53 - Chapter 3. Representations of Drinking Culture in Art and Literature
37:17 - Chapter 4. Regional Rates of Consumption
43:21 - Chapter 5. Drinking in France Today: Legislation and Restaurant Culture
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Two of the major crises of nineteenth-century France, the Boulanger Affair and the Dreyfus Affair, can be understood in terms of the rising forces of anti-Semitism and Far Right politics. The German conquest of Alsace and Lorraine, in particular, fueled nationalist and right-wing sentiments, especially in rural France. Political orientations and prejudices were formed by the popular media of the time, such as illustrated periodicals and patriotic songs.
00:00 - Chapter 1. The Anti-semitic Context: France and the Jews in the Nineteenth Century
07:47 - Chapter 2. The Boulanger Crisis: General Boulanger, General Victory
22:16 - Chapter 3. Developments in Mass Politics: The Spread of Images and Imaginaire
36:16 - Chapter 4. The Dreyfus Affair
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Anarchists, unlike syndicalists and other leftists, seek to destroy the state rather than to capture state power for themselves. Emile Henry and other late nineteenth-century radicals inaugurated the modern practice of terrorism in their individualism and their indiscriminate choice of civilian targets. Despite the terrifying consequences of individual acts of terrorism, these pale in comparison to the consequences of state terrorism.
00:00 - Chapter 1. The Roots of Anarchism: Founders and the French Context
12:59 - Chapter 2. The Legacy of Ravachol
18:51 - Chapter 3. The Story of Émile Henry: The Individualist Anarchist
39:10 - Chapter 4. Henry's Deed: The Bomb and the Aftermath
44:43 - Chapter 5. Anarchism Today: Symmetries with Modern Terrorism
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The history of socialism in France can be understood in terms of the competition between revolutionary socialists and reform socialists. The former advocated abandoning electoral politics, while the latter attempted to improve conditions for workers by means of reforms within the political system. These two attitudes found figureheads in Jules Guesdes and Paul Brousse, respectively. Reform socialists and revolutionary socialists are united under the leadership of Jean Jaures, whose organizing efforts define and influence French socialism well into the twentieth century.
00:00 - Chapter 1. The Lure of Revolutionary Socialism: Jules Guesde, the Red Pope
17:09 - Chapter 2. The Challenge of Reform Socialism: Brousse and the 'Possibilists'
22:20 - Chapter 3. Fragile Integration: Compromises in Municipal Socialism
30:18 - Chapter 4. The Heroic Age of Syndicalism: The Dream of Fernand Pelloutier
38:32 - Chapter 5. Jean Jaures and the Unification of the Socialist Party
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The Industrial Revolution in France is often said to have been entirely overshadowed by British industrial development. This analysis is inaccurate because it ignores the significance of domestic and other non-factory occupations. Indeed, it was the class of artisan workers, rather than industrial factory workers, who were first responsible for the organization of labor movements. One of the great innovations of the factory was the imposition of industrial discipline, against which many workers rebelled, often in the form of strikes.
00:00 - Chapter 1. The Specific Nature of French Industrialization: Against the British Example
06:14 - Chapter 2. The Long Depression and Population Migration: The Slow and Steady March of Small-Scale Urbanization
14:11 - Chapter 3. The Development of Local Industrial Centers
20:34 - Chapter 4. Lives of Industrial Women: Domestic and Factory Production
30:13 - Chapter 5. From Craftsman to Worker: The Roots of French Socialism
40:42 - Chapter 6. The Development of Industrial Discipline
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Religion in France after the Revolution can be understood in terms of two forms of de-Christianization. The first of these is political, and takes place in the de jure separation of church and state. The second is a decline in religious practice among individual citizens. While the history of the former change is well documented, the latter is a more ambiguous phenomenon. Despite the statistical decline in religious participation in the nineteenth and twentieth centuries, Catholicism in particular continues to play a significant role in the cultural imagination, or imaginaire, of many French people.
00:00 - Chapter 1. Catholicism and the Rest: Religious Distribution in France
04:41 - Chapter 2. The Decline of 'The Awful Thing': Anti-Clericalism and De-Christianization
21:34 - Chapter 3. Regional Differences in Religiosity
30:04 - Chapter 4. The Role of Women: Finding Independence through the Catholic Church
32:45 - Chapter 5. Disentangling Church and State: Regional Devotion and Developments
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The problematic question of when people in France began to consider themselves part of a French nation, with a specifically French national identity, has often been explained in terms of the modernizing progress of the French language at the expense of regional dialects. In fact, the development of French identity in rural France can be seen to have taken place alongside a continued tradition of local cultural practices, particularly in the form of patois. French identity must be understood in terms of the relationship between the official discourse of the metropolitan center and the unique practices of the country's regions, rather than in terms of the unambiguous triumph of the former over the latter.
00:00 - Chapter 1. The Birth of National Identity and Agents of Modernization
06:44 - Chapter 2. Regional Languages of France
15:20 - Chapter 3. Modernization of Transportation: Roads, Railways and Identity-Formation
25:42 - Chapter 4. Schoolteachers and Schoolhouses: Education, the State, and Identity
38:59 - Chapter 5. French Schools and Regional Identity Today
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Despite various attempts at reform, France remains the most centralized state in Europe. The organization of the country around the Parisian center was originally a consequence of the French Revolution, which gave birth to the departmental regions. These regions have retained an oppositional relationship towards the metropolitan center. In 1875, an enduring republic was formed despite the competing claims of the Comte de Chambord and the Orleanists. This republic owed its founding largely to support from workers and peasants in the various non-Parisian departments.
00:00 - Chapter 1. Paris: The Importance of the Capital in a Centralized State
09:59 - Chapter 2. Centralization over Centuries: France from 1500 to Present
29:01 - Chapter 3. Comte de Chambord: The "Miracle Baby"
36:06 - Chapter 4. Royalism and Religious Revival
44:31 - Chapter 5. Birth of the Third Republic
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
The Paris Commune of 1871 remained a potent force in Europe for several generations afterwards. The reprisals following the fall of the Commune anticipated the great massacres of the twentieth century. While the brief reign of the communards witnessed serious adversity in the form of food shortages and disease, it also presided over many progressive social measures, such as the relative emancipation of women. The brutality of the army's actions against the communards would cast a pallor over leftist politics in Europe for decades to come.
00:00 - Chapter 1. The Paris Commune in Its Historical Context: Napoleon III and the Franco-Prussian War
06:17 - Chapter 2. The Siege of Paris
19:48 - Chapter 3. The Fall of France and the Formation of the Paris Commune
32:17 - Chapter 4. Composition of the Commune: Tensions between Urban and Rural France
38:23 - Chapter 5. The State Strikes Back: The Massacre of the Paris Commune
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
France Since 1871 (HIST 276)
Professor Merriman lists the books on the syllabus, and offers a brief précis of each of them. Three of the principal themes of the course will be national identity, linguistic identity, and the consequences of the two world wars. Although the course will consider some well-known historical figures, such as Hitler and de Gaulle, it will also examine the individual histories of ordinary people.
00:00 - Chapter 1. Course Introduction
05:48 - Chapter 2. Overview of the Reading List
19:07 - Chapter 3. Major Themes: National Identity and Language
26:19 - Chapter 4. Major Themes: The World Wars
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan tells the story of the rise of Philip and describes his early actions: unifying Macedon, defeating barbarian armies, and creating a new, professional, national army. According to Professor Kagan, through these actions, Philip was able to make inroads into the Greek world. What made these inroads more effective was Philip's uncanny talent for diplomacy and the fighting between the various poleis. Eventually, the Greeks under the efforts of Athens and Demosthenes decided to face Philip in the battle of Chaeronea. The battle, though close, was won by Philip and his Macedonian forces. Finally, Professor Kagan evaluates the actions of Demosthenes and concludes that his actions should be judged as a noble endeavor of one who loved freedom.
00:00 - Chapter 1. The Rise of Philip of Macedon
10:56 - Chapter 2. Philip, the Military Genius
24:52 - Chapter 3. Philip, the Diplomat
31:29 - Chapter 4. Philip's Expansion
38:17 - Chapter 5. Athens' War Tax and Demosthenes' Opposition to Philip
52:29 - Chapter 6. Increased Threats from Philip and Athens' Response
01:03:09 - Chapter 7. Demosthenes' Stand and The Battle of Chaeronea
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the growth of a new power: Thebes. Under the leadership of Epaminondas and Pelopidas, Thebes grows into a major power among the Greek cities. In fact, the Thebans even rout the Spartans in a standard hoplite battle in the battle of Leuctra. Finally, Professor Kagan points out that by the time of Theban hegemony, the Greek world had experienced so many wars and conflicts that it opened the door to a powerful leader: Philip of Macedon.
00:00 - Chapter 1. The Rise of Theban Hegemony
14:42 - Chapter 2. The 375 Peace Proposal
21:29 - Chapter 3. Fighting Resumes; The Sacred Band of Thebes and the Battle of Leuctra
39:18 - Chapter 4. The End of Spartan Supremacy and Thebes' Growth
50:01 - Chapter 5. The Great Invasion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan examines the continuation of Spartan tyranny over the Greek poleis and the response of the Greek world. According to Professor Kagan, it became clear that the Greek poleis needed to do something to check the power of Sparta. So, Thebes, Argos, Corinth, and Athens along with some of the smaller poleis joined together to fight Sparta in the Corinthian War. The war ended in a stalemate, but now the Persians were afraid of the growth of Athenian naval power. So, the king made an alliance with Sparta to bring about the King's Peace, which emphasized Greek autonomy and which had the effect of breaking up all alliances, except the Peloponnesian League. After this fact, Sparta continued in its tyrannical behavior.
00:00 - Chapter 1. The Greek Mercenary Army and the March of the 10,000
08:46 - Chapter 2. Further Hostilities
21:32 - Chapter 3. The Corinthian War
40:12 - Chapter 4. Iphicrates's Light-Armed Troops; Conon's Fleet
51:06 - Chapter 5. The War Comes to an End
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the aftermath of the Peloponnesian War and how the Spartans began to dominate other Greek poleis, instead of liberating them. The Spartan general Lysander at this point not only grows in influence and power, but also follows an aggressive plan to establish pro-Spartan, oligarchical governments. However, according to Professor Kagan, this fact angered many cities. Therefore, Thrasybulus, along with the help of other poleis, resisted Spartan rule. Eventually he opposed Sparta at Phyle and in time reestablished the democracy of Athens.
00:00 - Chapter 1. Spartan Power After the War
16:16 - Chapter 2. Lysander and His Tyrannical Policies
27:03 - Chapter 3. Resistance to Spartan Rule; Critias
39:11 - Chapter 4. The Thirty Oligarch
47:08 - Chapter 5. Thrasybulus Opposes Sparta and Democracy Is Restored
01:04:11 - Chapter 6. Features of Restored Democracy
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan examines Pericles as a general. First, he describes Pericles' strategy of war and then he evaluates this strategy. According to Professor Kagan, Pericles' strategy was characterized by being both defensive and rational. It was defensive, because the Athenians did not engage the Spartans in a traditional hoplite battle, and it was rational, because Pericles assumed that the Spartans would cease fighting when they realized that the Athenians did not have to fight a land battle, since they had a walled city and a navy. On its surface, this strategy seems reasonable, but Professor Kagan points out that there were two flaws. First, the Athenians did not have an offensive plan: that is, a plan to deter the Spartans from quitting the war. Second, Pericles failed to realize that war is not always rational.
00:00 - Chapter 1. Pericles and His Strategy
16:27 - Chapter 2. Modern Scholars' Views on Pericles
26:04 - Chapter 3. Criticism of Pericles as a Military Leader
40:54 - Chapter 4. Pericles' Other Obstacles
53:47 - Chapter 5. Question and Answer
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan focuses on the causes of the Peloponnesian War and the possible motivations for Thucydides' book, The History of the Peloponnesian War. Concerning the first point, Professor Kagan parts ways with Thucydides and argues that the war was not inevitable and that the Athenians under Pericles followed a policy of deterrence, which was aimed at peace. Similarly, he points out that there were a number of Spartans who did not want war as well. Therefore, according to this line of reasoning, war broke out due to a number of factors that were avoidable. Concerning the second point, Professor Kagan argues that Thucydides was a revisionist historian. In other words, Thucydides was writing not as a disinterested historian, but as a historian with a point to make, namely, that the war was inevitable and that Athens was only a democracy in name under Pericles. Finally, Professor Kagan acknowledges that his two points are debatable.
00:00 - Chapter 1. Lead Up to the War: Corcyra and Potidaea
12:17 - Chapter 2. Lead Up to the War: The Megarian Decree
20:08 - Chapter 3. The Spartan Assembly Votes and the Course of War Is Set
36:33 - Chapter 4. The Start of the War
50:02 - Chapter 5. Thucydides as Revisionist Historian
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the aftermath of the Thirty Years Peace. He argues that the Peace had the potential to keep peace between Athens and Sparta due to the arbitration clause. In addition, he argues that during this time, Athens sends various diplomatic messages to the wider Greek world stating their intentions for peace, such as the Panhellenic venture to establish Thurii. However, this peace is seriously challenged when Corinth and Corcyra come into conflict over Epidamnus. At this point, Athens could make an alliance with Corcyra and run the risk of angering Sparta or allow Corinth to potentially take over Corcyra's navy and change the naval balance of power. Athens decides on a defensive alliance.
00:00 - Chapter 1. Preserving the Thirty Years Peace
10:12 - Chapter 2. The Pan-hellenic Colony of Thurii
22:05 - Chapter 3. Testing the Peace
38:30 - Chapter 4. Civil War at Epidamnus and the Question of Honor
01:12:18 - Chapter 5. Athens Votes on a Defensive Alliance
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the events that lead up the Peloponnesian War. He argues that the rise of Athenian power and the concomitant challenge to Spartan dominance pointed to potential conflict. However, Professor Kagan also points out that there were many people who did not want war and that therefore war was not inevitable. The Thirty Years Peace was negotiated, and Professor Kagan finally argues that its clause for arbitration was the key clause that could have prevented war.
00:00 - Chapter 1. The Importance of the Peloponnesian War and Its Continuing Value
09:25 - Chapter 2. The Origins of the War
23:37 - Chapter 3. Athens Faces a Critical Decision
30:31 - Chapter 4. Multiple Battles
45:16 - Chapter 5. Reversal of Fortune
56:17 - Chapter 6. The Four Months Truce and Subsequent Thirty Years Peace
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan continues to discuss the constitution of Athens. In particular, he explores the judicial workings of Athens. He describes in detail the effort of the Athenians to create a system of justice that would not only minimize tampering, in order to insure justice, but also maximize citizen participation. After this discussion, Professor Kagan comments on the role of women in Athens by looking at two types of sources. The picture that emerges is considerably complex and left without resolution. Finally, he comments on the role of slaves. In each of these discussions, he draws illuminating analogies to our modern society.
00:00 - Chapter 1. Organization of Athenian Democracy: The Judicial
09:51 - Chapter 2. Flaws in the Athenian Democratic System
40:20 - Chapter 3. Women's Roles in Athenian Society
54:16 - Chapter 4. Slavery in Athenian Society
01:07:37 - Chapter 5. Question and Answer
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan describes the mechanics of the Delian League and its transformation into the Athenian empire. This transformation caused Athens to rival Sparta as an equal in power and prestige. He also argues that this process took place rather smoothly due to the good relations between Sparta and Athens. Professor Kagan argues that Cimon the Athenian generally played an important part in this development. Finally, Professor Kagan begins to describe the workings of Athenian democracy by comparing it with modern American democracy.
00:00 - Chapter 1. The Rise of the Athenian Empire (Cont.)
10:25 - Chapter 2. Competition for Power between Sparta and Athens
15:51 - Chapter 3. Cimon, His Popularity and Rise to Power
30:29 - Chapter 4. The Thasian Rebellion and the Eventual Removal of Cimon
42:59 - Chapter 5. A Fuller Athenian Democracy
55:12 - Chapter 6. Organization of Athenian Democracy: The Legislative
01:04:42 - Chapter 7. Organization of Athenian Democracy: The Executive
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan examines the developments that took place after the Greek victory over the Persians in 479 BC. He argues that even after the Greek victories, there was great fear amongst the Greeks that the Persians would return to seek revenge. For this reason, many of the Greek poleis, especially the islands, looked to Athens to lead this league, which later became the Delian League. Athens, according to Professor Kagan, accepted this responsibility, since it too feared a Persian invasion, but Sparta was content to retreat into the Peloponesus. Finally, Professor Kagan intimates that this league would eventually turn into the Athenian empire.
00:00 - Chapter 1. Consequences of Greek Victory over the Persians
21:21 - Chapter 2. The Athenian-Spartan Alliance and Pan-hellenism
29:52 - Chapter 3. Athens as an Independent Player
37:05 - Chapter 4. Resentment in Sparta
46:37 - Chapter 5. Understanding the Formation of the Delian League
01:06:20 - Chapter 6. The Rise of the Athenian Empire
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan traces the development and the power of the Persian empire. He also shows how the Persian empire and the Greek world eventually came into conflict through a few incidents concerning Ionian Greeks in Asia Minor, which eventually turned into the Persian Wars. Professor Kagan ends this lecture with a description of the events of the battle of Marathon in which the Athenians defeated the Persians.
00:00 - Chapter 1. The Rise of the Persian Empire
15:07 - Chapter 2. Clashes with the Persian Empire
32:40 - Chapter 3. The Beginning of the Persian Wars
37:37 - Chapter 4. Further Developments Leading to the War with Persia
49:47 - Chapter 5. The Battle of Marathon
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan examines in detail the development, growing pains, and emergence of Athenian democracy. He argues that the tyranny under the Peisistratids led to the development of the idea of self-government among the Athenians, which Cleisthenes used to develop Athens in a more democratic direction. One of the ways Cleisthenes was able to accomplish this was to diminish the power of the aristocracy by reordering and restructuring the tribes and giving greater power to the assembly. Finally, Professor Kagan says a word on the Athenian practice of ostracism as a political tool to protect a fledgling democracy.
00:00 - Chapter 1. Consequences of Tyranny to Greek Life
12:31 - Chapter 2. Cleisthenes's Coup d'État
23:20 - Chapter 3. Establishing a New Constitution
38:52 - Chapter 4. Key Democratic Elements
01:04:00 - Chapter 5. Ostracism as a Constitutional Device
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan traces the development of Athens. He argues that Athens, like other poleis, undergoes political and social turmoil due to the rise of the hoplite farmer. This unrest is first seen in the attempted coup d'état of Cylon and the Law of Draco. Professor Kagan also points out that in response to these developments, Solon was made sole archon of Athens to establish peace in a time of unrest. It should also be noted that Solon established laws that were moderate in nature. Therefore, it comes as no surprise that Solon was only partially successful. Eventually, a tyranny is established in Athens by Peisistratus, but Peisistratus, according to Professor Kagan, was a special type of tyrant, one that not only upheld the new laws of Solon, but was also interested in the welfare of Athens.
00:00 - Chapter 1. The Code of Draco; Athenian Colonies
09:13 - Chapter 2. Crises and the Rise of Athens and Solon as Sole Archon
20:25 - Chapter 3. Choosing Solon
25:49 - Chapter 4. Solon's Economic and Social Measures
37:21 - Chapter 5. Solon's Political Measures
47:22 - Chapter 6. Dissatisfaction and Years of Anarchy
52:48 - Chapter 7. Peisistratus, the Very Special Tyrant
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan finishes up his description of the Spartan constitution. He argues that Sparta had a mixed constitution and gained great power due to alliances that the Spartans made with their neighbors. After the discussion of Sparta, Professor Kagan examines Athens and the development of the Athenian constitution. In addition, he shows how different these two poleis were. Finally, Professor Kagan discusses the emergence of the hoplite class in Athens and the failure of Cylon to make himself tyrant of Athens.
00:00 - Chapter 1. The Spartan Assembly
10:53 - Chapter 2. The Spartan Alliance
26:32 - Chapter 3. Motivations for Sparta's Foreign Policy
34:38 - Chapter 4. The Rise of Athens
46:09 - Chapter 5. Early Athenian Society
01:07:34 - Chapter 6. Cylon's Failed Coup d'État
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan explores the development and character of Sparta. He points out that in Sparta, the ethos of the polis was present to an extraordinary degree. Then he describes how this came about. In short, Professor Kagan argues that the Spartans were able to create a distinct military culture on account of their subjugation of the inhabitants of Messenia, who were forced to carry on the work of farming while the Spartans trained for war. Finally, Professor Kagan examines the education and training of the Spartan citizen as well as the constitution of Sparta.
00:00 - Chapter 1. An Introduction to Sparta and Its Roots
20:34 - Chapter 2. Understanding Spartan Slavery and Its Implications
25:25 - Chapter 3. The Training and Education of a Spartan Boy
43:13 - Chapter 4. Sameness, Contradiction and Inequality
49:44 - Chapter 5. Women's Roles in Spartan Society
57:48 - Chapter 6. The Importance of the Polis and Its Needs
01:07:01 - Chapter 7. The Formal Spartan Constitution
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan explores the rise, fall, and significance of tyrannies in the Greek polis. He argues that the various tyrannies in the Greek world had both negative and positive aspects, which need to be appreciated. For instance, on the one hand, tyrannies promoted economic, commercial and artistic advances. On the other hand, tyrannies ruled absolutely and curbed the freedom of the polis. Finally, Professor Kagan intimates that tyrannies in many ways were a necessary step in the development of the classical polis. In short, through tyrannies, the power and influence of the aristocracy was broken and the hoplite farmer grew greater in significance.
00:00 - Chapter 1. Theorizing Why the Hoplite Phalanx Was Not Adopted by Others
10:34 - Chapter 2. How Greeks Understood Tyranny
21:15 - Chapter 3. The Rise of Greek Tyranny
40:18 - Chapter 4. Herodotus's Story of Orthagoras at Sicyon
50:25 - Chapter 5. The Story of Gyges and Unconventional Power
54:35 - Chapter 6. Features of Tyrannies
01:08:23 - Chapter 7. Consequences of Tyranny to Greek Life
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan explores the rise of Greek colonies. He argues that the rise of new colonies was primarily due to the need for new farmland, although he acknowledges several other important reasons. He also shows where the Greeks colonized and explains that the process of founding a new colony probably took place within the dynamics of a polis. Finally, he offers a few important outcomes of this colonizing impulse.
00:00 - Chapter 1. The Rise of the Greek Colony
12:01 - Chapter 2. How Greek Colonies (or Apoikiai) Worked
37:55 - Chapter 3. Mapping the Colonies
57:27 - Chapter 4. Consequences of Colonization to Greek Life
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan discusses the emergence of a new style of warfare among the Greeks, the hoplite phalanx. After discussing the panoply of the hoplite solider and the method of fighting, he argues that this style of fighting came about early in the life of the polis. In addition, he shows that the phalanx was almost invincible on the field. At the lecture's conclusion, he answers several questions from students about hoplite warfare in the Greek world.
00:00 - Chapter 1. An Introduction to the Hoplite Phalanx
06:33 - Chapter 2. The Hoplite
12:09 - Chapter 3. The Phalanx
29:47 - Chapter 4. Fighting Style, Casualties, Winning and Losing
43:51 - Chapter 5. Question and Answer on the Hoplite Phalanx
01:02:17 - Chapter 6. Closing Remarks and Critiques of Orthodox Interpretation
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan tells the story of the emergence of the polis from the Dark Ages. He shows that by the time of the poet Hesiod, there is already a polis in place. He describes the importance of the polis in the Greek world and explains that it was much more than a mere place of habitation; it was a place where there was justice, law, community, and a set of cultural values that held Greeks together. Finally, Professor Kagan argues, following the lead of Victor David Hanson, that the polis came to be chiefly through the emergence of a new man: the hoplite farmer.
00:00 - Chapter 1. The Polis in Hesiod's Work
22:01 - Chapter 2. The Citizen
26:32 - Chapter 3. Greek Farmers and the Function of the Polis
36:12 - Chapter 4. Property Holding and Internal Colonization
42:26 - Chapter 5. The New Farm
57:09 - Chapter 6. Politics
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan offers a sketch of the Greek heroic code of ethics. He shows that in this community, arête (manly virtue) and honor are extremely important and even worth dying for, as the case of Achilles makes clear. In addition, Professor Kagan shows how this society eventually produced a new phenomenon, the rise of the polis. The discussion ends with a strong emphasis on the importance of the polis in Greek history.
00:00 - Chapter 1. Defining Arête
10:48 - Chapter 2. Impacts on Western Civilization
36:02 - Chapter 3. The Rise of the Polis
45:41 - Chapter 4. The Features and Importance of the Polis
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Kagan addresses what scholars call the Homeric question. He asks: what society do Homer's poems describe? He argues that in view of the long oral transmission of the poems, the poems of Homer probably reflect various ages from the Mycenaean world to the Dark Ages. More importantly, close scrutiny of the poems will yield historical information for the historian. In this way, one is able to reconstruct through the poems, to a certain extent, the post-Mycenaean world. Finally, Professor Kagan says a few words on the heroic ethic of the Greek world.
00:00 - Chapter 1. The Importance of Homeric Poems
13:08 - Chapter 2. The Society Described in Homer's Poems
35:49 - Chapter 3. Political Structures
52:26 - Chapter 4. Ethics and Values
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
In this lecture, Professor Donald Kagan explores the earliest history of Greek civilization. He demonstrates how small agricultural enclaves eventually turned into great cities of power and wealth in the Bronze Age, taking as his examples first Minoan Crete and then Mycenaean Greece. He also argues that these civilizations were closely related to the great monarchies of the ancient Near East. He points out that the Mycenaean age eventually came to an abrupt end probably through a process of warfare and migration. Reconstructing the Mycenaean age is possible through archaeological evidence and through epic poetry (Homer). Finally, he provides an account of the collapse of the Mycenaean world, and explains how in its aftermath, the Greeks were poised to start their civilization over on a new slate.
00:00 - Chapter 1. The Minoan Civilization
08:58 - Chapter 2. Mycenaean Language and Writing
16:07 - Chapter 3. The Citadel, Farmland, Burials and the Oil Trade
26:29 - Chapter 4. Cultural Unity, Agriculture, Religious Authority
33:41 - Chapter 5. Society and Economy
39:05 - Chapter 6. Theories about the Fall of the Mycenaean World
56:52 - Chapter 7. Results of the Fall
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to Ancient Greek History (CLCV 205)
Professor Donald Kagan explains why people should study the ancient Greeks. He argues that the Greeks are worthy of our study not only because of their vast achievements and contributions to Western civilization (such as in the fields of science, law, and politics) but also because they offer a unique perspective on humanity. To the Greeks, man was both simultaneously capable of the greatest achievements and the worst crimes; he was both great and important, but also mortal and fallible. He was a tragic figure, powerful but limited. Therefore, by studying the Greeks, one gains insight into a tension that has gripped and shaped the West and the rest of the world through its influence. In short, to study the Greeks is to study the nature of human experience.
00:00 - Chapter 1. Ancient Greece as the Foundation of Western Civilization
13:06 - Chapter 2. The Judeo Christian Tradition
24:50 - Chapter 3. Problems Posed by the Western Tradition
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2007.
Introduction to New Testament (RLST 152)
How did a small group following an apocalyptic prophet in Palestine become Christianity - what is now called a "world religion"? This small movement saw many changes in the second, third, and fourth centuries, from the development of different sects, philosophical theologies, and martyrology, to the rise of monasticism, and finally to the ascension of Constantine to the throne and the Christian Roman Empire. It was not until the nineteenth century, however, that the term "world religion" came to be used and Christianity was categorized as such.
00:00 - Chapter 1. Christianity in the Second Century: Gnostics, Philosophers, Martyrs, and Apologists
20:26 - Chapter 2. Christianity in the Third Century: Asceticism, Monasticism, and Persecution
26:20 - Chapter 3. Christianity in the Fourth Century: Constantine and the Church Councils
30:36 - Chapter 4. Christianity as a "World Religion"
36:36 - Chapter 5. The Growth of Christianity before Constantine and Q&A
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Epistle of Jude can be dated to somewhere during post-apostolic Christianity and before the formation of the Canon. It refers to the apostles as representing a prior generation, yet it quotes from texts later excluded (perhaps, for example, by 2 Peter) from the Canon. The letters of Ignatius of Antioch contain evidence of a move toward the institutionalization of early Christianity. It mentions, for example, three different church offices: bishops, presbyters, and deacons. It also heavily emphasizes the authority held by those with these titles. The Didache contains liturgical and ritual instructions for rites such as baptism, the Lord's Prayer, and the Eucharist. All these documents show the change in early Christianity toward greater church structure and institutionalization.
00:00 - Chapter 1. The Struggle to Maintain Unity in the Early Christian Social Movement
09:34 - Chapter 2. The Letter of Jude: The Move towards Institutionalization
16:07 - Chapter 3. The Letters of Ignatius and Martyrology
24:42 - Chapter 4. The Letters of Ignatius and Church Office
36:15 - Chapter 5. The Didache and the Development of Liturgy
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Apocalypse of John showed an anti-Roman, politically revolutionary perspective. This is in contrast with Paul's writing in Romans 13, which calls for submission to governmental authorities - although passages in 1 Corinthians may be said to contradict this. 2 Thessalonians, a pseudonymous letter, also preaches a politically conservative and accommodative message, as does 1 Peter. Interestingly, these letters do not discard or ignore apocalypticism but use it quite differently from the author of Revelation to further their message of political conservatism. 2 Peter seems to be a letter dating from the second century, from the post-apostolic age. In 2 Peter, the apocalypse is no longer imminent and is not used to further any admonition. Instead, it has become simply a part of Christian doctrine.
00:00 - Chapter 1. The Politics of Early Christianities
12:22 - Chapter 2. 2 Thessalonians, the Lawless One, and Politics
24:57 - Chapter 3. 1 Peter and Politics
37:00 - Chapter 4. 2 Peter: A Letter from the Post-Apostolic Age
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Apocalypse, or the Revelation of John, shares many of the traits found in apocalyptic literature: it operates in dualisms--earthly events contrasted with heavenly ones, present time with the imminent future, and it calls for cultural and political resistance. Its structure is like a spiral, presenting cycle after cycle of building tension and reprieve, so that the reader who experiences the text also experiences crisis and then catharsis. Politically, Revelation equates Rome with Babylon and the empire as the domain of Satan.
00:00 - Chapter 1. The Revelation of John and the Genre of Apocalyptic
12:49 - Chapter 2. The Structure of Revelation
28:00 - Chapter 3. Crisis, Catharsis, and Politics in Revelation
42:02 - Chapter 4. The Social Context of Revelation
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The principles of interpreting the New Testament in this course assume a historical critical perspective. The historical critical method of interpreting a text privileges the intended meaning of the ancient author, the interpretation of a text's original audience, the original language the text was written in, and the avoidance of anachronism. However, for most of the last two thousand years, this has not been the method of interpretation of the Bible. Pre-modern interpreters, such as Origen and Augustine, felt free to allegorize and use the text as they saw fit. It was only through the Reformation and other events in modern history that the historical critical method became the predominant method of interpretation.
00:00 - Chapter 1. The Principles of the Historical Critical Method of Interpretation
20:11 - Chapter 2. The History of Historical Criticism
30:53 - Chapter 3. Pre-Modern Interpretation and "Literal" and "Allegorical" Meanings of Texts
34:19 - Chapter 4. Pre-Modern Interpreters: Origen
39:06 - Chapter 5. Pre-Modern Interpreters: Augustine
43:32 - Chapter 6. Pre-Modern Interpreters: Bernard of Clairvaux
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
There are many ways of interpreting the text, and ancient methods of interpretation may seem bizarre to our modern sensibilities. The New Testament offers us many examples of how an early Christian might interpret the text of the Hebrew Bible, which was their scripture. The Letter to the Hebrews, which is not really a letter but a speech of encouragement, structures its argument around the thesis that Jesus' liturgy and priesthood is superior to that in the Hebrew Bible. The author of Hebrews proves this through several interesting interpretations of passages from the Hebrew Bible.
00:00 - Chapter 1. What Does A Text Mean? Methods of Interpretation
14:23 - Chapter 2. The Interpretation of the Hebrew Bible in the New Testament
23:42 - Chapter 3. The Letter to the Hebrews: A Speech of Encouragement
29:35 - Chapter 4. The Outline of the Epistle
34:39 - Chapter 5. Hebrews As Synkrisis: A Comparison between the Superior and the Inferior
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Acts of Paul and Thecla has a narrative quite similar to those in ancient Greco-Roman novels: Thecla becomes enamored of Paul and they share a number of adventures. However, the Acts redirects eroticism towards a belief in a gospel of purity and asceticism. The Acts of Paul and Thecla present an ascetic, anti-marriage, anti-family message that would break the cycle of sex, birth, death, and decay that was so obvious in the ancient world. Given that Thecla emerges from the story as the true hero (and not Paul), is it possible to read the story as a feminist one?
00:00 - Chapter 1. The Acts of Paul and Thecla in Its Literary Context
15:10 - Chapter 2. The Gospel of Asceticism in the Acts of Paul and Thecla
26:50 - Chapter 3. The Cultural Phenomenon of Sexual Hierarchy
33:11 - Chapter 4. The Early Christian Answer to the Cycle of Birth and Death: Asceticism
41:25 - Chapter 5. Thecla, the Heroine
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
In the undisputed Pauline epistles, marriage is seen as a way to extirpate sexual desire - neither as a means for procreation nor as the preferred social status. The Pastoral Epistles, written to instruct in the pastoring of churches and appointing of church offices, presents quite un-Pauline attitudes. In the Pastoral Epistles, the church, rather than an ecclesia, becomes a household, a specifically patriarchal structure in which men hold offices and women are not to have authority over them. They present a pro-family, anti-ascetic message in contrast to the Pauline epistles.
00:00 - Chapter 1. Marriage, Family, Sex, and Women in Paul's Letters
21:01 - Chapter 2. The Pro-Family and Anti-Ascetic Stance in the Pastoral Epistles
26:50 - Chapter 3. The Pastoral Epistles and the Jewish Law
29:53 - Chapter 4. The Church as Household
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
Early Christianity presents us with a wide diversity in attitudes towards the law. There were also many different Christologies circulating in different communities. The book of James presents one unique perspective. It seems to be written in the tradition of Jewish wisdom literature in its presentation of sayings and its concern for the poor. James also presents a view of works and faith that seems to oppose Pauline teaching. However, the terms "faith" and "works" function differently in Paul's writings and in the book of James
00:00 - Chapter 1. Diversity in Early Christianity: Attitudes towards the Jewish Law
03:57 - Chapter 2. Diversity in Early Christianity: Christology
21:03 - Chapter 3. James as Jewish Wisdom Literature
27:47 - Chapter 4. Faith and Works in James in Comparison to Paul
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
In ancient times, documents that were falsely attributed to an author, called pseudepigrapha, were a common phenomenon. Both the Letters to the Colossians and Ephesians are most likely pseudonymous works attributed to the Apostle Paul. The writer of Colossians assures his readers that they already possess all the benefits of salvation and do not need to observe rules concerning feast days, Sabbaths, and worship of the angels. Ephesians seems somewhat based on Colossians, although it reads more like an ethical or moral treatise. Both letters differ from Pauline Christology in their realized eschatology and high Christology.
00:00 - Chapter 1. Ancient Pseudepigraphy
10:42 - Chapter 2. The Pseudepigraphic Letters to the Colossians and Ephesians
22:21 - Chapter 3. The Occasion of the Writing of Colossians
37:15 - Chapter 4. The Letter to the Ephesians as Treatise
42:26 - Chapter 5. Major Differences between Colossians and Ephesians and Pauline Christianity
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Apostle Paul's description of the Jewish Law in his letter to the Galatians demotes from being an expression of Jewish faith to an object of idolatry and one that imprisons those who follow it. Paul is careful to nuance this position, however, in his letter to the Romans. In Romans, it seems that Paul is defending himself against charges of being antinomian. Perhaps Paul treads carefully in order to ensure that his deliverance of a donation to the Jerusalem church from the gentile churches is received in a spirit of church unity.
00:00 - Chapter 1. Paul's Demotion of the Jewish Law in Galatians
23:42 - Chapter 2. Paul Nuances His Position in Romans
32:00 - Chapter 3. The Social Context of the Letter to the Romans
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
1 Corinthian and 2 Corinthians give us several snapshots of the development of the Corinthian church and Paul's relationship to it. In 1 Corinthians Paul is concerned with controversies that have been dividing the church, most probably along social status lines. The issues causing controversy include whether one should eat food sacrificed to idols, how one ought to conduct oneself sexually, the practice of speaking in tongues, and how Christians will be resurrected from the dead. 2 Corinthians shows that these issues seem to have been resolved. However, 2 Corinthians 10-13 (probably a separate letter) presents Paul in a defensive posture, struggling to justify his position over and against the new "super apostles" that have infiltrated the Corinthian church.
00:00 - Chapter 1. Paul to the Corinthians about the Resurrection of the Dead
12:54 - Chapter 2. The Historical and Social Context of the Church in Corinth
22:05 - Chapter 3. Issues of Controversy in the Corinthian Church
32:01 - Chapter 4. The Root of These Controversies
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The New Testament and other texts provide us with many accounts of the Apostle Paul, some that contradict each other. Throughout the history of Christianity, Paul has assumed many different roles for different people. For the early Christians he was primarily a martyr. For St. Augustine, and later Martin Luther, he was a man interpreting the Gospel through his psychological struggle with guilt. The historical Paul seems to have been a man preaching an apocalyptic message to the gentiles.
00:00 - Chapter 1. Paul, the Protean Apostle
13:16 - Chapter 2. Who Is the Historical Paul?
30:07 - Chapter 3. Paul the Apocalyptic Apostle to the Gentiles
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
It is obvious that certain narratives in the New Testament contradict each other and cannot be woven into a historically coherent whole. How, then, do scholars construct who the "historical Jesus" was? There are several principles that historical Jesus researchers follow, which include considering data that 1) has multiple attestations and 2) is dissimilar to a text's theological tendencies as more likely to be historical. Using the modern methods of historical research, it becomes possible to construct a "historical Jesus."
00:00 - Chapter 1. Contradictory Accounts in the New Testament
13:25 - Chapter 2. Finding History in the New Testament
26:27 - Chapter 3. Methods of Historical Jesus Research
47:53 - Chapter 4. Who Was the Historical Jesus?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Jesus of the Gospel of John often speaks in riddles so that his dialogues with characters such as Nicodemus appear confusing, rather than clarifying. The focus, however, of the Gospel of John is on Christology. In the Gospel, Jesus is divine. So it is also in 1 John, where many of the themes of the Gospel are echoed. 1, 2, and 3 John possibly present us with correspondences of the Johannine community, a sectarian group insisting on the divinity and humanity of Jesus, against the Docetists and other differing forms of early Christianity.
00:00 - Chapter 1. Riddles and Division in the Gospel of John
13:24 - Chapter 2. Differing Christologies in Early Christianity
24:23 - Chapter 3. Themes in 1 John
36:38 - Chapter 4. Sectarianism and 1 John
41:50 - Chapter 5. The Changing Community of 2 and 3 John
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Gospel of John is a gospel dramatically different from the Synoptic Gospels. It is full of long dialogues, it speaks of "signs" rather than exorcisms or miracles, and its narrative differs at many points from the Synoptics. Themes in the Gospel are also repeated throughout--themes such as ascending and descending, light and darkness, seeing and knowing. Johannine literature also presents a high Christology that equates Jesus with God. The Gospel also reflects the sectarian nature of the community to which the author belonged.
00:00 - Chapter 1. Narratival Differences between the Gospel of John and the Synoptic Gospels
23:54 - Chapter 2. Major Themes of the Gospel of John
32:25 - Chapter 3. Johannine Sectarianism
42:47 - Chapter 4. Johannine Christology
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The speech that Stephen gives before his accusers in Acts shows how the author of Luke-Acts used and edited his sources. So, also, does the description of the destruction of Jerusalem in Luke, as compared to that in Mark. The major themes of Luke-Acts are 1) the Gospel going first to the Jews and then to gentiles and 2) that of the prophet-martyr, with Jesus as the prophet-martyr par excellence.
00:00 - Chapter 1. Stephen's Speech in the Acts of the Apostles
19:18 - Chapter 2. The Destruction of Jerusalem in Luke
24:18 - Chapter 3. Luke's Gospel to the Jews First
38:19 - Chapter 4. The Prophet-Martyr in Luke and Acts
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
Luke and Acts, a two-volume work, are structured very carefully by the author to outline the ministry of Jesus and the spread of the Gospel to the gentiles. The Gospel of Luke emphasizes the themes of Jesus' Jewish piety, his role as a rejected prophet, and the reversal of earthly status. The Gospel ends in Jerusalem, and the Acts of the Apostles begins there and then follows the spread of the Gospel, both conceptually and geographically, to Samaria and the gentiles. By closely analyzing the Gospel and Acts, we see that the author was not concerned with historicity or chronological order. Rather, he writes his "orderly account" to illustrate the rejection of the Gospel by the Jews and its consequent spread to the gentiles.
00:00 - Chapter 1. The Structure of Luke and Acts
17:35 - Chapter 2. The Themes of Luke
34:03 - Chapter 3. The Geography of Acts
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
We have known of the existence of the Gospel of Thomas from ancient writers, but it was only after the discovery of the Nag Hammadi Codices that the actual text became available. The Gospel of Thomas is basically a collection of sayings, or logia, that sometimes seem similar, perhaps more primitive than sayings found in the canonical Gospels. Sometimes, however, the sayings seem better explained as reflecting a "Gnostic" understanding of the world. This involves a rejection of the material world and a desire for gnosis, a secret knowledge, in order to escape the world and return to the divine being.
00:00 - Chapter 1. The Nag Hammadi Codices and Thomasine Literature
10:35 - Chapter 2. The Sayings of the Gospel of Thomas
28:15 - Chapter 3. Proto-orthodoxy and "Gnosticism"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Gospel of Matthew contains some of the most famous passages that both Christians and non-Christians are familiar with. However, Matthew also presents itself paradoxically as preaching a Torah observant Christianity and a Christian mission that seeks to reach gentiles. The figure of Jesus in Matthew is that of a teacher, the founder of the Church, and the model for the apostles and Matthew's own community. Matthew seems to be writing for a church community that needs encouragement to have faith in a time of trouble.
00:00 - Chapter 1. Matthew: The Most Famous Gospel
12:29 - Chapter 2. Jesus and the Torah in Matthew
22:08 - Chapter 3. The Foundations of the Church in Matthew
27:51 - Chapter 4. Jesus as a Model for the Disciples
35:44 - Chapter 5. The Stilling of the Storm in Matthew
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Gospels of the New Testament are not biographies, and, in this class, they are read through a historical critical lens. This means that the events they narrate are not taken at face value as historical. The Gospel of Mark illustrates how the gospel writer skillfully crafts a narrative in order to deliver a message. It is a message that emphasizes a suffering messiah, and the necessity of suffering before glory. The gospel's apocalyptic passages predict troubles for the Jewish temple and incorporate this prediction with its understanding of the future coming of the Son of Man.
00:00 - Chapter 1. The Gospels Not As Biographies
13:44 - Chapter 2. A Historical Critical Reading of Mark
22:18 - Chapter 3. Mark's Messiah
30:26 - Chapter 4. The Apocalyptic in Mark
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The accounts of Paul's travels in The Acts of the Apostles and Galatians seem to contradict each other at many points. Their descriptions of a meeting in Jerusalem--a major council in Acts versus a small, informal gathering in Galatians--also differ quite a bit. How do we understand these differences? A historical critical reading of these accounts does not force these texts into a harmonious unity or accept them at face value. Instead, a historical critical reading carefully sifts through the details of the texts and asks which of these is more likely to be historically accurate.
00:00 - Chapter 1. Paul's Travels in the Acts of the Apostles
17:49 - Chapter 2. Paul's Travels in Galatians
28:25 - Chapter 3. Which Account Is More Historically Accurate?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
Of the four kingdoms that arose after Alexander's death, those of the Seleucids and the Ptolemies are most pertinent to an understanding of the New Testament. Especially important is the rule of Antiochus IV Epiphanes, who forced the issue of Hellenism in Jerusalem by profaning the temple. Jews were not alike in their reaction to Hellenization, but a revolt arose under the leadership of the Mattathias and his sons, who would rule in the Hasmonean Dynasty. After the spread of Roman rule, the Judea was under client kings and procurators until the Jewish War and the destruction of the temple in 70 CE. Revolt was only one Jewish response to foreign rule; another was apocalypticism, as we see in Daniel and also in the Jesus' teaching and the early Christian movement.
00:00 - Chapter 1. After Alexander: The Seleucids and the Ptolemies
07:02 - Chapter 2. The Jews, Hellenization, and the Maccabean Revolt
21:46 - Chapter 3. The "Prophecy" of Daniel
36:40 - Chapter 4. The Jewish War and the Destruction of the Temple
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
Knowledge of historical context is crucial to understanding the New Testament. Alexander the Great, in his conquests, spread Greek culture throughout the Mediterranean world. This would shape the structure of city-states, which would share characteristically Greek institutions, such as the gymnasium and the boule. This would also give rise to religious syncretism, that is, the mixing of different religions. The rise of the Romans would continue this trend of universalization of Greek ideals and religious tolerance, as well as implement the social structure of the Roman household. The Pax Romana, and the vast infrastructures of the Roman Empire, would facilitate the rapid spread of Christianity.
00:00 - Chapter 1. Alexander the Great and Hellenization
08:29 - Chapter 2. The Greek City-State
18:46 - Chapter 3. Religious Syncretism
22:28 - Chapter 4. The Roman Household and Social Structure
34:45 - Chapter 5. The Rise of Julius Caesar and Octavian
40:07 - Chapter 6. The Pax Romana
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
The Christian faith is based upon a canon of texts considered to be holy scripture. How did this canon come to be? Different factors, such as competing schools of doctrine, growing consensus, and the invention of the codex, helped shape the canon of the New Testament. Reasons for inclusion in or exclusion from the canon included apostolic authority, general acceptance, and theological appropriateness for "proto-orthodox" Christianity.
00:00 - Chapter 1. Canon vs. Scripture
16:17 - Chapter 2. The Forming of Canons
27:04 - Chapter 3. The Invention of the Codex
32:50 - Chapter 4. A Slowly Developing (and Incomplete) Consensus
42:02 - Chapter 5. The Reasons for Canonical Inclusion and Exclusion
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Spring 2009.
Introduction to New Testament (RLST 152)
This course approaches the New Testament not as scripture, or a piece of authoritative holy writing, but as a collection of historical documents. Therefore, students are urged to leave behind their pre-conceived notions of the New Testament and read it as if they had never heard of it before. This involves understanding the historical context of the New Testament and imagining how it might appear to an ancient person.
00:00 - Chapter 1. Why Take This Course?
13:23 - Chapter 2. The Bible As A Historical Text
24:17 - Chapter 3. Imagining An Ancient's Perspective
30:45 - Chapter 4. Q&A
35:08 - Chapter 5. Going over the Syllabus
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2009.
American History: From Emancipation to the Present (AFAM 162)
In this final lecture, Professor Holloway offers a survey of some of the main themes and ideas of the course, including citizenship, uplift and respectability, political radicalism, cultural politics, and racial symbolism. The final two questions he grapples with are 1) what does it mean to be "post-racial" and 2) how is race used in our society? In order to propose answers to these questions, Professor Holloway examines Barack Obama's election; his 2008 inauguration; and his speech, "A More Perfect Union," given during the campaign. He also provides some examples of the ways raced is used in the American landscape to distract attention from class and gender; to sell products, including Uncle Ben's rice and Aunt Jemima's pancakes; to suggest a progressive commitment to equality; to draw in tourist money; and to heighten emotions, as illustrated by some of the ways that New Orleans' residents were depicted during Hurricane Katrina. In the end, Professor Holloway argues that race is used in ways that are, whether intentionally or by accident, at best simplistic and at worst destructive, often because we are unwilling to talk or think about these issues in complicated ways. He then leaves the students with one final question: how will you use race?
00:00 - Chapter 1. Introduction and Synthesizing Material Covered So Far
12:39 - Chapter 2. Barack Obama: The First African American President
25:17 - Chapter 3. How is Race Used?
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway discusses how race influenced public policy by examining some of the key cultural symbols of the past few decades, all in an effort to answer the question: how is race used in our society? Professor Holloway discusses Bill Clinton's policies in particular, honing in on his ability to connect with the African American community, the controversy surrounding Lani Guinier's cabinet appointment, and his National Dialogue on Race. He then turns to California to examine the passage of Propositions 187 and 209, which begin to call into question common notions about civil rights legislation and affirmative action in our nation. In the remainder of the lecture, Professor Holloway talks about four landmark court cases--Shaw v. Reno, Adarand v. Pena, Hopwood v. Texas, and Grutter v. Bollinger--to shed light on the way race began to operate in a legal setting, as well as the general dumbing down of discourse in politics and media about race, in the post-civil rights era.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Bill Clinton's and Lani Guinier
11:39 - Chapter 2. The Passage of Propositions 187 and 209
28:24 - Chapter 3. Shaw v. Reno
33:39 - Chapter 4. Adarand v. Peña and Hopwood v. Texas
37:22 - Chapter 5. Grutter v. Bollinger
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway discusses the connections between media and high politics during the late 1980s and 1990s and reveals the ways that race was replaced by a series of keywords--such as crime, drugs, and welfare--that acted as racial signifiers in our national discourse. An examination of the political rhetoric from the George H.W. Bush/Michael Dukakis campaign, including the infamous Willie Horton advertisement, as well as racially-infused persons and incidents such as Bernhard Goetz, the "Subway Vigilante;" Charles Stuart; the Central Park jogger case; Senator Jesse Helms's "Angry Hands" advertisement; the murder of Latasha Harlins by Soon Ja Du, a Korean shopkeeper; the Rodney King beating; and the riots and rebellion in South Central, Los Angeles following the acquittal of the white policemen who beat him all reveal the special coding that linked people's awareness of race and crime and the ways that the media reinforced the stereotype that crime was the special province of the black male. In the remainder of the lecture, Professor Holloway discusses the Clarence Thomas/Anita Hill controversy, essentially a manifestation of the three-ring circus that was racial politics in the 1990s.
00:00 - Chapter 1. The Political Rhetoric from the George H.W. Bush/Michael Dukkakis Campaigns
07:55 - Chapter 2. Bernhand Goetz, the "Subway Vigilante"
09:08 - Chapter 3. The Willie Horton Advertisement
15:23 - Chapter 4. The Carjacking of Charles Stuart
19:08 - Chapter 5. The Central Park Jogger
21:08 - Chapter 6. Senator Jesse Helms' "Angry Hands" Advertisement
24:52 - Chapter 7. The Rodney King Beating
27:49 - Chapter 8. The murder of Latasha Harlins by a Korean Shopkeeper
35:25 - Chapter 9. The Clarence Thomas/Anita Hill Controversy
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway gives a political biography of Jesse Jackson as a way to help understand the shifting cultural politics of the 1960s, the rise of a different array of politics in the 1970s, and the high politics of the 1980s. Professor Holloway traces Jackson's ascension into Martin Luther King's inner-circle, his work in Chicago with Operation Breadbasket and then later with Operation PUSH, his reaction to King's assassination, his national economic boycotts, and his 1984 and 1988 presidential campaigns. In the second half of the lecture, Professor Holloway turns to the national stage, surveying the political and social milieu around President Nixon, Ford, Carter, and Reagan's administrations, focusing specifically on the latter two. While Jimmy Carter diversified the executive branch of the federal government through White House appointments, Ronald Reagan had a more covert approach to racial politics. By claiming that the federal government was the real problem, and calling for a return to states' rights, Reagan implicitly supported the centralizing power of racists like Bull Connor and organizations like the KKK. Thus, Professor Holloway explains, as public race baiting fell out of favor, conservatives like Reagan adopted a way of talking about race without ever mentioning it.
00:00 - Chapter 1. Introduction: The Political Biography of Jesse Jackson
06:07 - Chapter 2. Jesse Jackson forms Operation Breadbasket
14:02 - Chapter 3. Jesse Jackson forms Operation PUSH
21:21 - Chapter 4. Jesse Jackson runs for President
31:54 - Chapter 5. The Political and Social Milieu around President Nixon and Ford's Administrations
33:53 - Chapter 6. The Political and Social Milieu around President Jimmy Carter's Administration
39:42 - Chapter 7. The Political and Social Milieu around President Ronald Reagan's Administration
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
With Martin Luther King's assassination, the collapse of SNCC, and the self-destruction of the Black Panthers, one would think that all promise had faded in regards to the possibility of black political and social advancement. But in this lecture, Professor Holloway examines moments of hope for black political organization, including Carl Stokes's 1967 mayoral victory in Cleveland, the formation of the Congressional Black Caucus in 1969, and the 1972 National Black Political Convention in Gary, Indiana. Yet for all of the coalition building taking place, deeper problems revolved around gender. In this lecture, Professor Holloway focuses specifically on the difficulties that black women encountered as they confronted a racist and sexist political system, exemplified by Daniel Patrick Moynihan's concern over women-headed households in black America. When Shirley Chisholm declared her candidacy for the presidency, and when women on the ground, like Johnnie Tillman, fought for welfare rights or tried to join the modern feminist movement, they faced their "double jeopardy," that is a second-class status rooted in both racial and gender oppression. Although the early 1970s certainly was not the first time black women began to speak up about their oppression, Professor Holloway reveals that they finally began to be heard, and they formed groups, like the National Black Feminist Organization and the Combahee River Collective, to try to change the national conversation.
00:00 - Chapter 1. A Very Modern Articulation of a New Black Feminism
10:00 - Chapter 2. The Negro Family: The Case for National Action
18:59 - Chapter 3. Johnnie Tillman: "Welfare is a Woman's Issue"
27:46 - Chapter 4. Milestones in the World of Politics
35:32 - Chapter 5. Shirley Chisholm Declares her Candidacy for President
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
The early 1970s marked a moment of social confusion, violence, and cultural excitement carried over from the late 1960s. In this lecture, Professor Holloway canvasses some of the political turmoil of this era and the ways that it was reflected in popular culture. By examining musical achievements like Marvin Gaye's album, What's Going On?, and some of Stevie Wonder's songs recorded around this time, it becomes clear that black cultural producers were wrestling with Vietnam, economic despair, ecological despair, poverty, and urban decay. Yet the early 1970s was also a moment of black cultural celebration, and Professor Holloway explores the complicated messages about black sexuality in general, and black masculinity and the role of black women in specific, depicted in blaxploitation films like Shaft, Sweet Sweetback's Badasssss Song, Super Fly, and Foxy Brown.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Events Surrounding the Invasion of Cambodia
05:24 - Chapter 2. Marvin Gaye Album: "What's going on?"
15:36 - Chapter 3. Shaft: The Celebration of Black Masculinity, Virility, and Culture
22:48 - Chapter 4. Blaxploitation Film: "Sweet Sweetback's Badasssss Song"
28:16 - Chapter 5. Blaxploitation Film: "Super Fly"
35:43 - Chapter 6. Blaxploitation Film: "Foxy Brown"
42:40 - Chapter 7. Stevie Wonder
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
As the movement moved out of the South and away from a largely Christian orientation, it became clear that people were prepared to enlarge the struggle so that it became linked to international issues including the war in Vietnam, the spread of capitalism, and the exploitation of developing countries. Yet for every moment of great promise, there was a moment of great confusion and despair. In this lecture, Professor Holloway traces the competing lines of activism, change, struggle, frustration, and political brinksmanship that occurred in the late sixties. He focuses on SNCC's trajectory, Martin Luther King's poverty campaign in Chicago, his views on Vietnam, the riots that followed his 1968 assassination, and the Poor People's Campaign. The remainder of the lecture focuses on the national and international events of 1968 that contributed to this feeling of unrest sweeping the country. As the movement grew beyond its traditional boundaries, the moral and psychological hold it had on America began to lose its strength. As Professor Holloway explains, by the end of the 1960s, it seemed that Americans cared little for the larger and more complicated truths pointed to by black radicals' political, social, economic, and cultural critique.
00:00 - Chapter 1. The Students National Coordinating Committee
05:20 - Chapter 2. Martin Luther King, Jr's Poverty Campaign in Chicago
18:31 - Chapter 3. Martin Luther King, Jr's Views on Vietnam
35:30 - Chapter 4. The Riots after Martin Luther King, Jr's 1968 Assassination
41:10 - Chapter 5. The Poor People's Campaign
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
Just as Martin Luther King, Jr. and Malcolm X have been mythologized in American history, organizations and individuals affiliated with the Black Power call have also been romanticized as well as demonized in such a way that the truth behind their image has been lost. In this lecture, Professor Holloway uncovers the history of black radicalism in the sixties, most famously embodied by the Black Panther Party, and reveals how black power encompassed a call for race pride, the development of black-run organizations dedicated to saving black communities, and also a fascination with an image--one conferred upon black radicals by whites as well as consciously cultivated by African Americans. At the same time, this hyper-masculine, cool, soulful, and dangerous aesthetic obscured some of the important work that the black militants tried to accomplish. In the second half of this lecture, Professor Holloway reveals how groups like the Black Panthers created their own community social welfare programming and maintained links between their cause and that of oppressed people around the world.
00:00 - Chapter 1. Introduction
05:08 - Chapter 2. James Meredith, Stokely Carmichael and the March against Fear
09:39 - Chapter 3. The Black Panther Party for Self-Defense
38:15 - Chapter 4. 'The Panthers' Lose Popularity
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway focuses on the events between 1964 and 1966 that contribute to a fundamental shift in the tone and tactics of the civil rights movement. By examining the Mississippi Freedom Democratic Party's quest to seat alternate delegates at the Democratic National Convention in 1964; "Bloody Sunday" and the 1965 march from Selma to Montgomery; the signing of the 1965 Voting Rights Act; and the riots that summer in Watts, a poor neighborhood in Los Angeles, Professor Holloway reveals that people were struggling with the new tactical change in the movement. The militancy seen in Watts was becoming more recognizable and more frequent, partially due to rhetoric but also do to the increasing U.S. military occupation in Vietnam. Impatience was growing not just in urban or northern areas, but all over the country. In the final portion of the lecture, Professor Holloway offers a preview of the first Black Panther Party, the Lowndes County Freedom Organization, founded in Lowndes County, Mississippi, and the shifting racial philosophy of the Student Non-Violent Coordinating Committee, led by Stokely Carmichael.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Mississippi Freedom Summer
15:55 - Chapter 2. Martin Luther King, Jr Advocates a New Voter Registration Drive
31:07 - Chapter 3. The Voting Rights Act of 1965
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway revisits Malcolm X's life in order to offer a more nuanced interpretation of the black leader than is traditionally taught. Professor Holloway links Malcolm X to a tradition of black intellectuals and political activists like Booker T. Washington, Marcus Garvey, and Robert Williams, and he explores the philosophy of the Nation of Islam (NOI), the organization for which Malcolm X is the national spokesman before his split with Elijah Muhammad in 1964. In the final year of his life, prior to his assassination by NOI members in 1965, Malcolm X makes a religious journey to Mecca, rejects his prior views on race, starts the Organization of Afro-American Unity, and adopts the name El-Hajj Malik El-Shabazz. In the remainder of the lecture, Professor Holloway backtracks to explore some of the other historical events that frame the civil rights movement, including Freedom Summer, the Mississippi Freedom Democratic Party, and the 1964 Civil Rights Act.
00:00 - Chapter 1. Introduction: Reframing the Civil Rights Movement Iconic Figures
01:42 - Chapter 2. A Sampling of Malcolm X's Famous Rhetoric
07:47 - Chapter 3. What was Unique about Malcolm X?
11:35 - Chapter 4. Who was Malcolm X?
27:34 - Chapter 5. Malcolm X Breaks Away from the Nation of Islam
36:14 - Chapter 6. Malcolm X's Legacy
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway offers a richer portrait of Martin Luther King, Jr. than his "I Have a Dream Speech" speech provides. Though King's message and delivery are precious moments in this nation's history, and excerpts are familiar to virtually all American school children, King's opinion of society and its remedy have been frozen in time and reduced to a few moments of his famous speech. Professor Holloway frees King from his magnificent yet soothing speech in order to appreciate the real world political and social battles that defined his life and the lives of those who fought beside him in the struggle for freedom and equality. By shedding light on moments that have been dropped out of the "master narrative" of the civil rights movement, Professor Holloway demonstrates that the movement was far from reaching a moment of transcendence at the 1963 March on Washington.
00:00 - Chapter 1. Introduction
03:22 - Chapter 2. Martin Luther King, Jr: "Letter from Birmingham Jail"
16:45 - Chapter 3. John Kennedy Pushes for a Civil Rights Bill
21:50 - Chapter 4. The March on Washington for Jobs and Freedom
27:49 - Chapter 5. Martin Luther King, Jr: "I Have a Dream"
36:25 - Chapter 6. Final Thoughts
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
Martin Luther King, Jr. and the civil rights movement have become embodied in each other. But in this lecture, Professor Holloway asks: what of the other activists in the struggle? What of the other organizations involved in the struggle? And what of the history of the struggle before King reluctantly emerged on the scene? By uncovering the histories of the Montgomery bus boycott, the integration of Central High School in Little Rock, the death of Emmett Till, the Greensboro student sit-ins, and the formation of the Southern Christian Leadership Conference and the Student Nonviolent Coordinating Committee, one finds differing responses to violence and multiple approaches to attacking racial bias and discrimination. Professor Holloway also draws attention to the gender dynamics of the civil rights movement by considering the inner-workings of the Women's Political Council in Montgomery, Alabama, the original motivating force behind the 1955 bus boycott, and the great importance of respectability to the movement. This lecture reveals that there was no single civil rights movement, that there were many activists working in a variety of different ways and with varying degrees of success, and that King was a complicated figure, both inspiring and stifling activism.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Narratives of the Civil Rights Movement: Rosa Parks
10:57 - Chapter 2. Narratives of the Civil Rights Movement: Emmett Till
20:09 - Chapter 3. Narratives of the Civil Rights Movement: The Little Rock Nine
26:09 - Chapter 4. Narratives of the Civil Rights Movement: Martin Luther King, Jr
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway presents an overview of the civil rights events that took place between the end of World War II and Brown v. Board of Education in 1954. A critical survey of the histories behind such famous events as the desegregation of the Armed Forces, the formation of the Congress on Racial Equality (CORE), the elimination of the all-white primary, and the Supreme Court's Brown decision demonstrate how complicated the story of the civil rights movement is. Professor Holloway canvasses events on the high political stage as well as in the legal arena to understand the fundamental shift, taking place in the country on racial issues. An examination of civil rights organizing practices and legal strategies in the 1940s, in particular, helps provide a framework for re-periodizing the movement.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. A Tallying of the State of Segregation in 1951
02:51 - Chapter 2. Melba Beals' Memoir: Warriors Don't Cry
07:57 - Chapter 3. The Fair Employment Practices Committee
09:32 - Chapter 4. The March on Washington Movement and the Congress on Racial Equality
17:13 - Chapter 5. Politics in the 1940s: A Period of Transition and War
28:29 - Chapter 6. Legal Transformations in the 1940s: Brown v. Board of Education
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway continues discussing African American political possibilities in the second half of the 1930s by examining the new mentality at work in black America. He focuses on the National Negro Congress, the Marian Anderson Easter Sunday Concert, and the March on Washington movement. These examples reveal the diverse strategies and organizing methods employed during this era, as the federal government learned that it could not afford to ignore black leaders the way it had since the founding of the Republic. Professor Holloway also examines the radical possibilities of this decade, as black Communists and Socialists advanced democratic visions for the country. For a brief moment, these ideas appeared to have traction. Yet as the Cold War marched on, charges of communism would decimate some African American civil rights groups.
00:00 - Chapter 1. The National Negro Congress
16:06 - Chapter 2. The Marian Anderson Easter Sunday Concert
33:38 - Chapter 3. A. Philip Randolph and the March on Washington Movement
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
The 1930s was a decade filled with economic, legal, political, and social controversy. In this lecture, Professor Holloway looks at the Great Depression and the federal government's responses to it, including the New Deal's impact on African Americans, both materially and symbolically. As the federal government openly courted their favor, African Americans organized various political groups to monitor federal activities. In the second portion of the lecture, Professor Holloway examines the achievements of the Black Cabinet, the injustices of the Scottsboro Boys' case, and the efficacy of the "Don't Buy Where You Can't Work" campaigns, led in Washington, D.C., by the New Negro Alliance. As much as the 1930s were about retrenchment for African Americans, they also reflected new political possibilities and new forms of political expression within black America. Thus, as Professor Holloway reveals, the roots of the modern civil rights movement are all part and parcel of New Deal America.
00:00 - Chapter 1. Introduction: The Great Depression and its Aftermath
03:30 - Chapter 2. The New Deal
14:38 - Chapter 3. The Black Cabinet
20:25 - Chapter 4. The Scottsboro Boys
38:07 - Chapter 5. The New Negro Alliance
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
The Harlem Renaissance brought together legions of black writers, artists, musicians, and intellectuals who celebrated black culture and romanticized its connections to an African past. In this lecture, Professor Holloway documents some of the expressions of the Harlem Renaissance (also known as the New Negro Renaissance), the political and cultural movement that claimed Harlem as its figurative capital. In fact, thousands of African Americans flocked to Harlem, and it became the center of a rich cultural and political environment--one always fraught with complications, but still understood to represent the best that black America had to offer. As Professor Holloway shows, white enthusiasts of these newly-admired cultural forms visited Harlem to get a taste of black life. Indeed, without the financial support of the white community, whatever cultural efflorescence that did exist in Harlem would have been significantly less grand. Yet the tensions between white patrons and black artists, as well as between black intellectuals and black artists, made the Harlem Renaissance a complex movement.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Countee Cullen Poem: "Heritage"
11:14 - Chapter 2. Gwendolyn Bennett Poem: "Heritage"
13:55 - Chapter 3. The New Negro Renaissance
22:19 - Chapter 4. The White Patrons' Fascination with Black Cultural Performance and Ability
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway discusses the New Negro mentality, a new black consciousness forged out of political and economic frustration and the cultural shocks of the Great Migration. The New Negro ideology was articulated on a wide scale after World War I, when the promises of democracy at home went unfulfilled. Marcus Garvey best articulated this new consciousness through his Universal Negro Improvement Association (UNIA), the first organized grassroots mass protest movement in African American history. Garvey advocated black pride and autonomy, worked to build a great steam line so blacks could partake in nation-building, and helped dispirited blacks dream of an eventual return to Africa. Garvey's ability to realize his dreams was limited by his own organizational ineptitude and by the federal government's systematic attempts to infiltrate and then destroy the UNIA. The lecture ends with an examination of Garvey's relationships to other black leaders, including Father Divine and his Peace Mission Movement.
00:00 - Chapter 1. Introduction: The New Negro
05:42 - Chapter 2. J. Edgar Hoover
08:34 - Chapter 3. Marcus Garvey and J. Edgar Hoover
26:32 - Chapter 4. Marcus Garvey, W.E.B. Du Bois and A. Philip Randolph
36:22 - Chapter 5. Marcus Garvey and Father Divine
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway expands our understanding of "The Great Migration" by looking at what happens when African Americans settled in Northern and Midwestern cities. He examines the 1917 East St. Louis race riot, the 1919 Chicago race riot, and the NAACP's Silent Protest Parade from New York City's Fifth Avenue to Harlem. The second portion of the lecture is on African American soldiers' experiences abroad during World War, their rising expectations for citizenship rights when they return, the new militancy that they espoused, and the racial backlash against them by whites. Black soldiers, returning to the U.S. after risking their lives in war, were lynched in uniform. Responding to this backlash, Professor Holloway shows how civil rights activist W.E.B. Du Bois and poet Claude McKay foreshadowed the new political climate in which African Americans would assert their rights.
00:00 - Chapter 1. W.E.B. Du Bois Editorial: "Close Ranks"
06:43 - Chapter 2. East St. Louis in 1917
11:45 - Chapter 3. Chicago in 1919
16:53 - Chapter 4. The Start of World War I and Du Bois' Call to Close Ranks
23:47 - Chapter 5. W.E.B. Du Bois Editorial: "Returning Soldiers"
30:12 - Chapter 6. Claude McKay Poem: If We Must Die
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway documents the "Great Migration," beginning in the first decade of the twentieth century and continuing with increasing pace until the mid-1920s. During this time, black Americans relocated from the rural South to the urban North. This general shift in the population marked a moment of self-determination for African Americans, demonstrating that they were prepared to leave behind the lives they had made in the South for better opportunities elsewhere. It is important to see these migrations as a form of social protest against the limited political and economic opportunity in the South, racial violence, and the KKK, which was reborn and flourished in the early 1920s. As Professor Holloway reveals, urban life in the North was frequently cruel and often difficult, but it was also a life forged of free will and absent a regional and cultural history of forced bondage. The remainder of the lecture focuses on how whites' racial anxieties were manifested in the cultural realm, using D.W. Griffith's popular film Birth of a Nation.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Sterling Brown Poem: "Old Lem"
04:39 - Chapter 2. Organizations that Focused on the Quality of Black Life
07:22 - Chapter 3. The Great Migration
26:10 - Chapter 4. D.W. Griffith Film: "The Birth of a Nation"
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway explains the two major schools of thought that emerged at the end of the century to solve the problems of black social and economic distress. The accommodationists, like Booker T. Washington, believed that the quickest way to improve the quality of black life was to forge a social peace with powerful whites, temporarily accepting the continued separation of the races and advocating vocational education as a pragmatic way for blacks to improve their lives. Opposed to Washington were people like Anna Julia Cooper and W.E.B. Du Bois who embraced assimilation and saw higher education as the cure-all to racialized problems. Du Bois, in particular, is famous for his assertion that it would be the "Talented Tenth" of the race who would lead blacks to a better life.
00:00 - Chapter 1. The Chronological Context for Today's Lecture
04:39 - Chapter 2. Booker T. Washington and the Politics of Accommodation and Assimilation
29:59 - Chapter 3. W.E.B. Du Bois and the Politics of Accommodation and Assimilation
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In the closing decades of the 1800s, African Americans witnessed the end of Reconstruction, the Redemption of the white South, and increased threats to their political, economic, physical, and psychological well-being. Historians often refer to this era as the "nadir," the lowest point, in the post-Emancipation black experience. But, as Professor Holloway explains in this lecture, the oppressive realities of black life did not silence the most dedicated black activists. During this time, a new generation of black political and intellectual leaders, including Alexander Crummell, Anna Julia Cooper, and W. E. B. Du Bois, dedicated themselves to "uplifting" blacks politically, economically, and morally. As Professor Holloway reveals, uplift meant different things to different people, acting as both a subversive and conservative ideology.
00:00 - Chapter 1. Alexander Crummell
09:44 - Chapter 2. The Talented Tenth
15:09 - Chapter 3. The Uplift Ideology
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
After the massive cultural shift that the South endured under Reconstruction, white Southerners were determined to fight back. In this lecture, Professor Holloway discusses the complicated meaning of Redemption as white Southerners rose up, reclaimed, and redeemed that which they thought was theirs. During this era, African Americans experienced extreme forms of violence as whites guaranteed the return of power, including the resurgence of the KKK, as well as gerrymandering and poll taxes to ensure the elimination of blacks as a voting class. In the second half of the lecture, Professor Holloway focuses on the ideas of civilization and manliness, lynchings, and anti-lynching campaigns. Fears of rape and ideas of white womanhood frequently served as the justification for the systematic psychological and economic terrorism of African Americans during the "Rise of Redemption."
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Billie Holliday Song: "Strange Fruit"
03:47 - Chapter 2. From Reconstruction to the Rise of Redemption
08:53 - Chapter 3. Forces used to Eliminate the Black Vote
22:08 - Chapter 4. Lynching: The Ultimate form of Racial Harassment
40:11 - Chapter 5. Images of Lynching
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
Between 1865 and 1877, several plans were developed by which the Confederate states could be readmitted to the Union and the residents of the states given full citizenship rights. It was far from clear, however, which plan would do a better job maintaining the social peace and protecting African Americans' ability to earn a wage, raise a family, own land, and exercise the right to vote. In this lecture, Professor Holloway outlines the contours of the Ten Percent Plan, Presidential Reconstruction, and Radical Reconstruction, and he explains how these plans embraced a variety of approaches to reuniting the disparate states. As Professor Holloway explains, Reconstruction greatly enhanced the rights of African Americans, while also circumscribing their lives by new political, economic, and social initiatives.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Introduction: The Reconstruction Era
02:12 - Chapter 2. Chronology of the Reconstruction Era
06:45 - Chapter 3. A Narrative Account of the Reconstruction Era
20:14 - Chapter 4. 1865: The Establishment of Black Codes
26:14 - Chapter 5. Sharecropping: A New Labor System
30:05 - Chapter 6. The Freedmen's Bureau
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
In this lecture, Professor Holloway gives a brief summary of what was happening in the decades leading up to the Civil War, including the Missouri Compromise, the Dred Scott decision, and John Brown's raid at Harpers Ferry. He discusses the Civil War, focusing specifically on the Emancipation Proclamation and the Conscription Acts of 1863. Professor Holloway spends the duration of the lecture focusing on the labor and racial tensions that led to the New York City draft riots and their aftermath. The crucible of the Civil War, he argues, gives a very clear picture of what it means to be a citizen and what it means to be American. Professor Holloway then gives specific examples of how citizenship was linked to freedom, how freedom was linked to race, and how the tensions between these linkages produced extreme violence.
00:00 - Chapter 1. Introduction and Recap of Last Class
01:48 - Chapter 2. Frances Ellen Watkins Harper Poem: "Bury Me in a Free Land"
04:30 - Chapter 3. The Missouri Compromise and the Kansas-Nebraska Act
18:01 - Chapter 4. Abraham Lincoln and Slavery
23:42 - Chapter 5. New York City, the Irish and the Freed Slaves
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
American History: From Emancipation to the Present (AFAM 162)
Professor Holloway offers an introduction to the course. He explains the organization of the course and summarizes some of the key concepts that will be explored over the course of the semester. Professor Holloway uses the African American experience as a prism to understand American history, because, as he notes, the African American experience speaks to the very heart of what it means to be American. He highlights specific examples of the linkage between freedom, citizenship, and the denial of citizenship, including an ex-slave's epitaph and Confederate scrip. Finally, Professor Holloway shows how the post-emancipation African American experience is a history of political struggle, social protest, social control, cultural celebration, and a history of powerful relevance today for many of its political and cultural symbols.
Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.
00:00 - Chapter 1. Frederick Douglass' Speech, Delivered to Abolitionist Friends in 1852
04:44 - Chapter 2. What does it mean to be American?
07:54 - Chapter 3. The Story of John Jack
15:41 - Chapter 4. The Linkage between Freedom and Citizenship
19:30 - Chapter 5. The History of the Post-Emancipation African American Experience
24:29 - Chapter 6. Local Events in History
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Spring 2010.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Unconscious Emotion from Dr. John Bargh at Yale University. Dr. Bargh will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Bargh will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. John Bargh.
01:09 Chapter 2. What got you interested in studying emotion?
04:18 Chapter 3. What are the central discoveries of your work?
16:00 Chapter 4. What do you see in store for the future of emotion?
19:18 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Social Media from Arturo Bejar, the Engineering Director at Facebook. Mr. Bejar will share what first got him interested in this topic and highlight a few core themes in his research. Mr. Bejar will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Arturo Bejar
00:50 Chapter 2. What got you interested in studying emotion?
03:04 Chapter 3. What are the central discoveries of your work?
16:45 Chapter 4. What do you see in store for the future of emotion?
17:47 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Interview Series; June Gruber, Ph.D., Yale University
In this episode, Dr. Gruber will speak about the Dark Side of Positive Emotion with Dr. Maya Tamir from the Hebrew University of Jerusalem. Dr. Tamir will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Tamir share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Tamir
0:00 Chapter 1. Introduction to Dr. Maya Tamir
00:50 Chapter 2. What got you interested in studying emotion?
02:02 Chapter 3. What are the central discoveries of your work?
14:43 Chapter 4. What do you see in store for the future of emotion?
16:52 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Happiness with Dr. Daniel Gilbert from Harvard University. Dr. Gilbert will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Gilbert will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Daniel Gilbert
01:18 Chapter 2. What got you interested in studying emotion?
02:22 Chapter 3. What are the central discoveries of your work?
22:40 Chapter 4. What do you see in store for the future of emotion?
25:05 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Positive Emotion with Dr. Barbara Fredrickson from the University of North Carolina, Chapel Hill. Dr. Fredrickson will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Fredrickson share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Fredrickson.
00:00 Chapter 1. Introduction to Dr. Barbara Fredrickson.
01:07 Chapter 2. What got you interested in studying emotion?
02:57 Chapter 3. What are the central discoveries of your work?
18:10 Chapter 4. What do you see in store for the future of emotion?
19:54 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Self-Regulation and Emotion with Dr. Roy Baumeister from Florida State University. Dr. Baumeister will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Baumeister will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Roy Baumeister.
01:29 Chapter 2. What got you interested in studying emotion?
03:24 Chapter 3. What are the central discoveries of your work?
12:08 Chapter 4. What do you see in store for the future of emotion?
14:55 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Craving and Mindfulness with Dr. Hedy Kober from Yale University. Dr. Kober will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Kober share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Kober.
00:00 Chapter 1. Introduction to Dr. Hedy Kober.
01:13 Chapter 2. What got you interested in studying emotion?
02:13 Chapter 3. What are the central discoveries of your work?
18:38 Chapter 4. What do you see in store for the future of emotion?
22:15 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Resilience with Dr. George Bonanno from Teachers College, Columbia University. Dr. Bonanno will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Bonanno will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. George Bonanno
01:50 Chapter 2. What got you interested in studying emotion?
03:44 Chapter 3. What are the central discoveries of your work?
18:44 Chapter 4. What do you see in store for the future of emotion?
20:59 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Personality and Emotion with Dr. David Watson from the University of Notre Dame. Dr. Watson will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Watson will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
0:00 Chapter 1. Introduction to Dr. David Watson
1:10 Chapter 2. What got you interested in studying emotion?
3:36 Chapter 3. What are the central discoveries of your work?
13:15 Chapter 4. What do you see in store for the future of emotion?
16:10 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Schizophrenia and Emotion with Dr. Ann Kring from U.C. Berkeley. Dr. Kring will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Kring share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Kring.
00:00 Chapter 1. Introduction to Dr. Ann Kring.
01:31 Chapter 2. What got you interested in studying emotion?
02:21 Chapter 3. What are the central discoveries of your work?
12:30 Chapter 4. What do you see in store for the future of emotion?
15:14 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Interview Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion and Bipolar Disorder with Dr. Sheri Johnson from U.C. Berkeley. Dr. Johnson will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Johnson share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Johnson.
00:00 Chapter 1. Introduction to Dr. Sheri Johnson
00:55 Chapter 2. What got you interested in studying emotion?
01:49 Chapter 3. What are the central discoveries of your work?
14:57 Chapter 4. What do you see in store for the future of emotion?
16:06 Chapter 5. What is your advice to viewers?
The Experts in Emotion Interview Series provides a unique opportunity to explore the mysteries of human emotion alongside some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how we can steer them to lead happier and healthier lives, you'll hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers lying ahead in this burgeoning field. This series is part of a broader educational mission to share the study of human emotion beyond the walls of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This interview was recorded and produced in 2013 by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Depression and Emotion in Adolescents with Dr. Ian Gotlib from Stanford University. Dr. Gotlib will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Gotlib will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Ian Gotlib
01:50 Chapter 2. What got you interested in studying emotion?
04:15 Chapter 3. What are the central discoveries of your work?
24:08 Chapter 4. What do you see in store for the future of emotion?
26:10 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Depression and Emotion in Adults with Dr. Jutta Joormann from Northwestern University. Dr. Joormann will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Joormann share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Joormann.
00:00 Chapter 1. Introduction to Dr. Jutta Joormann.
01:15 Chapter 2. What got you interested in studying emotion?
02:58 Chapter 3. What are the central discoveries of your work?
15:35 Chapter 4. What do you see in store for the future of emotion?
17:19 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Anxiety and Emotion with Dr. Douglas Mennin from CUNY-Hunter College. Dr. Mennin will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Mennin will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Douglas Mennin
02:09 Chapter 2. What got you interested in studying emotion?
04:21 Chapter 3. What are the central discoveries of your work?
18:25 Chapter 4. What do you see in store for the future of emotion?
20:01 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Hormones with Dr. Pranjal Mehta from the University of Oregon. Dr. Mehta will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Mehta will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Pranjal Mehta
00:56 Chapter 2. What got you interested in studying emotion?
01:38 Chapter 3. What are the central discoveries of your work?
11:31 Chapter 4. What do you see in store for the future of emotion?
13:35 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion and Physical Health by Dr. Judith Moskowitz from U.C. San Francisco. Dr. Moskowitz will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Moskowitz share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Moskowitz.
00:00 Chapter 1. Introduction to Dr. Judith Moskowitz.
01:30 Chapter 2. What got you interested in studying emotion?
02:45 Chapter 3. What are the central discoveries of your work?
16:04 Chapter 4. What do you see in store for the future of emotion?
17:57 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Sleep in Adolescence with Dr. Ronald Dahl at U.C. Berkeley. Dr. Dahl will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Dahl will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Ronald Dahl
01:04 Chapter 2. What got you interested in studying emotion?
01:55 Chapter 3. What are the central discoveries of your work?
15:46 Chapter 4. What do you see in store for the future of emotion?
20:45 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion and Aging with Dr. Laura Carstensen from Stanford University. Dr. Carstensen will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Carstensen share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Carstensen.
00:00 Chapter 1. Introduction to Dr. Laura Carstensen.
01:45 Chapter 2. What got you interested in studying emotion?
03:22 Chapter 3. What are the central discoveries of your work?
10:28 Chapter 4. What do you see in store for the future of emotion?
11:53 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion Regulation in Children with Dr. Nancy Eisenberg from Arizona State University. Dr. Eisenberg will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Eisenberg share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Eisenberg.
00:00 Chapter 1. Introduction to Dr. Nancy Eisenberg.
00:50 Chapter 2. What got you interested in studying emotion?
03:15 Chapter 3. What are the central discoveries of your work?
20:37 Chapter 4. What do you see in store for the future of emotion?
22:55 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Interview Series; June Gruber, Ph.D., Yale University
In this episode, Dr. Gruber will speak about Emotion in Adolescence with Dr. Leah Somerville from Harvard University. Dr. Somerville will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Somerville share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Somerville
0:00 Chapter 1. Introduction to Dr. Leah Somerville
01:20 Chapter 2. What got you interested in studying emotion?
02:38 Chapter 3. What are the central discoveries of your work?
10:47 Chapter 4. What do you see in store for the future of emotion?
11:58 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Development in Infancy with Dr. Joseph Campos from U.C. Berkeley. Dr. Campos will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Campos will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Joseph Campos
02:15 Chapter 2. What got you interested in studying emotion?
05:06 Chapter 3. What are the central discoveries of your work?
16:58 Chapter 4. What do you see in store for the future of emotion?
19:32 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Temperament with Dr. Jerome Kagan from Harvard University. Dr. Kagan will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Kagan will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Jerome Kagan
00:53 Chapter 2. What got you interested in studying emotion?
01:48 Chapter 3. What are the central discoveries of your work?
11:20 Chapter 4. What do you see in store for the future of emotion?
13:55 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about the Social Regulation of Emotion with Dr. James Coan from the University of Virginia. Dr. Coan will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Coan will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. James Coan
00:49 Chapter 2. What got you interested in studying emotion?
02:03 Chapter 3. What are the central discoveries of your work?
20:44 Chapter 4. What do you see in store for the future of emotion?
23:42 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Regulation and the Brain with Dr. Kevin Ochsner from Columbia University. Dr. Ochsner will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Ochsner will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Kevin Ochsner
01:00 Chapter 2. What got you interested in studying emotion?
03:05 Chapter 3. What are the central discoveries of your work?
21:35 Chapter 4. What do you see in store for the future of emotion?
22:36 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Regulation with Dr. James Gross from Stanford University. Dr. Gross will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Gross will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. James Gross
01:20 Chapter 2. What got you interested in studying emotion?
02:27 Chapter 3. What are the central discoveries of your work?
17:41 Chapter 4. What do you see in store for the future of emotion?
20:26 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Neuroeconomics and Emotion with Dr. Brian Knutson from Stanford University. Dr. Knutson will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Knutson will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Brian Knutson
01:53 Chapter 2. What got you interested in studying emotion?
03:38 Chapter 3. What are the central discoveries of your work?
19:05 Chapter 4. What do you see in store for the future of emotion?
20:18 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Consumerism and Emotion with Dr. Michael Norton. Dr. Norton will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Norton will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Michael Norton
01:45 Chapter 2. What got you interested in studying emotion?
03:46 Chapter 3. What are the central discoveries of your work?
10:50 Chapter 4. What do you see in store for the future of emotion?
12:02 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion and Judgment with Dr. Jennifer Lerner from Harvard University. Dr. Lerner will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Lerner share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Lerner.
00:00 Chapter 1. Introduction to Dr. Jennifer Lerner.
01:24 Chapter 2. What got you interested in studying emotion?
03:28 Chapter 3. What are the central discoveries of your work?
15:38 Chapter 4. What do you see in store for the future of emotion?
17:35 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Attention and Emotion with Dr. Derek Isaacowitz from Northeastern University. Dr. Isaacowitz will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Isaacowitz will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Derek Isaacowitz
01:00 Chapter 2. What got you interested in studying emotion?
02:15 Chapter 3. What are the central discoveries of your work?
11:14 Chapter 4. What do you see in store for the future of emotion?
12:35 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Cognition from Dr. Gerald Clore at the University of Virginia. Dr. Clore will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Clore will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Gerald Clore
01:32 Chapter 2. What got you interested in studying emotion?
05:07 Chapter 3. What are the central discoveries of your work?
22:00 Chapter 4. What do you see in store for the future of emotion?
26:06 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Violence and Emotion with Dr. Steven Pinker from Harvard University. Dr. Pinker will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Pinker will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Steven Pinker
01:06 Chapter 2. What got you interested in studying emotion?
01:44 Chapter 3. What are the central discoveries of your work?
11:22 Chapter 4. What do you see in store for the future of emotion?
13:06 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Empathy with Dr. Jamil Zaki from Stanford University. Dr. Zaki will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Zaki will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
0:00 Chapter 1. Introduction to Dr. Jamil Zaki
1:12 Chapter 2. What got you interested in studying emotion?
2:27 Chapter 3. What are the central discoveries of your work?
16:37 Chapter 4. What do you see in store for the future of emotion?
18:03 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion -- David Pizarro on Morality and Disgust
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Morality and Disgust with Dr. David Pizarro from Cornell University. Dr. Pizarro will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Pizarro will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. David Pizarro
00:39 Chapter 2. What got you interested in studying emotion?
01:43 Chapter 3. What are the central discoveries of your work?
13:20 Chapter 4. What do you see in store for the future of emotion?
15:17 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Morality and Emotion with Dr. Jonathan Haidt from New York University. Dr. Haidt will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Haidt will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Jonathan Haidt
01:47 Chapter 2. What got you interested in studying emotion?
04:00 Chapter 3. What are the central discoveries of your work?
21:37 Chapter 4. What do you see in store for the future of emotion?
23:01 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotions and Relationships with Dr. Margaret Clark from Yale University. Dr. Clark will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Clark share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Clark.
00:00 Chapter 1. Introduction to Dr. Margaret Clark.
00:40 Chapter 2. What got you interested in studying emotion?
01:37 Chapter 3. What are the central discoveries of your work?
17:55 Chapter 4. What do you see in store for the future of emotion?
19:39 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotions and Social Interaction with Dr. David DeSteno from Northeastern University. Dr. DeSteno will share what first got him interested in this topic and highlight a few core themes in his research. Dr. DeSteno will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. David DeSteno
01:13 Chapter 2. What got you interested in studying emotion?
01:57 Chapter 3. What are the central discoveries of your work?
06:31 Chapter 4. What do you see in store for the future of emotion?
08:37 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion -- David Rand on Emotion and Cooperation
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and Cooperation by Dr. David Rand from Yale University. Dr. Rand will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Rand will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. David Rand
01:18 Chapter 2. What got you interested in studying emotion?
02:29 Chapter 3. What are the central discoveries of your work?
13:16 Chapter 4. What do you see in store for the future of emotion?
13:48 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Guilt and Shame with Dr. June Tangney from George Mason University. Dr. Tangney will share what first got her interested in this topic and highlight a few core themes in her research. Dr. Tangney will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 - Chapter 1. Introduction to Dr. June Tangney
01:17 - Chapter 2. What got you interested in studying emotion?
02:10 - Chapter 3. What are the central discoveries of your work?
10:50 - Chapter 4. What do you see in store for the future of emotion?
12:37 - Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Social Pain and Pleasure with Dr. Naomi Eisenberger from U.C. Los Angeles. Dr. Eisenberger will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Eisenberger share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Eisenberger.
00:00 Chapter 1. Introduction to Dr. Naomi Eisenberger.
01:08 Chapter 2. What got you interested in studying emotion?
01:46 Chapter 3. What are the central discoveries of your work?
14:07 Chapter 4. What do you see in store for the future of emotion?
14:53 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Embarrassment with Dr. Dacher Keltner from U.C. Berkeley. Dr. Keltner will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Keltner will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Dacher Keltner
01:10 Chapter 2. What got you interested in studying emotion?
02:58 Chapter 3. What are the central discoveries of your work?
17:09 Chapter 4. What do you see in store for the future of emotion?
19:53 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Interview Series; June Gruber, Ph.D., Yale University
In this episode, Dr. Gruber will speak about Self-Conscious Emotions with Dr. Jessica Tracy from the University of British Columbia, Vancouver. Dr. Tracy will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Tracy share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Tracy.
0:00 Chapter 1. Introduction to Dr. Jessica Tracy
00:57 Chapter 2. What got you interested in studying emotion?
02:26 Chapter 3. What are the central discoveries of your work?
14:41 Chapter 4. What do you see in store for the future of emotion?
16:30 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion and the Brain with Dr. Tor Wager from the University of Colorado, Boulder. Dr. Wager will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Wager will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
0:00 Chapter 1. Introduction to Dr. Tor Wager
1:29 Chapter 2. What got you interested in studying emotion?
2:07 Chapter 3. What are the central discoveries of your work?
12:34 Chapter 4. What do you see in store for the future of emotion?
13:40 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Pleasure and Reward in the Brain with Dr. Kent Berridge from the University of Michigan. Dr. Berridge will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Berridge will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Kent Berridge
01:08 Chapter 2. What got you interested in studying emotion?
01:34 Chapter 3. What are the central discoveries of your work?
12:26 Chapter 4. What do you see in store for the future of emotion?
13:32 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Affective Neuroscience with Dr. Richard Davidson from the University of Wisconsin, Madison. Dr. Davidson will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Davidson will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Richard Davidson
01:49 Chapter 2. What got you interested in studying emotion?
02:42 Chapter 3. What are the central discoveries of your work?
16:05 Chapter 4. What do you see in store for the future of emotion?
18:55 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Psychophysiology and Emotion with Dr. Robert Levenson from U.C. Berkeley. Dr. Levenson will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Levenson will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Robert Levenson
01:23 Chapter 2. What got you interested in studying emotion?
05:54 Chapter 3. What are the central discoveries of your work?
21:41 Chapter 4. What do you see in store for the future of emotion?
26:45 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Psychophysiology Measurement and Health with Dr. Wendy Berry Mendes from U.C. San Francisco. Dr. Berry Mendes will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Berry Mendes share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Berry Mendes.
00:00 Chapter 1. Introduction to Dr. Wendy Berry Mendes.
01:26 Chapter 2. What got you interested in studying emotion?
05:50 Chapter 3. What are the central discoveries of your work?
24:33 Chapter 4. What do you see in store for the future of emotion?
26:10 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Psychophysiology with Dr. John Cacioppo from the University of Chicago. Dr. Cacioppo will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Cacioppo will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. John Cacioppo
02:07 Chapter 2. What got you interested in studying emotion?
03:14 Chapter 3. What are the central discoveries of your work?
15:17 Chapter 4. What do you see in store for the future of emotion?
17:43 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Touch with Dr. Matthew Hertenstein from DePauw University. Dr. Hertenstein will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Hertenstein will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Matthew Hertenstein.
00:46 Chapter 2. What got you interested in studying emotion?
01:22 Chapter 3. What are the central discoveries of your work?
14:45 Chapter 4. What do you see in store for the future of emotion?
17:03 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Elicitation with Dr. Jonathan Rottenberg from the University of South Florida. Dr. Rottenberg will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Rottenberg will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Jonathan Rottenberg
01:17 Chapter 2. What got you interested in studying emotion?
03:15 Chapter 3. What are the central discoveries of your work?
17:56 Chapter 4. What do you see in store for the future of emotion?
20:37 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Laughter with Dr. Jo-Anne Bachorowksi from Vanderbilt University. Dr. Bachorowksi will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Bachorowksi share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Bachorowksi.
00:00 Chapter 1. Introduction to Dr. Jo-Anne Bachorowksi.
01:04 Chapter 2. What got you interested in studying emotion?
01:39 Chapter 3. What are the central discoveries of your work?
11:09 Chapter 4. What do you see in store for the future of emotion?
12:19 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Sex and Emotion from Dr. Michael Bailey at Northwestern University. Dr. Bailey will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Bailey will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Michael Bailey.
00:45 Chapter 2. What got you interested in studying emotion?
01:40 Chapter 3. What are the central discoveries of your work?
16:00 Chapter 4. What do you see in store for the future of emotion?
17:19 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Gender and Emotion with Dr. Marianne La France from Yale University. Dr. La France will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. La France share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. La France.
00:00 Chapter 1. Introduction to Dr. Marianne La France.
01:04 Chapter 2. What got you interested in studying emotion?
02:19 Chapter 3. What are the central discoveries of your work?
19:49 Chapter 4. What do you see in store for the future of emotion?
21:53 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Interview Series; June Gruber, Ph.D., Yale University
In this episode, Dr. Gruber will speak about Culture and Emotion with Dr. Jeanne Tsai from Stanford University. Dr. Tsai will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Tsai share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Tsai.
0:00 Chapter 1. Introduction to Dr. Jeanne Tsai
01:11 Chapter 2. What got you interested in studying emotion?
02:45 Chapter 3. What are the central discoveries of your work?
16:35 Chapter 4. What do you see in store for the future of emotion?
19:17 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about the Social Construction of Emotion with Dr. Yulia Chentsova Dutton from Georgetown University. Dr. Chentsova Dutton will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Chentsova Dutton share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Chentsova Dutton.
00:00 Chapter 1. Introduction to Dr. Yulia Chentsova Dutton.
00:50 Chapter 2. What got you interested in studying emotion?
02:02 Chapter 3. What are the central discoveries of your work?
17:21 Chapter 4. What do you see in store for the future of emotion?
18:13 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Universality of Emotion with Dr. Paul Ekman from U.C. San Francisco. Dr. Ekman will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Ekman will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Paul Ekman
02:06 Chapter 2. What got you interested in studying emotion?
06:33 Chapter 3. What are the central discoveries of your work?
25:32 Chapter 4. What do you see in store for the future of emotion?
30:35 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Evolution and Emotion with Drs. Leda Cosmides and John Tooby from U.C. Santa Barbara. Drs. Cosmides and Tooby will share what first got them interested in this topic and highlight a few core themes in their research. We will then hear Drs. Cosmides and Tooby share what they see as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Drs. Cosmides and Tooby.
00:00 Chapter 1. Introduction to Dr. Leda Cosmides and John Tooby.
00:14 Chapter 2. What got you interested in studying emotion?
04:55 Chapter 3. What are the central discoveries of your work?
21:51 Chapter 4. What do you see in store for the future of emotion?
21:51 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
In this episode, you will learn about Animal Models of Human Emotion with Dr. Jaak Panksepp from Washington State University. Dr. Panksepp will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Panksepp will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. Jaak Panksepp
01:28 Chapter 2. What got you interested in studying emotion?
02:55 Chapter 3. What are the central discoveries of your work?
17:29 Chapter 4. What do you see in store for the future of emotion?
19:36 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Emotion Expression and Recognition in Chimpanzees by Dr. Lisa Parr. Dr. Parr will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Parr share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Parr
00:00 Chapter 1. Introduction to Dr. Lisa Parr.
00:58 Chapter 2. What got you interested in studying emotion?
02:05 Chapter 3. What are the central discoveries of your work?
15:43 Chapter 4. What do you see in store for the future of emotion?
17:18 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Ph.D., Yale University
In this episode, Dr. Gruber will speak about 'Do Animals Feel and Think Like Us' by Dr. Laurie Santos at Yale University. Dr. Santos will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Santos share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Santos.
00:00 Chapter 1. Introduction to Dr. Laurie Santos.
00:55 Chapter 2. What got you interested in studying emotion?
02:17 Chapter 3. What are the central discoveries of your work?
12:20 Chapter 4. What do you see in store for the future of emotion?
13:19 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about Measuring Emotion with Dr. Iris Mauss from U.C. Berkeley. Dr. Mauss will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Mauss share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Mauss.
00:00 Chapter 1. Introduction to Dr. Iris Mauss.
00:55 Chapter 2. What got you interested in studying emotion?
02:10 Chapter 3. What are the central discoveries of your work?
20:43 Chapter 4. What do you see in store for the future of emotion?
23:48 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Elicitation with Dr. Greg Siegle from the University of Pittsburgh. Dr. Siegle will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Siegle will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
0:00 Chapter 1. Introduction to Dr. Greg Siegle
1:03 Chapter 2. What got you interested in studying emotion?
2:32 Chapter 3. What are the central discoveries of your work?
19:30 Chapter 4. What do you see in store for the future of emotion?
22:37 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; Director: June Gruber, Yale University
In this episode, you will learn about Emotion Elicitation with Dr. John J. B. Allen from the University of Arizona. Dr. Allen will share what first got him interested in this topic and highlight a few core themes in his research. Dr. Allen will discuss exciting future discoveries on this topic. The interview will conclude with a few words of advice for getting involved in the field of emotion.
00:00 Chapter 1. Introduction to Dr. John J. B. Allen.
01:15 Chapter 2. What got you interested in studying emotion?
09:40 Chapter 3. What are the central discoveries of your work?
12:54 Chapter 4. What do you see in store for the future of emotion?
13:28 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series; June Gruber, Yale University
In this episode, Dr. June Gruber will speak about 'What is an Emotion' with Dr. Lisa Feldman Barrett from Northeastern University. Dr. Barrett will share what first got her interested in this topic and highlight a few core themes in her research. We will then hear Dr. Barrett share what she sees as the most exciting future discoveries in store on this subject. The interview will conclude with a few words of advice for getting involved in the field of emotion from Dr. Barrett.
00:00 Chapter 1. Introduction to Dr. Lisa Feldman Barrett.
00:55 Chapter 2. What got you interested in studying emotion?
04:52 Chapter 3. What are the central discoveries of your work?
30:42 Chapter 4. What do you see in store for the future of emotion?
32:30 Chapter 5. What is your advice to viewers?
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives, you'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead. This series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
Experts in Emotion Series
Dr. June Gruber, Department of Psychology, Yale University
The Experts in Emotion Series provides a unique opportunity to explore the mysteries of human emotion guided by some of the world's foremost experts on the subject, ranging from distinguished academics to leading figures behind social media services like Facebook. In addition to tackling central questions such as what emotions are, why we have them, and how our understanding of them can lead to happier and healthier lives. You'll also hear first-hand about what first led these key players to study emotion and what they see as the most exciting frontiers ahead.
In this preview, Dr. Gruber will provide a brief overview of the series, and speak about how viewers can connect the topic of emotion to their own lives. You will see her discuss some of the key questions covered, view snapshots sampled from over 50 key experts in the series, and catch a glimpse of the most intriguing puzzles discussed in this series.
Full List of Interviews and Videos Available 5/20 Here:
http://www.yalepeplab.com/teac....hing/psych131_summer
The Expert in Emotion Interview series is part of a broader educational mission to share the study of human emotion beyond the boundaries of the classroom in order to reach students and teachers alike, both locally and globally, through the use of technology. This mission is generously supported by, and in collaboration with, the Yale Office of Digital Dissemination and the Yale College Dean's Office. This series was recorded and produced by Douglas Forbush, Lucas Swineford, and the Yale Broadcasting and Media Center.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The material covered throughout the course is reviewed. Properties of air and water are discussed. Hydrostatic balance is discussed as related to the atmosphere, ocean and solid earth. Geostrophic balance is a force balance between the Coriolis force and the pressure gradient force, and applies to winds in the atmosphere as well as currents in the ocean. Several examples of equilibrium states are reviewed. Heat and mass are transported by fluid motion in the earth system through winds, ocean currents and rivers. Mixing, dilution and concentration is discussed as related to ocean and atmosphere pollutants as well as salinity in the ocean. Finally, symmetry between the northern and southern hemispheres is discussed, focusing on differences in land mass, Coriolis force and the seasons.
00:00 - Chapter 1. Overview of Course Material
09:00 - Chapter 2. Properties of Air and Water
13:40 - Chapter 3. Physical Balances
17:47 - Chapter 4. Equilibrium States
26:01 - Chapter 5. Static Stability
28:18 - Chapter 6. Transport of Heat and Mass
29:57 - Chapter 7. Mixing, Dilution and Concentration
31:47 - Chapter 8. Symmetry between the Hemispheres
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Renewable energy sources are discussed. These include wind energy, solar energy, biomass energy and geothermal energy. Energy from wind is acquired through the use of large wind turbines. These turbines ideally need to be located in areas where there is strong wind and low atmospheric turbulence. Solar power is collected using both photovoltaic solar cells and concentrated solar power. Energy from biomass can be produced in two ways: burning biomass to generate electricity or fermentation to produce fuel ethanol. Geothermal energy is produced by pumping water below the earth's surface into areas of hot rocks which heats the water and creates steam. This steam is then run through a turbine to produce power.
00:00 - Chapter 1. Renewable Energy Sources
02:20 - Chapter 2. Wind Energy
35:19 - Chapter 3. Solar Power
42:18 - Chapter 4. Biomass Energy
45:14 - Chapter 5. Geothermal Energy
46:45 - Chapter 6. Electricity Sources
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The various types of resources currently used for energy production are discussed. Energy is primarily used for heating, transportation, and generating electricity. Coal is burned largely to produce electricity and is a major contributor to air pollution with coal power plants emitting carbon dioxides and nitrous oxides. Another major resource used for energy is oil. It is projected that each country either has reached or will reach a peak oil use, after which oil use will decrease. Natural gas is now being obtained from shale using the extraction technique of fracting which is a recent discovery. Nuclear power gained popularity worldwide through the 1970s, however very few new power plants have been built in the last three decades following the Three Mile Island and Chernobyl episodes. Hydroelectric power is generated by forcing water flowing from high terrain through a turbine to produce electricity. There are many hydroelectric dams operating globally.
00:00 - Chapter 1. Energy
17:46 - Chapter 2. Coal
26:32 - Chapter 3. Oil
30:46 - Chapter 4. Natural Gas
32:59 - Chapter 5. Nuclear Power
38:32 - Chapter 6. Hydroelectric Power
45:46 - Chapter 7. Three State Comparison of Energy Production
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
There are two ozone problems in the atmosphere. Tropospheric ozone in the form of photochemical smog is sometimes dangerously high whereas stratospheric ozone concentration is sometimes dangerously low. Photochemical smog is created through chemical reactions between UV radiation from the run and nitrogen oxides that are emitted from automobiles. High concentrations of tropospheric ozone are dangerous because of the damage ozone can cause to a person's airway if it is inhaled. The EPA has specified limits of ozone concentration but several counties in the USA exceed these limits. The primary air pollutants from which ozone is created have a peak concentration twice a day typically, which is associated with rush hour times during the day.
00:00 - Chapter 1. Air Pollutants
06:05 - Chapter 2. Two Ozone Problems
07:08 - Chapter 3. Ozone Properties
11:20 - Chapter 4. Photochemical Smog
15:16 - Chapter 5. Ozone Concentration Limits
25:10 - Chapter 6. Creation of Ozone Pollution
26:41 - Chapter 7. Primary Pollutants
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Stratospheric ozone is important as protection from harmful ultraviolet solar radiation. Ozone in the stratosphere blocks almost all UVC radiation, which is extremely energetic and harmful. Ozone within the ozone layer is destroyed through chemical reactions involving chlorine atoms and the ozone molecules. The main anthropogenic source of chlorine in the atmosphere is chlorofluorocarbons (CFCs). Emissions of CFCs began to increase after 1960 and continued to increase until the 1990s. The 1987 Montreal Protocol banned the emission of CFCs as of 1994, and currently CFC emissions are nearly zero.
00:00 - Chapter 1. Terminology for Stratospheric Ozone
00:01 - Chapter 2. The Ozone Layer
11:06 - Chapter 3. The Dobson Unit
15:05 - Chapter 4. Origin and Maintenance of Ozone in the Stratosphere
26:22 - Chapter 5. The Ozone Hole
37:51 - Chapter 6. The Montreal Protocol
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The laboratory for GG 140 consists of five exercises during the semester where the students learn to observe the atmosphere and measure important physical quantities. For Open Yale Courses we present only one of these labs; the Quinnipiac River Field Trip. This field trip introduces the students to the part of the hydrologic cycle where precipitation over the continent returns to the oceans in rivers. During a two-hour tour, we visited five sites along the Quinnipiac River observing temperature, salinity and streamflow. In addition, water samples were taken and later analyzed for dissolved cations. From direct observation, the role of river discharge and tidal phase is identified. From the cation data, issues of water mixing, ocean salinity and the calcium budget of the ocean are discussed. The Quinnipiac River Field Trip is related to several lectures in the course such as lectures 9, 10 and 11 (Water in the Atmosphere); 15, 16 and 17 (Climate and Seasons); and 20 (Ocean Salinity).
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Climate sensitivity is defined as either the temperature change resulting from a doubling of atmospheric carbon dioxide concentration or the temperature change resulting from a 1W/m2 increase in radiative forcing. There are several different climate sensitivities that take into account different feedbacks in the climate system. The simplest climate sensitivity is black body sensitivity, which does not account for any feedbacks but gives the temperature change resulting just from a change in radiative forcing. The calculated climate sensitivity based only on the Stefan-Boltzmann Law is lower than the climate sensitivity calculated using both temperature data over the last 100 years and ice age data over the last ~200,000 years, indicating that feedbacks have played a role in climate sensitivity. World population is also discussed, with population trends outlined for various countries as well as trends associated with developing areas versus developed areas. The issue of sustainable population is introduced.
00:00 - Chapter 1. Actions that May Reduce Global Warming
02:03 - Chapter 2. Future Climate Research
07:13 - Chapter 3. Climate Sensitivity
22:31 - Chapter 4. Population
34:23 - Chapter 5. Exponential Population Growth
39:41 - Chapter 6. Population Density
43:29 - Chapter 7. Urbanization
45:46 - Chapter 8. Demographic Transition and the Population Pyramid
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Several greenhouse gas emissions scenarios have been developed by the IPCC to determine possible affects on atmospheric greenhouse gas concentrations and related climate warming. The largest estimates show a carbon dioxide concentration of about 800ppmv by the year 2100. Lower estimates rise to 450ppmv by the year 2100. The amount of projected warming associated with these emissions scenarios range from about 2-4°C. Several possible disadvantages and advantages of such a warming are discussed, as well as possible methods to reduce global warming.
00:00 - Chapter 1. Review of Exam 3
20:45 - Chapter 2. Greenhouse Gas Emissions Scenarios
36:48 - Chapter 3. Problems Connected with Global Warming
42:29 - Chapter 4. Possible Advantages of Global Warming
44:03 - Chapter 5. Actions that May Reduce Global Warming
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The current Holocene epoch is considered to be a time period of relatively stable climate compared to earlier geological periods. Still, some significant changes in temperature and sea level did occur. These climatic fluctuations include the Medieval Warm Period and the Little Ice Age, and more recently global warming. Temperature data for the 20th century shows a strong warming from about 1970 to the present day, typically associated with anthropogenic forcing including greenhouse gas and aerosol emissions. Volcanic eruptions also caused slight variations in the climate during the 20th century (e.g. Pinatubo in 1991). Aerosols released during a volcanic eruption are quickly distributed around the globe and act to increase the atmospheric albedo and block solar radiation. Therefore volcanic eruption signatures in climate data appear as short term decreases in temperature. General circulation models have been used to simulate the climate of the 20th century using both natural and anthropogenic climate forcings. These models indicate that anthropogenic forcings are likely responsible for the most recent rise in temperature.
00:00 - Chapter 1. The Holocene as a Climatic Reference Period
04:47 - Chapter 2. Medieval Warm Period
06:03 - Chapter 3. Little Ice Age
06:43 - Chapter 4. Year without a Summer
13:55 - Chapter 5. Recent Amelioration
19:45 - Chapter 6. Factors that Influenced the Climate of the 20th Century
40:07 - Chapter 7. Observed Changes during the 20th Century?
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The issue of global warming is discussed. Recent climate change over the last half of the 20th century is thought to be driven largely by greenhouse gas emissions, with carbon dioxide playing a large role. The carbon cycle describes the reservoirs of carbon (atmosphere, terrestrial biomass and ocean) and the exchanges that occur between these reservoirs. Inputs of carbon to the atmosphere include burning of fossil fuels and respiration from biomass. Vegetation also removes carbon from the atmosphere through photosynthesis, and a similar uptake of carbon from the atmosphere occurs in the ocean through biological processes. Residence time for carbon in the atmosphere can be computed and is estimated to be a few hundred years. Atmospheric carbon dioxide has been measured directly since the 1950s, and longer records exist over geologic time from ice core data.
00:00 - Chapter 1. Global Warming
08:45 - Chapter 2. The Carbon Cycle
23:48 - Chapter 3. Residence Time of Carbon Dioxide in the Atmosphere
27:31 - Chapter 4. Carbon Dioxide Concentration Trends
34:40 - Chapter 5. Carbon Isotopes
40:41 - Chapter 6. The Holocene as a Climatic Reference Time Period
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Isotopes are used to measure past climate properties. Deuterium and oxygen 18 are the most commonly used climate proxies. Lighter isotopes evaporate more readily from the ocean, so water vapor in the atmosphere is isotopically lighter than ocean water. This vapor gets lighter still as it is transported to higher latitudes while losing mass by precipitation. These processes leave an isotopic signal of temperature and continental ice volume in ice cores and deep sea sediment cores.
00:00 - Chapter 1. Stable Isotopes of Water
09:48 - Chapter 2. Isotope Delta Notation
11:41 - Chapter 3. Isotopic Fractionation
18:08 - Chapter 4. Water Isotopes in Ice Cores
31:14 - Chapter 5. Terrestrial and Deep Sea Sediments
33:44 - Chapter 6. Oxygen Isotopes in Ocean Sediment Cores
44:08 - Chapter 7. Milankovitch Theory of Ice Ages
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Ice on earth is sensitive to climate change and ice plays a role in climate change processes. Recent trends in the Greenland ice sheet provide an important example. Over the past two decades the extent of surface melt water on the ice sheet has increased. Inaddition, satellites have detected a decrease in the overall mass of the Greenland Ice Sheet. .
Paleoclimate is also discussed in this lecture, with a focus on climate over the last 5 million years. The mid-Pliocene was a particularly warm period from 3.3-3 million years before present. The Pleistocene was a more recent cold period ending with the Last Glacial Maximum about 14,000 years before present. In comparison, the Holocene (12,000 years ago to present) has been a relatively warm stable climatic period. Geomorphology is used to determine the extent of continental ice in the past.
00:00 - Chapter 1. Mountain Glaciers
08:18 - Chapter 2. Greenland Glacier Trends
11:23 - Chapter 3. Satellite Measurements of Ice
15:57 - Chapter 4. Climate of the Last 5 Million Years
34:30 - Chapter 5. Geomorphology
42:51 - Chapter 6. Last Glacial Maximum
46:11 - Chapter 7. Stable Isotopes of Water
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Five types of ice in the climate system are discussed. Sea ice forms when ocean water reaches its freezing temperature of about -2°C. Sea ice is currently found in the Arctic Ocean and around Antarctica. Ice sheets form on land and are composed of compacted snow that has accumulated over time. Ice sheets spread over a land surface and can reach the ocean. If the ice continuity is maintained when the ice sheet reaches the ocean, the ice will float on the water and this is referred to as an ice shelf. Icebergs are large chunks of glaciers that break off into the ocean. They can become grounded in shallow water, but generally are moved by the wind and ocean currents. Mountain glaciers form on mountains and are typically found at high latitudes, but also occur near the equator at sufficiently high elevation.
00:00 - Chapter 1. Ice in the Climate System
01:16 - Chapter 2. Sea Ice
20:34 - Chapter 3. Ice Sheets
24:41 - Chapter 4. Ice Shelves
29:36 - Chapter 5. Icebergs
41:54 - Chapter 6. Mountain Glaciers
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The El Niño/Southern Oscillation (ENSO) phenomenon is the primary mode of variability in the equatorial Pacific Ocean. It is composed of two extreme states, El Niño and La Niña. The oscillation between these states can be seen in measurements of sea surface temperature (SST), sea level pressure, thermocline depth, and easterly trade wind strength. Changes in SST and pressure lead to shifting of convective activity across the equatorial Pacific. Changes in the strength of the easterly trade winds lead to changes in the depth of the thermocline, which affect coastal upwelling offshore of South America. If upwelling is reduced, primary productivity is also reduced. The effect of ENSO on atmospheric convection and coastal upwelling makes it an important factor for both agriculture and fishing industries.
00:00 - Chapter 1. El Niño and La Niña
10:08 - Chapter 2. Terminology
11:33 - Chapter 3. Symptoms of El Niño
18:54 - Chapter 4. ENSO Indices and Ocean Water Property
24:40 - Chapter 5. Current ENSO Data
39:45 - Chapter 6. Ice in the Climate System
42:39 - Chapter 7. Physical Properties of Ice
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Ocean currents are generally divided into two categories: thermohaline currents and wind driven currents. Both types of currents are forced remotely rather than locally. Wind driven currents are initially forced by the wind stress causing water to pile up in certain locations. This produces a pressure gradient, which is then balanced by the Coriolis force and geostrophic currents develop. The gyre circulations found in the Atlantic and Pacific Oceans are wind driven currents. There is a connection between the physics of these currents and the biological productivity in the ocean. For example, productivity is greatest in areas of equatorial and coastal upwelling as nutrient rich deep water is brought to the sunlit surface.
00:00 - Chapter 1. Ocean Currents
07:37 - Chapter 2. Wind Driven Currents
15:43 - Chapter 3. Transport of Water in Ocean Currents
18:49 - Chapter 4. Atlantic Ocean Circulation
28:06 - Chapter 5. Pacific Ocean Circulation
29:13 - Chapter 6. Southern Ocean Circulation
29:31 - Chapter 7. Arctic Ocean Circulation
31:45 - Chapter 8. Primary Productivity in the Ocean
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The atmosphere forces the ocean in three ways: addition and removal of heat, precipitation and evaporation, and wind stress. The former two processes influence the density of sea water. Gravity acts on these density differences to cause large-scale thermohaline currents Wind driven ocean currents are forced by the wind stress acting on the ocean surface which indirectly causes geostrophic currents.
00:00 - Chapter 1. Review of Exam 2
23:54 - Chapter 2. Atmospheric Forcing of the Ocean: Wind Stress
29:38 - Chapter 3. Thermohaline Currents
48:03 - Chapter 4. Wind Driven Currents
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Stability in the ocean is based on the density of the water. Density must increase with depth in order for the ocean to be stable. Density is a function of both temperature and salinity, with cold salty water having a higher density than warm fresh water. Temperature and salinity in the ocean can be affected by the atmosphere. Heat can be added to or removed from the ocean, and precipitation and evaporation change the salinity of the ocean. Surface winds also act as a forcing mechanism on the ocean by creating a wind stress forcing which pushes surface waters.
00:00 - Chapter 1. Ocean Depth Profiles
06:05 - Chapter 2. Salinity
09:36 - Chapter 3. Stability in the Ocean
13:24 - Chapter 4. Density
22:08 - Chapter 5. Atmospheric Forcing of the Ocean
27:50 - Chapter 6. Atmospheric Forcing of the Ocean: Adding and Removing Heat
33:47 - Chapter 7. Atmospheric Forcing of the Ocean: Precipitation and Evaporation
43:23 - Chapter 8. Atmospheric Forcing of the Ocean: Wind Stress
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Plate tectonics and ocean bathymetry are discussed. Bathymetry is the study of ocean depth, which is affected in some regions by plate tectonics and mantle dynamics. Mid-ocean ridges are formed at plate boundaries where mantle material is rising to the ocean crust and solidifying as it cools to form new ocean crust material. Seamounts are volcanoes that have formed from molten mantle material pushing up through the ocean crust, but these volcanoes lie below sea level. These features are measured using acoustic depth profiling. Ocean water properties, such as temperature and salinity, as well as the methods used to measure them are also discussed.
00:00 - Chapter 1. Plate Tectonics
17:12 - Chapter 2. Ocean Bathymetry
26:23 - Chapter 3. Atlantic Ocean Bathymetry
28:01 - Chapter 4. Pacific Ocean Bathymetry
28:50 - Chapter 5. Indian Ocean Bathymetry
29:16 - Chapter 6. Arctic Ocean Bathymetry
30:00 - Chapter 7. Measuring Ocean Surface Water Properties
37:37 - Chapter 8. Measuring Deep Water Properties
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The seasonal cycle on Earth causes shifts in the bands of precipitation in the northern and southern hemispheres. The polar front shifts between high and mid-latitudes which causes a latitudinal shift in the occurrence of frontal cyclones. The Intertropical Convergence Zone also shifts across the equator bringing bands of precipitation to different tropical regions throughout the year. Regional climates on Earth have been classified based on temperature and precipitation values. Areas affected by seasonal shifts in the ITCZ and polar front are included in this classification scheme. Several examples of seasonality are discussed as well as seasonal weather and climate events.
00:00 - Chapter 1. Sunlight Seasonality in the Arctic Circle
05:03 - Chapter 2. Seasonal Zone Shifts
16:57 - Chapter 3. Precipitation Seasonality
24:49 - Chapter 4. Climate Classification
33:44 - Chapter 5. Examples of Seasonality
44:06 - Chapter 6. Seasonally Controlled Events
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
There are several factors that impact climate on Earth. Different areas on Earth have different climates depending on factors such as their latitude and surrounding terrain. Maps of annual average precipitation illustrate these variations in climate. Continentality also affects climate based on the ability to change temperatures on land versus in the oceans and also the imbalance of land mass between the northern and southern hemispheres. Seasonality is a dominant factor in climate. It is controlled by the amount of solar insolation received at the Earth's surface, which varies in time due to the tilt of the Earth's rotation axis.
00:00 - Chapter 1. Climate Definition
02:55 - Chapter 2. Latitudinal Climate Variations
14:10 - Chapter 3. Orographic Precipitation
20:18 - Chapter 4. Continentality
26:39 - Chapter 5. Ocean Currents and Climate
28:39 - Chapter 6. Biome
30:13 - Chapter 7. Seasonality
31:46 - Chapter 8. Effects of the Earth's Rotation around the Sun
46:32 - Chapter 9. Seasonal Zone Shifts
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Mid-latitude frontal cyclones gain energy from temperature gradients rather than latent heat release as is the case with convective storms. They form in the belt of westerly winds and therefore generally move west to east in both the northern and southern hemispheres. A mid-latitude frontal cyclone develops from a kink in the polar front, and eventually warm and cold fronts develop around a low pressure center to form the storm. An example of this type of storm is a nor'easter, which commonly occurs in New England and is named for the northeasterly winds that precede the storm's arrival. Weather forecasting is also discussed.
00:00 - Chapter 1. Mid-latitude Frontal Cyclones
13:01 - Chapter 2. Lifecycle of a Mid-latitude Frontal Cyclone
26:02 - Chapter 3. Nor'Easter
33:02 - Chapter 4. Southern Hemisphere Cyclones
35:29 - Chapter 5. Weather Forecasting
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
There are three main types of convective storms: airmass thunderstorms, severe thunderstorms and hurricanes. These storms are all driven by the release of latent heat into the atmosphere during condensation of water vapor. Severe thunderstorms include both squall line thunderstorms and tornados. They acquire energy from water vapor in the atmosphere over land and therefore typically require warm air temperatures and high humidity. Hurricanes gain energy from water vapor evaporated from the ocean surface. This requires warm ocean temperatures, and is the reason hurricanes weaken over land. Hurricanes are cyclonic and therefore also require a non-zero Coriolis force to form and maintain their structure. For this reason they cannot form over the equator and cannot cross the equator.
00:00 - Chapter 1. Coriolis Force Sign Reversal
01:17 - Chapter 2. Convective Storms
02:52 - Chapter 3. Airmass Thunderstorms
04:25 - Chapter 4. Severe Thunderstorms
16:35 - Chapter 5. Tornados
26:37 - Chapter 6. Hurricanes
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Large scale air motion in the atmosphere occurring sufficiently above the surface is in geostrophic balance. Areas of high and low pressure anomalies in the atmosphere are surrounded by rotating flow caused by the balance between the pressure gradient and Coriolis forces. The direction of rotation around these pressure anomalies reverses between the northern and southern hemispheres due to the reversal in sign of the Coriolis force across the equator. This can be seen in the reverse direction of the spiraling of clouds in satellite images of hurricanes in the northern and southern hemispheres. Convective storms are also discussed.
00:00 - Chapter 1. Pressure Anomalies on Weather Maps
09:57 - Chapter 2. Geostrophic Adjustment
15:38 - Chapter 3. Hurricanes in the Northern and Southern Hemispheres
18:23 - Chapter 4. Coriolis Force and Toilet Bowl Mythology
24:51 - Chapter 5. Definition of a Storm
29:26 - Chapter 6. Convective and Frontal Storms
33:24 - Chapter 7. Airmass Thunderstorms
36:36 - Chapter 8. Severe Thunderstorms
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The circulation in the atmosphere is composed of three circulation cells in the northern and southern hemispheres. These cells are caused by the rotation of the Earth which creates the Coriolis force. The Coriolis force deflects northern hemisphere motion to the right and southern hemisphere motion to the left. The majority of large-scale motion in the atmosphere is in geostrophic balance, meaning the Coriolis force acting on the motion is balanced by a pressure gradient force. The rotation of cyclones and anticyclones in the northern and southern hemispheres is controlled by this geostrophic balance.
00:00 - Chapter 1. Three-Cell Circulation Model of the Earth's Atmosphere
02:28 - Chapter 2. Geostationary Satellite Images of Clouds
11:40 - Chapter 3. Climate Terminology
18:11 - Chapter 4. Dynamics that Drive Atmospheric Motion
22:38 - Chapter 5. Coriolis Force
33:07 - Chapter 6. Geostrophic Balance
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
There is a latitudinal gradient of heat on the Earth caused by the tilt of the Earth's axis with respect to the sun. This tilt produces seasonal fluctuations in heat input from the sun, as well as an excess of heat received on average annually near the equator. Heat is transferred poleward by both the ocean and atmosphere in an attempt to balance the Earth's energy budget. The circulation of the Earth also causes a separation of the atmospheric circulation into three main circulation cells, each transporting heat towards the poles.
00:00 - Chapter 1. Review of Exam Solutions
23:06 - Chapter 2. Differential Heating and Earth's Energy Balance
29:57 - Chapter 3. Poleward Heat Transport
35:08 - Chapter 4. Heat Flux by moving air
39:19 - Chapter 5. Effect of Earth's Rotation: Coriolis Force
43:46 - Chapter 6. Effect of Earth's Rotation: Circulation Cells
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Scattered visible light and microwave radar can used used to detect clouds and precipitation. Cloud formation in rising air can be simulated in the classroom by suddenly dropping the pressure in a glass chamber. The small cloud droplets formed in this way fall too slowly to ever reach the earth. There are two main mechanisms by which precipitation is generated from clouds. Collision coalescence occurs mainly over tropical oceans whereas the ice phase mechanism is more common and also more relevant to the practice of cloud seeding.
00:00 - Chapter 1. Interactions between Visible Light and the Atmosphere
07:15 - Chapter 2. Using Radar to Detect Precipitation
09:13 - Chapter 3. Cloud Formation Experiment
19:06 - Chapter 4. Collision Coalescence Mechanism of Raindrop Formation
21:36 - Chapter 5. Ice Phase Mechanism of Raindrop Formation
26:17 - Chapter 6. Mechanism of Precipitation Formation Based on Cloud Characteristics
32:38 - Chapter 7. Cloud Seeding
39:21 - Chapter 8. Precipitation Climatology
43:05 - Chapter 9. Evaporation
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Air is able to hold a limited amount of water vapor, and that amount depends on the temperature of the air. When this saturation vapor pressure is exceeded, liquid water begins to condense and clouds form. There are several different types of clouds, some which rain and others which do not, and each with characteristics specific to it. Vortices are a particular type of cloud phenomenon in which there is a low pressure anomaly in the center of the cloud with rotating air around it, forming funnel clouds as seen in tornados. The low pressure allows liquid water to condense and form the funnel shaped cloud. Haze is another specific type of cloud in which liquid water condenses onto pollution particles in the air.
00:00 - Chapter 1. Saturation Vapor Pressure
06:29 - Chapter 2. Effect of Exceeding the Saturation Vapor Pressure
12:34 - Chapter 3. Cloud Types
32:23 - Chapter 4. Vortices
40:37 - Chapter 5. Haze and Pollution
42:18 - Chapter 6. Views of Clouds from Space
44:51 - Chapter 7. Cloud Liquid and Ice
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The lapse rate describes the rate at which air cools with altitude. Atmospheric stability depends on the lapse rate. When an air parcel is lifted or lowered, it can continue to rise or descend based on the temperature of the surrounding air at the new altitude, which indicates an unstable atmosphere. Inversions can occur in the atmosphere, meaning the air near the ground will be cooler than air aloft. This type of temperature profile can cause air to be trapped near the Earth's surface in a boundary layer, which can also lead to pollutants being trapped near the ground.
00:00 - Chapter 1. Mixing in the Atmosphere (recap)
02:36 - Chapter 2. Atmospheric Stability
06:29 - Chapter 3. The Diurnal Cycle of the Adiabatic Lapse Rate
13:48 - Chapter 4. Elevated Inversion and Pollution
29:10 - Chapter 5. Moisture in the Atmosphere
37:17 - Chapter 6. Air Saturation Processes
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
This lecture describes how pollutants mix in the atmosphere. Three cases are considered: confined mixing, unconfined mixing, and unconfined mixing with wind. In a confined volume, the concentration of pollutant in the air depends on the volume and the mass of the air present in the volume. Unconfined mixing is also known as diffusion, in which the pollutant disperses through the air from the source over time. When wind is considered, the pollutant disperses from the source in the direction of the wind. The change in temperature with height in the atmosphere is also discussed.
00:00 - Chapter 1. Mixing in the Atmosphere: Confined Valley
07:22 - Chapter 2. Mixing in the Atmosphere: Unconfined Mixing
16:59 - Chapter 3. Mixing in the Atmosphere: Unconfined Mixing with Wind
27:10 - Chapter 4. Lapse Rate
34:52 - Chapter 5. Buoyancy Effects of Rising and Descending Air Parcels
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The hydrostatic law describes the weight of a fluid overlying a given area, or the pressure at a particular point. It can be used to calculate the approximate atmospheric mass over a particular area, or to calculate the change in pressure over a given change in altitude. A calculation of the pressure difference from the ground to the twelfth floor of Klein Biology Tower is found to agree well with measurements taken at both locations. The hydrostatic law also applies to pressure changes with depth in the ocean.
00:00 - Chapter 1. Recap of Planet Temperature
11:20 - Chapter 2. Hydrostatic Balance
19:15 - Chapter 3. Calculation of CO2 Mass in the Atmosphere
22:08 - Chapter 4. Derivation of the Differential Form of the Hydrostatic Balance Equation
26:05 - Chapter 5. Hydrostatic Law Experiment
35:14 - Chapter 6. Application of Hydrostatic Law
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
A simple model of the overall Earth's heat budget is derived. The Earth is assumed to be in equilibrium with the input of solar radiation balanced by the output of infrared radiation emitted by the Earth's surface. Using this model, the Earth's surface temperature is calculated to be cooler than in reality due to the lack of an atmosphere and the greenhouse effect in the model.
00:00 - Chapter 1. Earth Energy Balance
03:34 - Chapter 2. Black Body Radiation -- Wien's Law and Stephan-Boltzmann Law
16:05 - Chapter 3. Infrared Emission
18:08 - Chapter 4. Simple Model of Earth's Energy Balance
25:51 - Chapter 5. Equilibrium Calculations of Earth's Energy Budget
33:29 - Chapter 6. Greenhouse Effect in Earth's Atmosphere
40:39 - Chapter 7. Energy Budgets for Other Planets
45:24 - Chapter 8. What is a Greenhouse Gas?
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Several experiments are performed using a water tank with an input flow of water and an output flow. These experiments demonstrate the concepts of equilibrium and steady-state in system analysis and are analogous to various Earth systems; lakes and rivers and the overall heat budget of the planet. The greenhouse effect in the atmosphere is a mechanism for increasing the heat input from the sun in the overall heat budget of the Earth system.
00:00 - Chapter 1. System Analysis (Tank Experiment)
13:35 - Chapter 2. Steady State Calculations
23:34 - Chapter 3. System Analogies
35:59 - Chapter 4. Plotting Qin and Water Depth versus Time
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
Pressure and density decrease exponentially with altitude in the atmosphere. This leads to buoyancy effects in the atmosphere when parcels of air are heated or cooled, or raised or lowered in the atmosphere. Temperature varies in a more complicated way with altitude in the atmosphere, with several inversions which occur at the boundaries of the various layers of the atmosphere. Solar radiation interacts differently with the gases that compose each layer of the atmosphere which affects which wavelengths of radiation are able to reach the surface of the Earth.
00:00 - Chapter 1. Introduction
02:57 - Chapter 2. Vertical structure of density and pressure in the atmosphere
09:59 - Chapter 3. Vertical structure of temperature in the atmosphere
15:50 - Chapter 4. Interaction between solar radiation and the atmosphere
20:39 - Chapter 5. Examples of height scales in the atmosphere
25:40 - Chapter 6. Layers in the Ocean
27:22 - Chapter 7. Layers in the Earth's Interior
29:24 - Chapter 8. Systems Analysis
31:20 - Chapter 9. Residence Time and the Hydrologic Cycle
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
The Perfect Gas Law relates temperature, pressure, and density of gases in the atmosphere. It can be used to demonstrate why warm air rises, cool air sinks, and helium balloons float in the air. Buoyancy forces act in fluids (both water and air) when fluid is displaced by a parcel of a fluid with a different density. A combination of buoyancy force and the relationship given in the Ideal Gas Law govern the motion of parcels of gas in the atmosphere.
00:00 - Chapter 1. SI System of Units
09:55 - Chapter 2. Pressure and the Ideal Gas Law
20:39 - Chapter 3. Buoyancy Force
39:35 - Chapter 4. Composition of the Atmosphere
45:36 - Chapter 5. Density and Pressure Variations with Altitude
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
There are other ways in which we can perceive the existence of the atmosphere, predominantly through our perceptions of pressure. Not all planets have atmospheres, and the existence of an atmosphere depends on the ability of gas molecules to remain trapped close to a planet by its gravitational force. The molecular velocity of each gas molecule depends upon its molecular weight, and must exceed the escape velocity of the planet to leave the atmosphere.
00:00 - Chapter 1. How Do We Sense Pressure?
02:42 - Chapter 2. Escape Velocity
08:31 - Chapter 3. Molecular Velocities
22:26 - Chapter 4. Which Planets have Atmospheres and Why?
29:30 - Chapter 5. Planetary characteristics in relation to their atmospheres
44:18 - Chapter 6. Vertical Profile of Temperature in the Atmosphere
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
The Atmosphere, the Ocean and Environmental Change (GG 140)
This course studies the atmosphere and the ocean as parts of Earth's climate system. The climate is studied in both quantitative and qualitative ways through use of the textbook, lectures, labs and problem sets. Today's lecture includes an examination of Hurricane Irene that hit Connecticut a few days ago on August 28. For this, we use several website sources of local weather information:satellite, radar, tide gauges.. The atmosphere is gravitationally attracted to the Earth and is composed of gases that are invisible to the human eye. We are able to detect the presence of the atmosphere through our perceptions of the presence of air and changes in pressure.
00:00 - Chapter 1. Introduction
06:56 - Chapter 2. Course Overview
12:39 - Chapter 3. New Haven Weather Data during Hurricane Irene
27:43 - Chapter 4. Prof. Smith's Background and Research Interests
30:40 - Chapter 5. What is an Atmosphere?
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2011.
Capitalism: Success, Crisis and Reform (PLSC 270)
Capitalism: Success, Crisis and Reform (PLSC 270)
In this final lecture of the semester, Professor Rae gives a summary of major themes, thinkers, and cases covered in the course. He begins by reviewing some foundational ideas, including Adam Smith's invisible hand, Marxist historicism, Malthusian economics, and Schumpeter's notion of creative destruction. Professor Rae also reviews the importance to capitalism of the modern nation state, which guarantees property rights and contracts, and recalls Hernando de Soto's theories about the importance of formal property rights for developing countries. Various forms of corporate structure and ownership are discussed. Professor Rae concludes by introducing a case about water privatization in Bolivia.
00:00 - Chapter 1. Introduction, Class Agenda and Fundamentals Revisited
09:33 - Chapter 2. Capital & Capitalism
17:38 - Chapter 3. State, Property, and Capital
32:56 - Chapter 4. Wealth Maximizing Law & the Joint Stock Corporation
43:33 - Chapter 5. Creative Possibilities of a Free Society
44:52 - Chapter 6. Case Discussion: Bechtel in Cochabamba
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae discusses the case TXU v. EDF, about an electric company private equity deal that involves environmental interest groups. Professor Rae structures the discussion by contrasting the deal as viewed from the perspective of Austin, TX and Washington DC. Actors in both locations prioritize different aspects of the deal differently. The case highlights the importance of the "customer voter base," and the role of public opinion toward both companies and their associated politicians. Professor Rae highlights how private companies can ally themselves with environmental groups to achieve mutually beneficial goals.
00:00 - Chapter 1. Introduction: Goldman Sachs Discussion and Class Agenda
07:58 - Chapter 2. Case Discussion: Marrying the Devil in Texas
11:58 - Chapter 3. Marrying the Devil in Texas: TXU Expansion
16:49 - Chapter 4. Marrying the Devil in Texas: View from Austin I
20:23 - Chapter 5. Video: TXU Gets You Hacking Merrill Does the Backing
22:49 - Chapter 6. Marrying the Devil in Texas: View from Austin II
25:40 - Chapter 7. Marrying the Devil in Texas: View from K Street
27:05 - Chapter 8. Marrying the Devil in Texas: View from Wall Street
30:43 - Chapter 9. Marrying the Devil in Texas: Two Worlds of Strategic Rationality
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Guest speaker Paolo Zanonni, partner at Goldman Sachs, explains a major deal in the European utilities market. Enel, a major European utility, attempted to totally transform its position by expanding into the Spanish market and acquiring the Spanish utility Endesa. The deal was exceedingly complex, and involved multiple European governments, intense regional politics, and a handful of enormous utility companies. The transaction shows the important links between politics and free-market operations.
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae begins by briefly discussing his recent trip to Washington, where he became more closely acquainted with the health care reform bill. Professor Rae uses this example to highlight the intimate connections between capitalist market systems and the government. Then, with the help of two guest speakers, Professor Rae discusses the dramatic downfall and planned revival of one of Yale's most iconic institutions: Mory's club. Various methods for increasing the club's relevance to the contemporary Yale community are discussed, including reforming membership rules.
00:00 - Chapter 1. Introduction: Course Agenda and Washington Discussion
09:16 - Chapter 2. Mory's: History, Challenges and Future Plans for Improvement
20:11 - Chapter 3. Mory's Business Plan
45:51 - Chapter 4. Mory's Pitch
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
In a videotaped lecture, Professor Rae discusses problems with using gross domestic product (GDP) as a measure for societal wellbeing. For example, GDP fails to capture wealth inequality and socially undesirable conditions that can increase GDP. He then touches on some of the "traps" presented in Paul Collier's book, The Bottom Billion, that are keeping the poorest of the developing countries mired in poverty. In the second half of lecture, a video of Paul Collier is shown in which the author urges the developed world to take as a model America's reconstruction package to post-WWII Europe. According to Collier, the developed world must rethink its aid and trade policies toward the developing world. Collier also discusses the relationship between democracy and the so-called "resource curse," and how the rich world can create institutions to support reformers in the poorest countries.
00:00 - Chapter 1. Introduction and Class Agenda
00:31 - Chapter 2. Video: Professor Douglas W. Rae on Paul Collier's "The Bottom Billion"
29:48 - Chapter 3. Video: Paul Collier on "The Bottom Billion"
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae teaches the SELCO business case, about a distributed electric power generation scheme targeting rural Indians. In presenting the case, Professor Rae discusses several analytical frameworks for thinking through business cases, including SWOT (strengths, weaknesses, opportunities, threats), and the Porter Forces. Issues with SELCO's business model are discussed, including the scalability of their operations, and capacity to break into higher margin markets. SELCO's financing structure and partnership with a local microfinance institution are also explored. Students offer suggestions about how to improve SELCO's business.
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae discusses Aravind Adiga's novel The White Tiger. The novel reveals the difficulties developing countries face dismantling entrenched inequalities. Corruption and chronic rent-seeking behavior can be major obstacles. Other aspects of the novel, including India's religious history, the role of caste structure, and entrepreneurialism, are also explored. Links are made between themes from the novel and previous class discussions on the nature of capitalism.
00:00 - Chapter 1. Introduction
04:35 - Chapter 2. White Tiger: Darkness
07:11 - Chapter 3. White Tiger: The Stork, the Raven, the Wild Boar and the Buffalo
14:17 - Chapter 4. White Tiger: Is Corruption a Fairly Major Issue in Indian Society?
24:02 - Chapter 5. White Tiger: The Caste System in India
40:09 - Chapter 6. White Tiger: Balram's Economic Weaknesses
43:43 - Chapter 7. Video: India Background and SELCO
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae explores Hernando de Soto's theories of dead and live capital and the power of property rights. According to de Soto, informal property must carefully be integrated into the formal property system. Professor Rae presents the example of Baltimore's row house vacancy problem, and the difficulties in designing and implementing innovative property policies when existing interests of local stakeholders are firmly entrenched. The Coase theorem and transaction costs are revisited. Professor Rae also facilitates a discussion with students on how a developing country should most productively invest 5% of its gross domestic product (GDP). Complexities of economic development are explored.
00:00 - Chapter 1. Introduction and Class Agenda
02:23 - Chapter 2. The Capitalist Take-Off
33:17 - Chapter 3. The Joint Stock Corporation
40:56 - Chapter 4. Culture of Consumption
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae discusses the rise of mass affluence, the joint stock corporation, and advertising/consumer culture in America. Gregory Clark's theory of the causes of the Industrial Revolution, including England's "downward social mobility" in the medieval and early modern periods, are explored. According to this theory, the upper classes produced children in greater numbers than in other countries, and there were fewer jobs of high social status. This led to upper class children working in "lower class" jobs, infusing lower economic strata with upper class outlooks toward work. Clark also touches on a genetic, Darwinian explanation for England's Industrial Revolution. Professor Rae also discusses other causal explanations for the Industrial revolution, including exogenous and endogenous growth theories, institutions, and Schumpeter's theory of creative destruction. The wealth-generating power of the joint stock corporation is also presented.
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae uses the Merck-Vioxx business case to highlight political elements of U.S. capitalism, including government regulatory agencies, federalism, lobbying, regulatory capture, tort law and liability, and patent law. Professor Rae discusses the importance and influence of concentrated business interests in Washington DC. The Merck legal battles underline how important political and judicial details are in the operation of capitalism. The case also shows the constraints that reform-minded politicians face in attempting to change the status quo.
00:00 - Chapter 1. Introduction: Using Merck-Vioxx as a Main Case
08:07 - Chapter 2. Patterned Advantage
18:41 - Chapter 3. Merck Background
25:43 - Chapter 4. Common Law Tradition
31:19 - Chapter 5. The Plaintiff Bar & Mark Lanier
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae discusses the subprime mortgage crisis. Major actors are presented and analyzed, including homebuyers, brokers, appraisers, lenders, i-banks, and rating and government agencies. Major actors' incentives and risks are assessed. Professor Rae also presents a brief history of government involvement in mortgage markets. Deregulation of the industry and its consequences are explored, and Professor Rae facilitates a discussion on apportioning blame for the collapse of the U.S. housing market.
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae explores the creation of incentives and disincentives for individual action. The discussion begins with the Coase Theorem, which outlines three conditions for efficient transactions: 1) clear entitlements to property, 2) transparency, and 3) low transaction costs. Professor Rae then tells the story of a whaling law case from 1881 to highlight the power of incentives and property rights. The conversation then moves to Hernando de Soto's portrayal of the development of property rights in the American West, and then shifts to a discussion of New Haven deeds, property values, and valuation of real estate. The lecture concludes with a discussion of Mory's.
00:00 - Chapter 1. Introduction and Agenda
02:51 - Chapter 2. Coase "Theorem"
18:04 - Chapter 3. Ghen v. Rich (1881)
23:24 - Chapter 4. De Soto in America
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Guest speaker Will Goetzmann, Director of the Yale International Center for Finance and professor at the Yale School of Management, provides a brief history of debt and financial crises. Professor Goetzmann begins with a discussion on debt slavery in the ancient world, and moves on to real estate financing in New York City. Professor Goetzmann also presents recent research by himself and others on the collapse of the real estate market. He explores the notion that the collapse of the mortgage market followed from the fallout of the larger financial crisis, rather than the other way around. Data on the real estate market is presented and discussed. Larger claims about responsibility of different players for the economic crisis are briefly assessed.
00:00 - Chapter 1. Financial History, with Will Goetzmann
24:20 - Chapter 2. Current Financial Crisis
26:56 - Chapter 3. Price Growth vs. Subprime Approvals
35:12 - Chapter 4. Estimating the Relationship between Past Growth and Future Growth in Mortgage Prices
40:27 - Chapter 5. 2006 Mortgage Regressions
45:44 - Chapter 6. Evidence for Three Demand Effects and Loan Level Likelihood of Approval
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Jim Alexander, former CFO of the Enron subsidiary Enron Global Power and Pipeline, offers an insider's account of Enron's corporate culture and operations before the company's spectacular fall. The leaders of Enron, Mr. Alexander asserts, disregarded concerns over the company's ethics. Enron strategically found and exploited loopholes in accounting regulations to make their transactions as opaque as possible. Lack of regulation and oversight allowed Enron's traders to inflate their numbers. Organizations that were in a position to oversee Enron's operations sometimes faced grossly misaligned incentives that rewarded negligence. Mr. Alexander emphasizes the notion of the "rational economic man" in Enron's corporate culture, and its predominance over notions of ethical corporate behavior.
00:00 - Chapter 1. Introduction
04:38 - Chapter 2. Enron Backgrounder with Jim Alexander
10:47 - Chapter 3. Enron: What Went Wrong?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae uses the case of Polaroid cameras to highlight key features of the capitalist system. Polaroid's business model, corporate culture, and firm trajectory are discussed. Important firm decisions are analyzed, including product offerings and mergers. Professor Rae explores factors that led to Polaroid's demise, including the company's relentless focus on scientific innovation at the expense of market research and product development. Polaroid was unable to keep up with market changes, such as the advent of the one-hour photo processing and the revolution in digital photography.
00:00 - Chapter 1. Video: Former CEOs of Polaroid
07:24 - Chapter 2. Case Discussion: Polaroid: Creation & Destruction Inside the Family Camera
28:43 - Chapter 3. Polaroid: Vertical Integration
32:20 - Chapter 4. Polaroid: Why did the Company Fail?
42:47 - Chapter 5. Polaroid: What Could Have Been Done to Save the Company?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Dean of the Yale School of Management, Sharon Oster, explains the CardioThoracic business case. Barriers to CardioThoracic's success are discussed, including competition from other medical firms, "gatekeeper problems," other medical procedures, and difficulties understanding needs of the firm's customers. Various players in the case are identified, as well as their specific interests and potential strategies for articulating these interests. Dean Oster analyzes interest misalignments, information asymmetries, and discrepancies in values among the various players in the case.
00:00 - Chapter 1. Introduction
01:11 - Chapter 2. Case Discussion: Cardio Thoracic Systems
04:08 - Chapter 3. Cardio Thoracic Systems: Competition
14:38 - Chapter 4. Cardio Thoracic Systems: Buyer Issues
40:06 - Chapter 5. Case Summary: Cardio Thoracic Systems
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae explains how the growing scale and complexity of railroads in the US were foundational to the development of modern capitalism. Operating the railroad system required professional managers and new management techniques, and the scale of railroad financing gave rise to the formation of the joint stock corporation. Professor Rae then discusses how different forms of company ownership differ along liability, liquidity, financial scalability, accountability, and role of ownership dimensions. Joint stock corporations are shown to be extremely efficient ways to raise large amounts of money, even if they suffer principal-agent problems.
00:00 - Chapter 1. Introduction
06:13 - Chapter 2. The Double Challenge Faced by Railroads
20:16 - Chapter 3. The Joint Stock Corporation & Its Main Alternatives
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
A practical theory of freedom is discussed, based on Hayek's Constitution of Liberty. Free societies can be thought of as great learning machines capable of aggregating individuals' knowledge and accomplishments. Professor Rae uses examples from automotives and university administration to illustrate how freedom allows everybody to profit from others' knowledge. Professor Rae also highlights Hayek's story of the rock climber who is stuck at the bottom of the crevasse, and discusses whether refusing to assist another is an implicit act of coercion. Hayek's theories of freedom are applied to modern cases of extreme poverty in developing countries. Professor Rae also discusses Yale University Press' decision not to publish controversial cartoons depicting the prophet Mohammed within a recent book. The lecture concludes with de Soto's notions of live and dead capital, and the importance of property rights in unlocking the productive power of capitalism.
00:00 - Chapter 1. Introduction
04:19 - Chapter 2. The Hayek Framework
39:14 - Chapter 3. The Nation State Framework
44:14 - Chapter 4. The De Soto Framework
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae relates Marxist theories of monopoly capitalism to Schumpeter's theory of creative destruction. Both Marx and Schumpeter agree that capitalism is a system that is "incapable of standing still," and is always revising (or revolutionizing) itself. Professor Rae critiques Marxist determinism and other features of Marx's theories. To highlight Schumpeterian creative destruction, Professor Rae uses examples from technological revolutions in energy production since water-powered mills. Marx's labor theory of value is discussed. Professor Rae highlights aspects overlooked by Marx, including supply and demand for labor, labor quality, and the role of capital in economic growth. Professor Rae also notes problems with Marx's predictions, including the prediction that the revolution will occur in the most advanced capitalist economies. Professor Rae also discusses Marx's theory of the universal class, the end of exploitation, and the withering away of the state.
00:00 - Chapter 1: Introduction
06:30 - Chapter 2: Marxist Historicism
11:36 - Chapter 3: Monopoly Capitalism
27:31 - Chapter 4: Falling Rates of Profit
34:42 - Chapter 5: Immiseration of the Working Class in Late Capitalism
38:30 - Chapter 6: Inevitable Revolution in Advanced Capitalist Systems
42:06 - Chapter 7: Theory of the Universal Class
43:23 - Chapter 8: Withering Away of the State
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae introduces Adam Smith's notion of the "invisible hand" of the market. Several preconditions must be met for the invisible hand to work. Markets must be open, and there cannot be just one buyer or one seller who can control product prices. No producer can hold a pivotal private technology, and there must be more or less truthful information across the whole market. Governments must enforce property and contracts. However, many of these preconditions are at odds with the Porter Forces, which represent general rules of thumb, or principles, for a firm trying to make above average profits. These principles include avoiding direct competition, establishing high barriers to entry, and avoiding powerful buyers and powerful suppliers. Professor Rae suggests that submission to Adam Smith's invisible hand may be contrary to basics of corporate strategy. Corporations can leverage powerful political influence to affect the movements of the "invisible hand." Guest speaker Jim Alexander, formerly of Enron, discusses problems of very imperfect information, as well as the principal-agent problem. Professor Rae also discusses Adam Smith's complicated ideas about self-interest and morality.
00:00 - Chapter 1. Course Recap
13:19 - Chapter 2. When is the Invisible Hand Truly Invisible?
23:48 - Chapter 3. Smith and Smithism in Today's World, with Jim Alexander
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae shows how countries over the last two centuries have experienced improved life expectancies and increased incomes per capita. Dynamic graphical representation of this trend reveals how improved life expectancies tend to predate increases in wealth. Malthus' "iron law of wages" and diminishing returns are explained. Questions about why the industrial revolution occurred in England at the time that it did are then posed. Professor Rae then shows the importance of the "world demographic transition" to economic history and contemporary economics. All countries tend to follow similar demographic patterns over the course of their economic development. Countries tend to have high birth and death rates in Phase I, falling death rate and high birth rate in Phase II, falling birth rate to meet the death rate in Phase III, and low birth and death rates in Phase IV. These demographic patterns are associated with different levels of capital and labor. While all countries follow this demographic transition, they do so at different times, and world trade is a way of "arbitraging" between different stages in the world demographic transition.
00:00 - Chapter 1. Introduction
05:48 - Chapter 2. Mapping the Surge
21:52 - Chapter 3. Malthus and the Logic of Perpetual Poverty
34:50 - Chapter 4. Gregory Clarke's Explorations
42:57 - Chapter 5. Biology Gone Good
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
Capitalism: Success, Crisis and Reform (PLSC 270)
Professor Rae introduces the concept of capital as accumulated wealth used to produce more wealth. Questions about what constitutes capital are posed and discussed. The biggest story in recent economic history is the substitution of labor intensive production to capital intensive production. This transition, and the various speeds and scales with which it has occurred in different places at different times, has generated large income disparities around the world. Characteristics of capitalism are presented and discussed.
00:00 - Chapter 1. Introduction and Class Agenda
01:15 - Chapter 2. Capital
27:27 - Chapter 3. Capitalism
35:16 - Chapter 4. Course Outline
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2009.
The Early Middle Ages, 284--1000 (HIST 210)
In the first part of this lecture, Professor Freedman discusses the emergence of the Vikings from Scandinavia in the ninth and tenth centuries. The Vikings were highly adaptive, raiding (the Carolingian Empire), trading (Byzantium and the Caliphate) or settling (Greenland and Iceland) depending on local conditions. Through their wide-ranging travels, the Vikings created networks bringing into contact parts of the world that were previously either not connected or minimally so. Professor Freedman concludes the lecture, and the course, by considering what's been accomplished between 284 and 1000. Although Europe in the year 1000 experienced many of the same problems as did the Roman Empire 284 where we began -- population decline and lack of urbanization, among others -- the end of the early Middle Ages also arguable heralds the emergence of Europe and Christendom as cultural constructs and sets the stage for the rise of the West.
00:00 - Chapter 1. Introduction
13:52 - Chapter 2. The Vikings in England and on the Continent
21:05 - Chapter 3. The Vikings in the East
29:20 - Chapter 4. The Vikings in the West
37:09 - Chapter 5. Conclusion: What's been accomplished?
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the crisis and decline of Charlemagne's empire. Increasingly faced with external threats -- particularly the Viking invasions -- the Carolingian Empire ultimately collapsed from internal causes, because its rulers were unable effectively to manage such a large empire. In the absence of strong social infrastructure and an idea of loyalty to the ruler, government servants strove to make their positions hereditary and nobles sought to set up independent kingdoms. Although it only lasted for a short time, the Carolingian Empire helped shape the face of Europe, especially through the partitions of the Treaty of Verdun which created territories roughly equivalent to France and Germany.
00:00 - Chapter 1. End of Charlemagne's Rule
09:07 - Chapter 2. The Problems of Charlemagne's Empire
15:49 - Chapter 3. The reign of Louis the Pious
29:33 - Chapter 4. The Treaty of Verdun and its Consequences
40:10 - Chapter 5. Conclusion: The Dissolution of Carolingian Authority
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the Carolingian Renaissance, the revival of learning sponsored by Charlemagne and his successors. The period before the Carolingians saw a decline in learning, evidenced in part by the loss of lay literacy. As literacy became the purview of clerics, monasteries set up scriptoria in order to copy manuscripts on a larger scale. In this context, the Carolingians sponsored a revival of learning both for the sake of bringing educated people into the government and in order to encourage the piety of the people. Professor Freedman ends the lecture by discussing Einhard's writings on Sts Marcellinus and Peter. Their story illustrates how, in this period, the piety of the well-educated was not all that different from that of the common people.
00:00 - Chapter 1. Introduction to the Carolingian Renaissance
04:30 - Chapter 2. The Preservation of Learning before the Carolingians
20:47 - Chapter 3. Charlemagne's Program
34:23 - Chapter 3. Einhard's Life of Sts. Marcellinus and Peter
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the Carolingian dynasty from its origins through its culmination in the figure of Charlemagne. The Carolingians sought to overthrow the much weakened Merovingian dynasty by establishing their political legitimacy on three bases: war leadership, Christian rule, and the legacy of Rome. Charlemagne's grandfather Charles Martel won a major victory over the Muslims in 733 at the Battle of Poitiers. Charlemagne's father Pepin the Short allied the Carolingians with the papacy at a time when the latter was looking for a new protector. Charlemagne, crowned emperor in Rome by Pope Leo III in 800, made strides in reestablishing the Roman Empire; although, being centered in northern Europe, his was not an exact imitation of the Roman Empire. Professor Freedman concludes the lecture with the observation that Charlemagne can be considered the founder of Europe as a political and cultural expression.
00:00 - Chapter 1. Introduction
07:43 - Chapter 2. The Last Years of the Merovingians
16:46 - Chapter 3. Establishing Carolingian Legitimacy
27:25 - Chapter 4. Charles Martel and Pepin the Short
34:54 - Chapter 5. Charlemagne
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman surveys major trends in Byzantine history from the sixth to eleventh century, dividing the era into four periods. In the sixth century, under Justinian's rule, the Byzantine Empire experienced a period of expansion (532-565). However, the Empire was unable to hold on to Justinian's hard won territories and so contracted for over a century of crisis that threatened its survival (565-717). In the next period, (717-843), the Byzantine army was reorganized and the Empire was able to regain some lost territory. At the same time, the empire was wracked by the conflicts accompanying theological controversies over artistic representations of the sacred (the Iconoclast controversy). Finally, with the religious situation smoothed over, the Byzantine Empire was able to expand further from 843 to 1071.
00:00 - Chapter 1. Introduction
07:34 - Chapter 2. The Contraction of the Byzantine Empire
21:52 - Chapter 3. Reconstruction of the Empire
30:30 - Chapter 4. Survival of the Byzantine Empire
39:36 - Chapter 5. Expansion of the Byzantine Empire
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In the first half of this lecture, Professor Freedman continues the previous lecture's discussion of the Abbasids. He highlights their ability to assimilate other cultures, before turning to their decline in the tenth century. In the second half of the lecture, Professor Freedman considers the seventh century, the crucial turning point in the history of early medieval Europe. The seventh century shaped medieval Europe; the period saw the rise of Islam and Northern Europe, fundamental changes in Byzantium, the reorientation of Persia, and the end of the secular elite in the west. Professor Freedman concludes with a few remarks on the Pirenne thesis, which states that the rise of Islam broke up the Mediterranean and paved the way for the rise of northern Europe.
00:00 - Chapter 1. Geography and Medicine under the Abbasids
15:05 - Chapter 2. The Collapse of the Abbasid Caliphate
22:49 - Chapter 3. The Importance of the Seventh Century
30:18 - Chapter 4. The Seventh Century as a Turning Point
44:30 - Chapter 5. Pirenne Thesis and Conclusion
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the Abbasid dynasty, which ruled the Islamic Caliphate beginning in 750. The Abbasids moved the capitol of the Caliphate to the newly-built city of Baghdad and created a state characterized by a strong administration and well-organized tax system. The state sponsored a cultural flowering, based in part on the translation of classical Greek and Roman texts. Professor Freedman ends the lecture by focusing on developments in mathematics and astronomy.
00:00 - Chapter 1. The Rise of the Abbasids
15:47 - Chapter 2. Cultural Flowering
28:28 - Chapter 3. Assimilation of conquered peoples and ideas
40:00 - Chapter 4. Mathematics
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman discusses the Islamic conquests. Although they were in some sense religiously motivated, Arab did not attempt to forcibly convert or eradicate Jews, Christians, or other non-Muslims. The conquests began as raids, but quickly escalated when the invaders discovered that Byzantium and Persia were too weak to withstand their assault. In a relatively short period of time, the Arabs were able to conquer an area stretching from Spain to India. Against this background of successful conquests, Islam began to experience deep internal divisions. These began as criticisms of the election of Mohammed's successors, but broadened to criticize the Caliphate and the ruling family. Out of this strife came the division between Sunni and Shiite Muslims. Professor Freedman concludes the lecture with observations on the increasingly non-Arab Muslim populations.
00:00 - Chapter 1. Introduction: Apparent Paradoxes of Islamic Conquest
04:01 - Chapter 2. Mohammed's Successors and the Beginnings of Conquest
10:08 - Chapter 3. Factors Favoring Arab Conquest
18:43 - Chapter 4. Arab Conquests
25:05 - Chapter 5. Internal Divisions
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman introduces Islam. He begins with a discussion of its geographical context: the dry desert lands of the Arabian peninsula. The Bedouins, or nomadic Arabs of the region, lived in a tribal society somewhat similar to the Germanic tribes discussed earlier in the course. Their raids against the Byzantine and the Persian Empire, for lack of strong opposition, would lead to the Arab conquests. The second half of the lecture focuses on the life of Mohammed (570/580 -- 632) and the early years of Islam. Mohammed's revelation was one of the unity of God and a progressive interpretation of God's prophets, with Mohammed as the last of these. Early Islam was slow to differentiate itself for Christianity and Judaism, though this process accelerated after Mohammed's flight to Medina in 622. Professor Freedman ends with a discussion of the tenets of Islam and anticipates the discussion of the Arab conquests in the next lecture.
00:00 - Chapter 1. Islam and Its Arabian Context
11:28 - Chapter 2. Bedouin Tribes
18:07 - Chapter 3. Mohammed
29:20 - Chapter 4. Mohammed in Medina and the Differentiation of Islam
39:14 - Chapter 5. The Tenets of Islam
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
Professor Freedman discusses some of the paradoxes of monasticism in the Early Middle Ages. To the modern mind, monks and learning make a natural pair. However, this combination is not an obvious outcome of early monasticism, which emphasized asceticism and renunciation of the world. As it moved west, monasticism shifted away from its eremetic beginnings in Egypt and Syria to more communal way of life under the Rule of St Benedict. In addition to communal life, the Rule emphasized prayer and labor; the latter of which was interpreted to include reading and eventually the copying of manuscripts.
00:00 - Chapter 1. Introduction to Monasticism
10:20 - Chapter 2. Renouncing the World
17:58 - Chapter 3. Monks and Hermits as Spiritual Patrons
25:17 - Chapter 4. Monasticism in the West
30:19 - Chapter 5. Rule of St. Benedict
43:33 - Chapter 6. Monasticism and Learning
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
In this lecture, Professor Freedman considers the importance of the British Isles in the early Middle Ages, both in their own right and as an example of a post-Roman frontier society. In the wake of the fifth century Roman withdrawal, England experienced "radical economic simplification." However, England's conversion to Christianity beginning at the end of the sixth century brought about a flourishing written culture and Latin learning. Ireland experienced a similar cultural flowering, although it had converted to Christianity centuries earlier. It had never been colonized by the Romans, and the Irish Church was less hierarchical, more decentralized, and placed less importance on bishops than did the Roman. The conversion of England under the competeing influences of Rome and ireland was thus not just a conflict between Christianity and paganism, but also between two administrative styles of Christianity. Professor Freedman ends the lecture with a few remarks on the cultural accomplishments of the British Isles.
00:00 - Chapter 1. Introduction to the British Isles
22:32 - Chapter 2. The Conversion of England
36:30 - Chapter 3. The Conversion of Ireland and the Irish Church
45:34 - Chapter 4. Closing Remarks
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
Professor Freedman considers the Merovingians as an example of barbarian kingship in the post-Roman world. In the absence of a strong government, Merovingian society was held together by kinship, private vengeance, and religion. Kings were judged by their ability to lead men in war. Gregory of Tours believed that the violence characteristic of Frankish society was useful insofar as the kings wielded it to back up threats of supernatural retribution for bad actions. Professor Freedman ends with a brief summary of the decline of the Merovingians.
00:00 - Chapter 1. What Holds Society Together?
07:20 - Chapter 2. Gregory of Tours
12:27 - Chapter 3. The bishops and the King
16:39 - Chapter 4. The Basis of Merovingian Power
34:20 - Chapter 5. The Church in Frankish Society
46:26 - Chapter 6. The End of Merovingians
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.
The Early Middle Ages, 284--1000 (HIST 210)
Professor Freedman begins his discussion of Gregory of Tours' history of the Merovingian kings. This history differs markedly from the classical invective style used by Procopius. Gregory of Tours' account seems more random by comparison and emphasizes the intervention of the supernatural in everyday life, particularly through the miracles of St. Martin of Tours. Gregory begins his account by showing how Clovis established Frankish hegemony and secured the prominence of the Franks in the post-Roman West. That the Franks were the first Catholic (as opposed to Arian) people among the barbarian invaders also figures heavily in his account. Professor Freedman ends the lecture with a discussion of Clovis' sons, among whom Clovis had divided his empire. Despite their violent internecine conflicts,, Gregory of Tours considers them and their father to be appropriate rulers for savage times.
00:00 - Chapter 1. Gregory of Tours and Procopius as historians
06:17 - Chapter 2. Gregory of Tours, the Author and his Writings
17:08 - Chapter 3. Gregory of Tours on the Franks
23:31 - Chapter 4. Clovis and Christianity
39:47 - Chapter 5. The Sons of Clovis
Complete course materials are available at the Yale Online website: online.yale.edu
This course was recorded in Fall 2011.