Dino 101: Dinosaur Paleobiology is a 12-lesson course teaching a comprehensive overview of non-avian dinosaurs. Topics covered: anatomy, eating, locomotion, growth, environmental and behavioral adaptations, origins and extinction. Lessons are delivered from museums, fossil-preparation labs and dig sites. Estimated workload: 3-5 hrs/week.

This course familiarizes students with the novel concepts being used to revamp regulatory toxicology in response to a breakthrough National Research Council Report “Toxicity Testing in the 21st Century: A Vision and a Strategy.” We present the latest developments in the field of toxicology—the shift from animal testing toward human relevant, high content, high-throughput integrative testing strategies. Active programs from EPA, NIH, and the global scientific community illustrate the dynamics of safety sciences.

Health behavior lies at the core of any successful public health intervention. While we will examine the behavior of individual in depth in this course, we also recognize by way of the Ecological Model that individual behavior is encouraged or constrained by the behavior of families, social groups, communities, organizations and policy makers. We recognize that behavior change is not a simplistic process but requires an understanding of dimensions like frequency, complexity and cultural congruity. Such behavioral analysis is strengthened through the use of a toolkit of theoretical models and practical frameworks. While many of such models and frameworks exist, in this course we will review the Health Belief Model, Social Learning Theory, Theory of Reasoned Action, the Trans-Theoretical Model and the PRECEDE Framework. After building your behavioral analysis toolkit with these examples, you will see that actual behavior change program planning uses a combination of ideas and variables from different models, theories and frameworks. Ultimately we aim to encourage course participants to apply the idea that successful programs are theory based as they go about involving people in improving their health.

This is the sequel course to Foundations of Mindfulness that will continue to provide a broad overview of the fundamental concepts, principles, and practices of mindfulness. With interactive exercises to help students explore their own attitudes, mental habits and behaviors, Foundations of Mindfulness series offers a pathway for living with more freedom, authenticity and ease. Featured components of the course include experiential exercises, guided meditations, personal reflection and interactive discussions. Living with Balance and Ease will not only cover some of the fundamentals of mindfulness, but will focus on connecting to the innate resources and abilities that will allow for a more effective response to life's challenges, build resiliency, and invite peace and ease into everyday life. Although this course can be taken as a standalone, it is recommended to take the first Foundations of Mindfulness course before beginning this course.

This class covers the fundamental principles underlying cryo-electron microscopy (cryo-EM) starting with the basic anatomy of electron microscopes, an introduction to Fourier transforms, and the principles of image formation. Building upon that foundation, the class then covers the sample preparation issues, data collection strategies, and basic image processing workflows for all 3 basic modalities of modern cryo-EM: tomography, single particle analysis, and 2-D crystallography. Philosophy: The course emphasizes concepts rather than mathematical details, taught through numerous drawings and example images. It is meant for anyone interested in the burgeoning fields of cryo-EM and 3-D EM, including cell biologists or molecular biologists without extensive training in mathematics or imaging physics and practicing electron microscopists who want to broaden their understanding of the field. The class is perfect as a primer for anyone who is about to be trained as a cryo-electron microscopist, or for anyone who needs an introduction to the field to be able to understand the literature or the talks and conversations they will hear at cryo-EM meetings. Pre-requisites: The recommended prerequisites are college-freshman-level math, physics, and biochemistry. Pace: There are 14.5 hours of lecture videos total separated into 40 individual “modules” lasting on average 20 minutes each. Each module has at the end a list of “concept check” questions you can use to test your knowledge of what was presented. As the modules are grouped into seven major subjects, one reasonable plan would be to go through one major subject each day. That would mean watching a couple hours of lecture and spending another hour or so thinking through the concept check questions each day for a week. Another reasonable plan would be to go through one module each day for a little over a month, or even three modules a week (Monday, Wednesday, and Friday) for a 3-month term. It is likely that as you then move on to actually begin using a cryo-EM or otherwise engage in the field, you will want to repeat certain modules.

This course introduces several basic scientific principles underpinning the methodology of cooking, food preparation, and the enjoyment of food. All topics covered have a strong basis in biology, chemistry, and physics application. Among others, they include the consumption of cooked food, the physiological and evolutionary implications of the senses, geographic and cultural influences on food, and the rationale behind food preparation. We will also discuss issues such as coupling of senses to improve sense stimulation; altering flavor by chemical means, and modification of the coloration to improve the appearance of dishes. Following the video demonstrations of the scientific principles of cooking, you will learn to recognize the key ingredients and their combinations for preparing good healthy food. You will also be asked to try out and practice specific cooking principles through the weekly assignments; analyze your data and make comparisons of your experiences with others. At the end of this course, you will be able to: - appreciate the scientific basis of various recipes. - develop your own recipes by integrating some of the scientific principles into new dishes. - recognize the influence of the material world on human perception from the different senses. - appreciate the art of integrating science into cooking and dining. Important Note: This course is not designed for people with special dietary needs such as vegetarian, diabetic, and gluten-free diets. If you feel uncomfortable with any part of the assignments or activities of this course, you can substitute some of the ingredients or ask friends and family members to help with the tasting of your assignments. Alternatively, you may skip that specific assignment if you have fulfilled all other qualifying requirements to pass the course. Course Overview video: https://www.coursera.org/lecture/gastronomy/course-overview-43gyz

COVID-19 is rapidly spreading across the globe and all providers must be prepared to recognize, stabilize and treat patients with novel coronavirus infection. Following completion of this short course physicians, nurses, and other healthcare professionals will have a unified, evidenced-based approach to saving the lives of patients with COVID-19, including those who are critically ill. Learning modules are broken into short videos presented in a richly illustrated and compelling manner. The course is self paced and providers can schedule their learning to fit with their schedules. Topics include symptoms and signs in patients with COVID-19, early stabilization of patients, preventing the need for intubation, and ventilator management. The best evidence and guidelines are summarized while accompanying handouts provide written learning points and links to online resources. Simple infographics are available for providers to utilize within their care facilities to educate and promote optimal care across their entire institution. To learn more about our other programs and find additional resources, please visit Stanford Emergency Medicine International (https://emed.stanford.edu/specialized-programs/international.html), The Stanford Center for Health Education (https://healtheducation.stanford.edu/), and our Digital Medic Initiative (https://digitalmedic.stanford.edu/our-work/covid-19-resources/). Accreditation The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. Credit Designation The Stanford University School of Medicine designates this enduring material for a maximum of 5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. If you would like to earn CME credit from Stanford University School of Medicine for participating in this course, please review the information here prior to beginning the activity.

In this course, you’ll learn how serious and life-threatening illnesses often affect emotional and spiritual well-being. Illnesses can increase stress as patients and families learn to live with a “new normal” that may often focus on illness. You’ll learn how to tell when normal sadness (or grief) becomes something more serious and needs to be addressed. People with serious illnesses also have social concerns as their family, friends and community support system becomes stretched, and sometimes fails. We’ll talk about resources and skills you can use to help support patients and families. You’ll learn about advance care planning, that includes shared decision-making, setting goals of care, and writing down plans for care.

Understanding the clinical terms and abbreviations commonly used during verbal or written communication in U.S. hospitals is challenging. This course is designed for U.S. health care profession students and for international students and practitioners who want to become more familiar with the language of the U.S. clinical setting. Others, such as caregivers and medical interpreters, who wish to develop a better understanding of terms and abbreviations used by health care providers will find this course helpful. The course provides visual and auditory learning experiences to enhance the understanding of terms and abbreviations commonly encountered on a general U.S. hospital unit. All content including quizzes are available at no cost to the learner. If you need a certificate, you can apply for financial aid or pay the fee. To find out more, click Learn more and apply next to the information about Financial Aid. (Use a computer, not a mobile device, for this step.)

In this course, you will be able to develop a systems view for assessing and managing pain in the palliative care setting. By the end of the course, you will be able to: 1) Describe the pain problem in the palliative care setting; 2) Assess a person’s pain, 3) Explain the benefits of integrative therapies and pharmacologic strategies to manage pain.