An introductory course in the molecular biology of the auditory system. First half focuses on human genetics and molecular biology, covering fundamentals of pedigree analysis, linkage analysis, molecular cloning, and gene analysis as well as ethical/legal issues, all in the context of an auditory disorder. Second half emphasizes molecular approaches to function and dysfunction of the cochlea, and is based on readings and discussion of research literature.

This course introduces students to the basic concepts and methods of moral and political philosophy. Its primary focus is on the development of moral reasoning skills and the application of those skills to contemporary social and political issues. Upon successful completion of this course, students will be able to: Discuss several major theories of justice and morality, including utilitarianism, libertarianism, social contract theory, deontology, and the ethics/politics of virtue; Demonstrate how moral and political dilemmas are handled differently by each set of theoretical principles; Develop their analytical skills through interpreting the consequences of various moral principles and revising principles to correspond with their own conceptions of justice; Discuss the relationship between morality and politics; Formulate their own positions concerning moral and political principles, especially in regards to particular issues discussed in this course; Discuss the origins of western democratic politics and constitutional government; Address a range of difficult and controversial moral and political issues, including murder, the income tax, corporate cost-benefit analysis, lying, affirmative action, and same-sex marriage. (Philosophy 103)

Negotiation and Conflict Management presents negotiation theory -- strategies and styles -- within an employment context. 15.667 meets only eleven times, with a different topic each week, which is why students should commit to attending all classes. In addition to the theory and exercises presented in class, students practice negotiating with role-playing simulations that cover a range of topics. Students also learn how to negotiate in difficult situations, which include abrasiveness, racism, sexism, whistle-blowing, and emergencies. The course covers conflict management as a first party and as a third party: third-party skills include helping others deal directly with their conflicts, mediation, investigation, arbitration, and helping the system change as a result of a dispute.

It is important for students not only to get an appreciation and understanding of philosophy but also to be exposed to the very words and ideas of those who have shaped our thinking over the centuries. Accordingly, the title of this collection hints at the facts that these readings are from the original sources and that these philosophers were the originators of many of the issues we still discuss today. Major areas of philosophy covered here are: Ethics, Epistemology, Metaphysics, Philosophy of Religion, Ethics, Socio-Political Philosophy, and finally, Aesthetics.

Introducing public health ethics poses two special challenges. First, it is a relatively new field that combines public health and practical ethics. Its unfamiliarity requires considerable explanation, yet its scope and emergent qualities make delineation difficult. Moreover, while the early development of public health ethics occurred in a western context, its reach, like public health itself, has become global. A second challenge, then, is to articulate an approach specific enough to provide clear guidance yet sufficiently flexible and encompassing to adapt to global contexts. Broadly speaking, public health ethics helps guide practical decisions affecting population or community health based on scientific evidence and in accordance with accepted values and standards of right and wrong. In these ways, public health ethics builds on its parent disciplines of public health and ethics. This dual inheritance plays out in the definition the U.S. Centers for Disease Control and Prevention (CDC) offers of public health ethics: “A systematic process to clarify, prioritize, and justify possible courses of public health action based on ethical principles, values and beliefs of stakeholders, and scientific and other information” (CDC 2011). Public health ethics shares with other fields of practical and professional ethics both the general theories of ethics and a common store of ethical principles, values, and beliefs. It differs from these other fields largely in the nature of challenges that public health officials typically encounter and in the ethical frameworks it employs to address these challenges. Frameworks provide methodical approaches or procedures that tailor general ethical theories, principles, values, and beliefs to the specific ethical challenges that arise in a particular field. Although no framework is definitive, many are useful, and some are especially effective in particular contexts. This chapter will conclude by setting forth a straightforward, stepwise ethics framework that provides a tool for analyzing the cases in this volume and, more importantly, one that public health practitioners have found useful in a range of contexts. For a public health practitioner, knowing how to employ an ethics framework to address a range of ethical challenges in public health—a know-how that depends on practice—is the ultimate take-home message.

The Public Speaking course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OCM013. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadJessica Papajcik                                Stark State College   Content ContributorsJames Jarc                                        Central Ohio Technical CollegeJanny Nauman                                  North Central State CollegeCarrie Tomko                                     University of Akron LibrarianAllen Reichert                                   Otterbein UniversityReview TeamLaura Garcia                                     Washington State Community CollegeJasmine Roberts                               Ohio State University

There are many important reasons to study public speaking. This opening section explores public speaking in the modern age as well as the many benefits associated with becoming a competent speaker.  This section also explains the process of public speaking and the different models of communication. Ethics is explored as well as the ethical choices public speakers and listeners must make. Last, this section introduces the National Communication Association’s Credo for Ethical Communication as well as the First Amendment to the U.S. Constitution in relation to free speech.

To provide instruction and dialog on practical ethical issues relating to the responsible conduct of human and animal research in the brain and cognitive sciences. Specific emphasis will be placed on topics relevant to young researchers including data handling, animal and human subjects, misconduct, mentoring, intellectual property, and publication.

This course is an introduction to the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will have the opportunity to be deepened by practice, including your analytical and critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and as a rhetorical critic (one who studies the art of rhetoric). Both write to persuade; both ask and answer important questions. Always one of their goals is to create new knowledge for all of us, so no endeavor in this class is a "mere exercise."

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

International Relations scholars have traditionally expressed little direct interest in addressing time and temporality. Yet, assumptions about temporality are at the core of many theories of world politics and time is a crucial component of the human condition and our social reality. Today, a small but emerging strand of literature has emerged to meet questions concerning time and temporality and its relationship to International Relations head on. This edited collection provides a platform to continue this work. The chapters in this book address subjects such as identity, terrorism, war, gender relations, global ethics and governance in order to demonstrate how focusing on the temporal aspects of such phenomena can enhance our understanding of the world.

" This course is the first subject in the Environmental Policy and Planning sequence. It reviews philosophical debates including growth vs. deep ecology, "command-and-control" vs. market-oriented approaches to regulation, and the importance of expertise vs. indigenous knowledge. Its emphasis is placed on environmental planning techniques and strategies. Related topics include the management of sustainability, the politics of ecosystem management, environmental governance and the changing role of civil society, ecological economics, integrated assessment (combining environmental impact assessment (EIA) and risk assessment), joint fact finding in science-intensive policy disputes, environmental justice in poor communities of color, and environmental dispute resolution."

Aspects of the tragic as a mode of literature and a quality of lived experience pursued in readings that extend from the warfare of the ancient world to the experiences of modern life. Authors include Aeschylus, Sophocles, Euripides, Shakespeare, Balzac, Tolstoy, Ibsen, Conrad, Dinesen, Faulkner, and Camus. Includes viewing of at least two films. "Tragedy" is a name originally applied to a particular kind of dramatic art and subsequently to other literary forms; it has also been applied to particular events, often implying thereby a particular view of life. Throughout the history of Western literature it has sustained this double reference. Uniquely and insistently, the realm of the tragic encompasses both literature and life. Through careful, critical reading of literary texts, this subject will examine three aspects of the tragic experience: The scapegoat; The tragic hero; The ethical crisis. These aspects of the tragic will be pursued in readings that range in the reference of their materials from the warfare of the ancient world to the experience of the modern extermination camps.

This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.

William Shakespeare didn't go to college. If he time-traveled like Dr. Who, he would be stunned to find his words on a university syllabus. However, he would not be surprised at the way we will be using those words in this class, because the study of rhetoric was essential to all education in his day. At Oxford, William Gager argued that drama allowed undergraduates "to try their voices and confirm their memories, and to frame their speech and conform it to convenient action": in other words, drama was useful. Shakespeare's fellow playwright Thomas Heywood similarly recalled: In the time of my residence in Cambridge, I have seen Tragedies, Comedies, Histories, Pastorals and Shows, publicly acted…: this is held necessary for the emboldening of their Junior scholars, to arm them with audacity, against they come to be employed in any public exercise, as in the reading of Dialectic, Rhetoric, Ethic, Mathematic, the Physic, or Metaphysic Lectures. Such practice made a student able to "frame a sufficient argument to prove his questions, or defend any axioma, to distinguish of any Dilemma and be able to moderate in any Argumentation whatsoever" (Apology for Actors, 1612). In this class, we will use Shakespeare's own words to arm you "with audacity" and a similar ability to make logical, compelling arguments, in speech and in writing. Shakespeare used his ears and eyes to learn the craft of telling stories to the public in the popular form of theater. He also published two long narrative poems, which he dedicated to an aristocrat, and wrote sonnets to share "among his private friends" (so wrote Francis Meres in his Palladis Tamia, 1598). Varying his style to suit different audiences and occasions, and borrowing copiously from what he read, Shakespeare nevertheless found a voice all his own–so much so that his words are now, as his fellow playwright Ben Jonson foretold, "not of an age, but for all time." Reading, listening, analyzing, appreciating, criticizing, remembering: we will engage with these words in many ways, and will see how words can become ideas, habits of thought, indicators of emotion, and a means to transform the world.