“International Humanitarian Law in Theory and Practice” is the first MOOC of the Kalshoven-Gieskes Forum on International Humanitarian Law, which is the platform within the Grotius Centre for International Legal Studies of Leiden University for the research, teaching and dissemination of international humanitarian law (IHL). In this course, Prof. Robert Heinsch, Dr. Giulia Pinzauti and Dr. Emma Irving will give you a deep insight into the rules that govern armed conflict, and aim to mitigate human suffering on the battlefield. You will explore the why and how of IHL, followed by the different types of conflict. In no time you will find out which rules apply to the civil war in Syria, the military intervention in Ukraine and the occupation of the West Bank. During this course, you will learn how hostilities should be waged: Which weapons can be used by combatants and other fighters? And, who should never be a target during military operations? We will also look into the concept of protected persons, and you will find out how IHL affords protection to the sick and wounded, medical personal, detainees, children, journalists and other persons who are not - or not anymore - fighting. At the end of this course, you are introduced to the different implementation and enforcement mechanisms that aim to increase respect for IHL. Here, you are invited to think critically whether IHL works! Throughout this course you will benefit from a mix of theory and practice, which is at the heart of the vision and mandate of the Kalshoven-Gieskes Forum. You can participate for instance in an ongoing case study where drones are flying over the fictitious country Arfula, and detainees are locked up in tiny cells. Or, you can join our discussions about IHL success stories and the major IHL challenges we face today, with distinguished speakers from the International Committee of the Red Cross and US Naval War College! This course is free to join and to participate in. There is the possibility to get a verified certificate for the course, which is a paid option. If you want a certificate, but are unable to pay for it, you can request financial aid via Coursera.

In bringing about behavior change in public health, we often focus on the individual mother, student, or farmer. We should not forget the community structure and norms constrain for encouraging individual health behaviors. This course examines the community context of the changes needed to promote the public’s health. We begin by examining the various definitions of ‘community’ and the processes by which we ‘diagnose’ or seek to understand the structure and characteristics of different types of communities. An appreciation of community similarities and differences is necessary lest we fall into the trap of designing one-size-fits-all interventions. We need to recognize that no matter that outsiders may view a community as poor or neglected, we can find strengths and capacities for improvement in each community. Identifying community capacities and resources is the first step in facilitating community change. Different practical and philosophical approaches to change and therefore, examined. Specific to the change process is our recognition of the need for communities to participate in the design, implementation and evaluation of any intervention. We examine the concept of participation in an effort to see how different levels of involvement may affect sustainability of community change efforts. Finally a case study of a community participatory approach to onchocerciasis control in Africa is presented. Community Directed Intervention has subsequently been successfully applied to providing other essential primary health care services by and in the community, such as insecticide treated bednets, malaria treatment, vitamin A distribution, deworming medicines, and pneumonia and diarrhea case management.

The French Revolution was one of the most important upheavals in world history. This course examines its origins, course and outcomes. This course is designed for you to work through successfully on your own. However you will not be alone on this journey. Use the resources included in the course and take part in the suggested learning activities to get the most out of your learning. To successfully complete this course, it is recommended that you devote at least six hours to every module over the six weeks of the course. In that time you should watch the video lectures, reflect and respond to in-video pause points, and complete the quizzes. As part of the required reading for this course, during each week of this course you will have free access to a chapter of Peter McPhee's textbook, The French Revolution, which is also available for purchase as an e-book. View the MOOC promotional video here: http://tinyurl.com/gstw4vv

Racial health disparities - differences in health outcomes based on race - are rampant in the U.S., and many incorrectly assume these are due to differences in behavior or genetics. To understand these differences, and ultimately identify solutions to eliminate these disparities, we need to dig deeper and look at the root causes. We need to examine how our socio-political institutions have racial inequities embedded within their policies and practices. We need to re-examine history to learn how and why race was created and how it was used to advance the interests of whites. We need to examine how state violence is selectively used to reinforce racial inequities. Learners in this course will be guided through these examinations in order to gain a deeper understanding of why health disparities exist in the U.S. and what will be necessary to eliminate these disparities. Answering questions pertaining to course materials will give learners the opportunity to self-reflect in an effort to deepen their thinking about health inequities. Additionally, course assignments will give learners the opportunity to practice advocacy skills through the creation of writing products intended to convince decision-makers to change their perspective. To fix the problem we need to accurately diagnose it, and this course will help learners diagnose the root causes of the problem. By the end of this course, learners will be able to: - Describe the impact of structural racism on individuals. - Identify policies and events that shaped current racial health inequities. - Discuss how historical events contributed to current racial health inequities. - Describe how inequities in institutions like schools, businesses, and policing contribute to current racial health inequities. - Apply public writing strategies to work against racial inequities in health.

Urbanization is reaching a new peak in the contemporary world with the rise of mega cities. Researchers try to make sense of these large urban areas using a variety of concepts. The class will review debates and present social science models of cities to analyse and compare contemporary developments. General Overview Help Center Urbanization is reaching a new peak in the contemporary world with the rise of mega cities. Researchers try to make sense of these large urban areas using a variety of concepts. The class will review debates and present social science models of cities to analyse and compare contemporary developments. Globalization, Europeanization processes support the rapid developments of cities in different part of the world. Urbanization is reaching a new high in the contemporary world with the rise of mega cities (beyond 15 million inhabitants) such as Calcutta, Los Angeles, Dhaka, Cairo, Tokyo, New York, Shanghai, Mexico or Seoul. Beyond the modern metropolis, researchers try to make sense of these large urban areas using a variety of concepts such as the ‘postmetropolis’, ‘global cities’, and ‘global city-regions’. The class will review debates and present social science models of cities and metropolis to analyse and compare contemporary developments. How can do we study those cities when they become mega urban regions, does size matter and for what? Do we see the making of a vast urban world or by contrast beyond the apparent convergence of complex globalisation processes understood in relation to globalised capitalism, is it possible to identify masked differentiations and the strengthening of different urban worlds? How do we make sense of this urban world when cities are not independent units but have to be understood both in terms of territories, rootedness, and at the same time in terms of relations to take into account flux, mobility, circulations ? What is the relevance of social science concepts developed in the Western world to analyse the transformation of Lagos? To what extent may the systematic development of new forms of comparison between northern cities and cities from the South change social sciences and contribute to overcome the bias towards national comparison? For the time being, given current conditions of capitalism, political, economic, cultural and social questions are increasingly becoming urban questions. In the modern conception of the world/globalcity, characterised by size, the aggregation of housing, differentiated divisions of labour, and the density of interaction, several conceptions of cities exist which have become entangled and sometimes opposed to each other. These different conceptions underline different processes of integration: the material city of walls, squares, houses, roads, light, utilities, buildings, waste, and physical infrastructure; the cultural city in terms of imaginations, differences, representations, ideas, symbols, arts, texts, senses, religion, and aesthetics; the politics and policies of the city in terms of domination, power, government, mobilisation, public policies, welfare, education; the social city of riots, ethnic, economic and gender inequalities, everyday life and social movements; and the economy of the city : the division of labour, scale, production, consumption, trade..... Classic urban questions about inequalities, housing, government, integration, are combined with issues about the urban fabric, questions of mobility and rootedness, sustainable development and risks, the making of the cyborg cities, questions of social control and riots, urban culture, innovation and urban economic development. All video produced by Sciences Po for this Mooc are under Creative Commons (BY / NC / SA) Recommended Background The course is designed for undergraduates but it also will interest graduates and professionals concerned in urban issues. The course is organized in 8 sequences and displays multimedia contents (images, video, original documents). There will be also assignments that consist in participating to discussions related to theoretical models presented in the course based on case studies of your choice, and peer assessments on your contributions. Syllabus : Week #1 : Introduction, definition, urban questions and the use of models Week #2 : European cities and the weberian model of integration Week #3 : Colonial and post colonial cities Week #4 : Industrial cities (and Socialist cities) and Marxist models Week #5 : The American metropolis and the Chicago School, Week #6 : Post metropolis, fragments and differences Week #7 : Global cities and mega cities Week #8 : Smart cities and the sociology of science and technology

Welcome to Course 1 in CS4950, Homeland Security and Cybersecruity. In this course we examine the origins of homeland security and its connection with cybersecurity. Homeland security is about safeguarding the United States from domestic catastrophic destruction. Catastrophic destruction comes in two forms: natural and man-made. For most of history the man-made variety came in the form of warfare and required the combined resources of a nation state. All that changed March 20th, 1995. On that date, members of a quasi-religious cult in Japan attacked the Tokyo subway system using Sarin gas. It was the first deployment of a weapon of mass destruction my a non-state actor. The power of destruction once reserved to nation states was now available to small groups, even individuals. The incident was a wake up call for governments around the world. Defense establishments designed to keep rogue states in check were practically useless against non-state actors. Overnight, the number of potential enemies multiplied a hundred, maybe even a thousand-fold. In response to the Tokyo Subway Attacks, the United States took measures to protect itself from WMD attack by non-state actors. Those measures were still being enacted when the nation was attacked on 9/11. On September 11, 2001, nineteen hijackers inflicted as much damage as the Imperial Japanese Navy on December 7, 1941. The investigating 9/11 Commission noted the attacks for their "surpassing disproportion". The hijackers had achieved WMD effects without using WMD. They did this by subverting the nation's transportation infrastructure, turning passenger jets into guided missiles. Again, the security implications were profound. Non-state actors seeking to inflict domestic catastrophic destruction did not need to import, fabricate, or acquire WMD as the nation was surrounded by the means of its own destruction in the form of critical infrastructure. The vulnerability of critical infrastructure had not gone unnoticed. Again, in response to the Tokyo Subway attacks, which themselves had been an attack on Japanese infrastructure, President Clinton in 1996 commissioned a panel to investigate the threat to United States' infrastructure. The panel replied in 1997 that there was no immediate threat to US infrastructure, but they were concerned with the growing risk of cyber attack. The same cyber physical systems that fueled the explosive growth of the Internet were being incorporated into Industrial Control Systems that underpinned much of the nation's critical infrastructure. The panel noted that the knowledge and skills necessary to mount a cyber attack on the nation's infrastructure was growing. As a result of this observation, President Clinton in 1998 ordered the protection of US critical infrastructure, especially from cyber attack. Following 9/11, critical infrastructure protection and cybersecurity were designated core missions in the 2002 Homeland Security Act establishing the new Department of Homeland Security. They remain core missions to this day, but many don't see the connection. The connection is this: cybersecurity is essential to critical infrastructure protection, which is essential to homeland security, which is about safeguarding the United States from domestic catastrophic destruction. I look forward to working with you in the coming lessons. Best wishes and good luck! Course 1: Homeland Security & Cybersecurity Connection Course 2: Cybersecurity Policy for Water and Electricity Infrastructures Course 3: Cybersecurity Policy for Aviation and Internet Infrastructures Course 4: Homeland Security & Cybersecurity Future

In this course we will take the social business opportunity that you have identified in the first course to a higher level. Specifically, you will develop a business model using the Business Model Canvas. Gradually you will also start writing your business plan. Moreover, you will be able to assess different organizational forms and select the one that is appropriate for your developed business model. By the end of the course you will be able to compare different social impact investment methods and choose the right funding strategy for your social venture. Note: It is highly recommended to have completed Course 1: 'Identifying Social Entrepreneurship Opportunities' before you start with this Course!

In Reclaiming the Street, you will learn about the mechanisms of change and will be challenged to apply this knowledge to start creating vibrant streetscapes in your neighbourhood. This six week course will guide you through seminal academic work on the topics of transition management and street experiments while providing practical insights from practitioners from around the world. A final peer-reviewed project integrates key takeaways from each module of this course to help you write an actionable plan for change. This online course is supported by the EIT Urban Mobility’s Competence Hub. EIT Urban Mobility is an initiative of the European Institute of Innovation and Technology (EIT) that has been working since January 2019 to encourage positive changes in the way people move around cities in order to make them more sustainable and liveable places.

This course explores some of the key themes and capabilities of cultural competence by exploring Aboriginal experiences and narratives of Sydney. Australia was ‘claimed’ for the British Crown in 1770, by Captain James Cook, but the invasion began in earnest when the First Fleet of British arrived in 1788 and established a penal colony in Sydney. As a consequence Sydney is a city rich in diverse pre-colonial, colonial and contemporary sites of significance to Aboriginal peoples. Too often though our perceptions about Aboriginal peoples consign them to an ancient past or perpetuates stereotypical imaginations that Aboriginal peoples live in remote communities (Hinkson, 2010). At the heart of this MOOC is the theme that Sovereignty was never ceded and Sydney always was and always will be Aboriginal Land. Despite this the Aboriginal presence in the city is often invisible to non-Aboriginal eyes. This course aims to bring to light marginalised narratives of Aboriginal presence in this space. To understand hidden and marginalised narratives and experiences it is necessary to develop cultural competence capabilities. Key elements of practicing cultural competence include being able to understand and interrogate context, which in the case of Sydney includes not only learning about the peoples, places and histories of Aboriginal Sydney but to also understand issues about how knowledge is created and how dominant narratives can exclude diverse knowledges and experiences. Course learning outcomes 1. Develop knowledge about cultural competence capabilities. 2. Develop a deeper and multi-layered knowledge and understanding about Aboriginal peoples, cultures and places in Sydney. 3. Develop a greater understanding of how history, cultures and places are represented, contested and interpreted and how that relates to their own context. Acknowledgement of Country We acknowledge that this course was developed on the land of the Gadigal Peoples of the Eora nation. We pay our respect to the Traditional Owners of this land and acknowledge that the land that the University of Sydney was built on has been a place of learning for many thousands of years.

Jewish Diaspora in China is a unique experience for world Jewry, as China is the only country in Far East that has had Jews living in its society for over 1,000 years. Documentary evidence shows that Jews started to live in China no later than the Tang Dynasty (618–907). The famous Kaifeng Jewish community, which was established in Kaifeng, the Chinese capital of the Song Dynasty (960-1279), is but a best-known example. However, the largest Jewish Diaspora in China appeared in modern times. In over 100 years, from the mid-19th century to the mid-20th century, about 40,000 Jews came to China and lived in newly-established major port cities such as Hong Kong, Shanghai, Tianjin, and Harbin. Jewish communities composed of these Jews became an essential part of the economic and social life of those modern Chinese cities. What brought such a large number of Jews to China? Where did these people come from? How did they arrive? Were they all in China at the same time, and were there any differences among them? What happened to them after they arrived? Where are they now? The story of Jews in modern China is certainly a fascinating and up-lifting one. This course will examine these questions and more.