Arts and culture leaders have a tough but rewarding task: creating and leading sustainable organizations that deliver real social value. There is a lot of competition out there. Being an effective leader means constantly adapting, cleverly using the best tools to reach as many people as possible. This course is designed to help leaders at any level do just that.

How do revolutions emerge without anyone expecting them? How did social norms about same sex marriage change more rapidly than anyone anticipated? Why do some social innovations take off with relative ease, while others struggle for years without spreading? More generally, what are the forces that control the process of social evolution –from the fashions that we wear, to our beliefs about religious tolerance, to our ideas about the process of scientific discovery and the best ways to manage complex research organizations? The social world is complex and full of surprises. Our experiences and intuitions about the social world as individuals are often quite different from the behaviors that we observe emerging in large societies. Even minor changes to the structure of a social network - changes that are unobservable to individuals within those networks - can lead to radical shifts in the spread of new ideas and behaviors through a population. These “invisible” mathematical properties of social networks have powerful implications for the ways that teams solve problems, the social norms that are likely to emerge, and even the very future of our society. This course condenses the last decade of cutting-edge research on these topics into six modules. Each module provides an in-depth look at a particular research puzzle -with a focus on agent-based models and network theories of social change -and provides an interactive computational model for you try out and to use for making your own explorations! Learning objectives - after this course, students will be able to... - explain how computer models are used to study challenging social problems - describe how networks are used to represent the structure of social relationships - show how individual actions can lead to unintended collective behaviors - provide concrete examples of how social networks can influence social change - discuss how diffusion processes can explain the growth social movements, changes in cultural norms, and the success of team problem solving

Welcome to English for Journalism, a course created by the University of Pennsylvania, and funded by the U.S. Department of State Bureau of Educational and Cultural Affairs, Office of English Language Programs. To enroll in this course for free, click on “Enroll now” and then select "Full Course. No certificate." This course is designed for non-native English speakers who are interested in developing the skills needed for a career in modern journalism. In this course, you will explore print and digital media through authentic readings and video lectures, while expanding your vocabulary and increasing your ability to read, research, and develop local and global news stories. Unit 1 will provide an introduction to the history and principles of journalism. In unit 2, you will learn how to research, pitch, and interview. The next unit in the course will focus on the language needed to write newspaper and magazine articles, while unit 4 will cover the basics of broadcasting the news. In the final unit of the course, you will analyze the growth, impact, and challenges of digital news, while completing a reflection assignment that allows you to think about and discuss the recent changes to the field of journalism. Unless otherwise noted, all course materials are available for re-use, repurposing and free distribution under a Creative Commons 4.0 Attribution license. Supplemental reading materials were provided by Newsela, which publishes daily news articles at a level that's just right for each English language learner.

The Global Diplomacy course is a unique offering to the MOOC environment. Bringing together cutting edge research in the broad fields of Diplomatic and International Studies, award winning distance learning delivery and the instructors previous experience of delivering a successful MOOC. Please see the volume Global Diplomacy: Theories, Types and Models authored with Dr Alison Holmes, (Westview, 2016), and the Understanding Research Methods MOOC from Coursera. The Global Diplomacy MOOC has a direct heritage in the University of London International Academy/SOAS Global Diplomacy MA Programme launched in April 2013 which have attracted hundreds of students from around the world. The Global Diplomacy MA Programme is provided by the Centre for International Studies and Diplomacy which has been teaching postgraduate courses in Diplomacy for over twenty five years. After completing the 'Global Diplomacy' MOOC, learners will have: 1. The ability to demonstrate a critical understanding of the nature and development of global diplomacy, drawing on a variety of relevant contributing disciplines in the broad field of International Studies. 2. An understanding of changes in diplomatic practices and procedures and the relationship of those changes to contemporary politics. 3. A sound grounding in both theoretical and empirical approaches to debates in diplomacy so that students have been exposed to the and skills needed to analyse global diplomacy. 4. knowledge of issues in global diplomacy in historical and contemporary contexts.

In collaboration with the Rollins School of Public Health and the CDC's Division of Global Health Protection, Emergency Response, and Recovery Branch, this course introduces basic concepts and principles of communicating during a global crisis or emergency. It explores why communication during an emergency is different and the importance of adapting emergency messages to the needs of affected populations. Through sample scenarios, you will get the opportunity to identify information needs and develop useful messages using six guiding principles to help you communicate effectively and promote behaviors that reduce health risks during an emergency.

In this course, learners will become familiar with principles and theories of global health problems, and major challenges and controversies in improving global population health as well as practical applications of quantitative methods to analyze and interpret issues and challenges for policy. Topics will include health and foreign policy, health governance, acute disease surveillance, non-communicable diseases, burden of disease, universal health coverage, health systems strengthening, health financing, and human resources for health and ageing.

The Capstone Project is a service learning experience designed to apply the knowledge and skills developed in the three Specialization courses to a real world leadership and governance situation. It is also intended to develop the participant's capability to act as an agent for positive change in nonprofit organizations. To this end, you will analyze the leadership and governance effectiveness of a real board of directors in an organization of your own choosing (or, if that is not possible, data gathered from a real board provided by the course instructors). By the end of the Capstone Project, you will have produced a professional consulting report detailing your analysis and recommendations to improve board leadership and governance effectiveness. You will then present it to the board and advise them on implementing change. To learn more about this course, please watch the overview video by copying and pasting the following link into your web browser: https://goo.gl/GTWrN2 Keywords: Nonprofit; Nonprofit Sector; Voluntary Sector; Nonprofit Organizations, Non-Governmental Organizations, Volunteer Organizations, Leadership, Management, Governance, Board, Board of Directors, Performance, Effectiveness Capstone Project Overview: Weeks 1-3: This period will be spent choosing a board of a nonprofit organization and gathering information using two specially designed tools and resources: The SUNY Open textbook (to download the book copy and paste the following link into your browser: http://tinyurl.com/peolnjb), "Guidelines for Improving the Effectiveness of Boards of Directors of Nonprofit Organizations", and The Board Check-Up, online board performance self-assessment tool that can be accessed by copying and pasting this link into your browser: https://www.boardcheckup.com. Weeks 4-5: In this phase, the information gathered will be analyzed leading to an evaluation of the board's effectiveness in the different dimensions of board effectiveness examined in the Specialization courses. Weeks 6-8: In the final phase of the Project, the results of the analysis and recommendations for positive change will be brought together a specially prepared consulting report intended for the use of the board of the client organization.

History of Ancient Egypt. Before and after the Pharaohs: From the birth of the State (c. 3000 BCE) to the early Christian communities (4th century CE).

This course presents a detailed overview of qualitative methods of data collection, including observation, interviews, and focus group discussions. We will start with an in-depth overview of each method, explore how to plan for data collection, including developing data collection guides, and discuss techniques for managing data collection. For observation, we’ll focus on approaches with low levels of interaction with people and the environment (e.g. non-participant observation). We’ll talk about note-taking strategies, the use of observation guides, and approaches to writing up fieldnotes. For interviews, we’ll discuss development of effective question guides and demonstrate interviewing techniques. For focus group discussions, we’ll highlight moderation strategies and how to integrate activities into question guides to promote interaction in the group setting. Finally, we’ll briefly discuss the transcription process for recorded interviews and focus group discussions. Learners of this course will not only be able to put what they learn into practice, but they'll also develop a portfolio of qualitative research materials for career advancement.

While prescription opioids serve an invaluable role for the treatment of cancer pain and pain at the end of life, their overuse for acute and chronic non-cancer pain as well as the increasing availability of heroin and illicit fentanyl, have contributed to the highest rates of overdose and opioid addiction in U.S. history. Evidence-informed solutions are urgently needed to address these issues and to promote high-quality care for those with pain. This course and the report it is based on are a response to that need. They offer timely information and a path forward for all who are committed to addressing injuries and deaths associated with opioids in the United States.