,Yale University,Yale and Slavery,Civil War history,Yale History,slavery history,American History,history of the US,racism US,history of race,US politics,history major,public lectures,DeVane Lectures,emancipation,yLNosYAXJM8,UC4EY_qnSeAP1xGsh61eOoJA, Knowledge, channel_UC4EY_qnSeAP1xGsh61eOoJA, video_yLNosYAXJM8,Retreat from Reconstruction, the Grant Era and Paths to “Southern Redemption.”
In this DeVane Lecture Series course, Professor David Blight examines the impact of slavery and racism on American institutions, past, present, and future. This course works from an assumption that racial slavery was a central theme of the history of the Americas, and its many endings and legacies live with us still. The course will pose the question “can it happen here?” In the 1930s, the “it” was fascism. The “it” in this case is intended to mean not only slavery and its myriad forms of enduring inequalities, but also the very existence of a pluralistic, democratic, multi-ethnic government and society rooted in the rule of law and living under a common constitution. There have been many pivot or hinge points in American history when the nature and existence of the American experiment, as well as human freedom and rights were on the line. The course will specifically examine slavery and Yale, the Civil War, and the many legacies of that period – political, constitutional, racial, economic, and commemorative – as they have shaped American life and polity ever since.
To view all the classes as they are posted, please visit this playlist: Can It Happen Here Again? Yale, Slavery, and Legacies: 2024 DeVane Lecture Series
https://youtube.com/playlist?list=PLh9mgdi4rNexNlVLgo7Z6Zrbk_Otyz-w1&feature=shared
,1,This video describes how to interconvert between different units. For example, how do you convert between miles and kilometers. It provides general formulas and explains the difference between standard units and customary units.
With Professor Nilay Hazari.
For a full playlist of other videos describing concepts in general chemistry: https://www.youtube.com/playlist?list=PLh9mgdi4rNezk9fivHiXGMw7eyhf6Q2L_
,1,This video describes what happens to significant figures when we perform mathematical operations. It provides simple guidelines for addition, subtraction, multiplication, and division, and rules for rounding to the correct number of significant figures.
With Professor Nilay Hazari.
,1,Ready to tackle the world of Chemistry? We visited Dr. Nilay Hazari to see what he's been working on. He recently produced a video series called "General Chemistry Explained," which presents scientific concepts in a new and unique way that isn't typically covered in traditional lectures.
Let’s get chemical! Watch now: https://bit.ly/3FclpzY
,1,This video describes what significant figures are and provides rules for how to determine the correct number of significant figures from a measurement.
With Professor Nilay Hazari.
,1,This video discusses the precision and accuracy associated with making repeated scientific measurements. It explains why both precision and accuracy are important. With Professor Nilay Hazari.
,1,This video explains the scientific method, which is a process scientists use to ensure that their conclusions are valid. Each of the steps involved in the scientific method is explained using global warming as an example.
With Professor Nilay Hazari.
,1,This video explains the different states of matter, solid, liquid, and gas. It uses water as an example and explains how by putting or removing energy from a system you can interconvert between the different states of matter. It also explains that with the right amount of energy any molecule or compound can exist as a solid, liquid, or gas.
With Professor Nilay Hazari.
,1,Faculty duo Mary Evelyn Tucker and John Grim are here to discuss their course series: Religions of the World and Ecology. 🌎🙏 In 90 seconds, you'll gain a preview of how individuals and communities in particular religions have interacted with local lands, bio-regions, cosmos, and more. Learn more: https://fore.yale.edu/
,1,This video explains how we classify properties of matter into different classes depending on whether we need to know how much matter is present (extensive versus intensive properties). It also describes how some properties are chemical properties, which can only be understood through chemical reactions, while others are physical properties.
With Professor Nilay Hazari.
,1,This video explains how the structure of compounds accounts for their different properties. It introduces chemical formulae and the law of constant composition. It also describes that some compounds are formally considered to be made from neutral components, while ionic compounds are made from cations and anions. With Professor Nilay Hazari.
,1,This video describes how matter can be classified into pure substances, including elements and compounds, homogeneous mixtures, and heterogeneous mixtures. Each class is defined, and examples are given.
With Professor Nilay Hazari.
,1,This video explains the fundamental properties of matter. It describes how matter occupies space, has mass, and consists of atoms. Further, it discusses the different types of atoms and how they can be combined through bonds to make molecules. With Professor Nilay Hazari.
,1,These lessons focus on the likely global health challenges of the next few decades and how science and technology can be harnessed, through collective action, to address those challenges.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,These lessons focus on the likely global health challenges of the next few decades and how science and technology can be harnessed, through collective action, to address those challenges.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,These lessons focus on the likely global health challenges of the next few decades and how science and technology can be harnessed, through collective action, to address those challenges.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,These lessons focus on the likely global health challenges of the next few decades and how science and technology can be harnessed, through collective action, to address those challenges.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This section of the course focuses on the "burden of disease". It first examines the state of the world's health. It then introduces you to key demographic factors and how they relate to global health. It concludes with several sessions that examine what people get sick, disabled and die from and to what risk factors and determinants these conditions can be attributed.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This portion of the course focuses on critical causes of illness, disability, and death. It first examines communicable diseases, such as emerging infectious diseases, HIV, TB, malaria, and the neglected tropical diseases. It then reviews key issues in noncommunicable diseases, such as heart disease, stroke, cancer, and diabetes. It concludes with a look at injuries. Each session examines the nature of the condition; its burden of disease; the determinants and risk factors for the condition; who is most affected by it; and what we have learned can be done to address the condition in cost-effective ways.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This portion of the course focuses on critical causes of illness, disability, and death. It first examines communicable diseases, such as emerging infectious diseases, HIV, TB, malaria, and the neglected tropical diseases. It then reviews key issues in noncommunicable diseases, such as heart disease, stroke, cancer, and diabetes. It concludes with a look at injuries. Each session examines the nature of the condition; its burden of disease; the determinants and risk factors for the condition; who is most affected by it; and what we have learned can be done to address the condition in cost-effective ways.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This portion of the course focuses on critical causes of illness, disability, and death. It first examines communicable diseases, such as emerging infectious diseases, HIV, TB, malaria, and the neglected tropical diseases. It then reviews key issues in noncommunicable diseases, such as heart disease, stroke, cancer, and diabetes. It concludes with a look at injuries. Each session examines the nature of the condition; its burden of disease; the determinants and risk factors for the condition; who is most affected by it; and what we have learned can be done to address the condition in cost-effective ways.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This portion of the course focuses on critical causes of illness, disability, and death. It first examines communicable diseases, such as emerging infectious diseases, HIV, TB, malaria, and the neglected tropical diseases. It then reviews key issues in noncommunicable diseases, such as heart disease, stroke, cancer, and diabetes. It concludes with a look at injuries. Each session examines the nature of the condition; its burden of disease; the determinants and risk factors for the condition; who is most affected by it; and what we have learned can be done to address the condition in cost-effective ways.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,This portion of the course focuses on critical causes of illness, disability, and death. It first examines communicable diseases, such as emerging infectious diseases, HIV, TB, malaria, and the neglected tropical diseases. It then reviews key issues in noncommunicable diseases, such as heart disease, stroke, cancer, and diabetes. It concludes with a look at injuries. Each session examines the nature of the condition; its burden of disease; the determinants and risk factors for the condition; who is most affected by it; and what we have learned can be done to address the condition in cost-effective ways.
Enroll in the full course on Coursera here: https://bit.ly/EGH
,1,There’s a new story to tell…sort of! The newest module from “The Global Financial Crisis” is here. After 7.5 years, Professor Andrew Metrick is back to discuss the recent collapse of Silicon Valley Bank. 📉🏦 Learn the who, what, when, and how today! ➡️ https://bit.ly/3pUrJb7
,1,In 2015, Former U.S. Secretary of the Treasury Timothy F. Geithner and Professor Andrew Metrick launched the course "The Global Financial Crisis." This course surveyed the recent global financial crisis's causes, events, policy responses, and aftermath. Now, they're back to discuss the recent collapse of Silicon Valley Bank. Find out how it happened and how to prevent it in the future in this new module.
,1,Welcome to Connected Leadership! This course is designed to maximize your ability to create change at the individual, team and system levels. Through study, reflection, and deploying practical tools, you will establish a firm connection between your clearly articulated Purpose, effective Priorities, visualized Potential for success, and pathway to maximized Progress. But, what does that mean in practice?
When you take this course, you will:
- Improve your ability to get the most out of life: Learn a simple practice to reflect on your purpose, clarify priorities, visualize your potential, and maximize your effectiveness at progressing towards your goals.
- Strengthen your leadership toolkit: Tap into your unique leadership style and strengths and join or create a community of others to maximize your potential as a team.
- Create change through systems thinking: Become a more effective agent of positive change and appreciate the power and complexity of system thinking.
Learn more: http://bit.ly/40Jd1Bj
,1,Welcome to Connected Leadership! This course is designed to maximize your ability to create change at the individual, team and system levels. Through study, reflection, and deploying practical tools, you will establish a firm connection between your clearly articulated Purpose, effective Priorities, visualized Potential for success, and pathway to maximized Progress. But, what does that mean in practice?
When you take this course, you will:
- Improve your ability to get the most out of life: Learn a simple practice to reflect on your purpose, clarify priorities, visualize your potential, and maximize your effectiveness at progressing towards your goals.
- Strengthen your leadership toolkit: Tap into your unique leadership style and strengths and join or create a community of others to maximize your potential as a team.
- Create change through systems thinking: Become a more effective agent of positive change and appreciate the power and complexity of system thinking.
Learn more: http://bit.ly/40Jd1Bj
,1,Learn from past participants about Yale’s online certificate program, Tropical Forest Landscapes: Conservation, Restoration & Sustainable Use. This interdisciplinary program explores tropical land management through diverse perspectives in a dynamic online experience. Courses teach core concepts, highlight exciting global case studies, and illustrate practical tools to understand and manage complex social, ecological, and economic aspects of effective conservation and restoration initiatives.
Interested? Learn more at tropicalrestorationcertificate.yale.edu and contact us at tropicalcertificate@yale.edu.
Stay Connected with us on Social Media ⬇️
Facebook: https://www.facebook.com/yaletropicalcertificate
Twitter: https://twitter.com/yaletropiccert
Instagram: https://www.instagram.com/yaletropicalcertificate/
LinkedIn: https://www.linkedin.com/showcase/yale-elti
,1,Narrative Economics is the study of economic change due to changes in the way people think. The vast majority of people change the way they think because of changing narratives, tellable stories with morals, not by looking at data, equations, or diagrams. Most economists don’t study this but it is all but assured that mass changes in thinking patterns are driven by narratives that “go viral” and become part of the public consciousness. Professor Shiller, proposes studying these narratives — stories — is the most important thing we can do now to improve economic forecasts, inform major economic decisions and understand economic events.
,1,How does all this tie together? Class 23 brings the effects of the past century of imperialism into sharp focus.
Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages.
Ukraine must have existed as a society and polity on 23 February 2022, else Ukrainians would not have collectively resisted Russian invasion the next day. What does it mean for a nation to exist? Is this a matter of structures, actions, or both? Why has the existence of Ukraine occasioned such controversy? In what ways are Polish, Russian, and Jewish self-understanding dependent upon experiences in Ukraine? Just how and when did a modern Ukrainian nation emerge? For that matter, how does any modern nation emerge? Why some and not others? Can nations be chosen, and can choices be decisive? If so, whose, and how? Ukraine was the country most touched by Soviet and Nazi terror: what can we learn about those systems, then, from Ukraine? Is the post-colonial, multilingual Ukrainian nation a holdover from the past, or does it hold some promise for the future?
Course reading list: https://snyder.substack.com/p/syllabus-of-my-ukraine-lecture-class
To see other videos in this course, please click on this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNewfxO7LhBoz_1Mx1MaO6sw_
For issues with closed captions, please email guy.ortoleva@yale.edu
https://u24.gov.ua/shahedhunter
https://www.razomforukraine.org/razom-emergency-response/
,1,Class 22 brings us closer to the modern day and looks at the role of culture.
Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages.
Ukraine must have existed as a society and polity on 23 February 2022, else Ukrainians would not have collectively resisted Russian invasion the next day. What does it mean for a nation to exist? Is this a matter of structures, actions, or both? Why has the existence of Ukraine occasioned such controversy? In what ways are Polish, Russian, and Jewish self-understanding dependent upon experiences in Ukraine? Just how and when did a modern Ukrainian nation emerge? For that matter, how does any modern nation emerge? Why some and not others? Can nations be chosen, and can choices be decisive? If so, whose, and how? Ukraine was the country most touched by Soviet and Nazi terror: what can we learn about those systems, then, from Ukraine? Is the post-colonial, multilingual Ukrainian nation a holdover from the past, or does it hold some promise for the future?
Course reading list: https://snyder.substack.com/p/syllabus-of-my-ukraine-lecture-class
To see other videos in this course, please click on this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNewfxO7LhBoz_1Mx1MaO6sw_
For issues with closed captions, please email guy.ortoleva@yale.edu
https://u24.gov.ua/shahedhunter
https://www.razomforukraine.org/razom-emergency-response/
,1,Class 21 features guest lecturer, Professor Arne Westad, comparing Russian imperialism with other empires in recent centuries.
Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages.
Ukraine must have existed as a society and polity on 23 February 2022, else Ukrainians would not have collectively resisted Russian invasion the next day. What does it mean for a nation to exist? Is this a matter of structures, actions, or both? Why has the existence of Ukraine occasioned such controversy? In what ways are Polish, Russian, and Jewish self-understanding dependent upon experiences in Ukraine? Just how and when did a modern Ukrainian nation emerge? For that matter, how does any modern nation emerge? Why some and not others? Can nations be chosen, and can choices be decisive? If so, whose, and how? Ukraine was the country most touched by Soviet and Nazi terror: what can we learn about those systems, then, from Ukraine? Is the post-colonial, multilingual Ukrainian nation a holdover from the past, or does it hold some promise for the future?
Course reading list: https://snyder.substack.com/p/syllabus-of-my-ukraine-lecture-class
To see other videos in this course, please click on this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNewfxO7LhBoz_1Mx1MaO6sw_
For issues with closed captions, please email guy.ortoleva@yale.edu
https://u24.gov.ua/shahedhunter
https://www.razomforukraine.org/razom-emergency-response/
,1,What can be that breaking point in a person’s life? Class 20 examines the Maidan and the Self-Understanding that resulted. Guest lecturer is Marci Shore, Associate Professor of History at Yale University.
Marci Shore, Ukrainian Night: An Intimate History of Revolution, New Haven: Yale University Press, 2018.
https://www.amazon.com/Ukrainian-Night-Intimate-History-Revolution/dp/0300218680
For links to articles and essays available online: https://history.yale.edu/people/marci-shore
Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages.
Ukraine must have existed as a society and polity on 23 February 2022, else Ukrainians would not have collectively resisted Russian invasion the next day. What does it mean for a nation to exist? Is this a matter of structures, actions, or both? Why has the existence of Ukraine occasioned such controversy? In what ways are Polish, Russian, and Jewish self-understanding dependent upon experiences in Ukraine? Just how and when did a modern Ukrainian nation emerge? For that matter, how does any modern nation emerge? Why some and not others? Can nations be chosen, and can choices be decisive? If so, whose, and how? Ukraine was the country most touched by Soviet and Nazi terror: what can we learn about those systems, then, from Ukraine? Is the post-colonial, multilingual Ukrainian nation a holdover from the past, or does it hold some promise for the future?
Course reading list: https://snyder.substack.com/p/syllabus-of-my-ukraine-lecture-class
To see other videos in this course, please click on this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNewfxO7LhBoz_1Mx1MaO6sw_
For issues with closed captions, please email guy.ortoleva@yale.edu
https://u24.gov.ua/shahedhunter
https://www.razomforukraine.org/razom-emergency-response/
,1,Class 19 examines additional reminders of the impact Poland had on the formation of the Ukrainian state.
Timothy Snyder is the Richard C. Levin Professor of History at Yale University and a permanent fellow at the Institute for Human Sciences in Vienna. He speaks five and reads ten European languages.
Ukraine must have existed as a society and polity on 23 February 2022, else Ukrainians would not have collectively resisted Russian invasion the next day. What does it mean for a nation to exist? Is this a matter of structures, actions, or both? Why has the existence of Ukraine occasioned such controversy? In what ways are Polish, Russian, and Jewish self-understanding dependent upon experiences in Ukraine? Just how and when did a modern Ukrainian nation emerge? For that matter, how does any modern nation emerge? Why some and not others? Can nations be chosen, and can choices be decisive? If so, whose, and how? Ukraine was the country most touched by Soviet and Nazi terror: what can we learn about those systems, then, from Ukraine? Is the post-colonial, multilingual Ukrainian nation a holdover from the past, or does it hold some promise for the future?
Course reading list: https://snyder.substack.com/p/syllabus-of-my-ukraine-lecture-class
To see other videos in this course, please click on this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNewfxO7LhBoz_1Mx1MaO6sw_
For issues with closed captions, please email guy.ortoleva@yale.edu
https://u24.gov.ua/shahedhunter
https://www.razomforukraine.org/razom-emergency-response/
,1,What is it about democratic political systems that has fostered the resurgence of population? Prof. Ian Shapiro discusses answers to this question by shifting the focus away from exclusive attention to the attitudes of voters to include the incentives and motivations of politicians.
,1,In this lecture, Professor Shapiro discusses supply of and demand for money in politics. He provides an overview of myths and realities on courts in American politics, discusses the first amendment since Buckley v. Valeo, the importance of the changing media context, and finally the demand for money in an area of weak parties.
,1,Professor Ian Shapiro introduces the class “Power and Politics in Today’s World.”
This course provides an examination of political dynamics and institutions over this past tumultuous quarter century, and the implications of these changes for what comes next. Among the topics covered are the decline of trade unions and enlarged role of business as political forces, changing attitudes towards parties and other political institutions amidst the growth of inequality and middle-class insecurity, the emergence of new forms of authoritarianism, and the character and durability of the unipolar international order that replaced the Cold War.
,1,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.
,1,Introduction to the Old Testament (Hebrew Bible) (RLST 145) with Christine Hayes
In this lecture, the Hebrew Bible is understood against the background of Ancient Near Eastern culture. Drawing from and critiquing the work of Yehezkel Kaufmann, the lecture compares the religion of the Hebrew Bible with the cultures of the Ancient Near East. Two models of development are discussed: an evolutionary model of development in which the Hebrew Bible is continuous with Ancient Near Eastern culture and a revolutionary model of development in which the Israelite religion is radically discontinuous with Ancient Near Eastern culture. At stake in this debate is whether the religion of the Hebrew Bible is really the religion of ancient Israel.
00:00 - Chapter 1. The Bible as a Product of Religious and Cultural Revolution
08:16 - Chapter 2. Kaufman's Characterization of "Pagan Religion"
22:16 - Chapter 3. Kaufman's Characterization of One Sovereign God
35:13 - Chapter 4. Continuity or Radical Break?
Complete course materials are available at the Open Yale Courses website: http://oyc.yale.edu
This course was recorded in Fall 2006.
,1,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.
,1,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.
,1,Introduction to Political Philosophy (PLSC 114)
Professor Smith discusses the nature and scope of "political philosophy." The oldest of the social sciences, the study of political philosophy must begin with the works of Plato and Aristotle, and examine in depth the fundamental concepts and categories of the study of politics. The questions "which regimes are best?" and "what constitutes good citizenship?" are posed and discussed in the context of Plato's Apology.
00:00 - Chapter 1. What Is Political Philosophy?
12:16 - Chapter 2. What Is a Regime?
22:19 - Chapter 3. Who Is a Statesman? What Is a Statesman?
27:22 - Chapter 4. What Is the Best Regime?
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This course was recorded in Fall 2006.